diff --git a/dashboard/config/locales/dsls.en.yml b/dashboard/config/locales/dsls.en.yml index e7f278b70db17..041858e88965f 100644 --- a/dashboard/config/locales/dsls.en.yml +++ b/dashboard/config/locales/dsls.en.yml @@ -2,4273 +2,54 @@ --- en: data: - contract_match: - CREATING CONTRACTS FROM EXAMPLES 1: - Big Triangle: Big Triangle - Big Triangle|Image|Number|String: Big Triangle|Image|Number|String - EXAMPLE 1.solution_blocks, 300: EXAMPLE 1.solution_blocks, 300 - Write a contract for a big red triangle that is 100 pixels in size: Write a contract for a big red triangle that is 100 pixels in size - Creating Contracts From Examples 2: - Example 2.solution_blocks, 300: Example 2.solution_blocks, 300 - Square Contract: Square Contract - Square|Image|Number|String: Square|Image|Number|String - Write a contract for a purple square that is 15 pixels in size.: Write a contract for a purple square that is 15 pixels in size. - Creating Contracts From Examples 3A: - Banner Contract: Banner Contract - Banner Function block: Banner Function block - Examples 3.solution_blocks, 300: Examples 3.solution_blocks, 300 - banner|Image|String: banner|Image|String - Creating Contracts From Examples 4: - Examples 4.solution_blocks, 300: Examples 4.solution_blocks, 300 - Shrink Contract: Shrink Contract - Try using the "shrink" function.: Try using the "shrink" function. - shrink|Image|Image: shrink|Image|Image - Design Recipe 1.contract: - Design Recipe 1 Contract: Design Recipe 1 Contract - ? Write the contract for function called "wide-rect" which creates a rectangle of given height and color that is twice as wide as it is tall. - : Write the contract for function called "wide-rect" which creates a rectangle of given height and color that is twice as wide as it is tall. - wide-rect|Image|Number|String: wide-rect|Image|Number|String - Enter name here: - Contract Name|Number|Number|String: Contract Name|Number|Number|String - Enter prompt here: Enter prompt here - Enter title here: Enter title here - Eval Contracts 1 B: - Eval Contracts 1 A.solution_blocks, 300: Eval Contracts 1 A.solution_blocks, 300 - Star Contract: Star Contract - Write a contract for the star function: Write a contract for the star function - star|Image|String|Number|String: star|Image|String|Number|String - Eval Contracts 2 B: - Eval Contracts 2 A.solution_blocks, 300: Eval Contracts 2 A.solution_blocks, 300 - Rotate Contract: Rotate Contract - Write a contract for the rotate function: Write a contract for the rotate function - rotate|Image|Number|Image: rotate|Image|Number|Image - Eval Contracts 3 B: - Eval Contracts 3 A.solution_blocks, 300: Eval Contracts 3 A.solution_blocks, 300 - Text Contract: Text Contract - Write a contract for the text function: Write a contract for the text function - text|Image|String|Number|String: text|Image|String|Number|String - Eval Contracts 4 B: - Eval Contracts 4.solution_blocks, 350: Eval Contracts 4.solution_blocks, 350 - Scale Contract: Scale Contract - Write a contract for the scale function: Write a contract for the scale function - scale|Image|Number|Image: scale|Image|Number|Image - Eval Contracts B: - Eval Contracts A.solution_blocks, 300: Eval Contracts A.solution_blocks, 300 - Star Contract: Star Contract - Write a contract for the star function: Write a contract for the star function - star|Image|Number|String|String: star|Image|Number|String|String - Eval Contracts D: - Eval Contracts C.solution_blocks, 350: Eval Contracts C.solution_blocks, 350 - Rotate Contract: Rotate Contract - Write a contract for the rotate function: Write a contract for the rotate function - rotate|Image|Number|Image: rotate|Image|Number|Image - Eval Contracts F: - Eval Contracts E.solution_blocks, 300: Eval Contracts E.solution_blocks, 300 - Text Contract: Text Contract - Write a contract for the text function: Write a contract for the text function - text|Image|String|Number|String: text|Image|String|Number|String - Eval Design Recipe 1.contract: - Design Recipe 1 Contract: Design Recipe 1 Contract - ? Write the contract for function called "wide-rect" which creates a rectangle of given height and color that is twice as wide as it is tall. - : Write the contract for function called "wide-rect" which creates a rectangle of given height and color that is twice as wide as it is tall. - wide-rect|Image|Number|String: wide-rect|Image|Number|String - Rocket Contract 1: - ? A rocket blasts off, traveling at 15 meters per second. Write a contract for the function rocket-height that takes in the number of seconds that have passed since the rocket took off, and which produces the height of the rocket at that time. - : A rocket blasts off, traveling at 15 meters per second. Write a contract for the function rocket-height that takes in the number of seconds that have passed since the rocket took off, and which produces the height of the rocket at that time. - Contract for rocket-height: Contract for rocket-height - rocket-height|Number|Number: rocket-height|Number|Number - evaluation_multi: - CSP PD Example Question 1: - The encoding numbers unit: The encoding numbers unit - The sending binary messages unit: The sending binary messages unit - Which unit will you teach first: Which unit will you teach first - CSP PD Example Question 2: - How will you teach students?: How will you teach students? - I will make them learn from peers: I will make them learn from peers - I will make them write: I will make them write - CSP PD Q2: - How will you teach students?: How will you teach students? - I will make them learn from peers: I will make them learn from peers - I will make them write: I will make them write - TeacherCon Eval Q1: - '1.10: Routing and Redundancy': '1.10: Routing and Redundancy' - '1.11: Packets and Making a Reliable Internet': '1.11: Packets and Making a Reliable Internet' - '1.4: Number Systems - Circle Triangle Square': '1.4: Number Systems - Circle Triangle Square' - '1.6: Sending Numbers': '1.6: Sending Numbers' - '1.9: Internet Addressing (Battleship)': '1.9: Internet Addressing (Battleship)' - '2.10: Good and Bad Data Visualization': '2.10: Good and Bad Data Visualization' - '2.2: Text Compression': '2.2: Text Compression' - '2.3: Black and White Pixelation': '2.3: Black and White Pixelation' - What lesson are you planning and teaching at TeacherCon?: What lesson are you planning and teaching at TeacherCon? - TeacherCon Eval Q2: - How comfortable are you with teaching lessons where students do a majority of activities on computers?: How comfortable are you with teaching lessons where students do a majority of activities on computers? - Not Comfortable: Not Comfortable - Very Comfortable: Very Comfortable - TeacherCon Eval Q3: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - TeacherCon Eval Q5: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - TeacherCon Eval Q6: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - TeacherCon Eval Q7: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - TeacherCon Evaluation Q4: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U1 Eval q10: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - U1 Eval q11: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - U1 Eval q12: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - U1 Eval q7: - How comfortable are you with teaching lessons where students do a majority of activities on computers?: How comfortable are you with teaching lessons where students do a majority of activities on computers? - Not Comfortable: Not Comfortable - Very Comfortable: Very Comfortable - U1 Eval q8: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - U1 Eval q9: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U1 eval q1: - Brand new!: Brand new! - How experienced would you say you are with computer science?: How experienced would you say you are with computer science? - Somewhat Experienced: Somewhat Experienced - Very Experienced: Very Experienced - U1 eval q2: - Are you comfortable with the underlying concepts behind how non-decimal number systems work?: Are you comfortable with the underlying concepts behind how non-decimal number systems work? - I have no idea what you're talking about!: I have no idea what you're talking about! - I know how to convert between number systems, but I don't know about the underlying rules of how they work: I know how to convert between number systems, but I don't know about the underlying rules of how they work - Yes!: Yes! - U1 eval q3: - Are you comfortable with HTML or Markdown?: Are you comfortable with HTML or Markdown? - Nope!: Nope! - Yes!: Yes! - U1 eval q4: - Do you know how IP addresses work?: Do you know how IP addresses work? - Nope!: Nope! - Yes!: Yes! - U1 eval q5: - Do you know how messages are broken down and routed on the internet?: Do you know how messages are broken down and routed on the internet? - Nope!: Nope! - Yes!: Yes! - U1 eval q6: - Have you ever looked at the traffic in your web browser when you request a website?: Have you ever looked at the traffic in your web browser when you request a website? - Nope!: Nope! - Yes!: Yes! - U1 evaluation q1: - Brand new!: Brand new! - How experienced would you say you are with computer science?: How experienced would you say you are with computer science? - Somewhat Experienced: Somewhat Experienced - Very Experienced: Very Experienced - U1 evaluation q10: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - U1 evaluation q11: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - U1 evaluation q12: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - U1 evaluation q2: - Are you comfortable with the underlying concepts behind how non-decimal number systems work?: Are you comfortable with the underlying concepts behind how non-decimal number systems work? - I have no idea what you're talking about!: I have no idea what you're talking about! - I know how to convert between number systems, but I don't know about the underlying rules of how they work: I know how to convert between number systems, but I don't know about the underlying rules of how they work - Yes!: Yes! - U1 evaluation q3: - Are you comfortable with HTML or Markdown?: Are you comfortable with HTML or Markdown? - Nope!: Nope! - Yes!: Yes! - U1 evaluation q4: - Do you know how IP addresses work?: Do you know how IP addresses work? - Nope!: Nope! - Yes!: Yes! - U1 evaluation q5: - Do you know how messages are broken down and routed on the internet?: Do you know how messages are broken down and routed on the internet? - Nope!: Nope! - Yes!: Yes! - U1 evaluation q6: - Have you ever looked at the traffic in your web browser when you request a website?: Have you ever looked at the traffic in your web browser when you request a website? - Nope!: Nope! - Yes!: Yes! - U1 evaluation q7: - How comfortable are you with teaching lessons where students do a majority of activities on computers?: How comfortable are you with teaching lessons where students do a majority of activities on computers? - Not Comfortable: Not Comfortable - Very Comfortable: Very Comfortable - U1 evaluation q8: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - U1 evaluation q9: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U2 evaluation q0: - Creating visualizations in order to communicate about a topic: Creating visualizations in order to communicate about a topic - Digitally representing images: Digitally representing images - In general, which topic sounds most like something you do not already have experience with?: In general, which topic sounds most like something you do not already have experience with? - Interpreting visual data to better understand a topic: Interpreting visual data to better understand a topic - The pros and cons of different file types, as well at the types of compression found in common applications: The pros and cons of different file types, as well at the types of compression found in common applications - Understanding why different file types are often different sizes and looking at the units of measure common to file types: Understanding why different file types are often different sizes and looking at the units of measure common to file types - Using or creating pivot tables to better understand a topic: Using or creating pivot tables to better understand a topic - U2 evaluation q1: - How comfortable are you using spreadsheet tools to find relationships in data?: How comfortable are you using spreadsheet tools to find relationships in data? - Not very comfortable: Not very comfortable - Very comfortable!: Very comfortable! - U2 evaluation q10: - How comfortable are you with teaching lessons where students do a majority of activities on computers?: How comfortable are you with teaching lessons where students do a majority of activities on computers? - Not Comfortable: Not Comfortable - Very Comfortable: Very Comfortable - U2 evaluation q11: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - U2 evaluation q12: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U2 evaluation q13: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - U2 evaluation q14: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - U2 evaluation q15: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - U2 evaluation q2: - Eh, I have noticed that certain file types are typically bigger than others, but do not have a good sense of why: Eh, I have noticed that certain file types are typically bigger than others, but do not have a good sense of why - Have you ever explored or thought about why different files types make files different sizes?: Have you ever explored or thought about why different files types make files different sizes? - I... have no idea what you are talking about: I... have no idea what you are talking about - Yep--- I have a good sense of the relationship between file type and size: Yep--- I have a good sense of the relationship between file type and size - U2 evaluation q3: - HELP--- I am really struggling with the idea of abstraction: HELP--- I am really struggling with the idea of abstraction - How comfortable are you with the idea of abstraction?: How comfortable are you with the idea of abstraction? - I am pretty comfortable with abstraction: I am pretty comfortable with abstraction - I am still getting comfortable, but I have some sense of its role in Computer Science: I am still getting comfortable, but I have some sense of its role in Computer Science - U2 evaluation q4: - How much do you know about different types of compression?: How much do you know about different types of compression? - I know a decent amount: I know a decent amount - Not much at all: Not much at all - U2 evaluation q5: - How much have you thought about how images are represented digitally on computers?: How much have you thought about how images are represented digitally on computers? - I do not have much of an idea of how it works: I do not have much of an idea of how it works - I have thought about this and have a good sense of how it works: I have thought about this and have a good sense of how it works - U2 evaluation q6: - Do you have experience using Google Trends?: Do you have experience using Google Trends? - I have used it before, but not extensively.: I have used it before, but not extensively. - Nope--- never used it!: Nope--- never used it! - Yep--- I am super comfortable with Google Trends!: Yep--- I am super comfortable with Google Trends! - U2 evaluation q7: - Do you have experience using or making pivot or summary tables?: Do you have experience using or making pivot or summary tables? - I am pretty new to it or have never done it at all.: I am pretty new to it or have never done it at all. - I have some experience, but would not call myself a pro.: I have some experience, but would not call myself a pro. - Yes--- I use pivot or summary tables frequently!: Yes--- I use pivot or summary tables frequently! - U2 evaluation q8: - Do you have experience **making** data visualizations?: Do you have experience **making** data visualizations? - I am pretty new to it or have never done it at all.: I am pretty new to it or have never done it at all. - I have some experience, but would not call myself a pro.: I have some experience, but would not call myself a pro. - Yes--- I make visualizations frequently!: Yes--- I make visualizations frequently! - U2 evaluation q9: - Do you have experience **using or interpreting data visualizations made by other people**?: Do you have experience **using or interpreting data visualizations made by other people**? - Eh, I look at them occasionally.: Eh, I look at them occasionally. - I more or less ignore or skim over data visualizations.: I more or less ignore or skim over data visualizations. - Yes--- I look at data visualizations all the time!: Yes--- I look at data visualizations all the time! - U3 evaluation q1: - I am new and would really love some support!: I am new and would really love some support! - I generally understand but am not super confident.: I generally understand but am not super confident. - In general, do you feel comfortable writing computer programs?: In general, do you feel comfortable writing computer programs? - Yes - I am super confident in my programming skills: Yes - I am super confident in my programming skills - U3 evaluation q10: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - U3 evaluation q11: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - U3 evaluation q12: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - U3 evaluation q2: - How comfortable are you discussing the relationship between human and computer languages?: How comfortable are you discussing the relationship between human and computer languages? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - U3 evaluation q3: - How comfortable are you identifying sequencing, selection, and iteration within an algorithm?: How comfortable are you identifying sequencing, selection, and iteration within an algorithm? - I feel confident in my ability to identify all three.: I feel confident in my ability to identify all three. - I feel uncomfortable identifying any part of an algorithm.: I feel uncomfortable identifying any part of an algorithm. - U3 evaluation q4: - Do you have any experience using App Lab?: Do you have any experience using App Lab? - I have used it before, but not extensively.: I have used it before, but not extensively. - Nope - the last time I used it was at TeacherCon!: Nope - the last time I used it was at TeacherCon! - Yes - I feel super comfortable with App Lab!: Yes - I feel super comfortable with App Lab! - U3 evaluation q5: - ? Have you ever thought about how efficiency can be defined in the context of computer programming or tried to make a program more efficient? - : Have you ever thought about how efficiency can be defined in the context of computer programming or tried to make a program more efficient? - I consider it occasionally.: I consider it occasionally. - No - It has never crossed my mind!: No - It has never crossed my mind! - Yes - I consider this a lot when writing programs.: Yes - I consider this a lot when writing programs. - U3 evaluation q6: - In general, which topic sounds most like something you do not already have experience with?: In general, which topic sounds most like something you do not already have experience with? - Top-Down Design principles: Top-Down Design principles - Using Loops: Using Loops - Using an API: Using an API - 'Writing Functions ': 'Writing Functions ' - Writing functions with Parameters: Writing functions with Parameters - U3 evaluation q7: - How comfortable are you with teaching lessons where students do a majority of activities on computers?: How comfortable are you with teaching lessons where students do a majority of activities on computers? - Not Comfortable: Not Comfortable - Very Comfortable: Very Comfortable - U3 evaluation q8: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - U3 evaluation q9: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U4 evaluation q1: - Have you ever investigated how digital security and encryption work?: Have you ever investigated how digital security and encryption work? - I know these terms and generally know why they exist, but I am not sure about how encryption work: I know these terms and generally know why they exist, but I am not sure about how encryption work - Nope--- I'm not familiar with encryption: Nope--- I'm not familiar with encryption - Yes! I am super familiar with security and encryption: Yes! I am super familiar with security and encryption - U4 evaluation q10: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - U4 evaluation q11: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable - U4 evaluation q2: - Have you practiced or looked closely at the Explore Performance Task?: Have you practiced or looked closely at the Explore Performance Task? - I haven't really looked at the Explore Task yet: I haven't really looked at the Explore Task yet - I've looked at it once or twice, but haven't spent much time understanding it yet: I've looked at it once or twice, but haven't spent much time understanding it yet - Yes! I'm very familiar with the Explore Task: Yes! I'm very familiar with the Explore Task - U4 evaluation q3: - Do you have a sense of how companies use the data and information they collect about you and other app and website users?: Do you have a sense of how companies use the data and information they collect about you and other app and website users? - I don't know much about this and would really like to know more: I don't know much about this and would really like to know more - I have some sense, but could stand to learn more: I have some sense, but could stand to learn more - Yes! I read my privacy policies closely and understand what's being collected and how it could be used: Yes! I read my privacy policies closely and understand what's being collected and how it could be used - U4 evaluation q4: - Have you ever heard of modulo, or "clock" arithmetic?: Have you ever heard of modulo, or "clock" arithmetic? - Never heard of it: Never heard of it - Yes! I'm familiar with clock arithmetic: Yes! I'm familiar with clock arithmetic - U4 evaluation q5: - Have you had a chance to see the Explore Performance Task scoring guidelines that were released in November 2016?: Have you had a chance to see the Explore Performance Task scoring guidelines that were released in November 2016? - I checked out the old version, but haven't seen the updates: I checked out the old version, but haven't seen the updates - I haven't looked at any Explore Task Rubrics: I haven't looked at any Explore Task Rubrics - Yes! I'm very familiar with the new Explore Task Rubric/scoring guidelines: Yes! I'm very familiar with the new Explore Task Rubric/scoring guidelines - U4 evaluation q6: - How comfortable are you with teaching lessons where students do a majority of activities on computers?: How comfortable are you with teaching lessons where students do a majority of activities on computers? - Not Comfortable: Not Comfortable - Very Comfortable: Very Comfortable - U4 evaluation q7: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - U4 evaluation q8: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U4 evaluation q9: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - U5 evaluation q1: - Are you new to event-driven programming?: Are you new to event-driven programming? - 'No': 'No' - 'Yes': 'Yes' - U5 evaluation q2: - Conditionals and Boolean Logic: Conditionals and Boolean Logic - Creating Functions that Return Values: Creating Functions that Return Values - ? Modules in this unit are organized based on lessons that build towards a common project. Once a programming concept is introduced, we will use that again concept in later lessons. Which concept are you least familiar with? - : Modules in this unit are organized based on lessons that build towards a common project. Once a programming concept is introduced, we will use that again concept in later lessons. Which concept are you least familiar with? - Processing Arrays: Processing Arrays - Simple Arrays: Simple Arrays - Variables and Strings: Variables and Strings - While Loops: While Loops - U5 evaluation q3: - Students working in small groups to build knowledge: Students working in small groups to build knowledge - Students working on projects of their own interest that have clear rubrics and guidelines: Students working on projects of their own interest that have clear rubrics and guidelines - The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups: The Demo-Do process, where you demonstrate something to the group, and then they do that thing on their own or in groups - Which of the following scenarios is most similar to the types of activities you commonly run in your classes?: Which of the following scenarios is most similar to the types of activities you commonly run in your classes? - U5 evaluation q4: - Answer it yourself: Answer it yourself - Put the question to the other students in the classroom: Put the question to the other students in the classroom - When students have questions in class, what strategy do you generally use to answer it?: When students have questions in class, what strategy do you generally use to answer it? - U5 evaluation q5: - How do you typically organize students in your classes?: How do you typically organize students in your classes? - Students usually work in small groups: Students usually work in small groups - Students usually work independently: Students usually work independently - U5 evaluation q6: - Having students do hands on activities to build knowledge and understanding of key concepts: Having students do hands on activities to build knowledge and understanding of key concepts - 'Having students work in small groups ': 'Having students work in small groups ' - What type of student grouping or activities are you most comfortable facilitating in your classroom?: What type of student grouping or activities are you most comfortable facilitating in your classroom? - U5 evaluation q7: - How comfortable would you say you are with gauging when to re-teach material with your students?: How comfortable would you say you are with gauging when to re-teach material with your students? - Not comfortable: Not comfortable - Very comfortable: Very comfortable external: - 2.1 and 2.2 Lesson Connections: {} - 2.11 - 15 Lesson Connections: {} - 2.3 and 2.4 Lesson Connections: {} - 2.5 and 2.6 Lesson Connections: {} - 2.7 - 10 Lesson Connections: {} - 3.1 - 3.3 Lesson Connections: {} - 3.1 - 3.3 Lesson Connections in the Framework: {} - 3.4 - 3.6 Lesson Connections: {} - 3.7 - 3.9 Lesson Connections: {} - 4.1 - 4.4 Lesson Connections: {} - 4.5 - 4.7 Lesson Connections: {} - 4.8 - 4.9 Lesson Connections: {} - 5.1 - 5.3 Lesson Connections: {} - 5.11 - 5.14 Lesson Connections: {} - 5.15 - 5.17 Lesson Connections: {} - 5.4 - 5.6 Lesson Connections: {} - 5.7- 5.10 Lesson Connections: {} - A Closer Look at the Final Practice for the Explore PT: {} - A Note On Metadata in the Curriculum Framework: {} - AP Test Prep Guidance: {} - AWS Demo: - Demo for Amazon Curriculum: Demo for Amazon Curriculum - description here: description here - Adding Functionality to your App: {} - 'Addressing in the Game of Battleship ': {} - AlgPD Break: - Before you move on...: Before you move on... - Algo How Routers Learn Student Lesson Introduction: - description here: description here - title: title - Algo MST Student Lesson Introduction: - Algorithm detour - Minimum Spanning Tree: Algorithm detour - Minimum Spanning Tree - Algo Shortest Path Student Lesson Introduction: - description here: description here - title: title - App Lab Feedback: - App Lab Feedback: App Lab Feedback - description here: description here - AppLab Intro 1 - Building a Choose Your Own Adventure: {} - AppLab Intro 1 - Go Further: {} - AppLab Intro 1 - Welcome: {} - AppLab Intro 2 - Building a Choose Your Own Adventure: {} - AppLab Intro 2 - Learn App Lab Video: {} - AppLab Intro 2 - Welcome: {} - AppLab Intro 5 - Video Intro Design Mode: {} - AppLab Intro 5 - Video Share Keep Going: {} - AppLab Intro 5 - Video Videos Sound: {} - AppLab Intro 5 - Video Welcome to App Lab: {} - AppLab Intro 6 - Video Design Mode and Screens: {} - AppLab Intro 6 - Video Images and Sounds: {} - AppLab Intro 6 - Video Keep Going: {} - AppLab Intro 6 - Video Welcome SetProperty: {} - AppLab Level U3L19 - variable re-assignment challenge pt1: - AppLab Level U3L19 - variable re-assignment challenge pt1: AppLab Level U3L19 - variable re-assignment challenge pt1 - description here: description here - Arrays Overview: {} - Assessing Student Learning in Unit 1: {} - Assessing Student Learning in Unit 2: {} - Assessing Student Learning in Unit 4: {} - Balancing Teacher and Tools in Unit 1: {} - Balancing Teacher and Tools in Unit 4: {} - Basic mechanics of variables: - description here: description here - title: title - Basic mechanics of variables_2018: - description here: description here - title: title - Begin planning your project: - description here: description here - title: title - Begin planning your project_2018: - Begin planning your project: Begin planning your project - description here: description here - Big Data in the CSP Framework: {} - 'Big Picture: If-statements': - description here: description here - title: title - 'Big Picture: If-statements_2018': - description here: description here - title: title - Binary as an Encoding Scheme: {} - Binary, Hex, and Images: {} - Boolean Expressions and Comparison Operators: - description here: description here - title: title - Boolean Expressions and Comparison Operators_2018: - description here: description here - title: title - Boolean Logic and Expression Overview: {} - Building a UI with Design Mode: {} - CSD - Event Types: {} - CSD - Functions Review: {} - CSD - Getters and Setters: {} - CSD - Headers and Lists - Hobbies Project: {} - CSD - Headers and Lists - Recipe Project: {} - CSD Creating Debugging Strat: {} - CSD Design Instructions Site: {} - CSD Hobbies Example: {} - CSD L04 Wrap Up Debug Example: {} - 'CSD Map: Board Buttons': {} - 'CSD Map: Board Sensors': {} - 'CSD Map: Polling Events': {} - 'CSD Map: Set Scale': {} - 'CSD Map: Timed For Loop': {} - 'CSD Map: Timed Loop': {} - 'CSD Map: onBoardEvent': {} - CSD Placeholder: {} - CSD Recipe Stop: {} - 'CSD Review: Design Mode, IDs, and Events': {} - CSD U1 Input Output C1: - Challenge 1: Challenge 1 - description here: description here - CSD U1 Input Output C2: - description here: description here - title: title - CSD U1 Input Output C3: - description here: description here - title: title - CSD U1 Input Output C4: - description here: description here - title: title - CSD U1 Input Output Intro: - description here: description here - title: title - CSD U1 Lesson 5 Overview: {} - CSD U1 Lesson 5 Overview_2018: {} - CSD U1 Lesson 6 Overview: {} - CSD U1 Lesson 6 Overview_2018: {} - CSD U1 Lesson 7 Overview: {} - CSD U1 Lesson 7 Overview_2018: {} - CSD U1 Lesson 8 Overview: {} - CSD U1 Lesson 8 Overview_2018: {} - CSD U1 Lesson 9 Overview: {} - CSD U1 Lesson 9 Overview_2018: {} - CSD U2 CSS explain: - Introduction to CSS: Introduction to CSS - description here: description here - CSD U2 Classes Introduction: - Classes Introduction: Classes Introduction - description here: description here - CSD U2 Design Project: - description here: description here - title: title - CSD U2 Design Project_2018: - description here: description here - title: title - CSD U2 Expression Exemplars: {} - CSD U2 Expression Exemplars_2018: {} - CSD U2 L1 Overview: - description here: description here - title: title - CSD U2 L1 Overview_2018: - description here: description here - title: title - CSD U2 L12 Overview: {} - CSD U2 L12 Overview_2018: {} - CSD U2 L2 Overview: - description here: description here - title: title - CSD U2 L2 Overview_2018: - description here: description here - title: title - CSD U2 L3 Overview: - description here: description here - title: title - CSD U2 L3 Overview_2018: - description here: description here - title: title - CSD U2 L4 Overview: - description here: description here - title: title - CSD U2 L4 Overview_2018: - description here: description here - title: title - CSD U2 L5 Overview: - description here: description here - title: title - CSD U2 L5 Overview_2018: - description here: description here - title: title - CSD U2 L6 Overview: - description here: description here - title: title - CSD U2 L6 Overview_2018: - description here: description here - title: title - CSD U2 L7 Overview: {} - CSD U2 L7 Overview_2018: {} - CSD U2 Lesson 6 Overview: - description here: description here - CSD U2 Lesson 6 Overview_2018: - description here: description here - CSD U2 Lesson 9 Overview: {} - CSD U2 Lesson 9 Overview_2018: {} - CSD U2 PSP Programming: {} - CSD U2 PSP Programming_2018: {} - CSD U2 RGB Colors: - 'STOP: RGB Colors': 'STOP: RGB Colors' - description here: description here - CSD U2 Social Sleuth: - description here: description here - title: title - CSD U2 Top Websites: {} - CSD U2 Top Websites_2018: {} - CSD U2 expand project: - description here: description here - title: title - CSD U2 expand project_2018: - description here: description here - title: title - CSD U2 layout style review: - description here: description here - title: title - CSD U2 more CSS: - description here: description here - title: title - CSD U2 project guide: - Your Personal Website: Your Personal Website - description here: description here - CSD U2 project guide_2018: - Your Personal Website: Your Personal Website - description here: description here - CSD U2 text style review: - CSS: CSS - description here: description here - CSD U3 - Booleans - 1: {} - CSD U3 - Sprites - Stop: {} - CSD U3 - complex conditionals - SFLP: {} - CSD U3 - images - pick your final work: {} - CSD U3 -conditionals - stop booleans: {} - CSD U3 AnimationsMulti STOP project guide: {} - CSD U3 AnimationsMulti STOP project guide_2018: {} - CSD U3 Card Examples_2018: - Making an Interactive Card: Making an Interactive Card - description here: description here - CSD U3 Collision Detection: {} - CSD U3 Collision Detection_2018: {} - CSD U3 Collisions SFLP: {} - CSD U3 Collisions SFLP_2018: {} - CSD U3 Compound Nested Stop: {} - CSD U3 Counters match outputs: {} - CSD U3 Defender SFLP: {} - CSD U3 Defender SFLP_2018: {} - CSD U3 Describe the Picture: - Describe the Picture: Describe the Picture - description here: description here - CSD U3 Draw Loop Map 1: {} - CSD U3 Draw Loop Stop: {} - CSD U3 Entertainment: {} - CSD U3 Entertainment_2018: {} - CSD U3 Expressions STOP writing 10: {} - CSD U3 Functions Introduction: {} - CSD U3 Functions SFLP: {} - CSD U3 Functions SFLP_2018: {} - CSD U3 Keypress Stop: {} - CSD U3 L2 Challenges: - description here: description here - title: title - CSD U3 Lesson Overview 1: {} - CSD U3 Lesson Overview 10: {} - CSD U3 Lesson Overview 10_2018: {} - CSD U3 Lesson Overview 11: {} - CSD U3 Lesson Overview 11_2018: {} - CSD U3 Lesson Overview 12: {} - CSD U3 Lesson Overview 12_2018: {} - CSD U3 Lesson Overview 13: {} - CSD U3 Lesson Overview 13_2018: {} - CSD U3 Lesson Overview 14: {} - CSD U3 Lesson Overview 14_2018: {} - CSD U3 Lesson Overview 1_2018: {} - CSD U3 Lesson Overview 2: {} - CSD U3 Lesson Overview 2_2018: {} - CSD U3 Lesson Overview 3: {} - CSD U3 Lesson Overview 3_2018: {} - CSD U3 Lesson Overview 4: {} - CSD U3 Lesson Overview 4_2018: {} - CSD U3 Lesson Overview 5: {} - CSD U3 Lesson Overview 5_2018: {} - CSD U3 Lesson Overview 6: {} - CSD U3 Lesson Overview 6_2018: {} - CSD U3 Lesson Overview 7: {} - CSD U3 Lesson Overview 7_2018: {} - CSD U3 Lesson Overview 8: {} - CSD U3 Lesson Overview 8_2018: {} - CSD U3 Lesson Overview 9: {} - CSD U3 Lesson Overview 9_2018: {} - CSD U3 Movement Challenges: {} - CSD U3 Movement Challenges_2018: {} - CSD U3 Project Build a Game SFLP: {} - CSD U3 Project Build a Game SFLP_2018: {} - CSD U3 Random randomNumber Map: {} - CSD U3 SFLP Card Project: {} - CSD U3 SFLP Conditionals: {} - CSD U3 SFLP Sprites and Images: - description here: description here - title: title - CSD U3 SFLP Velocity: {} - CSD U3 SFLP Velocity_2018: {} - CSD U3 Sprites STOP sprites and variables: {} - CSD U3 Using the Game Design Process SLFP: {} - CSD U3 Using the Game Design Process SLFP_2018: {} - CSD U3 Variables Reassign Predict No Response: {} - CSD U3 Variables STOP misconceptions: {} - CSD U3 Variables STOP misconceptions prediction: {} - CSD U3 Variables STOP showing value: {} - CSD U3 Variables STOP using value: {} - CSD U3 Variables console write: {} - CSD U3 Variables variables map: {} - CSD U3 Variables2 SFLP: {} - CSD U3 Variables2 STOP intro expressions: {} - CSD U3 Variables2 STOP variables in expressions: {} - CSD U3 abstraction intro: - description here: description here - title: title - CSD U3 collisions STOP isTouching: - STOP: STOP - description here: description here - CSD U3 combining rep: - description here: description here - title: title - CSD U3 combining rep_2018: - description here: description here - title: title - CSD U3 complex sprite movement SFLP: {} - CSD U3 complex sprite movement SFLP_2018: {} - CSD U3 game intro: - Create Your Own Game: Create Your Own Game - description here: description here - CSD U3 game intro_2018: - Create Your Own Game: Create Your Own Game - description here: description here - CSD U3 platform intro: - Build a Platform Jumper: Build a Platform Jumper - description here: description here - CSD U3 platform intro_2018: - Build a Platform Jumper: Build a Platform Jumper - description here: description here - CSD U3 setSpeed STOP: - Stop Here: Stop Here - description here: description here - CSD U3L02 SFLP: {} - CSD U4L01 SFLP: {} - CSD U4L02 SFLP: {} - CSD U4L03 SFLP: {} - CSD U4L04 SFLP: {} - CSD U4L05 SFLP: {} - CSD U4L06 SFLP: {} - CSD U4L07 SFLP: {} - CSD U4L08 SFLP: {} - CSD U4L09 SFLP: {} - CSD U4L10 SFLP: {} - CSD U4L11 SFLP: {} - CSD U4L12 SFLP: {} - CSD U4L13 SFLP: {} - CSD U4L14 SFLP: {} - CSD U4L15 SFLP: {} - CSD U4L16 SFLP: {} - CSD U4L17 SFLP: {} - CSD U4L18 SFLP: {} - CSD U4L19 SFLP: {} - CSD U4L20 SFLP: {} - CSD U4L21 SFLP: {} - CSD U4L22 SFLP: {} - CSD U4L23 SFLP: {} - CSD U4L24 SFLP: {} - CSD U5 Encryption 1: - description here: description here - title: title - CSD U5 Encryption 1_2018: - description here: description here - title: title - CSD U5 Encryption 2: - Decoding Binary Strings: Decoding Binary Strings - description here: description here - CSD U5 Encryption 2_2018: - Decoding Binary Strings: Decoding Binary Strings - description here: description here - CSD U5 L13 SFLP Interpreting Data: - description here: description here - title: title - CSD U5 L13 SFLP Interpreting Data_2018: - description here: description here - title: title - CSD U5 Real World Data Waze: {} - CSD U5 Representing Information: - description here: description here - title: title - CSD U5 collection UPS2: - description here: description here - title: title - CSD U5 collection ads2: - description here: description here - title: title - CSD U5 crosstab warmup: - Pizza Survey: Pizza Survey - description here: description here - CSD U5 crosstab warmup_2018: - Pizza Survey: Pizza Survey - description here: description here - CSD U5 data visualization: - description here: description here - title: title - CSD U5 data visualization sheet: - description here: description here - title: title - CSD U5 data visualization_2018: - description here: description here - title: title - CSD U5 fixed-bits: - Find the Numbers: Find the Numbers - description here: description here - CSD U5 student record: - description here: description here - title: title - CSD U5 student record_2018: - description here: description here - title: title - CSD U5 video2: - description here: description here - title: title - CSD U6 LED create intro: - Make an App Using the LED: Make an App Using the LED - description here: description here - CSD U6 LED create intro_2018: - Make an App Using the LED: Make an App Using the LED - description here: description here - CSD U6 circuit smart bike blinker build: {} - CSD U6 circuit smart bike blinker build_2018: {} - CSD U6 final intro: - description here: description here - CSD U6 final intro_2018: - description here: description here - CSD U6 game project stop: {} - CSD U6 game project stop_2018: {} - CSD U6 tugowar stop: {} - CSD U6 tugowar stop_2018: {} - CSD U6L03 Overview: {} - CSD Validator stop: {} - CSD Variables STOP variables in draw loop: {} - CSD-U1-SFLP Exploring Problem Solving: {} - CSD-U1-SFLP Human vs. Computer Processing: {} - CSD-U1-SFLP Intro to Problem Solving: {} - CSD-U1-SFLP Processing Bits: {} - CSD-U1-SFLP Processing with Apps: {} - CSD-U1-SFLP Project Apps and Problem Solving: {} - CSD-U1-SFLP Representing Information: {} - CSD-U1-SFLP The Problem Solving Process: {} - CSD-U1-SFLP What is a Computer?: {} - CSD-U3-SFLP Draw Loop: {} - CSD-U3-SFLP Drawing: - description here: description here - title: title - CSD-U3-SFLP Simple Drawing: {} - CSD-U3-SFLP Sprites and Mod: {} - CSD-U3-SFLP Variables: {} - CSD-U5-SFLP ASCII and Binary Representation: {} - CSD-U5-SFLP ASCII and Binary Representation_2018: {} - CSD-U5-SFLP Automating Data Decisions: {} - CSD-U5-SFLP Automating Data Decisions_2018: {} - CSD-U5-SFLP Combining Representations: {} - CSD-U5-SFLP Combining Representations_2018: {} - CSD-U5-SFLP Create a Representation: {} - CSD-U5-SFLP Create a Representation_2018: {} - CSD-U5-SFLP Interpreting Data: {} - CSD-U5-SFLP Interpreting Data_2018: {} - CSD-U5-SFLP Making Decisions with Data: {} - CSD-U5-SFLP Making Decisions with Data_2018: {} - CSD-U5-SFLP Patterns and Representation: {} - CSD-U5-SFLP Patterns and Representation_2018: {} - CSD-U5-SFLP Problem Solving and Data: {} - CSD-U5-SFLP Problem Solving and Data_2018: {} - CSD-U5-SFLP Problem Solving with Big Data: {} - CSD-U5-SFLP Problem Solving with Big Data_2018: {} - CSD-U5-SFLP Representation Matters: {} - CSD-U5-SFLP Representation Matters_2018: {} - CSD-U5-SFLP Representing Images: {} - CSD-U5-SFLP Representing Images_2018: {} - CSD-U5-SFLP Representing Numbers Part 1: {} - CSD-U5-SFLP Representing Numbers Part 1_2018: {} - CSD-U5-SFLP Representing Numbers Part 2: {} - CSD-U5-SFLP Representing Numbers Part 2_2018: {} - CSD-U5-SFLP Solve a Data Problem: {} - CSD-U5-SFLP Solve a Data Problem_2018: {} - 'CSD: Accessing List Items': {} - 'CSD: Creating Variables In App Lab': {} - 'CSD: Dropdown & Conditionals': {} - 'CSD: For Loops': {} - 'CSD: List Length': {} - 'CSD: Lists': {} - 'CSD: Lists with For Loops': {} - 'CSD: Review Events': {} - 'CSD: Stop': {} - 'CSD: colorLed list': {} - 'CSD: getText vs getNumber': {} - 'CSD: setProperty': {} - CSDU2 - Fundamentals Videos: {} - CSDU2 - Pick Elements Styled: {} - CSDU2 - Rating Quality Websites: {} - CSDU2 - further styling suggestions: {} - CSDU2 IP Fair Use: {} - CSDU2 L07 SFLP: {} - CSDU2 images stop level: {} - CSDU2- home page examples: {} - CSDU2L01 SFLP: - description here: description here - title: title - CSDU2L02 SFLP: {} - CSDU2L04 - Stop: {} - CSDU6 - button check for understanding: {} - CSDU6 - sensor projects challenge: {} - CSDU6 - timed loop stop board: {} - CSDU6 Innovation: {} - CSDU6 Innovation_2018: {} - CSDU6 SFLP: - CSDU6 SFLP: CSDU6 SFLP - CSP 2018 Precourse Placeholder: {} - CSP Abstraction in Programming: {} - CSP Abstraction in Programming 2: {} - CSP Abstraction in Programming 2_2018: {} - CSP Algorithms Map: {} - CSP Algorithms Map_2018: {} - CSP Journal Entry Placeholder: - CSP Journal Entry Placeholder: CSP Journal Entry Placeholder - Eventually replace this with a free-response journal entry level: Eventually replace this with a free-response journal entry level - CSP Journal Entry Placeholder2: - description here: description here - title: title - CSP Lesson 14 encode letter A instructions: - 'Instructions: Encode the Letter A': 'Instructions: Encode the Letter A' - CSP Pre-survey: {} - CSP Student Plan - U1L5 - Sending Bits in the real world: - CSP Student Plan - U1L5 - Sending Bits in the real world: CSP Student Plan - U1L5 - Sending Bits in the real world - description here: description here - CSP U4 - Basic Terms: {} - CSP Unit 3 - Learning JavaScript Resources: - Learning JavaScript Resources: Learning JavaScript Resources - description here: description here - CSP assessment Hex interstitial: - Hexadecimal: Hexadecimal - description here: description here - CSP-mod1-unit1overview: {} - CSPPD PD Phases: - CSPPD PD Phases: CSPPD PD Phases - CSPPD PD overview: - CSP PD Overview: CSP PD Overview - CSPPD PT description: - Performance Tasks: Performance Tasks - description of the CSP PT: description of the CSP PT - CSPPD Welcome Video: - Welcome Video: Welcome Video - Welcome to Online PD for CSP: Welcome to Online PD for CSP - CSPPD curriculum overview: - CSP Curriculum Overview: CSP Curriculum Overview - Overview of Curriculum: Overview of Curriculum - CSPPD end of p1: - CSPPD end of p1: CSPPD end of p1 - CSPPD facilitators: {} - CSPPD forum introduction: - CSP Forum Introductions: CSP Forum Introductions - Forum Introductions: Forum Introductions - CSPPD impact of CS: - Impact of Computer Science: Impact of Computer Science - description here: description here - CSPPD instructional materials: - CSPPD instructional materials: CSPPD instructional materials - CSPPD materials overview: - CSP materials walkthrough: CSP materials walkthrough - CSPPD postsurvey: {} - CSPPD presurvey: {} - CSPPD program overview: - CSP Program Overview: CSP Program Overview - Overview of CSP Program: Overview of CSP Program - CSPPD teaching strategies video: - CSPPD teaching strategies video: CSPPD teaching strategies video - CSPPD2 PT: {} - CSPPD2 PT forum: {} - CSPPD2 PT reflection: {} - CSPPD2 chunk 1: {} - CSPPD2 chunk 1 lessons: {} - CSPPD2 chunk 1 reflection: {} - CSPPD2 chunk 2: {} - CSPPD2 chunk 2 lessons: {} - CSPPD2 chunk 2 reflection: {} - CSPPD2 chunk 3: {} - CSPPD2 chunk 3 lessons: {} - CSPPD2 chunk 3 reflection: {} - CSPPD2 chunk 4: {} - CSPPD2 chunk 4 lessons: {} - CSPPD2 chunk 4 reflection: {} - CSPPD2 congrats: {} - CSPPD2 lesson 1: {} - CSPPD2 lesson 1 reflection: {} - CSPPD2 next step announcements: {} - CSPPD2 overview: {} - CSPPD2 participation: {} - CSPPD2 share compression: {} - CSPPD2 survey: {} - CSPPD2 tips for prep: {} - CSPPD2 welcome: - Getting Started > Welcome!: Getting Started > Welcome! - CSPPD3-u2 Welcome: - Welcome!: Welcome! - CSPPD3-u2 breakdown of u2 chunks: {} - CSPPD3-u2 challege overview: {} - CSPPD3-u2 challenge overview: {} - CSPPD3-u2 checkin: {} - CSPPD3-u2 chunk 1 concepts: {} - CSPPD3-u2 chunk 1 resources: {} - CSPPD3-u2 chunk 2 concepts: {} - CSPPD3-u2 chunk 2 resources: {} - CSPPD3-u2 complete the challenge overview: {} - CSPPD3-u2 completing the challenge: {} - CSPPD3-u2 create your extension: {} - CSPPD3-u2 do the challenge: {} - CSPPD3-u2 expectations: {} - CSPPD3-u2 final progress check: {} - CSPPD3-u2 list of challenges: {} - CSPPD3-u2 overivew: {} - CSPPD3-u2 plan: {} - CSPPD3-u2 post survey: {} - CSPPD3-u2 post to forum: {} - CSPPD3-u2 pt overview: {} - CSPPD3-u2 reflect on challenge: {} - CSPPD3-u2 share out overview: {} - CSPPD3-u2 tips for prep: {} - CSPPD3-u2 unit 2 overview: {} - CSPPD3-u2 what is a challenge: {} - CSPPD3-u3 Welcome: {} - CSPPD3-u3 breakdown of u3 chunks: {} - CSPPD3-u3 challenge overview: {} - CSPPD3-u3 chunk 1 concepts: {} - CSPPD3-u3 chunk 1 resources: {} - CSPPD3-u3 chunk 2 concepts: {} - CSPPD3-u3 chunk 2 resources: {} - CSPPD3-u3 chunk 3 concepts: {} - CSPPD3-u3 chunk 3 resources: {} - CSPPD3-u3 chunk 4 concepts: {} - CSPPD3-u3 chunk 4 resources: {} - CSPPD3-u3 chunk 5 concepts: {} - CSPPD3-u3 chunk 5 resources: {} - CSPPD3-u3 complete the challenge overview: {} - CSPPD3-u3 completing the challenge: {} - CSPPD3-u3 do the challenge: {} - CSPPD3-u3 list of challenges: {} - CSPPD3-u3 overview: {} - CSPPD3-u3 pause and reflect: {} - CSPPD3-u3 post survey: {} - CSPPD3-u3 post to forum: {} - CSPPD3-u3 practice PT: {} - CSPPD3-u3 share out overview: {} - CSPPD3-u3 tips for prep: {} - CSPPD3-u3 unit 3 overview: {} - CSPPD3-u3 what is a challenge: {} - CSPPD3-u4 Welcome: {} - CSPPD3-u4 breakdown of u4 chunks: {} - CSPPD3-u4 challenge overview: {} - CSPPD3-u4 chapter 1 concepts: {} - CSPPD3-u4 chapter 1 resources: {} - CSPPD3-u4 chapter 1 resources pt2: {} - CSPPD3-u4 chapter 1 resources pt2 v2: {} - CSPPD3-u4 chapter 1 resources pt3: {} - CSPPD3-u4 chapter 1 resources pt4: {} - CSPPD3-u4 chapter 2 chunk 1: {} - CSPPD3-u4 chapter 2 chunk 2: {} - CSPPD3-u4 chapter 2 concepts: {} - CSPPD3-u4 complete the challenge overview: {} - CSPPD3-u4 completing the challenge: {} - CSPPD3-u4 do the challenge: {} - CSPPD3-u4 list of challenges: {} - CSPPD3-u4 overview: {} - CSPPD3-u4 pause and reflect: {} - CSPPD3-u4 pick a challenge: {} - CSPPD3-u4 post survey: {} - CSPPD3-u4 post to forum: {} - CSPPD3-u4 practice PT: {} - CSPPD3-u4 share out overview: {} - CSPPD3-u4 tips for prep: {} - CSPPD3-u4 unit 4 overview: {} - CSPPD3-u4 what is a challenge: {} - CSPPD3-u5 Welcome: {} - CSPPD3-u5 breakdown of u5 chunks: {} - CSPPD3-u5 challenge overview: {} - CSPPD3-u5 chapter 1 concepts: {} - CSPPD3-u5 chapter 1 resources: {} - CSPPD3-u5 chapter 2 concepts: {} - CSPPD3-u5 chapter 2 resources: {} - CSPPD3-u5 complete the challenge overview: {} - CSPPD3-u5 completing the challenge: {} - CSPPD3-u5 do the challenge: {} - CSPPD3-u5 intro to u5: {} - CSPPD3-u5 list of challenges: {} - CSPPD3-u5 overview: {} - CSPPD3-u5 philosophy and tools: {} - CSPPD3-u5 pick a challenge: {} - CSPPD3-u5 post survey: {} - CSPPD3-u5 post to forum: {} - CSPPD3-u5 reflect on challenge: {} - CSPPD3-u5 share out overview: {} - CSPPD3-u5 tips for prep: {} - CSPPD3-u5 unit 5 overview: {} - CSPPD3-u5 what is a challenge: {} - CSPPD3-u5 what is data: {} - CSPStudentLessonPlanTemplate: - description here: description here - title: title - CSPU5 Making a Multi Screen Chaser Game: - description here: description here - title: title - CSPU5_ChoosingGoodIds: - description here: description here - title: title - CSPU5_EventDrivenProgrammingPatterns: - description here: description here - title: title - CSPU5_FirstTimeDesignMode: - description here: description here - title: title - CSPU5_FirstTimeDesignMode_2018: - description here: description here - title: title - CSPU5_HowImagesWork: - description here: description here - title: title - CSPU5_HowOnEventWorks_v2: - description here: description here - title: title - CSPU5_L3 - Student Introduction: {} - CSPU5_U3 - Arrays and Loops - Explain Functions with Returns: {} - CSPU5_U3 - Conditionals - Boolean Expressions and Operators: {} - CSPU5_U3 - Conditionals - Introducing Else: {} - CSPU5_U3 - Conditionals - Translating Flowcharts - Chained: {} - CSPU5_U3 - Conditionals - Translating Flowcharts - If Statement: {} - CSPU5_U3 - Simulation - Intro: {} - CSPU5_U3 Simulation Updating Hypotheses: {} - CSPU5_U3 Simulations Hypotheses Reflections: {} - CSPU5_U3- L12 -Design Mode SFLP: {} - CSPU5_U3-Variables-Memory Breakdown: {} - CSPU5_U3L12 - Student Introduction 1: - Events Unplugged: Events Unplugged - CSPU5_U3L13 Student Facing Lesson Plan: {} - CSPU5_U3L13 Student Lesson Introduction: - Buttons on the Screen: Buttons on the Screen - CSPU5_U3L14 - Message - Other ways to assign values: - description here: description here - title: title - CSPU5_U3L14 - Message - basic mechanics of variables: - description here: description here - title: title - CSPU5_U3L15 - explanation of IF and =v==: - description here: description here - title: title - CSPU5_U3L15 Student Lesson Intro - new: - description here: description here - title: title - CSPU5_U3L16 Student Lesson Introduction: - Beyond Buttons: Beyond Buttons - CSPU5_U3L19 - variable scope explanation pt2: - U3L19 - variable scope explanation pt2: U3L19 - variable scope explanation pt2 - description here: description here - CSPU5_U3L19 Student Lesson Intro: - Clicker V.1: Clicker V.1 - CSPU5_U3L20 - combining And and Or explanation: - description here: description here - title: title - CSPU5_U3L21 Student Lesson Introduction v2: {} - CSPU5_U3L23 Student Lesson Introduction: - Natural Language Processing: Natural Language Processing - CSPU5_U3L24 Student Lesson Introduction: - Chained Conditionals: Chained Conditionals - CSPU5_U3L26 Student Lesson Introduction: - Strings and Substrings: Strings and Substrings - CSPU5_U3L29 Student Lesson Introduction: - While Loops and Counting: While Loops and Counting - CSPU5_U3L30 Student Lesson Introduction: - An Introduction to Arrays: An Introduction to Arrays - CSPU5_U3L31 Student Lesson Introduction: - Arrays - Photo Album: Arrays - Photo Album - CSPU5_U3L32 Student Lesson Introduction: - Images are Arrays: Images are Arrays - CSPU5_U3L33 Student Lesson Introduction: - 'Arrays and Loops: Altering Images': 'Arrays and Loops: Altering Images' - CSPU5_U3L34 Student Lesson Introduction: - 'Arrays and Loops: Hidden Images': 'Arrays and Loops: Hidden Images' - CSPU5_goodbyeTurtle_setPosition: - description here: description here - title: title - CSPU5_introToDebugging: - description here: description here - title: title - CSPU5_makingPredictions_ref: - description here: description here - title: title - CSPU5_onEventBreakdown: - description here: description here - title: title - CSP_Final_instructions: - description here: description here - title: title - CSP_U4_rawMovieData: - description here: description here - title: title - CSPfac intro: - Overview of PD "course": Overview of PD "course" - Categorizing Data: {} - Categorizing Data_2018: {} - Changing Design Elements with Code: {} - Check for Internet Accessibility: {} - 'Chirpr: @johnsnow': {} - 'Chirpr: @lillizard': {} - 'Chirpr: @solmoon': {} - Choosing Good IDs: {} - 'Circuit Playground Map: Buzzer': {} - 'Circuit Playground Map: LEDS': {} - Cleaning Data: {} - Cleaning Data_2018: {} - Click Here!: {} - Click Here!_2018: {} - 'Collection A: Good and Bad Visualizations': {} - 'Collection A: Good and Bad Visualizations_2018': {} - 'Collection B: Good and Bad Visualizations': {} - 'Collection B: Good and Bad Visualizations_2018': {} - Color Sleuth - Epilogue: - description here: description here - title: title - Color Sleuth - Epilogue_2018: - description here: description here - title: title - Color Sleuth - How does it end?: - description here: description here - title: title - Color Sleuth - How does it end?_2018: - description here: description here - title: title - Color Sleuth - How to switch player turns: - description here: description here - title: title - Color Sleuth - How to switch player turns_2018: - description here: description here - title: title - Color Sleuth - Keeping score: - description here: description here - title: title - Color Sleuth - Keeping score_2018: - description here: description here - title: title - Color Sleuth - Planning the App: - description here: description here - title: title - Color Sleuth - Planning the App_2018: - description here: description here - title: title - Common Misconceptions about Functions: {} - Conditionals Overview: {} - Conditions and Logic: {} - Controlling Memory - Other ways to assign values: - description here: description here - title: title - Controlling Memory - Other ways to assign values_2018: - description here: description here - title: title - Correlation vs Causation: {} - Cups and Beans Activity: - description here: description here - title: title - Cups and Beans Activity_2018: - description here: description here - title: title - Curriculum Framework Connections in Unit 2: {} - Data Tools in Unit 2 Chapter 2: {} - Debugging Variables: {} - Debugging with Console.log: - description here: description here - title: title - Debugging with Console.log_2018: - description here: description here - title: title - Deeper Learning Overview: - Deeper Learning Description: Deeper Learning Description - description here: description here - Design Mode Overview: {} - Design Mode Practice: {} - Design a Screen for your App: {} - Design a Screen for your App_2018: {} - Digital Footprint Chirpr johnsnow: - Chirpr - @johnsnow: Chirpr - @johnsnow - Digital Footprint Chirpr lillizard: - description here: description here - title: title - Digital Footprint Chirpr solmoon: {} - Digital Footprint FaceSpace Haley: - description here: description here - title: title - Digital Footprint FaceSpace John: - FaceSpace - John T: FaceSpace - John T - Digital Footprint FaceSpace Lizzie: - description here: description here - title: title - Digital Footprint FaceSpace Soleil: {} - Digital Footprint instantframe: - instantframe - johnsnow: instantframe - johnsnow - Digital Footprint instantframe moonbeam: {} - Digital Footprint instantframe wiz_kid_liz: - description here: description here - title: title - DigitalCitizenship2: - Digital Citizenship: Digital Citizenship - Discovery Learning in Unit 1: {} - Documentation in App Lab: {} - Downloading the Data Set: {} - Downloading the Data Set_2018: {} - ECS PD1 classroom culture: - ECS classroom culture: ECS classroom culture - ECS PD1 teaching strategies: - ECS PD1 teaching strategies: ECS PD1 teaching strategies - ECSPD1 teaching strategies: ECSPD1 teaching strategies - ECS Phase 3 Overview: {} - ECS Phase 3 Unit 3 Overview: {} - ECS Phase 3 Unit 4 Overview: {} - ECS Phase 3 Unit3 Welcome: {} - ECS Phase 3 Unit4 Welcome: {} - ECS Phase 3 Welcome: {} - ECSD3-u5 do the challenge: {} - ECSPD Challenge Intro: {} - ECSPD Challenge Reflection: {} - ECSPD Challenge Rubric: - description here: description here - title: title - ECSPD Find Learning Strategy: {} - ECSPD Growth Mindset Student Video: {} - ECSPD Linear vs Binary Search Video: {} - ECSPD Online U1D1-2: - Unit 1 Day 1-2: Unit 1 Day 1-2 - description here: description here - ECSPD Online U1D1-2 Forum: - U1D1-2 Forum: U1D1-2 Forum - ECSPD Online U1D1-2 Resources: - Unit 1 Day 1-2 Resources: Unit 1 Day 1-2 Resources - description here: description here - ECSPD Online U1D1-2 Resources 2: - Additional Resources: Additional Resources - ECSPD Online U1D1-2 Strategies: {} - ECSPD Online U1D10: {} - ECSPD Online U1D10 Forum: - Forum Pending: Forum Pending - Unit 1 Day 10 Forum: Unit 1 Day 10 Forum - ECSPD Online U1D10 Resources: {} - ECSPD Online U1D11-14: - title: title - ECSPD Online U1D11-14 Assessment: {} - ECSPD Online U1D11-14 Forum: {} - ECSPD Online U1D11-14 Resources: {} - ECSPD Online U1D15-16: {} - ECSPD Online U1D15-16 Forum: - description here: description here - title: title - ECSPD Online U1D15-16 Resources: {} - ECSPD Online U1D17-19: {} - ECSPD Online U1D17-19 Disclaimer: {} - ECSPD Online U1D17-19 Forum: {} - ECSPD Online U1D17-19 Resources: {} - ECSPD Online U1D3-4: - 'Unit 1 Day 3-4: Purchasing a Computer': 'Unit 1 Day 3-4: Purchasing a Computer' - ECSPD Online U1D3-4 Resources: - Buying a Computer: Buying a Computer - ECSPD Online U1D5-7: {} - ECSPD Online U1D5-7 Disclaimer: {} - ECSPD Online U1D5-7 Forum: {} - ECSPD Online U1D5-7 Resources: {} - ECSPD Online U1D5-7 Resources 1: {} - ECSPD Online U1D5-7 Resources 2: {} - ECSPD Online U1D8-9: {} - ECSPD Online U1D8-9 Forum: - 'Forum for Unit 1 Day 8-9: Impact of Computers and Communication': 'Forum for Unit 1 Day 8-9: Impact of Computers and Communication' - Forum pending: Forum pending - ECSPD Online U1D8-9 Resources: {} - ECSPD Online U1D8-9 Resources 2: {} - ECSPD Online Units: - Units covered: Units covered - ECSPD Online Welcome: - Welcome to ECS PD Online!: Welcome to ECS PD Online! - ECSPD Online intro: - Introduction: Introduction - ECSPD P3 Plan: {} - ECSPD P3Unit2 Go: {} - ECSPD PD Phases: - ECSPD PD Phases: ECSPD PD Phases - ECSPD PD details: - ECSPD PD details: ECSPD PD details - ECSPD PD overview: - ECS PD Overview: ECS PD Overview - ECSPD Phase 3 - Unit 2 - Teaching Practice: {} - ECSPD Phase 3 - Unit 3 - Teaching Practice: {} - ECSPD Phase 3 - Unit 4 - Teaching Practice: {} - ECSPD Pick Challenge: {} - ECSPD Problem Solving Strategies: {} - ECSPD Real Life Problem Solving: {} - ECSPD Start Challenge: {} - ECSPD Teaching Strategies Intro: {} - ECSPD U1Conclusion: {} - ECSPD U2 Challenge Decision: {} - ECSPD U2 Challenge Plan: - description here: description here - title: title - ECSPD U2 Challenge Submission: {} - ECSPD U2 Challenges: {} - ECSPD U2 D 1-2: {} - ECSPD U2 D 1-2 Forum Q: {} - ECSPD U2 D 10-12 Intro: {} - ECSPD U2 D 13-14 Intro: {} - ECSPD U2 D 15-16 Intro: {} - ECSPD U2 D 17 Intro: {} - ECSPD U2 D 18-21 Intro: {} - ECSPD U2 D 3: {} - ECSPD U2 D 4-6: {} - ECSPD U2 D 4-6 Forum Q: {} - ECSPD U2 D 7-9 Intro: {} - ECSPD U2 D3 Forum Q: {} - ECSPD U2 Day 10-12 Forum Q: {} - ECSPD U2 Day 13-14 Forum Q: {} - ECSPD U2L1516 Sorting Video: {} - ECSPD U3 Challenge Decision: {} - ECSPD U3 Challenges: {} - ECSPD U3 D 1-2 Intro: {} - ECSPD U3 D 11-13 Intro: {} - ECSPD U3 D 14 Intro: {} - ECSPD U3 D 15-16 Intro: {} - ECSPD U3 D 17-19 Intro: {} - ECSPD U3 D 20-21 Intro: {} - ECSPD U3 D 22-25 Intro: {} - ECSPD U3 D 3-4 Intro: {} - ECSPD U3 D 5 Intro: {} - ECSPD U3 D 6-7 Intro: {} - ECSPD U3 D 8-10 Intro: {} - ECSPD U4 Challenge Decision: {} - ECSPD U4 Challenges: {} - ECSPD U4 D 1 Intro: {} - ECSPD U4 D 10-13 Intro: {} - ECSPD U4 D 14 Intro: {} - ECSPD U4 D 15 Intro: {} - ECSPD U4 D 16-17 Intro: {} - ECSPD U4 D 18 Intro: {} - ECSPD U4 D 19 Intro: {} - ECSPD U4 D 2-3 Intro: {} - ECSPD U4 D 20-23 Intro: {} - ECSPD U4 D 24 Intro: {} - ECSPD U4 D 25-30 Intro: {} - ECSPD U4 D 4 Intro: {} - ECSPD U4 D 5-6 Intro: {} - ECSPD U4 D 7-8 Intro: {} - ECSPD U4 D 9 Intro: {} - ECSPD Unit 2 Break: {} - ECSPD Unit 2 Challenge Preview: {} - ECSPD Unit 2 Cornrow Forum: {} - ECSPD Unit 2 Dani: {} - ECSPD Unit 2 Growth: {} - ECSPD Unit 2 Intro: {} - ECSPD Unit 2 Lesson Overview: {} - ECSPD Unit 2 Outline: {} - ECSPD Unit 2 Pick2: {} - ECSPD Unit 2 Stage10: {} - ECSPD Unit 2 Stage11: - description here: description here - title: title - ECSPD Unit 2 Stage12: {} - ECSPD Unit 2 Stage13: - description here: description here - title: title - ECSPD Unit 2 Stage4Review: {} - ECSPD Unit 2 Stage5: {} - ECSPD Unit 2 Stage6: - description here: description here - title: title - ECSPD Unit 2 Stage7: {} - ECSPD Unit 2 Stage8: {} - ECSPD Unit 2 Stage9: {} - ECSPD Unit 3 Challenge Preview: {} - ECSPD Unit 3 Expertise: {} - ECSPD Unit 3 Intro: {} - ECSPD Unit 3 Lesson Overview: {} - ECSPD Unit 3 Outline: {} - ECSPD Unit 3 Pick2: {} - ECSPD Unit 3 Stage 6 Overview: {} - ECSPD Unit 3 Stage4Review: {} - ECSPD Unit 3 Strategy Review: {} - ECSPD Unit 3 Survey: {} - ECSPD Unit 4 Intro: {} - ECSPD Unit 4 Lesson Overview: {} - ECSPD Unit 4 Manage: {} - ECSPD Unit 4 Outline: {} - ECSPD Unit 4 Pick2: {} - ECSPD Unit 4 Stage 6 Overview: {} - ECSPD Unit 4 Stage4Review: {} - ECSPD Unit 4 Strategy Review: {} - ECSPD Unit2 Connections: {} - ECSPD Unit3 Connections: {} - ECSPD Unit4 Connections: {} - ECSPD What Is Problem Solving: {} - ECSPD What is the Challenge: {} - ECSPD curriculum overview: - ECS Curriculum Overview: ECS Curriculum Overview - Overview of Curriculum: Overview of Curriculum - ECSPD end of p1: - ECSPD end of p1: ECSPD end of p1 - ECSPD forum introduction: - ECS Forum Introductions: ECS Forum Introductions - Forum Introductions: Forum Introductions - ECSPD growth mindset strategies: - Growth Mindset Strategies: Growth Mindset Strategies - ECSPD impact of CS: - Impact of Computer Science: Impact of Computer Science - description here: description here - ECSPD impact vid1: - ECSPD impact vid1: ECSPD impact vid1 - ECSPD impact vid2: - ECSPD impact vid2: ECSPD impact vid2 - ECSPD jsfiddle: {} - ECSPD meet facilitator: - Meet your Facilitator!: Meet your Facilitator! - ECSPD online U1D3-4 Forum: - Unit 1 Day 3-4 Forum: Unit 1 Day 3-4 Forum - ECSPD pause: - ECSPD pause: ECSPD pause - ECSPD postsurvey: {} - ECSPD presurvey: {} - ECSPD program overview: - ECS Program Overview: ECS Program Overview - Overview of ECS Program: Overview of ECS Program - ECSPD scratch: {} - ECSPD teaching strategies video: - ECSPD teaching strategies video: ECSPD teaching strategies video - ECSPD unit 3 Pick Challenge: {} - ECSPD unit 4 Pick Challenge: {} - ECSPD what is growth mindset: - An exploration of Growth Mindset: An exploration of Growth Mindset - What is Growth Mindset?: What is Growth Mindset? - ECSPD-unit2 What is the Challenge: {} - ECSPD1 intro to The Hour of Code: - Introduction to The Hour of Code: Introduction to The Hour of Code - ECSPD1 Code Studio: - ECSPD1 Code Studio: ECSPD1 Code Studio - Navigating Code Studio: Navigating Code Studio - ECSPD1 Forum: - ECS Forum: ECS Forum - ECS Forum Discussion: ECS Forum Discussion - ECSPD1 Welcome to the Code.org Family: - ECSPD1 Welcome to the Code.org Family: ECSPD1 Welcome to the Code.org Family - Welcome to the Code.org Family: Welcome to the Code.org Family - ECSPD1 barriers to access cs: - Barriers to Access CS: Barriers to Access CS - ECSPD1 Barriers to Access CS: ECSPD1 Barriers to Access CS - ECSPD1 congratulations end: - ECS PD1 congratulations end: ECS PD1 congratulations end - ECSPD1 cs is about: - ECSPD1 cs is about: ECSPD1 cs is about - ECSPD1 curriculum connections: - ECS Curriculum Connections: ECS Curriculum Connections - ECS curriculum connections: ECS curriculum connections - ECSPD1 curriculum design: {} - ECSPD1 dikjstra: {} - ECSPD1 equity in cs education: - Equity in Computer Science Education: Equity in Computer Science Education - ECSPD1 navigating progress: - ECSPD1 navigating progress: ECSPD1 navigating progress - Navigating and Progress: Navigating and Progress - ECSPD1 post survey: {} - ECSPD1 pre survey: {} - ECSPD1 professional learning program phases: - ECS professional learning program phases: ECS professional learning program phases - ECSP Professional Learning Program Phases: ECSP Professional Learning Program Phases - ECSPD1 results of The Hour of Code: - Results of The Hour of Code: Results of The Hour of Code - Results of The Hour of code: Results of The Hour of code - ECSPD1 student centered learning: - ECS Student Centered Learning: ECS Student Centered Learning - ECS student centered learning: ECS student centered learning - ECSPD1 unifying themes: - ECS Unifying Themes: ECS Unifying Themes - ECSPD1 unit 1 overview: - ECS Unit 1 Overview: ECS Unit 1 Overview - ECS unit 1 overview: ECS unit 1 overview - ECSPD1 unit 2 overview: - ECS Unit 2 Overview: ECS Unit 2 Overview - ECS unit 2 overview: ECS unit 2 overview - ECSPD1 unit overviews: - ECS unit overviews: ECS unit overviews - ECS Unit Overviews: ECS Unit Overviews - ECSPD1 wrap up: - ECS Wrap Up: ECS Wrap Up - ECS unit wrap up: ECS unit wrap up - ECSPD1 your role: - ECS Your Role as a Learner and Facilitator: ECS Your Role as a Learner and Facilitator - ECS your role as a learner and facilitator: ECS your role as a learner and facilitator - ECSPD3- unit 5- welcome: {} - ECSPD3-u5 about: {} - ECSPD3-u5 challenge details: {} - ECSPD3-u5 challenge inside: {} - ECSPD3-u5 complete the challenge overview: {} - ECSPD3-u5 connections: {} - ECSPD3-u5 day 1-3: {} - ECSPD3-u5 day 13: {} - ECSPD3-u5 day 14-16: {} - ECSPD3-u5 day 17: {} - ECSPD3-u5 day 18-20: {} - ECSPD3-u5 day 21: {} - ECSPD3-u5 day 22-24: {} - ECSPD3-u5 day 25: {} - ECSPD3-u5 day 26-27: {} - ECSPD3-u5 day 28-29: {} - ECSPD3-u5 day 30: {} - ECSPD3-u5 day 4-5: {} - ECSPD3-u5 day 6-7: {} - ECSPD3-u5 day 8: {} - ECSPD3-u5 day 9-12: {} - ECSPD3-u5 intro to u5: {} - ECSPD3-u5 lesson overview: {} - ECSPD3-u5 list of challenges: {} - ECSPD3-u5 overview: {} - ECSPD3-u5 plan: {} - ECSPD3-u5 post survey: {} - ECSPD3-u5 post to forum: {} - ECSPD3-u5 share out overview: {} - ECSPD3-u5 tools: {} - ECSPD3-u5 what is a challenge: {} - ECSPD3-u6 about: {} - ECSPD3-u6 alt lesson overview: {} - ECSPD3-u6 challenge details: {} - ECSPD3-u6 challenge inside: {} - ECSPD3-u6 complete the challenge: {} - ECSPD3-u6 connections: {} - ECSPD3-u6 day 1: {} - ECSPD3-u6 day 10-13: {} - ECSPD3-u6 day 14: {} - ECSPD3-u6 day 15: {} - ECSPD3-u6 day 16-18: {} - ECSPD3-u6 day 19-23: {} - ECSPD3-u6 day 2-3: {} - ECSPD3-u6 day 24-33: {} - ECSPD3-u6 day 4: {} - ECSPD3-u6 day 5: {} - ECSPD3-u6 day 6-7: {} - ECSPD3-u6 day 8-9: {} - ECSPD3-u6 do the challenge: {} - ECSPD3-u6 ideas for culminating projects: {} - ECSPD3-u6 intro to u6: {} - ECSPD3-u6 lesson ideas: {} - ECSPD3-u6 lesson overview: {} - ECSPD3-u6 links to online simulations: {} - ECSPD3-u6 list of challenges: {} - ECSPD3-u6 overview: {} - ECSPD3-u6 plan: {} - ECSPD3-u6 post survey: {} - ECSPD3-u6 post to forum: {} - ECSPD3-u6 share out overview: {} - ECSPD3-u6 why study robotics: {} - ECSU4 Challenge Submission: {} - Editing Chart Appearance: {} - Editing Chart Appearance_2018: {} - Embedded Arduino Sketch Test: - Embedded Arduino Sketch Test: Embedded Arduino Sketch Test - Embedded Video Test: {} - Empty Markdown Level: {} - Encoding Numbers Real World Student Lesson Introduction: - description here: description here - title: title - Encryption in CS: {} - Equity About: {} - Equity CS: {} - Equity Celebrate: {} - Equity Define: {} - Equity Feedback: {} - Equity Goals: {} - Equity Keep Learning: {} - Equity Participation: {} - Equity Reflection: {} - Equity Resources: {} - Equity Review: {} - Equity Self Assess: {} - Equity Stage1Go: {} - Equity Stage2Go: {} - Equity Stage3Go: {} - Equity Strategies: {} - Equity Welcome: {} - Event Driven Programming Recap: - description here: description here - title: title - Event Driven Programming Recap_2018: - description here: description here - title: title - Event-Driven Programming Patterns: - description here: description here - title: title - Event-Driven Programming Patterns_2018: - description here: description here - title: title - Events Overview: {} - Events Practice: {} - Example App Types: {} - Example App Types_2018: {} - Example Brand Book: {} - Exploring Practices and Strategies during TeacherCon: {} - External MD column Test: - description here: description here - title: title - External MD column Test bootstrap: - description here: description here - title: title - External level test (will): - first computer program: first computer program - 'Facespace: John T': {} - 'Facespace: Lizzie Dell': {} - 'Facespace: Soleil M': {} - Favicon Instructions: {} - Favicon Instructions_2018: {} - Forum-ECSPD-Unit 2-Teaching Practice: {} - Forum-ECSPD-Unit 3-Teaching Practice: {} - Forum-ECSPD-Unit 4-Teaching Practice: {} - FrustrationSolutions: - Frustration Solutions: Frustration Solutions - Unplugged Drawing Assessment of Solutions to Frustration K: Unplugged Drawing Assessment of Solutions to Frustration K - Functions that Return Values: {} - 'Game Lab Workshop: Draw Loop': {} - 'Game Lab Workshop: Introduction': {} - 'Game Lab Workshop: Variables to Sprites': {} - Getting Better User Input: {} - Getting to Know Your Data: {} - Getting to Know Your Data_2018: {} - GoodBadVisualizations_v1: - description here: description here - title: title - GoodBadVisualizations_v2: - description here: description here - title: title - Group Work and Peer Learning in Unit 1: {} - HOC survey 2016 external text: {} - Hobbies Page Example: {} - Hour of Code test content: {} - How "if-else-if" Works: - description here: description here - title: title - How "if-else-if" Works_2018: - description here: description here - title: title - How Compound Boolean Expressions Work: - description here: description here - title: title - How Compound Boolean Expressions Work_2018: - description here: description here - title: title - How Dropdown Menus Work: - description here: description here - title: title - How Dropdown Menus Work_2018: - description here: description here - title: title - How If Statements Work pt 1: - description here: description here - title: title - How If Statements Work pt 1_2018: - description here: description here - title: title - How If-Else Statements Work: - description here: description here - title: title - How If-Else Statements Work_2018: - description here: description here - title: title - How Images Work: - description here: description here - title: title - How Images Work_2018: - description here: description here - title: title - How Search Works: {} - How Secure Is Your Password?: - description here: description here - title: title - How Secure Is Your Password?_2018: - description here: description here - title: title - How Set Property Works: - description here: description here - title: title - How Set Property Works_2018: - description here: description here - title: title - 'How To: Share Code with Teammates': {} - 'How To: Share Code with Teammates_2018': {} - How are Images Encoded?: {} - How onEvent Works: - description here: description here - title: title - How onEvent Works_2018: - description here: description here - title: title - How setPosition and screen dimensions work: - description here: description here - title: title - How setPosition and screen dimensions work_2018: - description here: description here - title: title - How the Boolean &&, || and ! Operators Work: - description here: description here - title: title - How the Boolean &&, || and ! Operators Work_2018: - description here: description here - title: title - How to make a random color: - description here: description here - title: title - How to make a random color_2018: - description here: description here - title: title - How to pick a random button: - description here: description here - title: title - How to pick a random button_2018: - description here: description here - title: title - 'How to: Make Charts from your Data': {} - Importing Screens: {} - Internet Simulator Setup: - Internet Simulator Setup: Internet Simulator Setup - description here: description here - Internet Simulator Setup 2: - description here: description here - title: title - Internet Simulator Setup 3: - Internet Simulator Setup 3: Internet Simulator Setup 3 - description here: description here - Intro to CodeStudio: - An Introduction to Code Studio: An Introduction to Code Studio - Intro to Debugging and Common Problems: - description here: description here - title: title - Intro to Debugging and Common Problems_2018: - description here: description here - title: title - Introduction to Functions with Parameters: {} - Introduction to HTML: {} - Introduction to Loops: {} - Introduction to Lossless Compression and the Text Compression Widget: {} - Introduction to Lossy Compression: {} - Introduction to Unit 1: {} - Introduction to Unit 2: {} - Introduction to Unit 3: {} - Introduction to Unit 4: {} - Introduction to Unit 5: {} - K5PD tour: - Tour of PD Space: Tour of PD Space - tour of the PD space: tour of the PD space - Lesson 1.10 Overview: {} - Lesson 1.11 Overview: {} - Lesson 1.12 Overview: {} - Lesson 1.13 Overview: {} - Lesson 1.2 Overview: {} - Lesson 1.3 Overview: {} - Lesson 1.4 Overview: {} - Lesson 1.5 Overview: {} - Lesson 1.6 Overview: {} - Lesson 1.7 Overview: {} - Lesson 1.9 Overview: {} - Lesson Prep Final: {} - Longitudinal study description: {} - Looking at More Encryption Algorithms: {} - Lossy vs. Lossless Compression: {} - Make a Hypothesis: {} - Make a Hypothesis_2018: {} - Making Multiple Screens: - description here: description here - title: title - Making Multiple Screens_2018: - description here: description here - title: title - Making Pivot Tables Part 1 - The Basics: {} - Making Pivot Tables Part 1 - The Basics_2018: {} - Making Pivot Tables Part 2 - Manipulation and Visualization: {} - Making Pivot Tables Part 2 - Manipulation and Visualization_2018: {} - Making a Bar Chart: {} - Making a Bar Chart_2018: {} - Making a Line Chart: {} - Making a Line Chart_2018: {} - Making a Multi Screen Chaser Game v.2: - description here: description here - title: title - Making a Multi Screen Chaser Game v.2_2018: - description here: description here - title: title - Making a Scatter Plot: {} - Making a Scatter Plot_2018: {} - MarbleMaze: - Marble Maze: Marble Maze - Marble Maze Activity for K Level: Marble Maze Activity for K Level - MarbleMaze2: - Marble Maze 2: Marble Maze 2 - Second Marble Maze K Activity: Second Marble Maze K Activity - Modulo Clock Instructions: {} - Modulo Clock Instructions_2018: {} - Modulo Clock Recap: {} - Multi-Screen Apps: - description here: description here - title: title - New Challenge Introduction: - description here: description here - title: title - New Challenge Introduction_2018: - description here: description here - title: title - OPD-K5 About: {} - OPD-K5 Assessment: {} - OPD-K5 CS: {} - OPD-K5 CS Courses: {} - OPD-K5 CS Tips: {} - OPD-K5 Celebrate: {} - OPD-K5 Congrats: {} - OPD-K5 Connect: {} - OPD-K5 Culture: {} - OPD-K5 Design: {} - OPD-K5 Events: {} - OPD-K5 Feedback: {} - OPD-K5 Keep Learning: {} - OPD-K5 Loops: {} - OPD-K5 Other Courses: {} - OPD-K5 Outline: {} - OPD-K5 Pair: {} - OPD-K5 Participation: {} - OPD-K5 PreSurvey: {} - OPD-K5 Problem Solving: {} - OPD-K5 Program: {} - OPD-K5 Puzzles: {} - OPD-K5 Stage10Start: {} - OPD-K5 Stage1Go: {} - OPD-K5 Stage2Go: {} - OPD-K5 Stage2Overview: {} - OPD-K5 Stage3Go: {} - OPD-K5 Stage3Start: {} - OPD-K5 Stage3aGo: - description here: description here - title: title - OPD-K5 Stage4Go: {} - OPD-K5 Stage4Start: {} - OPD-K5 Stage5Go: {} - OPD-K5 Stage5Start: {} - OPD-K5 Stage6Go: {} - OPD-K5 Stage6Start: {} - OPD-K5 Stage7Go: {} - OPD-K5 Stage7Start: {} - OPD-K5 Stage8Go: {} - OPD-K5 Stage8Start: {} - OPD-K5 Stage9Go: {} - OPD-K5 Stage9Start: {} - OPD-K5 Unplugged: {} - OPD-K5 Using CS: {} - OPD-K5 Vocabulary: {} - OPD-K5 Welcome: {} - OPD-K5 Welcome 2: {} - OPD-K5 What is CS: {} - OPD-K5 What is Mastery: {} - OPD-K5 Why teach CS: {} - OPD-K5 Younger Grades: {} - OPD-K5 Your Plan: {} - OPD-Stage3Start: {} - OnlinePDK5 Intro: {} - Overview of File Sizes and Metrics: {} - 'Overview: Balancing Teachers and Tools': {} - 'Overview: Capturing Student Learning': {} - 'Overview: Design Mode': {} - 'Overview: Discovery Learning': {} - 'Overview: Group Work and Peer Learning': {} - 'Overview: If Statements': {} - 'Overview: Images': {} - 'Overview: onEvent': {} - 'Overview: setPosition': {} - 'Overview: setScreen': {} - 'Overview: setText and getText': {} - PD check your progress: {} - PDAlg 1-3 Circles: {} - PDAlg 1-3 Circles Practice: {} - PDAlg 13-16 Booleans: {} - PDAlg 13-16 Sam Extension: {} - PDAlg 13-16 Simple Sam: {} - PDAlg 17-20 Conditionals: {} - PDAlg 17-20 Luigi Extensions: {} - PDAlg 3B KeepLearning: {} - PDAlg 3B Lessons1-3: {} - PDAlg 3B Lessons13-16: {} - PDAlg 3B Lessons17-20: {} - PDAlg 3B Lessons4-7: {} - PDAlg 3B Lessons8-12: {} - PDAlg 3B Review: {} - PDAlg 3B Survey: {} - PDAlg 3BAbout: {} - PDAlg 3BGo: {} - PDAlg 3BPlanning: {} - PDAlg 3BWelcome: {} - PDAlg 3CAbout: {} - PDAlg 3CBootstrap: {} - PDAlg 3CCongrats: {} - PDAlg 3CCourseAB: {} - PDAlg 3CElective: {} - PDAlg 3CFuture: {} - PDAlg 3CGathering: {} - PDAlg 3CGo: {} - PDAlg 3CPlanning: {} - PDAlg 3CShare Forum: {} - PDAlg 3CSharePlan: {} - PDAlg 3CSharing: {} - PDAlg 3CWelcome: {} - PDAlg 4-7 Big Game: {} - PDAlg 4-7 Contracts: {} - PDAlg 4-7 Variables: {} - PDAlg 8-12 Design Recipe: {} - PDAlg 8-12 Examples: {} - PDAlg 8-12 Rocket Height: {} - PDAlg Attitude Survey: - CS in Algebra Pre-attitude survey: CS in Algebra Pre-attitude survey - PDAlg Big Game: {} - PDAlg Cirlces of Eval: - Circles of Evaluation: Circles of Evaluation - PDAlg Culture: {} - PDAlg Curriculum Overview: - Curriculum Overview: Curriculum Overview - Overview of CS in Algebra curriculum: Overview of CS in Algebra curriculum - PDAlg DR 1: {} - PDAlg Dashboard 1: {} - PDAlg Dashboard 2: {} - PDAlg Dashboard 3: {} - PDAlg Design Recipe Updates: {} - PDAlg Details: - CS in Algebra PD Details: CS in Algebra PD Details - PDAlg End of P1: - End of Phase 1: End of Phase 1 - PDAlg Facilitator Test: - description here: description here - title: title - PDAlg Facilitators: - Meet Your Facilitators: Meet Your Facilitators - PDAlg Intro: {} - PDAlg P2 Welcome: - Welcome to the next phase!: Welcome to the next phase! - PDAlg Post Survey: - CS in Algebra Post-attitude survey: CS in Algebra Post-attitude survey - PDAlg Prep Sandbox: {} - PDAlg Prep a Lesson: {} - PDAlg Projects: {} - PDAlg Puzzle Tips: {} - PDAlg Puzzles Pre: {} - PDAlg Scope: - Scope and Sequence: Scope and Sequence - PDAlg Strategy Reflection: {} - PDAlg Teacher Dashboard: - Course Progress: Course Progress - PDAlg Teacher Introduction: - Introduce yourself: Introduce yourself - PDAlg Teacher Plan: {} - PDAlg Updates Tweaks: {} - PDAlg bootstrap: - From Bootstrap to CS in Algebra: From Bootstrap to CS in Algebra - PDAlg circles to blocks: - From Circles to Blocks: From Circles to Blocks - PDAlg commitment: - CS in Algebra PD commitments: CS in Algebra PD commitments - overview of program commitments: overview of program commitments - PDAlg first forum: - Starting the Conversation: Starting the Conversation - PDAlg functions: - The Concept of Function: The Concept of Function - PDAlg hard video: - Why is Algebra so Hard?: Why is Algebra so Hard? - PDAlg phase 2 reflection: - What's Next?: What's Next? - PDAlg phase 3 resources: - What's Next?: What's Next? - PDAlg phase 3b survey: - We want your feedback: We want your feedback - PDAlg whats next: - What's Next?: What's Next? - PDCSP Intro: {} - PDECS Intro: - PD Intro: PD Intro - Welcome to ECS Online PD: Welcome to ECS Online PD - PDECS Welcome Video: - Welcome Video: Welcome Video - Welcome to Online PD for ECS: Welcome to Online PD for ECS - PDECS commitment: - ECS PD commitments: ECS PD commitments - overview of program commitments: overview of program commitments - PDECS tour: - Tour of PD Space: Tour of PD Space - tour of the PD space: tour of the PD space - PDECS tour 2016-17 CSinSci: - Tour of PD Space: Tour of PD Space - tour of the PD space: tour of the PD space - PDK5 Beyond C: - Beyond: Beyond - PDK5 CS Video: - Computer Science: Computer Science - PDK5 CS overview: - Overview of programming concepts: Overview of programming concepts - PDK5 Classroom Culture C: - Classroom Culture: Classroom Culture - PDK5 Connections: - Connections: Connections - PDK5 Course Maps C: {} - PDK5 Course Overview C: {} - PDK5 Foundations F: - foundational skill: foundational skill - PDK5 Glossary C: - Vocabulary: Vocabulary - PDK5 Intro C: {} - PDK5 Pair Programming 1: - Pair Programming: Pair Programming - PDK5 Puzzle Goals: - Puzzle Goals: Puzzle Goals - PDK5 Strategies: - Strategies for Teaching Computer Science: Strategies for Teaching Computer Science - PDK5 Strategies 1: - Classroom Strategies: Classroom Strategies - PDK5 Strategies F: - Strategies Discussion: Strategies Discussion - PDK5 Survey: - Phase 1 Experience Survey: Phase 1 Experience Survey - PDK5 Teacher Dashboard 1: - Dashboard 1: Dashboard 1 - PDK5 Teacher Dashboard 2: - Dashboard 2: Dashboard 2 - PDK5 Teacher Dashboard 3: - Course Progress: Course Progress - PDK5 Teacher Dashboard 4: - Course Progress: Course Progress - PDK5 Teacher Dashboard C: - Teacher Dashboard: Teacher Dashboard - PDK5 UVideo Overview C: - Kiki video overview: Kiki video overview - PDK5 Unplugged Intro C: - Unplugged intro: Unplugged intro - PDK5 Why K5 CS: - Why teach computer science in elementary school?: Why teach computer science in elementary school? - PDSci commitment: - CS in Science PD commitments: CS in Science PD commitments - overview of program commitments: overview of program commitments - PLC- check your progress: {} - PS - Responding to User Input: - description here: description here - title: title - PS - draft - Longitudinal study description: - description here: description here - title: title - Personal Website Examples: {} - Pixelation - Lesson 14 - Instructions Make Your Own: - Make your own B&W image: Make your own B&W image - description here: description here - Pixelation - Lesson 14 - Instructions one bit error: - 'Lesson 14 - Task 2: fix the error': 'Lesson 14 - Task 2: fix the error' - description here: description here - Pixelation - Lesson 15 - Favicon Instructions: - Pixelation - Lesson 15 - Favicon Instructions: Pixelation - Lesson 15 - Favicon Instructions - description here: description here - Pixelation - Lesson 15 - Task 1 instructions: - Pixelation - Lesson 15 - Task 1 instructions: Pixelation - Lesson 15 - Task 1 instructions - description here: description here - Pixelation - Lesson 15 - Task 2 instructions: - Pixelation - Lesson 15 - Task 2 instructions: Pixelation - Lesson 15 - Task 2 instructions - description here: description here - Pixelation - Lesson 15 - Task 3 instructions: - Pixelation - Lesson 15 - Task 3 instructions: Pixelation - Lesson 15 - Task 3 instructions - description here: description here - Pixelation - Video - Color 1: - Pixelation - Video - Color 1: Pixelation - Video - Color 1 - description here: description here - Pixelation - Video - Color 2: - Pixelation - Video - Color 2: Pixelation - Video - Color 2 - description here: description here - Pixelation - Video - Color 3: - Pixelation - Video - Color 3: Pixelation - Video - Color 3 - description here: description here - Pixelation - Video - Lesson 14 - B and W: - How to use the B&W Pixelation Widget: How to use the B&W Pixelation Widget - Pixelation - Video - Tips and Tricks: - Pixelation - Video - Tips and Tricks: Pixelation - Video - Tips and Tricks - description here: description here - Practice Performance Task in Unit 5: {} - Practice Performance Tasks in Unit 1: {} - Practice Performance Tasks in Unit 2: {} - Practice Performance Tasks in Unit 3: {} - Prepare for your presentation: - description here: description here - title: title - Prepare for your presentation_2018: - Prepare for yur presentation: Prepare for yur presentation - Processing Arrays: {} - 'Project Breakdown: Building a Canvas Painter': {} - 'Project Breakdown: Clicker Game': {} - 'Project Breakdown: Color Sleuth': {} - 'Project Breakdown: Image Scroller': {} - 'Project Breakdown: Multi-Screen App': {} - Public Key Crypto Widget Instructions: - description here: description here - title: title - Public Key Crypto Widget Instructions_2018: - description here: description here - title: title - Rating Websites: {} - Recipe Page Example: {} - Recruitment-Scenarios-Passthrough: - Recruitment Scenarios Session: Recruitment Scenarios Session - Responding to User Input: {} - Rules About Choosing Good IDs: - description here: description here - title: title - Rules About Choosing Good IDs_2018: - description here: description here - title: title - SFLP - Web - Describing Webpages: {} - SFLP - Web - Designing Code for Computers: {} - SFLP - Web - Designing Webpages: {} - SFLP - Web - Digital Footprint: {} - SFLP - Web - Images on the Web: {} - SFLP - Web - Quality Websites: {} - SFLP - Web - Text on the Web: {} - SG CSP Abstraction in Programming 2: {} - SG U3 whats a comment: - description here: description here - title: title - SG U3L04 Student Lesson Introduction: - Programming with Simple Commands - Getting Started: Programming with Simple Commands - Getting Started - SG v2 U3L01 Student Lesson Introduction: - description here: description here - title: title - SG v2 U3L02 Student Lesson Introduction: - description here: description here - title: title - SG v2 U3L03 Student Lesson Introduction: - description here: description here - title: title - SG v2 U3L05 Student Lesson Introduction: - description here: description here - title: title - SG v2 U3L07 Student Lesson Introduction: - description here: description here - title: title - SG v2 U3L08 Student Lesson Introduction: - description here: description here - title: title - SG v2 U3L09 Student Lesson Introduction: - Looping and Random Numbers: Looping and Random Numbers - SG v2 U3L10 Student Lesson Introduction: - Design a Digital Scene: Design a Digital Scene - SG v2 U3L6 Student Lesson Introduction: - Functions and Top-Down Design: Functions and Top-Down Design - Selecting an Appropriate Visualization for your Data: {} - Sending Bits Real World Student Lesson Introduction: - description here: description here - title: title - 'Sending Numbers: The Big Picture': {} - Simple Decisions with if-statements: - description here: description here - title: title - Simple Decisions with if-statements_2018: - description here: description here - title: title - Social Sleuth: {} - Social Sleuth_2018: {} - StevieMarbles: - Stevie and the Marbles: Stevie and the Marbles - Story for K Level about Frustration: Story for K Level about Frustration - 'Stop: Check with Teacher': {} - 'Stop: Classes': {} - 'Stop: Common Styles Warm Up': {} - 'Stop: External Style Sheets': {} - 'Stop: Getters and Setters': {} - 'Stop: Hobbies Page': {} - 'Stop: Images': {} - 'Stop: Intro to CSS': {} - 'Stop: Personal Home Page Warm Up': {} - 'Stop: Validator': {} - 'Stop: Website Navigation': {} - Strings Overview: {} - Strings Practice: {} - Summary Tables 101: {} - TLO intro: - Introduction to the TLO: Introduction to the TLO - TLO practical: - TLO in Practice: TLO in Practice - TeacherCon Agenda: {} - Teaching Programming in Unit 3: {} - Teaching with the Internet Simulator: {} - 'Technique: Frequency Analysis': - How to crack a substitution cipher: How to crack a substitution cipher - description here: description here - 'Technique: Frequency Analysis_2018': - How to crack a substitution cipher: How to crack a substitution cipher - description here: description here - Terminology Recap: - That was easy, what's next?: That was easy, what's next? - description here: description here - Terminology Recap_2018: - That was easy, what's next?: That was easy, what's next? - description here: description here - Test External Markdown: - Test External Markdown: Test External Markdown - Test discourse forum-comment level: - Degree of Difficulty: Degree of Difficulty - Was programming as hard as you expected? Explain why or why not. How does this impact your teaching of computer science?: Was programming as hard as you expected? Explain why or why not. How does this impact your teaching of computer science? - Testing Video Bitly: {} - The Mental Model for Variables: {} - The Mental Model for Variables_2018: {} - The Philosophy Behind the Four Primitive Programming Commands: {} - TheGreatBugBash: - Debugging Story for K Level: Debugging Story for K Level - The Great Bug Bash: The Great Bug Bash - Tips For Working on Your Own: - description here: description here - title: title - Tips For Working on Your Own_2018: - description here: description here - title: title - U1L1 Student Lesson Introduction: - Impact of Innovation: Impact of Innovation - description here: description here - U1L1 Student Lesson Introduction_2018: - Impact of Innovation: Impact of Innovation - description here: description here - U1L10 Lesson Overview: {} - U1L10 Lesson Plan: {} - U1L10 Student Lesson Introduction: - description here: description here - title: title - U1L11 Lesson Overview: {} - U1L11 Lesson Plan: {} - U1L11 Student Lesson Introduction: - description here: description here - title: title - U1L12 Student Lesson Introduction: - description here: description here - title: title - U1L13 Student Lesson Summary: - description here: description here - title: title - U1L14 Student Lesson Summary: - description here: description here - title: title - U1L15 Student Lesson Summary: - description here: description here - title: title - U1L16 Student Lesson Introduction: - Lossy Compression and File Formats: Lossy Compression and File Formats - description here: description here - U1L17 Student Lesson Introduction: - description here: description here - title: title - U1L2 Student Lesson Introduction: - description here: description here - title: title - U1L3 Student Lesson Introduction: - description here: description here - title: title - U1L4 Lesson Overview: {} - U1L4 Lesson Plan: {} - U1L4 Student Lesson Introduction: - description here: description here - title: title - U1L4 Widget Demo - Video: - Widget Demonstration - Video: Widget Demonstration - Video - description here: description here - U1L5 Student Lesson Introduction: - description here: description here - title: title - U1L6 Lesson Overview: {} - U1L6 Lesson Plan: {} - U1L6 Student Lesson Introduction: - description here: description here - title: title - U1L7 Student Lesson Introduction: - description here: description here - title: title - U1L8 Student Lesson Introduction: - description here: description here - title: title - U1L9 Lesson Overview: {} - U1L9 Lesson Plan: {} - U1L9 Student Lesson Introduction: - description here: description here - title: title - U2 - Website Comparison: {} - U2L1 Student Lesson Introduction: - description here: description here - title: title - U2L10 Lesson Overview: {} - U2L10 Lesson Plan: {} - U2L10 Student Lesson Introduction: - 'DNS in the Real World ': 'DNS in the Real World ' - U2L11 Student Lesson Introduction: - HTTP and Abstraction: HTTP and Abstraction - U2L12 Student Lesson Introduction: - description here: description here - title: title - U2L13 Student Lesson Introduction: - Tell Me a Secret - Encrypting Text: Tell Me a Secret - Encrypting Text - U2L14 Student Lesson Introduction: - Cracking the Code: Cracking the Code - U2L15 Student Lesson Introduction: - Encryption Algorithms: Encryption Algorithms - U2L16 Student Lesson Introduction: - Alice and Bob and Asymmetric Keys: Alice and Bob and Asymmetric Keys - U2L17 Student Lesson Introduction: - Algorithms Detour - Hard Problems TSP: Algorithms Detour - Hard Problems TSP - description here: description here - U2L18 Student Lesson Introduction: - One Way Functions - Ice Cream Vans: One Way Functions - Ice Cream Vans - U2L19 Student Lesson Introduction: - Public Key Encryption: Public Key Encryption - U2L2 Lesson Overview: {} - U2L2 Lesson Plan: {} - U2L2 Student Lesson Introduction: - The Need for Addressing: The Need for Addressing - U2L20 Student Lesson Introduction: - Security and Hacking in the Real World: Security and Hacking in the Real World - U2L3 Lesson Overview: {} - U2L3 Lesson Plan: {} - U2L3 Student Lesson Introduction: - Lesson 3 - Invent an addressing protocol: Lesson 3 - Invent an addressing protocol - U2L4 Student Lesson Introduction: - U2L04 Routers and Redundancy: U2L04 Routers and Redundancy - U2L5 Student Lesson Introduction: - Packets and Making a Reliable Internet: Packets and Making a Reliable Internet - U2L6 Student Lesson Introduction: - Algorithm detour - Minimum Spanning Tree: Algorithm detour - Minimum Spanning Tree - U2L7 Student Lesson Introduction: - description here: description here - title: title - U2L8 Student Lesson Introduction: - description here: description here - title: title - U2L9 Student Lesson Introduction: - The Need for DNS: The Need for DNS - U3 - Arrays and Loops - Explain Functions with Returns: {} - U3 - Conditionals - Boolean Expressions and Operators: {} - U3 - Conditionals - Introducing Else: {} - U3 - Conditionals - Translating Flowcharts - Chained: {} - U3 - Conditionals - Translating Flowcharts - Else: {} - U3 - Conditionals - Translating Flowcharts - If Statement: {} - U3 - Simple Drawing - Plan Personal Drawing: {} - U3 - Simple Drawings - Review Rect Oval Fill: {} - U3 - Simulation - Intro: {} - U3 Simulation Updating Hypotheses: {} - U3 Simulations Hypotheses Reflections: {} - U3 whats a comment: - description here: description here - title: title - U3 whats a comment_2018: - description here: description here - title: title - U3- L12 -Design Mode SFLP: {} - U3- Loops - Intro: {} - U3-Variables 2 - SFLP: {} - U3-Variables-Memory Breakdown: {} - U3L01 Student Lesson Introduction: - Why Programming and Programming Languages?: Why Programming and Programming Languages? - U3L02 Student Lesson Introduction: - Programming with Simple Commands - Getting Started: Programming with Simple Commands - Getting Started - U3L03 Student Lesson Introduction: - Creating Procedures Part 1: Creating Procedures Part 1 - U3L05 Student Lesson Introduction: - Layers of Abstraction and Programming Efficiency: Layers of Abstraction and Programming Efficiency - U3L06 Student Lesson Introduction: - APIs and Function Parameters: APIs and Function Parameters - U3L07 Student Lesson Introduction: - Looping and Random Numbers: Looping and Random Numbers - U3L08 Student Lesson Introduction: - Creating Functions with Parameters: Creating Functions with Parameters - U3L09 Student Lesson Introduction: - 'Scene Design Part 1: Plan ': 'Scene Design Part 1: Plan ' - U3L10 Student Lesson Introduction: - 'Scene Design Part 2: Code': 'Scene Design Part 2: Code' - U3L11 Student Lesson Introduction: - 'Scene Design Part 3: Reflection ': 'Scene Design Part 3: Reflection ' - U3L12 - Mission Unsortable: - description here: description here - title: title - U3L12 - Student Introduction 1: - Events Unplugged: Events Unplugged - U3L13 - Explanation of Ids: - description here: description here - title: title - U3L13 - Make a Prediction Explanation: - description here: description here - title: title - U3L13 Add Button Instrucitons: - description here: description here - title: title - U3L13 Add Button Instructions: - description here: description here - title: title - U3L13 Student Facing Lesson Plan: {} - U3L13 Student Lesson Introduction: - Buttons on the Screen: Buttons on the Screen - U3L14 - Message - Other ways to assign values: - description here: description here - title: title - U3L14 - Message - basic mechanics of variables: - description here: description here - title: title - U3L14 - Student Intro Page: - description here: description here - title: title - U3L15 - explanation of IF and =v==: - description here: description here - title: title - U3L15 Student Lesson Intro - new: - description here: description here - title: title - U3L16 Student Lesson Introduction: - Beyond Buttons: Beyond Buttons - U3L18 Student Lesson Introduction: - Controlling Memory and Program Flow: Controlling Memory and Program Flow - U3L19 - Arithmetic v Concatenation: - U3L19 - Arithmetic v Concatenation: U3L19 - Arithmetic v Concatenation - description here: description here - U3L19 - Intro to variables: - U3L19 - Intro to variables: U3L19 - Intro to variables - description here: description here - U3L19 - concatenate string with var: - U3L19 - concatenate string with var: U3L19 - concatenate string with var - description here: description here - U3L19 - done with variables finally: - description here: description here - title: title - U3L19 - explanation diff between string and var name: - U3L19 - explanation diff between string and var name: U3L19 - explanation diff between string and var name - description here: description here - U3L19 - improve your clicker game: - U3L19 - improve your clicker game: U3L19 - improve your clicker game - description here: description here - U3L19 - misconception variable assignment order pt1: - U3L19 - misconception variable assignment order pt1: U3L19 - misconception variable assignment order pt1 - description here: description here - U3L19 - misconception variable assignment order pt2: - U3L19 - misconception variable assignment order pt2: U3L19 - misconception variable assignment order pt2 - description here: description here - U3L19 - variable breakdown - Assigning a value: - U3L19 - variable breakdown - Assigning a value: U3L19 - variable breakdown - Assigning a value - description here: description here - U3L19 - variable breakdown - common mistake - declaring twice: - U3L19 - variable breakdown - common mistake - declaring twice: U3L19 - variable breakdown - common mistake - declaring twice - description here: description here - U3L19 - variable breakdown - declaration: - U3L19 - variable breakdown - declaration: U3L19 - variable breakdown - declaration - description here: description here - U3L19 - variable breakdown - setText in label: - U3L19 - variable breakdown - setText in label: U3L19 - variable breakdown - setText in label - description here: description here - U3L19 - variable breakdown - ways to read pt1: - U3L19 - variable breakdown - ways to read pt1: U3L19 - variable breakdown - ways to read pt1 - description here: description here - U3L19 - variable breakdown intro: - U3L19 - variable breakdown intro: U3L19 - variable breakdown intro - description here: description here - U3L19 - variable scope explanation: - U3L19 - variable scope explanation: U3L19 - variable scope explanation - description here: description here - U3L19 - variable scope explanation pt2: - U3L19 - variable scope explanation pt2: U3L19 - variable scope explanation pt2 - description here: description here - U3L19 - variable scope explanation pt3: - U3L19 - variable scope explanation pt3: U3L19 - variable scope explanation pt3 - description here: description here - U3L19 Student Lesson Intro: - Clicker V.1: Clicker V.1 - U3L20 - combining And and Or explanation: - description here: description here - title: title - U3L20 Student Lesson Introduction: - Conditional Basics: Conditional Basics - U3L21 Student Lesson Introduction: - More Variables: More Variables - U3L21 Student Lesson Introduction v2: {} - U3L22 Student Lesson Introduction: - Permanent Data Storage: Permanent Data Storage - U3L23 Student Lesson Introduction: - Natural Language Processing: Natural Language Processing - U3L24 Conditionals Lecture: {} - U3L24 Debugging Lecture: {} - U3L24 Return Statements Lecture: {} - U3L24 Student Lesson Introduction: - Chained Conditionals: Chained Conditionals - U3L25 Student Lesson Introduction: - Compound Conditionals: Compound Conditionals - U3L26 Student Lesson Introduction: - Strings and Substrings: Strings and Substrings - U3L27 Student Lesson Introduction: - Digital Assistant Challenge: Digital Assistant Challenge - U3L28 Student Lesson Introduction: - While Loop Basics: While Loop Basics - U3L29 Student Lesson Introduction: - While Loops and Counting: While Loops and Counting - U3L30 Student Lesson Introduction: - An Introduction to Arrays: An Introduction to Arrays - U3L31 Student Lesson Introduction: - Arrays - Photo Album: Arrays - Photo Album - U3L32 Student Lesson Introduction: - Images are Arrays: Images are Arrays - U3L33 Student Lesson Introduction: - 'Arrays and Loops: Altering Images': 'Arrays and Loops: Altering Images' - U3L34 Student Lesson Introduction: - 'Arrays and Loops: Hidden Images': 'Arrays and Loops: Hidden Images' - U3_assessment_loop_vs_function: {} - U4 - Cleaning Data - Activity Guide: - description here: description here - title: title - U4 - Making Data Visualizations - Bar Chart: - description here: description here - title: title - U4 - Making Data Visualizations - Edit Chart Appearance: - description here: description here - title: title - U4 - Making Data Visualizations - Free Play: - description here: description here - title: title - U4 - Making Data Visualizations - Free Play_2018: - description here: description here - title: title - U4 - Making Data Visualizations - Getting Started: - description here: description here - title: title - U4 - Making Data Visualizations - Line Chart: - description here: description here - title: title - U4 - Making Data Visualizations - Scatter Plot: - description here: description here - title: title - U4 - Making Data Visualizations - Student Introduction: - description here: description here - title: title - U4 - Privacy Abandoned - Hot On Your Trail Video: - description here: description here - title: title - U4 - Read Record - Local vs Remote Data External: - Local vs. Remote Data: Local vs. Remote Data - U4 - Read Record - Local vs Remote Data External_2018: - Local vs. Remote Data: Local vs. Remote Data - U4 - Unique Ids Explanation: - Records Have Unique IDs: Records Have Unique IDs - title: title - U4 - Unique Ids Explanation_2018: - Records Have Unique IDs: Records Have Unique IDs - title: title - U4 Cleaning Data Activity Guide Pt2: - description here: description here - title: title - U4 Cleaning Data Activity Guide Pt3: - description here: description here - title: title - U4 Inspirational Data Video: {} - U4 caesar cipher interstitial: - That was easy, what's next?: That was easy, what's next? - description here: description here - U4 how to crack substitution cipher: - How to crack a substitution cipher: How to crack a substitution cipher - description here: description here - U4L01 Student Lesson Introduction: - description here: description here - title: title - U4L02 Student Lesson Introduction: - description here: description here - title: title - U4L02 Student Lesson Introduction_2018: - description here: description here - title: title - U4L02v2 - Finding Trends: - description here: description here - title: title - U4L03 Student Lesson Introduction: - description here: description here - title: title - U4L03 Student Lesson Introduction_2018: - description here: description here - title: title - U4L03v2 - Student Introduction: - description here: description here - title: title - U4L04 Student Lesson Introduction: - description here: description here - title: title - U4L04 Student Lesson Introduction_2018: - description here: description here - title: title - U4L04v2 - Student Introduction: - description here: description here - title: title - U4L05 Student Lesson Introduction: - description here: description here - title: title - U4L06 JSON Object Method: {} - U4L06 Student Lesson Introduction: - description here: description here - title: title - U4L06v2 Student Lesson Introduction: - description here: description here - title: title - U4L07 Public Key Crypto Interstitial: - Onto the Public Key Cryptography Widget: Onto the Public Key Cryptography Widget - description here: description here - U4L07 Student Introduction public key crypto: - description here: description here - title: title - U4L07 Student Lesson Introduction: - description here: description here - title: title - U4L08 - mod clock instructions: - description here: description here - title: title - U4L08 Student Lesson Introduction: - description here: description here - title: title - U4L08v2 Making Pivot Tables: - description here: description here - title: title - U4L08v2 Making Pivot Tables Part 2: - description here: description here - title: title - U4L08v2 Making Pivot Tables Part 3: - description here: description here - title: title - U4L08v2 Making Pivot Tables Part 3_2018: - description here: description here - title: title - U4L08v2 Student Intro: - description here: description here - title: title - U4L09 Student Lesson Intro Practice PT big data dilemma: - description here: description here - title: title - U4L09 Student Lesson Introduction: - description here: description here - title: title - U4L10 Student Lesson Introduction: - description here: description here - title: title - U4L11 Student Lesson Introduction: - description here: description here - title: title - U4L12 - Student Introduction: - description here: description here - title: title - U4L12 Student Lesson Introduction: - description here: description here - title: title - U4L13 Student Lesson Introduction: - description here: description here - title: title - U4L14 Student Lesson Introduction: - description here: description here - title: title - U4L15 Student Lesson Introduction: - description here: description here - title: title - U4L16 Student Lesson Introduction: - description here: description here - title: title - U4L17 Student Lesson Introduction: - description here: description here - title: title - U4L18 Student Lesson Introduction: - description here: description here - title: title - U4L19 Student Lesson Introduction: - description here: description here - title: title - U4L20 Student Lesson Introduction: - description here: description here - title: title - U4L21 Student Lesson Introduction: - description here: description here - title: title - U4L22 Student Lesson Introduction: - description here: description here - title: title - U4L23 Student Lesson Introduction: - description here: description here - title: title - U4L24 Student Lesson Introduction: - description here: description here - title: title - U4L5 random subst challenge page: - description here: description here - title: title - U5 - Create PT - Student Introduction: - description here: description here - title: title - U5 - Create PT Prep - Student Introduction: - description here: description here - title: title - U5 - Create PT review - Student Introduction: - description here: description here - title: title - U5 - Explore PT - Student Introduction: - description here: description here - title: title - U5 - Explore PT Prep - Student Introduction: - description here: description here - title: title - U5 - Explore PT Review - Student Introduction: - description here: description here - title: title - U5 - PT Prep - Digital Portfolio and tech setup: - description here: description here - title: title - U5 color sleuth check correct: - description here: description here - title: title - U5 color sleuth check correct_2018: - description here: description here - title: title - U5L08 - Student Intro If statements: - description here: description here - title: title - U6 - Charts - Student Introduction: - description here: description here - title: title - U6 - Charts - Student Introduction_2018: - description here: description here - title: title - U6 - Final Project - Student Introduction: - description here: description here - title: title - U6 - Final Project - Student Introduction_2018: - description here: description here - title: title - U6 - ImportExport - Student Introduction: - description here: description here - title: title - U6 - ImportExport - Student Introduction_2018: - description here: description here - title: title - U6 - Sample Apps - Student Introduction: - description here: description here - title: title - U6 - Sample Apps - Student Introduction_2018: - description here: description here - title: title - U6 - deleteRecord - Student Introduction: - description here: description here - title: title - U6 - deleteRecord - Student Introduction_2018: - description here: description here - title: title - U6 - updateRecord - Student Introduction: - description here: description here - title: title - U6 - updateRecord - Student Introduction_2018: - description here: description here - title: title - U6 AP Performance Task Tech Setup - Student Links: - description here: description here - title: title - U6 Create PT - Complete the Task - Student Links: - description here: description here - title: title - U6 Create PT - Complete the Task - Student Links_2018: - description here: description here - title: title - U6 Create PT - Make a Plan - Student Links: {} - U6 Create PT - Make a Plan - Student Links_2018: {} - U6 Create PT Review - Student Links: - description here: description here - title: title - U6 Create PT Review - Student Links_2018: - description here: description here - title: title - U6 Explore PT - Complete the Task - Student Links: - description here: description here - title: title - U6 Explore PT - Complete the Task - Student Links_2018: - description here: description here - title: title - U6 Explore PT - Make a Plan - Student Links: - description here: description here - title: title - U6 Explore PT - Make a Plan - Student Links_2018: - description here: description here - title: title - U6 Explore PT Review - Student Links: - description here: description here - title: title - U6 Explore PT Review - Student Links_2018: - description here: description here - title: title - Understanding Communication Protocols: {} - Understanding the Human Machine Language: {} - Unit 1 Lesson 1 Overview: {} - Unit 1 Lesson 1 Overview_2018: {} - Unit 1 Lesson 2 Overview: {} - Unit 1 Lesson 2 Overview_2018: {} - Unit 1 Lesson 3 Overview: {} - Unit 1 Lesson 3 Overview_2018: {} - Unit 1 Lesson 4 Overview: {} - Unit 1 Lesson 4 Overview_2018: {} - Unit 1 Lesson 5 Overview: {} - Unit 1 Lesson 6 Overview: {} - Unit 1 Lesson 7 Overview: {} - Unit 1 Lesson 8 Overview: {} - Unit 1 Lesson 9 Overview: {} - Unit 1 Overview: {} - Unit 1 Teaching Philosophy and Commentary: {} - Unit 1 Vocab and Concept Review Activity: {} - Unit 2 Lesson 1 Overview: {} - Unit 2 Lesson 1 Overview Clone: - description here: description here - title: title - Unit 2 Lesson 10 Overview: {} - Unit 2 Lesson 10 Overview_2018: {} - Unit 2 Lesson 11 Overview: {} - Unit 2 Lesson 12 Overview: {} - Unit 2 Lesson 13 Overview: {} - Unit 2 Lesson 14 Overview: {} - Unit 2 Lesson 15 Overview: {} - Unit 2 Lesson 16 Overview: {} - Unit 2 Lesson 16 Overview_2018: {} - Unit 2 Lesson 17 Overview: {} - Unit 2 Lesson 2 Overview: {} - Unit 2 Lesson 3 Overview: {} - Unit 2 Lesson 4 Overview: {} - Unit 2 Lesson 5 Overview: {} - Unit 2 Lesson 6 Overview: {} - Unit 2 Lesson 7 Overview: {} - Unit 2 Lesson 7 Overview_2018: {} - Unit 2 Lesson 8 Overview: {} - Unit 2 Lesson 8 Overview_2018: {} - Unit 2 Lesson 9 Overview: {} - Unit 2 Tool Talk: {} - Unit 2 Vocab and Concept Review Activity: {} - Unit 3 Survey 2: {} - Unit 3 Tool Talk: {} - Unit 3 Vocab and Concept Review Activity: {} - Unit 4 Lesson 1 Introduction: - description here: description here - title: title - Unit 4 Lesson 1 Introduction_2018: - description here: description here - title: title - Unit 4 Lesson 2 Introduction: - description here: description here - title: title - Unit 4 Lesson 2 Introduction_2018: - description here: description here - title: title - Unit 4 Lesson 3 Introduction: {} - Unit 4 Lesson 3 Introduction_2018: {} - Unit 4 Lesson 4 Introduction: {} - Unit 4 Lesson 4 Introduction_2018: {} - Unit 4 Lesson 5 Introduction: - description here: description here - title: title - Unit 4 Lesson 5 Introduction_2018: - description here: description here - title: title - Unit 4 Lesson 6 Introduction: - Cracking the Code: Cracking the Code - Unit 4 Lesson 6 Introduction_2018: - Cracking the Code: Cracking the Code - Unit 4 Lesson 7 Introduction: {} - Unit 4 Lesson 7 Introduction_2018: {} - Unit 4 Lesson 8 Introduction: {} - Unit 4 Lesson 8 Introduction_2018: {} - Unit 4 Lesson 9 Introduction: {} - Unit 4 Lesson 9 Introduction_2018: {} - Unit 4 Tool Talk: {} - 'Unit 4: Practice PT highlights': {} - Unit 5 Concepts and AP Assessments: {} - Unit 5 Lesson 1: - description here: description here - title: title - Unit 5 Lesson 1 Introduction: - description here: description here - title: title - Unit 5 Lesson 1 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 10 Introduction: - description here: description here - title: title - Unit 5 Lesson 10 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 11 Introduction: - While Loop Basics: While Loop Basics - Unit 5 Lesson 11 Introduction_2018: - While Loop Basics: While Loop Basics - Unit 5 Lesson 12 Introduction: - While Loops and Counting: While Loops and Counting - Unit 5 Lesson 12 Introduction_2018: - While Loops and Counting: While Loops and Counting - Unit 5 Lesson 13 Introduction: - An Introduction to Arrays: An Introduction to Arrays - Unit 5 Lesson 13 Introduction_2018: - An Introduction to Arrays: An Introduction to Arrays - Unit 5 Lesson 14 Introduction: - Arrays - Photo Album: Arrays - Photo Album - Unit 5 Lesson 14 Introduction_2018: - Arrays - Photo Album: Arrays - Photo Album - Unit 5 Lesson 15 Introduction: - Images are Arrays: Images are Arrays - Unit 5 Lesson 15 Introduction_2018: - Images are Arrays: Images are Arrays - Unit 5 Lesson 16 Introduction: - Digital Assistant Challenge: Digital Assistant Challenge - Unit 5 Lesson 16 Introduction_2018: - Digital Assistant Challenge: Digital Assistant Challenge - Unit 5 Lesson 17 Introduction: - 'Arrays and Loops: Altering Images': 'Arrays and Loops: Altering Images' - Unit 5 Lesson 17 Introduction_2018: - 'Arrays and Loops: Altering Images': 'Arrays and Loops: Altering Images' - Unit 5 Lesson 18 Introduction: - 'Arrays and Loops: Hidden Images': 'Arrays and Loops: Hidden Images' - Unit 5 Lesson 18 Introduction_2018: - 'Arrays and Loops: Hidden Images': 'Arrays and Loops: Hidden Images' - Unit 5 Lesson 2 Introduction: - description here: description here - title: title - Unit 5 Lesson 2 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 3 Introduction: - description here: description here - title: title - Unit 5 Lesson 3 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 4 Introduction: - description here: description here - title: title - Unit 5 Lesson 4 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 5: - description here: description here - title: title - Unit 5 Lesson 5 Introduction: - description here: description here - title: title - Unit 5 Lesson 5 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 6: - description here: description here - title: title - Unit 5 Lesson 6 Introduction: - description here: description here - title: title - Unit 5 Lesson 6 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 7 Introduction: - description here: description here - title: title - Unit 5 Lesson 7 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 8 Introduction: - description here: description here - title: title - Unit 5 Lesson 8 Introduction_2018: - description here: description here - title: title - Unit 5 Lesson 9 Introduction: - description here: description here - title: title - Unit 5 Lesson 9 Introduction_2018: - description here: description here - title: title - Unit 5 Teaching Philosophy and Commentary: {} - Update your Hypothesis - Part 1: {} - Update your Hypothesis - Part 1_2018: {} - Update your Hypothesis - Part 2: {} - Update your Hypothesis - Part 2_2018: {} - 'Using Output from Functions: The return Command': {} - 'Using Output from Functions: The return Command_2018': {} - 'Variable Scope: Local vs. Global': - U3L19 - variable scope explanation pt2: U3L19 - variable scope explanation pt2 - description here: description here - 'Variable Scope: Local vs. Global_2018': - U3L19 - variable scope explanation pt2: U3L19 - variable scope explanation pt2 - description here: description here - Variables Overview: {} - Variables Practice: {} - Video - The Future of Big Data: {} - Video - The Future of Big Data_2018: {} - 'Warm Up: Categories of Styles': {} - Welcome to TeacherCon!: {} - What Makes an Effective Visualization?: {} - What is "Big" Data and Why Should we Protect or Data?: {} - What is "Big" Data?: {} - What is ASCII?: {} - What is HTML?: {} - What's inside and how is it organized?: {} - While Loops Overview: {} - Why Teach Number Systems?: {} - 'Worked Example: If-statements and Robot': - description here: description here - title: title - 'Worked Example: If-statements and Robot_2018': - description here: description here - title: title - aEstory1: - Artist Exemplar First Story: Artist Exemplar First Story - Why are they doing this stage?: Why are they doing this stage? - apprentice-congrats: {} - boolean logic and expressions overview: {} - brad-repro-bug-000: - Brad Repro Bug 000: Brad Repro Bug 000 - description here: description here - brad-test-continue-buttons-in-markdown: - "(Brad) Test continue buttons in markdown": "(Brad) Test continue buttons in markdown" - description here: description here - broadcast lesson plan: {} - challenges sample: - Give these a try: Give these a try - Sample Challenges: Sample Challenges - challenges sample 2: - Give these a try: Give these a try - Sample Challenges: Sample Challenges - challenges sample 3: - Give these a try: Give these a try - Life Science Challenges: Life Science Challenges - challenges sample 4: - Give these a try: Give these a try - Life Science Challenges: Life Science Challenges - challenges sample 5: - Give these a try: Give these a try - Life Science Challenges: Life Science Challenges - challenges sample 6: - Give these a try: Give these a try - Life Science Challenges: Life Science Challenges - challenges sample 7: - Give these a try: Give these a try - Life Science Challenges: Life Science Challenges - comingSoon: - Coming Soon!: Coming Soon! - courseA_external_dojo: - Coder Dojo Video: Coder Dojo Video - Learn about persistence and frustration: Learn about persistence and frustration - courseA_external_stevie1: - Stevie and the Marbles Title Page: Stevie and the Marbles Title Page - courseA_external_stevie10: {} - courseA_external_stevie11: {} - courseA_external_stevie12: {} - courseA_external_stevie12a: {} - courseA_external_stevie13: {} - courseA_external_stevie14: {} - courseA_external_stevie15: {} - courseA_external_stevie16: {} - courseA_external_stevie2: - Page 1: Page 1 - courseA_external_stevie3: {} - courseA_external_stevie4: {} - courseA_external_stevie5: {} - courseA_external_stevie6: {} - courseA_external_stevie7: {} - courseA_external_stevie8: {} - courseA_external_stevie9: {} - courseB_external_MRF: - description here: description here - title: title - courseB_external_loopMRF: - description here: description here - title: title - courseB_story_unspottedBugs1: - UnspottedBugs: UnspottedBugs - courseB_story_unspottedBugs10: - description here: description here - title: title - courseB_story_unspottedBugs11: - description here: description here - title: title - courseB_story_unspottedBugs12: - description here: description here - title: title - courseB_story_unspottedBugs13: - description here: description here - title: title - courseB_story_unspottedBugs14: - description here: description here - title: title - courseB_story_unspottedBugs15: - description here: description here - title: title - courseB_story_unspottedBugs16: - description here: description here - title: title - courseB_story_unspottedBugs17: - description here: description here - title: title - courseB_story_unspottedBugs18: - description here: description here - title: title - courseB_story_unspottedBugs2: - description here: description here - title: title - courseB_story_unspottedBugs3: - description here: description here - title: title - courseB_story_unspottedBugs4: - description here: description here - title: title - courseB_story_unspottedBugs5: - description here: description here - title: title - courseB_story_unspottedBugs6: - description here: description here - title: title - courseB_story_unspottedBugs7: - description here: description here - title: title - courseB_story_unspottedBugs8: - description here: description here - title: title - courseB_story_unspottedBugs9: - description here: description here - title: title - courseB_unplugged_mrfLoops: - Looping with My Robotic Friends: Looping with My Robotic Friends - courseB_unplugged_mrfProgramming: - description here: description here - title: title - courseC_screenoutthemean: - description here: description here - title: title - courseD_external_binary1: - Binary Drawing: Binary Drawing - courseD_external_binary1_2018: - Binary Drawing: Binary Drawing - courseE_external_ramp14: - Good Job!: Good Job! - courseF_external_ramp14: {} - courseF_external_variableConstant: {} - courseF_external_variableConstant_2018: {} - courseF_firstFunctions_map: - description here: description here - title: title - courseF_markdown_algorithms_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_algorithms_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_conditionals_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_conditionals_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_debugging_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_debugging_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_events_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_events_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_forloops_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_forloops_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_functions_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_functions_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_functionsparam_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_functionsparam_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_loops_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_loops_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_nestedloops_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_nestedloops_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_variables_end: - Test Markdown Textbook Page: Test Markdown Textbook Page - courseF_markdown_variables_intro: - Test Markdown Textbook Page: Test Markdown Textbook Page - coursee-privateandpersonalinformation: {} - coursef_functionsSummary_map: - description here: description here - title: title - coursef_powerofwords: - description here: description here - title: title - csd deeper learning timeline: - Deeper Learning Submissions Deadlines: Deeper Learning Submissions Deadlines - description here: description here - csd deeper learning timeline 2018-2019: - Deeper Learning Submissions Deadlines: Deeper Learning Submissions Deadlines - description here: description here - csd-novice-congrats: {} - csd-post-survey-2017 preamble 1: {} - csd-post-survey-2017-implementation-student: {} - csd-post-survey-2017-implementation-teacher: {} - csd-post-survey-2018-markdown-with-link-to-survey: {} - csd-post-survey-unit1-preamble: - description here: description here - title: title - csd-post-survey-unit2-preamble: - description here: description here - title: title - csd-post-survey-unit3-preamble: - description here: description here - title: title - csd-post-survey-unit4-preamble: - description here: description here - title: title - csd-post-survey-unit5-preamble: - description here: description here - title: title - csd-post-survey-unit6-preamble: - description here: description here - title: title - csd-pulse-check-survey-preamble: {} - csd-pulse-check-survey-preamble_2018: {} - csd-pushDL-unit1: {} - csd-pushDL-unit2: {} - csd-pushDL-unit3: {} - csp deeper learning timeline: - Deeper Learning Submissions Deadlines: Deeper Learning Submissions Deadlines - description here: description here - csp-novice-congrats: {} - csp-post-survey-2017 preamble 1: {} - csp-post-survey-2017 preamble 1_2018: {} - csp-post-survey-2017 preamble 3 this class: {} - csp-post-survey-2017 preamble 3 this class_2018: {} - csp-post-survey-2017 preamble 4 future and outlook: {} - csp-post-survey-2017 preamble 4 future and outlook_2018: {} - csp-post-survey-2017 preamble how often did teacher ask you to: {} - csp-post-survey-2017 preamble how often did teacher ask you to_2018: {} - csp-post-survey-2017 preamble how often did teacher do: {} - csp-post-survey-2017 preamble how often did teacher do_2018: {} - csp-post-survey-2017 preamble how often did you: {} - csp-post-survey-2017 preamble how often did you_2018: {} - csp-post-survey-2017-preamble 5 implementation-teacher: {} - csp-post-survey-2017-preamble 5 implementation-teacher_2018: {} - csp-post-survey-2017-thanks: {} - csp-post-survey-2017-thanks_2018: {} - csp-post-survey-2017-wrapup-preamble: {} - csp-post-survey-2017-wrapup-preamble_2018: {} - csp-post-survey-2018-AP-preamble: - description here: description here - title: title - csp-post-survey-2018-markdown-with-link-to-survey: {} - csp-post-survey-2018-topics-preamble: - description here: description here - title: title - csp-post-survey-2018-unit-feedback-preamble: - description here: description here - title: title - csp-post-survey-createPT-preamble: - description here: description here - title: title - csp-post-survey-explorePT-preamble: - description here: description here - title: title - csp-post-survey-unit1-preamble: - description here: description here - title: title - csp-post-survey-unit2-preamble: - description here: description here - title: title - csp-post-survey-unit3-preamble: - description here: description here - title: title - csp-post-survey-unit4-preamble: - description here: description here - title: title - csp-post-survey-unit5-preamble: - description here: description here - title: title - csp-pre-survey-2017 preamble 1: {} - csp-pre-survey-2017 preamble 1_2018: {} - csp-pre-survey-2017 preamble 2 cs in general: {} - csp-pre-survey-2017 preamble 2 cs in general_2018: {} - csp-pre-survey-2017 preamble 3 this class: {} - csp-pre-survey-2017 preamble 3 this class_2018: {} - csp-pre-survey-2017 preamble 4 the future: {} - csp-pre-survey-2017 preamble 4 the future_2018: {} - csp-pre-survey-2017 preamble 5 demographics: {} - csp-pre-survey-2017 preamble 5 demographics_2018: {} - csp-pre-survey-2017-q36-preamble: {} - csp-pre-survey-2017-q36-preamble_2018: {} - csp-pt-tech-setup-and-tools: {} - csp-pt-tech-setup-and-tools_2018: {} - csp-pulse-check-survey-preamble: {} - csp-pulse-check-survey-preamble_2018: {} - csp-pulse-check-survey-preamble_2018_2018: {} - csp-pushDL-unit1: {} - csp-pushDL-unit2: {} - csp-pushDL-unit3: {} - csp3_subgoal_mc_levelgroup_preamble: {} - csp3_subgoal_mc_levelgroup_preamble_2018: {} - csp_ap_intro: {} - csp_subgoal_experiment_thanks: {} - csp_subgoal_labels_consent_intro: {} - csp_unit5_finalassessment_overview: - description here: description here - title: title - csp_unit5_finalassessment_overview_2018: - description here: description here - title: title - csp_unit5_finalassessment_overview_exam_prep: - description here: description here - title: title - csp_unit_assessment_overview: - description here: description here - title: title - csp_unit_assessment_overview_2018: - description here: description here - title: title - csp_unit_assessment_overview_exam_prep: - description here: description here - title: title - deeper learning: - Deeper Learning Description: Deeper Learning Description - description here: description here - deeper learning recommendations- csd: - Recommendations for Ramping up on Lessons: Recommendations for Ramping up on Lessons - description here: description here - deeper learning recommendations- csp: - Recommendations for Ramping up on Lessons: Recommendations for Ramping up on Lessons - description here: description here - deeper learning recommendations- csp - 2018: - Recommendations for Ramping up on Lessons: Recommendations for Ramping up on Lessons - description here: description here - dlp supports - csd: - Recommendations for Ramping up on Lessons: Recommendations for Ramping up on Lessons - description here: description here - dsl link test: - description here: description here - title: title - duino auduino: - duino auduino: duino auduino - duino battery led: - duino battery led: duino battery led - duino button led: - duino button led: duino button led - duino junkbot build: - duino junkbot build: duino junkbot build - duino junkbot software: - duino junkbot software: duino junkbot software - duino multi leds: - duino multi leds: duino multi leds - duino music: - duino music: duino music - duino pov: - duino pov: duino pov - ecs unit 2 introduction: {} - ecspd-unit 4 what is the challenge: {} - equity Intro: - Introduction to Equity PD: Introduction to Equity PD - equity activity: - Initial Activity: Initial Activity - equity discuss: - Leading a Discussion in Equity: Leading a Discussion in Equity - equity discussion: - Leading an Equity Discussion: Leading an Equity Discussion - description here: description here - equity expect: - Setting Expectations: Setting Expectations - equity in CS: - Equity in Computer Science: Equity in Computer Science - equity is more: - Equity Is More Than Race and Gender: Equity Is More Than Race and Gender - equity lead 1: {} - equity v equality: - Equity Vs. Equality: Equity Vs. Equality - equity vids: - Videos for Equity Segment: Videos for Equity Segment - facilitator test: {} - final practice pt vs. explore pt: {} - grade1_activity_frustration: - Dealing with Frustration: Dealing with Frustration - grade1_activity_groupTower: - Students build group tower: Students build group tower - grade1_activity_whatDoesItDo: - What does it do: What does it do - grade1_activity_whatGoesWrong: - What Will Go Wrong: What Will Go Wrong - grade1_story_spottedBugs: - The Spotted Bugs: The Spotted Bugs - The spotted bugs are so much less trouble than the unspotted ones!: The spotted bugs are so much less trouble than the unspotted ones! - grade1_story_theGreatTowerTopple: - PlayLab character learns to deal with frustration: PlayLab character learns to deal with frustration - The Great Tower Topple: The Great Tower Topple - grade1_unplugged_behavingInLab: {} - grade2_maze_intro1: - description here: description here - title: title - grade2_unplugged_bigEvent: {} - grade2_unplugged_buildAblock: - Build a Block: Build a Block - grade2_unplugged_neighborhood: - description here: description here - title: title - grade2_unplugged_rlAlgorithms: - Real Life Algorithms: Real Life Algorithms - grade3_Unplugged_ConditionalsLoops: - Conditionals with Loops: Conditionals with Loops - grade3_farmer_stage13_placeholder: {} - grade4_project_design: - description here: description here - title: title - grade4_project_design_image: - description here: description here - title: title - grade4_project_presentation: - description here: description here - title: title - grade4_unplugged_FunkyFunctions: - Funky Functions: Funky Functions - Illustrate the power of functions: Illustrate the power of functions - grade5_project_design: - description here: description here - title: title - grade5_project_presentation: - description here: description here - title: title - gradeK_external_FrustrationWorksheet: - Frustration Worksheet: Frustration Worksheet - gradeK_unplugged_events: - Big Event: Big Event - gradeK_unplugged_loops: - Loops Unplugged: Loops Unplugged - gradeK_unplugged_programming: {} - gradek1_activity_beNice: - The computer is your friend: The computer is your friend - gradek1_activity_beNice_2018: - The computer is your friend: The computer is your friend - 'instaframe: photolizzie': {} - 'instantframe: johnsnow': {} - 'instantframe: moonbeam': {} - intro to self assessment: {} - introduction to events: {} - introduction to turtle: {} - k5 what next 1: {} - markdown_textbook: - Test Markdown Textbook Page: Test Markdown Textbook Page - markdown_textbook2: - Test Markdown Textbook Page: Test Markdown Textbook Page - more encryption algorithms: - description here: description here - title: title - newCSFsample: - Intro: Intro - description here: description here - novice-congrats: {} - onlineNeighbors: - Your Online Neighborhood: Your Online Neighborhood - peer review recommendations: {} - peer review recommendations 18-19: {} - 'placeholder text: submit and warning about longitudinal study request': {} - plc csp1 chapter overviews: {} - plc csp1 intro to tools: {} - plc csp1 introduction to unit: {} - plc csp1 netsim setup: {} - plc csp1 philosophy and commentary: {} - post-assessment survey heading1: {} - post-assessment survey heading2: {} - post-assessment survey heading3: {} - post-assessment survey heading4: - description here: description here - title: title - pre-assessment survey heading1: {} - pre-assessment survey heading2: {} - pre-assessment survey heading3: {} - pwc_appdev: - description here: description here - title: title - pwc_appdevunplugged: - description here: description here - title: title - pwc_cybersecurity: - description here: description here - title: title - pwc_data: - Data Science & Analytics - Solving Problems with Big Data: Data Science & Analytics - Solving Problems with Big Data - description here: description here - pwc_internetofthings: - description here: description here - title: title - pwc_problemsolving: - Problem Solving - Personal Innovations: Problem Solving - Personal Innovations - description here: description here - pwc_programming: - description here: description here - title: title - pwc_technologyfoundations: - Technology Foundations - What is a Computer?: Technology Foundations - What is a Computer? - description here: description here - pwc_webdevelopment: - description here: description here - title: title - rbo-test1: {} - sample external 1: - sample external 1: sample external 1 - sample external 2: - sample external 2: sample external 2 - sciPD Break 16-17: - Before you move on...: Before you move on... - sciPD Course Overview: {} - sciPD Intro: {} - sciPD StarLogo intro 1: - Preface to the Guided Introduction to StarLogo Nova: Preface to the Guided Introduction to StarLogo Nova - sciPD StarLogo intro 2: - Guided Intro to StarLogo Nova: Guided Intro to StarLogo Nova - sciPD StarLogo intro 3: - Guided Tour of StarLogo Nova pt 3: Guided Tour of StarLogo Nova pt 3 - sciPD StarLogo intro 4: - Guided Intro to StarLogo Nova part 4: Guided Intro to StarLogo Nova part 4 - sciPD StarLogo intro video: - Introduction to StarLogo Nova: Introduction to StarLogo Nova - sciPD StarLogo tutorial 1: - StarLogo Tutorial part 1: StarLogo Tutorial part 1 - sciPD StarLogo tutorial 2: - StarLogo Tutorial part 2: StarLogo Tutorial part 2 - sciPD StarLogo tutorial 3: - StarLogo Tutorial part 3: StarLogo Tutorial part 3 - sciPD StarLogo tutorial 4: - StarLogo Nova Tutorial Part 4: StarLogo Nova Tutorial Part 4 - sciPD StarLogo tutorial 5: - StarLogo Nova Tutorial Part 5: StarLogo Nova Tutorial Part 5 - sciPD StarLogo tutorial 6: - StarLogo Nova Tutorial Part 6: StarLogo Nova Tutorial Part 6 - sciPD StarLogo tutorial 7: - StarLogo Nova Tutorial Part 7: StarLogo Nova Tutorial Part 7 - sciPD StarLogo tutorial 8: - StarLogo Nova Tutorial Part 8: StarLogo Nova Tutorial Part 8 - sciPD agent based forum: - Agent Based Modeling of Adaptive Systems Forum: Agent Based Modeling of Adaptive Systems Forum - sciPD agent based video: - Agent Based Modeling: Agent Based Modeling - sciPD breeds: - Breeds in SL Nova: Breeds in SL Nova - sciPD class models forum: - Models in the Classroom: Models in the Classroom - sciPD class models video: - Using Models in the Classroom: Using Models in the Classroom - sciPD commitment 2016-17: - Commitment for 2016-2017: Commitment for 2016-2017 - sciPD complex adaptive forum: - Complex Adaptive Forum: Complex Adaptive Forum - sciPD complex adaptive video: - Intro to Complex Adaptive Systems: Intro to Complex Adaptive Systems - sciPD computer models forum: - Using Computer Models in Science: Using Computer Models in Science - sciPD computer models video: - Using Computer Models in Science: Using Computer Models in Science - sciPD culture forum: - Dispositions and Classroom Culture: Dispositions and Classroom Culture - sciPD culture video: - Dispositions And Classroom Culture: Dispositions And Classroom Culture - sciPD expectations: {} - sciPD finish: - Code.org Post Survey: Code.org Post Survey - sciPD finish 16-17: - Code.org Post Survey: Code.org Post Survey - sciPD framework forum: - Computational Thinking and the Framework for K-12: Computational Thinking and the Framework for K-12 - sciPD framework video: - Framework: Framework - sciPD intro finale: {} - sciPD intro to CS forum: {} - sciPD intro to CS video: - Intro to Computational Science: Intro to Computational Science - sciPD intro video: - Welcome to CS in Science: Welcome to CS in Science - sciPD logistics 1: - Details and Logistics: Details and Logistics - sciPD materials: - Workshop Materials: Workshop Materials - sciPD meet and greet: {} - sciPD meet and greet 16-17: {} - sciPD p2 intro: - Welcome to Phase 2: Welcome to Phase 2 - sciPD p3 intro: - CS in Science Introduction to Phase 3 PD: CS in Science Introduction to Phase 3 PD - sciPD preQ: - Computer Science in Science Pre-Survey: Computer Science in Science Pre-Survey - sciPD preQ p1 16-17: - Computer Science in Science Pre-Survey: Computer Science in Science Pre-Survey - sciPD survey1: - Code.org Post Survey: Code.org Post Survey - sciPD what to expect: - What to Expect: What to Expect - sciPD what to expect 16-17: - What to Expect: What to Expect - sciPD2 SLN explore: - Exploring StarLogo Nova Advanced Features: Exploring StarLogo Nova Advanced Features - sciPD2 StarLogoNova: - Reviewing StarLogo Nova: Reviewing StarLogo Nova - sciPD2 breed2a: - Reviewing StarLogo Nova: Reviewing StarLogo Nova - sciPD2 breed2b: - Preface to the Guided Introduction to StarLogo Nova: Preface to the Guided Introduction to StarLogo Nova - sciPD2 breed3a: - Reviewing StarLogo Nova: Reviewing StarLogo Nova - sciPD2 breed3b: - Preface to the Guided Introduction to StarLogo Nova: Preface to the Guided Introduction to StarLogo Nova - sciPD2 breed4a: - Reviewing StarLogo Nova: Reviewing StarLogo Nova - sciPD2 breed4b: - Preface to the Guided Introduction to StarLogo Nova: Preface to the Guided Introduction to StarLogo Nova - sciPD2 breed4c: - Reviewing StarLogo Nova: Reviewing StarLogo Nova - sciPD2 breed4d: - Reviewing StarLogo Nova: Reviewing StarLogo Nova - sciPD2 camera: - Changing Camera View: Changing Camera View - sciPD2 challenge: - Most Challenging Module: Most Challenging Module - sciPD2 color: - Detecting Collisions: Detecting Collisions - sciPD2 conditionals: - Using Conditionals: Using Conditionals - sciPD2 discussion: - Phase 2 Discussion: Phase 2 Discussion - sciPD2 discussion lesson1: - Lesson 1 Discussion: Lesson 1 Discussion - sciPD2 discussion lesson2: - Lesson 1 Discussion: Lesson 1 Discussion - sciPD2 discussion lesson3: - Lesson 3 Discussion: Lesson 3 Discussion - sciPD2 discussion lesson4: - Lesson 4 Discussion: Lesson 4 Discussion - sciPD2 discussion lesson5: - Lesson 5 Discussion: Lesson 5 Discussion - sciPD2 discussion wrapup: - Wrap-Up Discussion: Wrap-Up Discussion - sciPD2 eval: - Phase 2 Evaluation: Phase 2 Evaluation - sciPD2 implement: - Implementation Planning: Implementation Planning - sciPD2 implement1: - Thinking Ahead: Thinking Ahead - sciPD2 implement2: - Implementation Questions and Answers: Implementation Questions and Answers - sciPD2 mods: - Reviewing the Modules: Reviewing the Modules - sciPD2 procedures: - Creating Procedures: Creating Procedures - sciPD2 remember: - Thinking Back: Thinking Back - sciPD2 remix1: - Remixing Experience: Remixing Experience - sciPD2 resource common: - Phase 2 Common Forms: Phase 2 Common Forms - sciPD2 resource module1: - Phase 2 Resources: Phase 2 Resources - sciPD2 resource module2: - Phase 2 Module 2: Phase 2 Module 2 - sciPD2 resource module3: - Phase 2 Module 3: Phase 2 Module 3 - sciPD2 resource module4: - Phase 2 Module 4: Phase 2 Module 4 - sciPD2 resource reference: - Phase 2 Guides and Resources: Phase 2 Guides and Resources - sciPD2 sliders: - Creating a Slider: Creating a Slider - sciPD2 thanks: - Great Job!: Great Job! - sciPD2 timeline: - Timeline of PD Phases: Timeline of PD Phases - sciPD2 wiggle: - Walk with a Wiggle: Walk with a Wiggle - sciPD2Part4_S1_L2: {} - sciPD2Part4_S1_L3: - description here: description here - title: title - sciPD2Part4_S2_L1: - description here: description here - title: title - sciPD2Part4_S2_L2: - description here: description here - title: title - sciPD2Part4_S3_L1: - description here: description here - title: title - sciPD2Part4_S3_L2: - description here: description here - title: title - sciPD2Part4_S3_L3: - description here: description here - title: title - sciPD2b end: - Thank You!: Thank You! - sciPD2b intro: - Introduction to Phase 2: Introduction to Phase 2 - sciPD2b reflection: - Reflection on Phase 2: Reflection on Phase 2 - sciPD3 end: - Thank You!: Thank You! - sciPD3 implement1: - Thinking Ahead: Thinking Ahead - sciPD3 implement2: - Thinking Ahead: Thinking Ahead - sciPD3 intro: - Welcome to Phase 3: Welcome to Phase 3 - sciPD3 logistics: - Details and Logistics: Details and Logistics - sciPD3 mods: - Reviewing the Modules: Reviewing the Modules - sciPD3 mods2: - description here: description here - title: title - sciPD3 reflection: - Reflection on Phase 3: Reflection on Phase 3 - sciPD3 resource module1: - Phase 3 Module 1: Phase 3 Module 1 - sciPD3 resource module2: - Phase 3 Module 2: Phase 3 Module 2 - sciPD3 resource module3: - Phase 3 Module 3: Phase 3 Module 3 - sciPD3 resource module4: - Phase 3 Module 4: Phase 3 Module 4 - sciPD3 thanks: - Great Job!: Great Job! - sciPD33 earth1: - description here: description here - title: title - sciPD33 earth2: - description here: description here - title: title - sciPD33 end: - Thank youl: Thank youl - sciPD33 implement2: - Designing a Rubric for Assessing a Model: Designing a Rubric for Assessing a Model - sciPD33 reflection: - Designing a Rubric for Assessing a Model: Designing a Rubric for Assessing a Model - sciPD33 refresh: - Emergent Phenomena in Complex Systems: Emergent Phenomena in Complex Systems - sciPD33 refresh2: - Designing a Rubric for Assessing a Model: Designing a Rubric for Assessing a Model - sciPD33 rubric: - Designing a Rubric for Assessing a Model: Designing a Rubric for Assessing a Model - sciPD33 thanks: - Designing a Rubric for Assessing a Model: Designing a Rubric for Assessing a Model - sciPD3OLP32 intro: - Introduction to Phase 2: Introduction to Phase 2 - sciPD3OLP33 intro: - Introduction to Phase 3: Introduction to Phase 3 - sciPD3pre1 challenge: {} - sciPD3pre1 intro: - Intro to Phase 3 Online: Intro to Phase 3 Online - Prepare for P3 In-Person: Prepare for P3 In-Person - sciPD3pre1 prep: - Prepare to teach your peers a module: Prepare to teach your peers a module - Preparing Your TLO: Preparing Your TLO - sciPD3pre1 remember: - Looking Back to P2: Looking Back to P2 - Refreshing yourself on the module that you will be teaching: Refreshing yourself on the module that you will be teaching - sciPD3pre1 thanks: - Thank You: Thank You - Thanks for your time: Thanks for your time - sciPDpart4_S1_L1: - description here: description here - title: title - sciencePD2b remixing: - Remixing in StarLogo Nova: Remixing in StarLogo Nova - seqAlg: - Sequences and Algorithms: Sequences and Algorithms - storyline1: - The Adventurer Meets the Wizard: The Adventurer Meets the Wizard - The Wizards Potions: The Wizards Potions - storyline2: - Second Page: Second Page - storyline3: - page 3: page 3 - storyline4: - bee leaves: bee leaves - storyline5: - wrapup: wrapup - subgoal v2 U3L04 Student Lesson Introduction: - Programming with Simple Commands - Getting Started: Programming with Simple Commands - Getting Started - swipeRightPassThrough: - Recruitment Scenarios Session: Recruitment Scenarios Session - swipeRightPassThrough-test123: - Recruitment Scenarios Session: Recruitment Scenarios Session - test cb level: - description here: description here - test cb level: test cb level - test demo level: - demo description: demo description - demo title: demo title - test discourse level type: - this is a discourse forum: this is a discourse forum - title: title - test html katie: - lkajsdfasdf: lkajsdfasdf - testing: testing - test123: {} - text compression intro: {} - text compression lesson plan: {} - u3L04 Student Lesson Introduction: - Creating Procedures Part 2: Creating Procedures Part 2 - v1 U1L13 Student Lesson Introduction: - The Need for DNS: The Need for DNS - v2 U1 Internet is for Everyone Student Lesson Introduction: - description here: description here - title: title - v2 U1 Internet is for Everyone Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L10 Student Lesson Introduction: - U1L10 Routers and Redundancy: U1L10 Routers and Redundancy - v2 U1L10 Student Lesson Introduction_2018: - U1L10 Routers and Redundancy: U1L10 Routers and Redundancy - v2 U1L11 Student Lesson Introduction: - Packets and Making a Reliable Internet: Packets and Making a Reliable Internet - v2 U1L11 Student Lesson Introduction_2018: - Packets and Making a Reliable Internet: Packets and Making a Reliable Internet - v2 U1L12 Student Lesson Introduction: - The Need for DNS: The Need for DNS - v2 U1L12 Student Lesson Introduction_2018: - The Need for DNS: The Need for DNS - v2 U1L13 Student Lesson Introduction: - HTTP and Abstraction: HTTP and Abstraction - v2 U1L13 Student Lesson Introduction_2018: - HTTP and Abstraction: HTTP and Abstraction - v2 U1L14 Student Lesson Introduction: - description here: description here - title: title - v2 U1L14 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L2 Student Lesson Introduction: - description here: description here - title: title - v2 U1L2 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L3 Student Lesson Introduction: - description here: description here - title: title - v2 U1L3 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L4 Student Lesson Introduction: - description here: description here - title: title - v2 U1L4 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L5 Student Lesson Introduction: - description here: description here - title: title - v2 U1L5 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L6 Student Lesson Introduction: - Sending Numbers: Sending Numbers - description here: description here - v2 U1L6 Student Lesson Introduction_2018: - Sending Numbers: Sending Numbers - description here: description here - v2 U1L8 Student Lesson Introduction: - description here: description here - title: title - v2 U1L8 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U1L9 Student Lesson Introduction: - The Need for Addressing: The Need for Addressing - v2 U1L9 Student Lesson Introduction_2018: - The Need for Addressing: The Need for Addressing - v2 U2L1 Student Lesson Introduction: - description here: description here - title: title - v2 U2L1 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L10 Student Lesson Introduction: - description here: description here - title: title - v2 U2L10 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L11 Student Lesson Introduction: - description here: description here - title: title - v2 U2L11 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L12 Student Lesson Introduction: - description here: description here - title: title - v2 U2L12 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L13 Student Lesson Introduction: - description here: description here - title: title - v2 U2L13 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L14 Student Lesson Introduction: - description here: description here - title: title - v2 U2L14 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L15 Student Lesson Introduction: - description here: description here - title: title - v2 U2L15 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L2 Student Lesson Summary: - description here: description here - title: title - v2 U2L2 Student Lesson Summary_2018: - description here: description here - title: title - v2 U2L3 Student Lesson Summary: - description here: description here - title: title - v2 U2L3 Student Lesson Summary_2018: - description here: description here - title: title - v2 U2L4 Student Lesson Summary: - description here: description here - title: title - v2 U2L4 Student Lesson Summary_2018: - description here: description here - title: title - v2 U2L5 Student Lesson Introduction: - Lossy Compression and File Formats: Lossy Compression and File Formats - description here: description here - v2 U2L5 Student Lesson Introduction_2018: - Lossy Compression and File Formats: Lossy Compression and File Formats - description here: description here - v2 U2L6 Student Lesson Introduction: - description here: description here - title: title - v2 U2L6 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L7 Student Lesson Introduction: - description here: description here - title: title - v2 U2L7 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L8 Student Lesson Introduction: - description here: description here - title: title - v2 U2L8 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U2L9 Student Lesson Introduction: - description here: description here - title: title - v2 U2L9 Student Lesson Introduction_2018: - description here: description here - title: title - v2 U3L01 Student Lesson Introduction: - Why Programming and Programming Languages?: Why Programming and Programming Languages? - v2 U3L01 Student Lesson Introduction_2018: - Why Programming and Programming Languages?: Why Programming and Programming Languages? - v2 U3L02 Student Lesson Introduction: - The Need for Algorithms: The Need for Algorithms - v2 U3L02 Student Lesson Introduction_2018: - The Need for Algorithms: The Need for Algorithms - v2 U3L03 Student Lesson Introduction: - Creativity in Algorithms: Creativity in Algorithms - v2 U3L03 Student Lesson Introduction_2018: - Creativity in Algorithms: Creativity in Algorithms - v2 U3L04 Student Lesson Introduction: + Begin planning your project: description here: description here title: title - v2 U3L04 Student Lesson Introduction_2018: + Begin planning your project_2018: + Begin planning your project: Begin planning your project description here: description here - title: title - v2 U3L05 Student Lesson Introduction: - Creating Functions: Creating Functions - v2 U3L05 Student Lesson Introduction_2018: - Creating Functions: Creating Functions - v2 U3L07 Student Lesson Introduction: - APIs and Function Parameters: APIs and Function Parameters - v2 U3L07 Student Lesson Introduction_2018: - APIs and Function Parameters: APIs and Function Parameters - v2 U3L08 Student Lesson Introduction: - Creating Functions with Parameters: Creating Functions with Parameters - v2 U3L08 Student Lesson Introduction_2018: - Creating Functions with Parameters: Creating Functions with Parameters - v2 U3L09 Student Lesson Introduction: - Looping and Random Numbers: Looping and Random Numbers - v2 U3L09 Student Lesson Introduction_2018: - Looping and Random Numbers: Looping and Random Numbers - v2 U3L10 Student Lesson Introduction: - Design a Digital Scene: Design a Digital Scene - v2 U3L10 Student Lesson Introduction - stage mods only: - Design a Digital Scene: Design a Digital Scene - v2 U3L10 Student Lesson Introduction_2018: - Design a Digital Scene: Design a Digital Scene - v2 U3L6 Student Lesson Introduction: - Functions and Top-Down Design: Functions and Top-Down Design - v2 U3L6 Student Lesson Introduction_2018: - Functions and Top-Down Design: Functions and Top-Down Design - v2 U4L05 Student Lesson Intro Encryption Caesar: + Prepare for your presentation: description here: description here title: title - v2 U4L06 Student Lesson Introduction Encryption Vigenere: - Cracking the Code: Cracking the Code - welcome-apprentice-18: {} - welcome-csd-novice: {} - welcome-csp-novice: {} - welcome-novice-18: {} - wn scratchjr 1: - Scratch Jr: Scratch Jr - level_group: - name: - CSP Culminating Assessment: {} - CSP Cumulative Assess A: {} - CSP Cumulative Assess A_2018: {} - CSP Cumulative Assess A_exam_prep: {} - CSP Longitudinal Contact Request: {} - CSP Unit 1 Ch1 Cumulative Assessment MC Group: {} - CSP Unit 1 Ch1 Cumulative Assessment MC Group v2: {} - CSP Unit 1 Ch1 Cumulative Assessment MC Group v2_2018: {} - CSP Unit 1 Ch1 Cumulative Assessment MC Group v2_exam_prep: {} - CSP Unit 1 Ch2 Cumulative Assessment MC Group: {} - CSP Unit 1 Ch2 Cumulative Assessment MC Group_2018: {} - CSP Unit 1 Ch2 Cumulative Assessment MC Group_exam_prep: {} - CSP Unit 1 Cumulative Assessment MC: {} - CSP Unit 2 Ch1 Cumulative Assessment MC: {} - CSP Unit 2 Ch1 Cumulative Assessment MC_2018: {} - CSP Unit 2 Ch1 Cumulative Assessment MC_exam_prep: {} - CSP Unit 2 Ch2 Cumulative Assessment MC: {} - CSP Unit 2 Ch2 Cumulative Assessment MC_2018: {} - CSP Unit 2 Ch2 Cumulative Assessment MC_exam_prep: {} - CSP Unit 3 Ch1 Cumulative Assessment MC Group: {} - CSP Unit 3 Ch1 Cumulative Assessment MC Group_2018: {} - CSP Unit 3 Ch1 Cumulative Assessment MC Group_exam_prep: {} - CSP Unit 4 Ch1 Cumulative Assessment MC: {} - CSP Unit 4 Ch1 Cumulative Assessment MC_2018: {} - CSP Unit 4 Ch1 Cumulative Assessment MC_exam_prep: {} - CSP Unit 5 Cumulative Assessment 1 MC: {} - CSP Unit 5 Cumulative Assessment 1 MC_2018: {} - CSP Unit 5 Cumulative Assessment 1 MC_exam_prep: {} - CSP Unit 5 Cumulative Assessment 2 MC: {} - CSP Unit 5 Cumulative Assessment 2 MC_2018: {} - CSP Unit 5 Cumulative Assessment 2 MC_exam_prep: {} - CSP Unit 5 Cumulative Assessment 3 MC: {} - CSP Unit 5 Cumulative Assessment 3 MC_2018: {} - CSP Unit 5 Cumulative Assessment 3 MC_exam_prep: {} - CSP Unit 5 Cumulative Assessment 4 MC: {} - CSP Unit 5 Cumulative Assessment 4 MC_2018: {} - CSP Unit 5 Cumulative Assessment 4 MC_exam_prep: {} - CSP post-assessment survey: {} - CSP pre-assessment survey: {} - HOC post-survey 2016 levelgroup: {} - HOC pre-survey 2016 levelgroup: {} - PS U3 Assessment1 new: {} - PS pre-assessment all: {} - Part 1 - CSP Culminating Assessment: {} - Part 2 - CSP Culminating Assessment: {} - SG csp3_U3_turtle_subgoal_mc_levelgroup: {} - Sample CSP Assessment: {} - TeacherCon Self-Assessment: {} - TeacherCon Unit 1 Assessment: {} - Test anonymous student survey: {} - Test anonymous student survey 2: {} - Test longassessment levelgroup new: {} - Test longassessment levelgroup split new: {} - Unit 1 Self-Assessment: {} - Unit 2 Self-Assessment: {} - Unit 3 Self-Assessment: {} - Unit 4 Self-Assessment: {} - Unit 5 Self-Assessment: {} - brendan test survey: {} - csd-post-survey-2017-levelgroup: {} - csd-post-survey-2017-levelgroup-2018-2nd-semester: {} - csd-post-survey-2017-levelgroup_2018: {} - csd-pre-survey-2017-levelgroup: {} - csd-pre-survey-2017-levelgroup_2018: {} - csd-pulse-check-survey-1-levelgroup: {} - csd-pulse-check-survey-1-levelgroup U1Ch2: {} - csd-pulse-check-survey-1-levelgroup U1Ch2_2018: {} - csd-pulse-check-survey-1-levelgroup U2Ch1: {} - csd-pulse-check-survey-1-levelgroup U2Ch1_2018: {} - csd-pulse-check-survey-1-levelgroup U2Ch2: {} - csd-pulse-check-survey-1-levelgroup U2Ch2_2018: {} - csd-pulse-check-survey-1-levelgroup U3Ch1: {} - csd-pulse-check-survey-1-levelgroup U3Ch1_2018: {} - csd-pulse-check-survey-1-levelgroup U3Ch2: {} - csd-pulse-check-survey-1-levelgroup U3Ch2_2018: {} - csd-pulse-check-survey-1-levelgroup U4Ch1: {} - csd-pulse-check-survey-1-levelgroup U4Ch1_2018: {} - csd-pulse-check-survey-1-levelgroup U4Ch2: {} - csd-pulse-check-survey-1-levelgroup U4Ch2_2018: {} - csd-pulse-check-survey-1-levelgroup U5Ch1: {} - csd-pulse-check-survey-1-levelgroup U5Ch1_2018: {} - csd-pulse-check-survey-1-levelgroup U5Ch2: {} - csd-pulse-check-survey-1-levelgroup U5Ch2_2018: {} - csd-pulse-check-survey-1-levelgroup U6Ch1: {} - csd-pulse-check-survey-1-levelgroup U6Ch1_2018: {} - csd-pulse-check-survey-1-levelgroup U6Ch2: {} - csd-pulse-check-survey-1-levelgroup U6Ch2_2018: {} - csp-post-survey-2017-levelgroup: {} - csp-post-survey-2017-levelgroup_2018: {} - csp-post-survey-2018-levelgroup: {} - csp-pre-survey-2017-levelgroup: {} - csp-pre-survey-2017-levelgroup_2018: {} - csp-pulse-check-survey-1-levelgroup-U1Ch2: {} - csp-pulse-check-survey-1-levelgroup-U1Ch2_2018: {} - csp-pulse-check-survey-2-levelgroup-U2Ch1: {} - csp-pulse-check-survey-2-levelgroup-U2Ch1_2018: {} - csp-pulse-check-survey-3-levelgroup-U2Ch2: {} - csp-pulse-check-survey-3-levelgroup-U2Ch2_2018: {} - csp-pulse-check-survey-4-levelgroup-U3Ch1: {} - csp-pulse-check-survey-4-levelgroup-U3Ch1_2018: {} - csp-pulse-check-survey-5-levelgroup-U4Ch1: {} - csp-pulse-check-survey-5-levelgroup-U4Ch1_2018: {} - csp-pulse-check-survey-6-levelgroup-U5Ch1: {} - csp-pulse-check-survey-6-levelgroup-U5Ch1_2018: {} - csp-pulse-check-survey-7-levelgroup-U5Ch2: {} - csp-pulse-check-survey-7-levelgroup-U5Ch2_2018: {} - csp3_U3_turtle_subgoal_mc_levelgroup: {} - csp3_U3_turtle_subgoal_mc_levelgroup_2018: {} - csp_ap_questions: {} - csp_subgoal_consent_levelgroup: {} - subgoal_assessments_levelgroup_test: {} - subgoals_assessement_levelgroup_test2: {} + Prepare for your presentation_2018: + Prepare for yur presentation: Prepare for yur presentation + courseD_external_binary1: + Binary Drawing: Binary Drawing + courseD_external_binary1_2018: + Binary Drawing: Binary Drawing + courseF_external_variableConstant: {} + courseF_external_variableConstant_2018: {} + courseF_markdown_algorithms_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_algorithms_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_conditionals_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_conditionals_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_debugging_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_debugging_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_forloops_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_forloops_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_loops_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_loops_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_nestedloops_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_nestedloops_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_variables_end: + Test Markdown Textbook Page: Test Markdown Textbook Page + courseF_markdown_variables_intro: + Test Markdown Textbook Page: Test Markdown Textbook Page + gradek1_activity_beNice: + The computer is your friend: The computer is your friend match: 2-3 Big Event Match 1: "/script_assets/k_1_images/unplugged_images/big_event_1_a1.png": "/script_assets/k_1_images/unplugged_images/big_event_1_a1.png" @@ -4313,15 +94,6 @@ en: Instructions: Instructions Match the puzzles to the blocks: Match the puzzles to the blocks Maze Match: Maze Match - 2-3 Relay Programming Match 1: - "/script_assets/2-3_images/unplugged/graph_paper_2_a1.png": "/script_assets/2-3_images/unplugged/graph_paper_2_a1.png" - "/script_assets/2-3_images/unplugged/graph_paper_2_a2.png": "/script_assets/2-3_images/unplugged/graph_paper_2_a2.png" - "/script_assets/2-3_images/unplugged/graph_paper_2_a3.png": "/script_assets/2-3_images/unplugged/graph_paper_2_a3.png" - "/script_assets/2-3_images/unplugged/graph_paper_2_q1.png": "/script_assets/2-3_images/unplugged/graph_paper_2_q1.png" - "/script_assets/2-3_images/unplugged/graph_paper_2_q2.png": "/script_assets/2-3_images/unplugged/graph_paper_2_q2.png" - "/script_assets/2-3_images/unplugged/graph_paper_2_q3.png": "/script_assets/2-3_images/unplugged/graph_paper_2_q3.png" - Match the grid to the program: Match the grid to the program - Matching: Matching 2-3 artist loops match 1: "/script_assets/2-3_images/artist/2-3_artistloops_match_1_a1.png": "/script_assets/2-3_images/artist/2-3_artistloops_match_1_a1.png" "/script_assets/2-3_images/artist/2-3_artistloops_match_1_a2.png": "/script_assets/2-3_images/artist/2-3_artistloops_match_1_a2.png" @@ -4344,30 +116,6 @@ en: "/script_assets/2-3_images/artist/2-3_artist_match_1_q4.png": "/script_assets/2-3_images/artist/2-3_artist_match_1_q4.png" Artist Matching: Artist Matching Match the shape with the blocks that complete it.: Match the shape with the blocks that complete it. - 2-3 bounce match 1: - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a1.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a1.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a2.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a2.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a3.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a3.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a4.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a4.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a5.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_a5.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q1.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q1.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q2.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q2.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q3.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q3.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q4.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q4.png" - "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q5.png": "/script_assets/2-3_images/bounce/2-3_bounce_match_1_q5.png" - Bounce Matching: Bounce Matching - Match the events with the actions: Match the events with the actions - Matching: Matching - 2-3 flappy match 1: - "/script_assets/2-3_images/flappy/2-3_flappy_match_1_a1.png": "/script_assets/2-3_images/flappy/2-3_flappy_match_1_a1.png" - "/script_assets/2-3_images/flappy/2-3_flappy_match_1_a2.png": "/script_assets/2-3_images/flappy/2-3_flappy_match_1_a2.png" - "/script_assets/2-3_images/flappy/2-3_flappy_match_1_a3.png": "/script_assets/2-3_images/flappy/2-3_flappy_match_1_a3.png" - "/script_assets/2-3_images/flappy/2-3_flappy_match_1_q1.png": "/script_assets/2-3_images/flappy/2-3_flappy_match_1_q1.png" - "/script_assets/2-3_images/flappy/2-3_flappy_match_1_q2.png": "/script_assets/2-3_images/flappy/2-3_flappy_match_1_q2.png" - "/script_assets/2-3_images/flappy/2-3_flappy_match_1_q3.png": "/script_assets/2-3_images/flappy/2-3_flappy_match_1_q3.png" - Flappy Matching One: Flappy Matching One - Match the events with the actions: Match the events with the actions - Matching: Matching 2-3 maze match 1: "/script_assets/2-3_images/maze/2-3_maze_match_1_a1.png": "/script_assets/2-3_images/maze/2-3_maze_match_1_a1.png" "/script_assets/2-3_images/maze/2-3_maze_match_1_a2.png": "/script_assets/2-3_images/maze/2-3_maze_match_1_a2.png" @@ -4421,364 +169,6 @@ en: Instructions: Instructions Match the puzzles to the blocks: Match the puzzles to the blocks Maze Match: Maze Match - CSD U2 RGB match: - "

thistle

": "

thistle

" - ? In the previous lessons, you used CSS color names to specify the colors of your text, background, and borders. In this lesson, you'll learn how to use colors that don't have names in CSS by mixing different levels of red, green, and blue. - : In the previous lessons, you used CSS color names to specify the colors of your text, background, and borders. In this lesson, you'll learn how to use colors that don't have names in CSS by mixing different levels of red, green, and blue. - RGB Colors: RGB Colors - rgb(216,191,216)
red:216, green:191, blue:216: rgb(216,191,216)
red:216, green:191, blue:216 - CSD U2 lists match: - Lists Quick Check: Lists Quick Check - Match the list to the code that makes it.: Match the list to the code that makes it. - https://images.code.org/17bf31d6521c45f56301f6224732e514-image-1493336218041.32.29 PM.png: https://images.code.org/17bf31d6521c45f56301f6224732e514-image-1493336218041.32.29 PM.png - https://images.code.org/1bbd9b340b51a295760f8daa4714cf84-image-1493336218035.32.21 PM.png: https://images.code.org/1bbd9b340b51a295760f8daa4714cf84-image-1493336218035.32.21 PM.png - https://images.code.org/50e0264011243637e12e4972d573d278-image-1493399022792.02.38 AM.png: https://images.code.org/50e0264011243637e12e4972d573d278-image-1493399022792.02.38 AM.png - https://images.code.org/63b9f044db7dfa10d0486920e982f217-image-1493336218039.32.08 PM.png: https://images.code.org/63b9f044db7dfa10d0486920e982f217-image-1493336218039.32.08 PM.png - https://images.code.org/72bbedfd40904b68f2020af0676e0c3a-image-1493399020395.02.32 AM.png: https://images.code.org/72bbedfd40904b68f2020af0676e0c3a-image-1493399020395.02.32 AM.png - https://images.code.org/9007a23e2767b57e84ffad78675faf6a-image-1493336218044.50.09 PM.png: https://images.code.org/9007a23e2767b57e84ffad78675faf6a-image-1493336218044.50.09 PM.png - https://images.code.org/b7b998dd12e507d163d7dac0fcd37b8c-image-1493336218044.31.41 PM.png: https://images.code.org/b7b998dd12e507d163d7dac0fcd37b8c-image-1493336218044.31.41 PM.png - https://images.code.org/c77491ea22b3b977383bfd2ca3655df1-image-1493336218041.31.27 PM.png: https://images.code.org/c77491ea22b3b977383bfd2ca3655df1-image-1493336218041.31.27 PM.png - https://images.code.org/d3be2ba9f4a398277f9663bbd5fdf783-image-1493336218042.31.59 PM.png: https://images.code.org/d3be2ba9f4a398277f9663bbd5fdf783-image-1493336218042.31.59 PM.png - https://images.code.org/d9af5a34631dee994f99750f48f52b66-image-1493336218042.50.24 PM.png: https://images.code.org/d9af5a34631dee994f99750f48f52b66-image-1493336218042.50.24 PM.png - CSD U2 lists match_2018: - Lists Quick Check: Lists Quick Check - Match the list to the code that makes it.: Match the list to the code that makes it. - https://images.code.org/17bf31d6521c45f56301f6224732e514-image-1493336218041.32.29 PM.png: https://images.code.org/17bf31d6521c45f56301f6224732e514-image-1493336218041.32.29 PM.png - https://images.code.org/1bbd9b340b51a295760f8daa4714cf84-image-1493336218035.32.21 PM.png: https://images.code.org/1bbd9b340b51a295760f8daa4714cf84-image-1493336218035.32.21 PM.png - https://images.code.org/50e0264011243637e12e4972d573d278-image-1493399022792.02.38 AM.png: https://images.code.org/50e0264011243637e12e4972d573d278-image-1493399022792.02.38 AM.png - https://images.code.org/63b9f044db7dfa10d0486920e982f217-image-1493336218039.32.08 PM.png: https://images.code.org/63b9f044db7dfa10d0486920e982f217-image-1493336218039.32.08 PM.png - https://images.code.org/72bbedfd40904b68f2020af0676e0c3a-image-1493399020395.02.32 AM.png: https://images.code.org/72bbedfd40904b68f2020af0676e0c3a-image-1493399020395.02.32 AM.png - https://images.code.org/9007a23e2767b57e84ffad78675faf6a-image-1493336218044.50.09 PM.png: https://images.code.org/9007a23e2767b57e84ffad78675faf6a-image-1493336218044.50.09 PM.png - https://images.code.org/b7b998dd12e507d163d7dac0fcd37b8c-image-1493336218044.31.41 PM.png: https://images.code.org/b7b998dd12e507d163d7dac0fcd37b8c-image-1493336218044.31.41 PM.png - https://images.code.org/c77491ea22b3b977383bfd2ca3655df1-image-1493336218041.31.27 PM.png: https://images.code.org/c77491ea22b3b977383bfd2ca3655df1-image-1493336218041.31.27 PM.png - https://images.code.org/d3be2ba9f4a398277f9663bbd5fdf783-image-1493336218042.31.59 PM.png: https://images.code.org/d3be2ba9f4a398277f9663bbd5fdf783-image-1493336218042.31.59 PM.png - https://images.code.org/d9af5a34631dee994f99750f48f52b66-image-1493336218042.50.24 PM.png: https://images.code.org/d9af5a34631dee994f99750f48f52b66-image-1493336218042.50.24 PM.png - CSD U3 - conditionals - Matching: - Is the dog sprite's rotation less than the cat sprite's rotation?: Is the dog sprite's rotation less than the cat sprite's rotation? - Is the dog sprite's scale greater than the cat sprite's scale?: Is the dog sprite's scale greater than the cat sprite's scale? - Is the dog sprite's x equal to the cat sprite's x?: Is the dog sprite's x equal to the cat sprite's x? - Is the dog sprite's x greater than the cat sprite's x?: Is the dog sprite's x greater than the cat sprite's x? - Is the dog sprite's x less than the cat sprite's x?: Is the dog sprite's x less than the cat sprite's x? - Match the boolean expression to the English description.: Match the boolean expression to the English description. - 'Matching: Comparison Operators': 'Matching: Comparison Operators' - dog.rotation < cat.rotation: dog.rotation < cat.rotation - dog.scale > cat.scale: dog.scale > cat.scale - dog.x > cat.x: dog.x > cat.x - dog.x < cat.x: dog.x < cat.x - dog.x == cat.x: dog.x == cat.x - CSD U3 - conditionals - Matching_2018: - Is the dog sprite's rotation less than the cat sprite's rotation?: Is the dog sprite's rotation less than the cat sprite's rotation? - Is the dog sprite's scale greater than the cat sprite's scale?: Is the dog sprite's scale greater than the cat sprite's scale? - Is the dog sprite's x equal to the cat sprite's x?: Is the dog sprite's x equal to the cat sprite's x? - Is the dog sprite's x greater than the cat sprite's x?: Is the dog sprite's x greater than the cat sprite's x? - Is the dog sprite's x less than the cat sprite's x?: Is the dog sprite's x less than the cat sprite's x? - Match the boolean expression to the English description.: Match the boolean expression to the English description. - 'Matching: Comparison Operators': 'Matching: Comparison Operators' - dog.rotation < cat.rotation: dog.rotation < cat.rotation - dog.scale > cat.scale: dog.scale > cat.scale - dog.x > cat.x: dog.x > cat.x - dog.x < cat.x: dog.x < cat.x - dog.x == cat.x: dog.x == cat.x - CSD U3 CSS Vocab Match: - '1': '1' - '2': '2' - CSS: CSS - CSS Vocabulary Match: CSS Vocabulary Match - Stylesheet: Stylesheet - CSD U3 Counters match trial: - ? "\tvar position = 0;\n \n function draw(){\n \tposition = position + 1;\n \tbackground(\"white\");\n fill(\"red\");\n rect(position, 20, 50, 50);\n }" - : "\tvar position = 0;\n \n function draw(){\n \tposition = position + 1;\n \tbackground(\"white\");\n fill(\"red\");\n rect(position, 20, 50, 50);\n }" - Maybe: Maybe - CSD U3 Keypress Matching: - Is true only once when the key is pressed.: Is true only once when the key is pressed. - Is true only once when the key is released.: Is true only once when the key is released. - Is true the whole time the key is pressed or held down.: Is true the whole time the key is pressed or held down. - ? Match the keypress block with the description of how it works. Feel free to go back to the previous bubble if you need to experiment with them. - : Match the keypress block with the description of how it works. Feel free to go back to the previous bubble if you need to experiment with them. - 'Matching: Responding to Keypresses': 'Matching: Responding to Keypresses' - keyDown(): keyDown() - keyWentDown(): keyWentDown() - keyWentUp(): keyWentUp() - CSD U3 Keypress Matching_2018: - Is true only once when the key is pressed.: Is true only once when the key is pressed. - Is true only once when the key is released.: Is true only once when the key is released. - Is true the whole time the key is pressed or held down.: Is true the whole time the key is pressed or held down. - ? Match the keypress block with the description of how it works. Feel free to go back to the previous bubble if you need to experiment with them. - : Match the keypress block with the description of how it works. Feel free to go back to the previous bubble if you need to experiment with them. - 'Matching: Responding to Keypresses': 'Matching: Responding to Keypresses' - keyDown(): keyDown() - keyWentDown(): keyWentDown() - keyWentUp(): keyWentUp() - CSD U3 Variables name match: - 1dimension: 1dimension - 'Debug: Naming Variables': 'Debug: Naming Variables' - Labels can't have spaces.: Labels can't have spaces. - Labels can't start with a number.: Labels can't start with a number. - Labels should have the same capitalization.: Labels should have the same capitalization. - This program has multiple errors caused by bad label names. The errors prevent the program from being viewed in block mode.: This program has multiple errors caused by bad label names. The errors prevent the program from being viewed in block mode. - YLocation: YLocation - size of circle: size of circle - CSD U3 drawSprites placement match: - : - : - : - : - : - : - : - : - Match the code to the image that it will produce.: Match the code to the image that it will produce. - drawSprites: drawSprites - CSD U3 keyinput match: - Answer 1: Answer 1 - CSD U3 keyinput match: CSD U3 keyinput match - Question: Question - CSD U6 LED match: - : - : - : - : - : - : - : - : - : - : - Match the Block: Match the Block - Match the block to the picture of what it does.: Match the block to the picture of what it does. - CSD validator Matching: - "<!DOCTYPE html>": "<!DOCTYPE html>" - "<head>": "<head>" - "<html>": "<html>" - "<title>": "<title>" - Defines high level information about web page: Defines high level information about web page - 'Matching: Web Page Fundamentals': 'Matching: Web Page Fundamentals' - Predict the purpose of these HTML elements. Try to match the HTML element to their purpose.: Predict the purpose of these HTML elements. Try to match the HTML element to their purpose. - Shows the name of the page in a new tab: Shows the name of the page in a new tab - Starts and ends the HTML document: Starts and ends the HTML document - Tells the computer that this document is an HTML file: Tells the computer that this document is an HTML file - 'CSD: Variables Matching': - "![](https://images.code.org/7c46bbd6967456652171894454913042-image-1463067997744.gif)": "![](https://images.code.org/7c46bbd6967456652171894454913042-image-1463067997744.gif)" - "![](https://images.code.org/7c66a6cadb0d0a136492bbedac65ebb0-image-1463067992351.gif)": "![](https://images.code.org/7c66a6cadb0d0a136492bbedac65ebb0-image-1463067992351.gif)" - "![](https://images.code.org/f53831a3dd4f122ba9a873640da67825-image-1463067988435.gif)": "![](https://images.code.org/f53831a3dd4f122ba9a873640da67825-image-1463067988435.gif)" - : - Program 1: Program 1 - Program 2: Program 2 - Program 3: Program 3 - Program 4: Program 4 - CSDU2 Match RGB Colors: - Question: Question - 'red: 107, green: 142, blue: 35 - rgb(107,142,35)': 'red: 107, green: 142, blue: 35 - rgb(107,142,35)' - 'red: 123, green: 104, blue: 238 - rgb(123,104,238)': 'red: 123, green: 104, blue: 238 - rgb(123,104,238)' - 'red: 216, green: 191, blue: 216 - rgb(216,191,216)': 'red: 216, green: 191, blue: 216 - rgb(216,191,216)' - 'red: 255, green: 140, blue: 105 - rgb(255,140,105)': 'red: 255, green: 140, blue: 105 - rgb(255,140,105)' - 'red: 255, green: 239, blue: 213 - rgb(255,239,213)': 'red: 255, green: 239, blue: 213 - rgb(255,239,213)' - CSDU4 Screens Predict Match: - The "About" Button: The "About" Button - The "About" Page: The "About" Page - The "Contact Us" Button: The "Contact Us" Button - The "Contact Us" Screen: The "Contact Us" Screen - The "Use It" Button: The "Use It" Button - The "Use It" Page: The "Use It" Page - CSPPD AP quiz: - AP Assessment Matching: AP Assessment Matching - Create Task: Create Task - End-of-year exam, common with all AP courses: End-of-year exam, common with all AP courses - Explore Task: Explore Task - Fixed-response questions: Fixed-response questions - Programming projects that demonstrate student understanding of algorithms and abstraction: Programming projects that demonstrate student understanding of algorithms and abstraction - Written report about innovations in computing: Written report about innovations in computing - match the assessment-type with the description below: match the assessment-type with the description below - CSPPD phase matching: - Blended in-person and online PD, focused on building pedagogical strategies and getting comfortable with the curriculum: Blended in-person and online PD, focused on building pedagogical strategies and getting comfortable with the curriculum - Blended in-person and online PD, focused on supporting academic year instruction, and provide space for learning content: Blended in-person and online PD, focused on supporting academic year instruction, and provide space for learning content - In-person wrap up to the first year of teaching the course: In-person wrap up to the first year of teaching the course - Matching PD Phases and Descriptions: Matching PD Phases and Descriptions - Online introduction to PD program: Online introduction to PD program - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Phase 4: Phase 4 - CSPPD unit matching: - Matching Units with Descriptions: Matching Units with Descriptions - Unit 1: Unit 1 - Unit 2: Unit 2 - Unit 3: Unit 3 - Unit 4: Unit 4 - Unit 5: Unit 5 - data extraction, modeling, and processing: data extraction, modeling, and processing - foundations in the digital representation of information: foundations in the digital representation of information - planning, organizing, and completion of performance tasks: planning, organizing, and completion of performance tasks - programming principles and JavaScript: programming principles and JavaScript - structure and design of the internet: structure and design of the internet - CSPPD2 PIvideo: - Copper Wire: Copper Wire - Fiber Optic Cable: Fiber Optic Cable - Wireless: Wireless - uses electricity, is pretty cheap: uses electricity, is pretty cheap - uses light, is expensive: uses light, is expensive - uses radio waves, cannot travel very far: uses radio waves, cannot travel very far - CSPU5_U3L14 - Matching Events to Description: - Triggers once, the instant the mouse hovers over the button: Triggers once, the instant the mouse hovers over the button - Triggers when the mouse button is clicked once: Triggers when the mouse button is clicked once - Triggers when the mouse button is pressed: Triggers when the mouse button is pressed - Triggers when the mouse button is released: Triggers when the mouse button is released - Triggers whenever the mouse moves: Triggers whenever the mouse moves - click: click - mousedown: mousedown - mousemove: mousemove - mouseover: mouseover - mouseup: mouseup - CSPU5_U3L18 Matching: - "'Blue' == 'blue'": "'Blue' == 'blue'" - Is the string 'Blue' equal to the string 'blue'?: Is the string 'Blue' equal to the string 'blue'? - Is the value of the variable blue equal to the string 'blue'?: Is the value of the variable blue equal to the string 'blue'? - Is the value of the variable dice equal to 5?: Is the value of the variable dice equal to 5? - Is the value of the variable dice not equal to 5?: Is the value of the variable dice not equal to 5? - Is the value of the variable x greater than 3?: Is the value of the variable x greater than 3? - Is the value of the variable x greater than or equal to 3?: Is the value of the variable x greater than or equal to 3? - Is the value of the variable x less than 3?: Is the value of the variable x less than 3? - Is the value of the variable x less than or equal to 3?: Is the value of the variable x less than or equal to 3? - Match the boolean expression using comparison operators to the English description.: Match the boolean expression using comparison operators to the English description. - 'Matching: Comparison Operators': 'Matching: Comparison Operators' - blue == 'blue': blue == 'blue' - dice != 5: dice != 5 - dice == 5: dice == 5 - x > 3: x > 3 - x >= 3: x >= 3 - x < 3: x < 3 - x <= 3: x <= 3 - Coordinate Matching: - "(250, 400)": "(250, 400)" - "(320, 240)": "(320, 240)" - "(480, 100)": "(480, 100)" - "(500, 240)": "(500, 240)" - "/script_assets/msm/Unit 1/exercise_3_ninjacat.png": "/script_assets/msm/Unit 1/exercise_3_ninjacat.png" - Cloud: Cloud - Coordinates of Ninjacat: Coordinates of Ninjacat - Dog: Dog - Match each character with its correct coordinate!: Match each character with its correct coordinate! - Ninjacat: Ninjacat - Ruby: Ruby - ECS Matching Program Commitment: - 'Academic Year Development: 4 days in-person and 20 hours online': 'Academic Year Development: 4 days in-person and 20 hours online' - ? Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page (you can get back to the last level by clicking above on the small circle immediately to the left of the number 4). - : Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page (you can get back to the last level by clicking above on the small circle immediately to the left of the number 4). - 'Online Introduction: 2 hours online': 'Online Introduction: 2 hours online' - 'Optional Summer Wrap-up: 3 days in-person': 'Optional Summer Wrap-up: 3 days in-person' - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Phase 4: Phase 4 - Program Commitment Matching Question: Program Commitment Matching Question - 'Summer Study: 5 days in-person': 'Summer Study: 5 days in-person' - ECSPD Growth Mindset Reflection Q: - Fixed Mindset: Fixed Mindset - Fixed vs Growth Mindset: Fixed vs Growth Mindset - Grade given to students when they haven't passed a class: Grade given to students when they haven't passed a class - Growth Mindset: Growth Mindset - 'Match the description to the appropriate values ': 'Match the description to the appropriate values ' - Not Yet: Not Yet - Result of praising intelligence: Result of praising intelligence - Result of praising process: Result of praising process - ECSPD Online U1D10 Assessment 1: - Conclusions drawn from the data will be limited by the (relatively) small amount of data.: Conclusions drawn from the data will be limited by the (relatively) small amount of data. - ? Difficult for a computer to draw conclusions. Not easily converted to a graph or data set. Difficult to compare empirically or quantitatively with similar representations of data. - : Difficult for a computer to draw conclusions. Not easily converted to a graph or data set. Difficult to compare empirically or quantitatively with similar representations of data. - ? Easily converted to a graph or data table. Can easily generate statistics and draw simple conclusions. Can easily compare with similar representations of data. - : Easily converted to a graph or data table. Can easily generate statistics and draw simple conclusions. Can easily compare with similar representations of data. - 'Image: Advantages': 'Image: Advantages' - 'Image: Disadvantages': 'Image: Disadvantages' - 'List of objects: Advantages': 'List of objects: Advantages' - 'List of objects: Disadvantages': 'List of objects: Disadvantages' - ? More comprehensive set of data. Can be used to generate multiple different data sets. Easy for a person to draw intuitive conclusions. - : More comprehensive set of data. Can be used to generate multiple different data sets. Easy for a person to draw intuitive conclusions. - ECSPD Online U1D17-19 Assessment 2: - Artificial Intelligence: Artificial Intelligence - Machine Learning: Machine Learning - The ability of a computer to perform tasks that normally require human intelligence: The ability of a computer to perform tasks that normally require human intelligence - The ability of a computer to recognize patterns and make predictions based on data: The ability of a computer to recognize patterns and make predictions based on data - Turing Test: Turing Test - What is Intelligence?: What is Intelligence? - Whether a computer can respond to questions in a manner similar enough to humans to be indistinguishable from a human: Whether a computer can respond to questions in a manner similar enough to humans to be indistinguishable from a human - ECSPD Online U1D3-4 Assessment 1: - Buying a Computer: Buying a Computer - CPU/Processor: CPU/Processor - GPU/Graphics Card/Video Card: GPU/Graphics Card/Video Card - Hard Drive/Disk Drive: Hard Drive/Disk Drive - Motherboard: Motherboard - Operating System: Operating System - RAM: RAM - The brain of the computer. This part executes commands. Its speed is measured in millions or billions of instructions per second: The brain of the computer. This part executes commands. Its speed is measured in millions or billions of instructions per second - The main circuit board of the computer. Most other hardware parts are installed on this component.: The main circuit board of the computer. Most other hardware parts are installed on this component. - ? The part that controls the display on the screen. People who play video games or do graphic/3D design often will buy a higher-end version - : The part that controls the display on the screen. People who play video games or do graphic/3D design often will buy a higher-end version - The part that stores programs, files, and long-term memory. Often, it can hold hundreds of GB of data.: The part that stores programs, files, and long-term memory. Often, it can hold hundreds of GB of data. - ? The short term memory of the computer. This is where data is stored while programs are running. Usually, it can hold between 2 and 32 GB of data - : The short term memory of the computer. This is where data is stored while programs are running. Usually, it can hold between 2 and 32 GB of data - The software that allows a user to interact with a computer. It is usually Windows, Mac, or Linux.: The software that allows a user to interact with a computer. It is usually Windows, Mac, or Linux. - ECSPD Online U1D3-4 Resources 2: - 'Additional Resources: Buying a Computer': 'Additional Resources: Buying a Computer' - Alienware, a brand of computer used for gaming: Alienware, a brand of computer used for gaming - Chromebook, a laptop created for the basic user - easy to set up, stores all data online: Chromebook, a laptop created for the basic user - easy to set up, stores all data online - Computer for a photographer (needs to store a large number of pictures): Computer for a photographer (needs to store a large number of pictures) - Good wifi card, small hard drive, long battery life: Good wifi card, small hard drive, long battery life - High performance computer - good GPU, lots of ram, fast processor (CPU): High performance computer - good GPU, lots of ram, fast processor (CPU) - Large hard drive, good GPU: Large hard drive, good GPU - ECSPD Online U1D5-7 Assessment 2: - Basic HTML. Little or no interaction between the user and website: Basic HTML. Little or no interaction between the user and website - Two-way flow of information. User and website interacting with each other: Two-way flow of information. User and website interacting with each other - Web 1.0: Web 1.0 - Web 2.0: Web 2.0 - Web 3.0/Social Media/Augmented Reality: Web 3.0/Social Media/Augmented Reality - Website facilitates interaction between users and the real world: Website facilitates interaction between users and the real world - ECSPD phase matching: - Blended in-person and online PD, focused on building pedagogical strategies and getting comfortable with the curriculum: Blended in-person and online PD, focused on building pedagogical strategies and getting comfortable with the curriculum - Blended in-person and online PD, focused on supporting academic year instruction, and provide space for learning content: Blended in-person and online PD, focused on supporting academic year instruction, and provide space for learning content - In-person wrap up to the first year of teaching the course: In-person wrap up to the first year of teaching the course - Matching PD Phases and Descriptions: Matching PD Phases and Descriptions - Online introduction to PD program: Online introduction to PD program - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Phase 4: Phase 4 - ECSPD unit matching: - Matching Unit Descriptions and Numbers: Matching Unit Descriptions and Numbers - Unit 1: Unit 1 - Unit 2: Unit 2 - Unit 3: Unit 3 - Unit 4: Unit 4 - Unit 5: Unit 5 - Unit 6: Unit 6 - application of problem solving techniques to develop solutions: application of problem solving techniques to develop solutions - apply programming and problem solving to the study of robots: apply programming and problem solving to the study of robots - create programs to solve computational problems: create programs to solve computational problems - introduction to the concepts of computer and computing: introduction to the concepts of computer and computing - use computing to manage and interpret data: use computing to manage and interpret data - website development and design: website development and design - ECSPD1 Matching Unit Descriptions and Numbers: - Matching Unit Descriptions and Numbers: Matching Unit Descriptions and Numbers - Unit 1: Unit 1 - Unit 2: Unit 2 - Unit 3: Unit 3 - Unit 4: Unit 4 - Unit 5: Unit 5 - Unit 6: Unit 6 - application of problem solving techniques to develop solutions: application of problem solving techniques to develop solutions - apply programming and problem solving to the study of robots: apply programming and problem solving to the study of robots - create programs to solve computational problems: create programs to solve computational problems - introduction to the concepts of computer and computing: introduction to the concepts of computer and computing - use computing to manage and interpret data: use computing to manage and interpret data - website development and design: website development and design - K-1 Artist 2 Match 1: - "/script_assets/k_1_images/artist_images/square_above_ball.png": "/script_assets/k_1_images/artist_images/square_above_ball.png" - "/script_assets/k_1_images/artist_images/square_below_ball.png": "/script_assets/k_1_images/artist_images/square_below_ball.png" - "/script_assets/k_1_images/artist_images/square_next_ball.png": "/script_assets/k_1_images/artist_images/square_next_ball.png" - "

above": "

above" - "

below": "

below" - "

next to": "

next to" - Is the square next to, above, or below the ball?: Is the square next to, above, or below the ball? - Matching: Matching K-1 Artist 2 Match 2: "/script_assets/k_1_images/artist_images/large_rectangle.png": "/script_assets/k_1_images/artist_images/large_rectangle.png" "/script_assets/k_1_images/artist_images/large_square.png": "/script_assets/k_1_images/artist_images/large_square.png" @@ -4790,26 +180,6 @@ en: "/script_assets/k_1_images/artist_images/small_triangle.png": "/script_assets/k_1_images/artist_images/small_triangle.png" Match the shapes based on type.: Match the shapes based on type. Matching: Matching - K-1 Artist 2 Match 3: - "/script_assets/k_1_images/artist_images/large_circle.png": "/script_assets/k_1_images/artist_images/large_circle.png" - "/script_assets/k_1_images/artist_images/large_rectangle.png": "/script_assets/k_1_images/artist_images/large_rectangle.png" - "/script_assets/k_1_images/artist_images/large_square.png": "/script_assets/k_1_images/artist_images/large_square.png" - "/script_assets/k_1_images/artist_images/large_triangle2.png": "/script_assets/k_1_images/artist_images/large_triangle2.png" - "/script_assets/k_1_images/artist_images/medium_triangle.png": "/script_assets/k_1_images/artist_images/medium_triangle.png" - "/script_assets/k_1_images/artist_images/small_circle.png": "/script_assets/k_1_images/artist_images/small_circle.png" - "/script_assets/k_1_images/artist_images/small_rectangle2.png": "/script_assets/k_1_images/artist_images/small_rectangle2.png" - "/script_assets/k_1_images/artist_images/small_square.png": "/script_assets/k_1_images/artist_images/small_square.png" - Match the shapes based on type.: Match the shapes based on type. - Matching: Matching - K-1 Artist Loops Match 1: - "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_a1.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_a1.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_a2.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_a2.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_a3.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_a3.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_q1.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_q1.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_q2.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_q2.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_q3.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_match_1_q3.png" - Match the code to the stairs it draws.: Match the code to the stairs it draws. - Matching: Matching K-1 Bee Loops Match 1: "/script_assets/k_1_images/bee_images/4_gnectar.png": "/script_assets/k_1_images/bee_images/4_gnectar.png" "/script_assets/k_1_images/bee_images/5_ghoney.png": "/script_assets/k_1_images/bee_images/5_ghoney.png" @@ -4831,24 +201,6 @@ en: "/script_assets/k_1_images/unplugged_images/big_event_1_q3.png": "/script_assets/k_1_images/unplugged_images/big_event_1_q3.png" Match the button combination to the dance moves.: Match the button combination to the dance moves. Matching: Matching - K-1 Flappy Match 1: - "/script_assets/k_1_images/flappy_images/click.png": "/script_assets/k_1_images/flappy_images/click.png" - "/script_assets/k_1_images/flappy_images/end.png": "/script_assets/k_1_images/flappy_images/end.png" - "/script_assets/k_1_images/flappy_images/flap.png": "/script_assets/k_1_images/flappy_images/flap.png" - "/script_assets/k_1_images/flappy_images/hit_ground.png": "/script_assets/k_1_images/flappy_images/hit_ground.png" - "/script_assets/k_1_images/flappy_images/pass_obstacle.png": "/script_assets/k_1_images/flappy_images/pass_obstacle.png" - "/script_assets/k_1_images/flappy_images/score.png": "/script_assets/k_1_images/flappy_images/score.png" - Match the blocks: Match the blocks - Matching: Matching - K-1 Happy Maps Match 1: - "/script_assets/k_1_images/unplugged_images/happy_maps_2_q1.png": "/script_assets/k_1_images/unplugged_images/happy_maps_2_q1.png" - "/script_assets/k_1_images/unplugged_images/happy_maps_2_q2.png": "/script_assets/k_1_images/unplugged_images/happy_maps_2_q2.png" - "/script_assets/k_1_images/unplugged_images/happy_maps_2_q3.png": "/script_assets/k_1_images/unplugged_images/happy_maps_2_q3.png" - "/script_assets/k_1_images/unplugged_images/left.png": "/script_assets/k_1_images/unplugged_images/left.png" - "/script_assets/k_1_images/unplugged_images/right.png": "/script_assets/k_1_images/unplugged_images/right.png" - "/script_assets/k_1_images/unplugged_images/up.png": "/script_assets/k_1_images/unplugged_images/up.png" - Match the Map to the arrow that gets the Flurb to the treasure: Match the Map to the arrow that gets the Flurb to the treasure - Matching: Matching K-1 Maze Match 1: "/script_assets/k_1_images/maze_images/maze_EN.png": "/script_assets/k_1_images/maze_images/maze_EN.png" "/script_assets/k_1_images/maze_images/maze_ENE.png": "/script_assets/k_1_images/maze_images/maze_ENE.png" @@ -4861,470 +213,6 @@ en: Instructions: Instructions Match the puzzles and blocks: Match the puzzles and blocks Matching: Matching - K-1 Move It Match 1: - "/script_assets/k_1_images/unplugged_images/leftup.png": "/script_assets/k_1_images/unplugged_images/leftup.png" - "/script_assets/k_1_images/unplugged_images/move_it_2_q1.png": "/script_assets/k_1_images/unplugged_images/move_it_2_q1.png" - "/script_assets/k_1_images/unplugged_images/move_it_2_q2.png": "/script_assets/k_1_images/unplugged_images/move_it_2_q2.png" - "/script_assets/k_1_images/unplugged_images/move_it_2_q3.png": "/script_assets/k_1_images/unplugged_images/move_it_2_q3.png" - "/script_assets/k_1_images/unplugged_images/rightdown.png": "/script_assets/k_1_images/unplugged_images/rightdown.png" - "/script_assets/k_1_images/unplugged_images/rightrightup.png": "/script_assets/k_1_images/unplugged_images/rightrightup.png" - Match the Map to the algorithm that gets the Flurb to the flowers.: Match the Map to the algorithm that gets the Flurb to the flowers. - Matching: Matching - Match circles to code: - "(+ (- (/ 4 7) 9) 3)": "(+ (- (/ 4 7) 9) 3)" - "(+ (- 9 3) (* 4 7))": "(+ (- 9 3) (* 4 7))" - "(+ 3 (/ 4 7))": "(+ 3 (/ 4 7))" - "(/ (+ 4 7) 3)": "(/ (+ 4 7) 3)" - "/script_assets/msm/Unit 1/Exercise_5_question_1.png": "/script_assets/msm/Unit 1/Exercise_5_question_1.png" - "/script_assets/msm/Unit 1/Exercise_5_question_2.png": "/script_assets/msm/Unit 1/Exercise_5_question_2.png" - "/script_assets/msm/Unit 1/Exercise_5_question_3.png": "/script_assets/msm/Unit 1/Exercise_5_question_3.png" - "/script_assets/msm/Unit 1/Exercise_5_question_4.png": "/script_assets/msm/Unit 1/Exercise_5_question_4.png" - Converting Circles to Code: Converting Circles to Code - Match each circle of evaluation with the correct code!: Match each circle of evaluation with the correct code! - Match example to contract: - (big-string? "gigantic" 5): (big-string? "gigantic" 5) - (bigger-string "big" "little"): (bigger-string "big" "little") - (find-price "cheese"): (find-price "cheese") - "(find-price 4)": "(find-price 4)" - (small-star "blue"): (small-star "blue") - (small-star "solid"): (small-star "solid") - Contracts of Functions: Contracts of Functions - Match each example with the correct contract!: Match each example with the correct contract! - 'big-string: string number -> boolean': 'big-string: string number -> boolean' - 'bigger-string: string string -> string': 'bigger-string: string string -> string' - 'find-price: number -> number': 'find-price: number -> number' - 'find-price: string -> number': 'find-price: string -> number' - 'small-star: string -> image': 'small-star: string -> image' - Match math to circles: - "(2 + 3 * 5) / 2": "(2 + 3 * 5) / 2" - "(2 + 3) * 5 / 2": "(2 + 3) * 5 / 2" - "/script_assets/msm/Unit 1/Exercise_4_question_1.png": "/script_assets/msm/Unit 1/Exercise_4_question_1.png" - "/script_assets/msm/Unit 1/Exercise_4_question_2.png": "/script_assets/msm/Unit 1/Exercise_4_question_2.png" - "/script_assets/msm/Unit 1/Exercise_4_question_3.png": "/script_assets/msm/Unit 1/Exercise_4_question_3.png" - "/script_assets/msm/Unit 1/Exercise_4_question_4.png": "/script_assets/msm/Unit 1/Exercise_4_question_4.png" - 2 + 3 * (5 / 2): 2 + 3 * (5 / 2) - Converting Math to Circles of Evaluation: Converting Math to Circles of Evaluation - Match each mathematical expression with the correct circle of evaluation!: Match each mathematical expression with the correct circle of evaluation! - Match math to code: - "(* (+ 15 3) (- 72 19))": "(* (+ 15 3) (- 72 19))" - "(+ (- (* 3 15) 72) 19)": "(+ (- (* 3 15) 72) 19)" - "(+ (3 x 15) (- 72 19))": "(+ (3 x 15) (- 72 19))" - "(- (+ 72 3) (* 19 15))": "(- (+ 72 3) (* 19 15))" - "(15 + 3) x (72 - 19)": "(15 + 3) x (72 - 19)" - 3 x 15 + (- 72 19): 3 x 15 + (- 72 19) - 3 x 15 - 72 + 19: 3 x 15 - 72 + 19 - 72 + 3 - 19 x 15: 72 + 3 - 19 x 15 - Converting Math to Code: Converting Math to Code - Match each mathematical expression with the correct code. Use a circle of evaluation to help you get to the answer!: Match each mathematical expression with the correct code. Use a circle of evaluation to help you get to the answer! - PDAlg 4-7 Contracts Match: - A function can't have multiple items in the range: A function can't have multiple items in the range - Contracts Matching: Contracts Matching - Missing an item in the domain: Missing an item in the domain - Using example values instead of data types: Using example values instead of data types - Using variable names instead of data types: Using variable names instead of data types - 'text: "word" 50 "red" -> "word"': 'text: "word" 50 "red" -> "word"' - 'text: String Number -> Image': 'text: String Number -> Image' - 'text: String Number String -> Image String': 'text: String Number String -> Image String' - 'text: String Size Color -> Image': 'text: String Size Color -> Image' - PDAlg DR Match 1: - 5 = 5 / .50: 5 = 5 / .50 - Examples need to use specific numbers: Examples need to use specific numbers - Examples need to use the name of the function: Examples need to use the name of the function - Not showing work so they can't see a pattern: Not showing work so they can't see a pattern - ? Now that the student has a solid contract and purpose statement, they move onto the examples. Match each incorrect example with the likely student confusion. - : Now that the student has a solid contract and purpose statement, they move onto the examples. Match each incorrect example with the likely student confusion. - The domain only specifies a single number: The domain only specifies a single number - The math doesn't match what the purpose statement asks for: The math doesn't match what the purpose statement asks for - treats(10) = 20: treats(10) = 20 - treats(10, .50) = 10 / .50: treats(10, .50) = 10 / .50 - treats(7) = 7 / 50: treats(7) = 7 / 50 - treats(Number) = Number / .50: treats(Number) = Number / .50 - PDAlg Design Recipe Video: - Contract and Purpose Statement: Contract and Purpose Statement - Definition: Definition - Examples: Examples - Intro to Data Types: Intro to Data Types - Place the Design Recipe steps in the correct order.: Place the Design Recipe steps in the correct order. - Step 1: Step 1 - Step 2: Step 2 - Step 3: Step 3 - PDAlg Types Video: - Image: Image - Intro to Data Types: Intro to Data Types - Match each data type with its color code: Match each data type with its color code - Number: Number - String: String - https://studio.code.org/script_assets/pd/blue.png: https://studio.code.org/script_assets/pd/blue.png - https://studio.code.org/script_assets/pd/purple.png: https://studio.code.org/script_assets/pd/purple.png - https://studio.code.org/script_assets/pd/teal.png: https://studio.code.org/script_assets/pd/teal.png - PDAlg block match: - Block match: Block match - Match the expressions with the appropriate Circle of Evaluation or Evaluation Block: Match the expressions with the appropriate Circle of Evaluation or Evaluation Block - https://studio.code.org/script_assets/pd/block1.png: https://studio.code.org/script_assets/pd/block1.png - https://studio.code.org/script_assets/pd/block2.png: https://studio.code.org/script_assets/pd/block2.png - https://studio.code.org/script_assets/pd/block3.png: https://studio.code.org/script_assets/pd/block3.png - https://studio.code.org/script_assets/pd/circle1.png: https://studio.code.org/script_assets/pd/circle1.png - https://studio.code.org/script_assets/pd/circle2.png: https://studio.code.org/script_assets/pd/circle2.png - https://studio.code.org/script_assets/pd/circle3.png: https://studio.code.org/script_assets/pd/circle3.png - PDAlg commitment match: - 'Blended Academic Year Development: 2 hours online, self-paced. 1 day (7 hours) in person': 'Blended Academic Year Development: 2 hours online, self-paced. 1 day (7 hours) in person' - ? Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page - : Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page - 'Online Introduction: 2 hours online, self-paced': 'Online Introduction: 2 hours online, self-paced' - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Program Commitment Matching Question: Program Commitment Matching Question - 'Summer Study: 2 days (14 hours) in-person': 'Summer Study: 2 days (14 hours) in-person' - PDECS commitment match: - 'Academic Year Development: 4 days in-person and 12 hours online': 'Academic Year Development: 4 days in-person and 12 hours online' - 'Blended Summer Study: 5 days in-person and 8 hours online': 'Blended Summer Study: 5 days in-person and 8 hours online' - ? Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page (you can get back to the last level by clicking above on the small circle immediately to the left of the number 5). - : Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page (you can get back to the last level by clicking above on the small circle immediately to the left of the number 5). - 'Online Introduction: 2 hours online': 'Online Introduction: 2 hours online' - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Phase 4: Phase 4 - Program Commitment Matching Question: Program Commitment Matching Question - 'Summer Wrap-up: 3 days in-person': 'Summer Wrap-up: 3 days in-person' - PDK5 Pair programming match: - Driver: Driver - Match the definitions to the words you were introduced to in the last video.: Match the definitions to the words you were introduced to in the last video. - Navigator: Navigator - Pair programming: Pair programming - Pair programming match: Pair programming match - The student who controls the keyboard, mouse, or touch screen: The student who controls the keyboard, mouse, or touch screen - The student who thinks about the big-picture and looks for potential mistakes or misunderstandings: The student who thinks about the big-picture and looks for potential mistakes or misunderstandings - When two students work at one computer to write a program together: When two students work at one computer to write a program together - PDK5 What is unplugged: - Answer 1: Answer 1 - Question: Question - What is an unplugged activity?: What is an unplugged activity? - Poorva match PL: - 'Given the following program, match the user input with the expected output:': 'Given the following program, match the user input with the expected output:' - Make a prediction and hit run: Make a prediction and hit run - Press the j and k keys: Press the j and k keys - Press the j key: Press the j key - Press the space bar: Press the space bar - Press the w key: Press the w key - blue_sprite rotates clockwise: blue_sprite rotates clockwise - red_sprite gets bigger and blue_sprite gets smaller: red_sprite gets bigger and blue_sprite gets smaller - red_sprite moves up and blue_sprite moves down: red_sprite moves up and blue_sprite moves down - red_sprite rotates counter clockwise: red_sprite rotates counter clockwise - U1L16 - Matching File Compression Types: - BMP: BMP - Compressed Files - Lossless: Compressed Files - Lossless - Compressed Image - Lossless: Compressed Image - Lossless - Compressed Image - Lossless (256 color limit): Compressed Image - Lossless (256 color limit) - Compressed Image - Lossy: Compressed Image - Lossy - Compressed Sound - Lossy: Compressed Sound - Lossy - GIF: GIF - JPEG: JPEG - MP3: MP3 - Match the type of file with the most accurate description: Match the type of file with the most accurate description - PNG: PNG - Uncompressed Image: Uncompressed Image - Uncompressed Sound: Uncompressed Sound - WAV: WAV - ZIP: ZIP - U1L16 - Matching File Compression Types_2018: - BMP: BMP - Compressed Files - Lossless: Compressed Files - Lossless - Compressed Image - Lossless: Compressed Image - Lossless - Compressed Image - Lossless (256 color limit): Compressed Image - Lossless (256 color limit) - Compressed Image - Lossy: Compressed Image - Lossy - Compressed Sound - Lossy: Compressed Sound - Lossy - GIF: GIF - JPEG: JPEG - MP3: MP3 - Match the type of file with the most accurate description: Match the type of file with the most accurate description - PNG: PNG - Uncompressed Image: Uncompressed Image - Uncompressed Sound: Uncompressed Sound - WAV: WAV - ZIP: ZIP - U1L5 Matching Assessment: - Alternating Frequencies: Alternating Frequencies - Beam of Light: Beam of Light - Copper Wire: Copper Wire - Electric Voltage: Electric Voltage - Fiber Optic Cable: Fiber Optic Cable - Match the bit sending technology with the underlying system: Match the bit sending technology with the underlying system - 'Matching Assessment: Sending Bits in the Real World': 'Matching Assessment: Sending Bits in the Real World' - Radio Wave: Radio Wave - U1L5 Matching Assessment_2018: - Alternating Frequencies: Alternating Frequencies - Beam of Light: Beam of Light - Copper Wire: Copper Wire - Electric Voltage: Electric Voltage - Fiber Optic Cable: Fiber Optic Cable - Match the bit sending technology with the underlying system: Match the bit sending technology with the underlying system - 'Matching Assessment: Sending Bits in the Real World': 'Matching Assessment: Sending Bits in the Real World' - Radio Wave: Radio Wave - 'U2L06 - Matching: Label the Diagram': - A: A - B: B - C: C - Cycle: Cycle - D: D - E: E - Edge: Edge - Graph: Graph - Graph Terminology: Graph Terminology - Look at the diagram below and then match the proper term with what each label is pointing to.: Look at the diagram below and then match the proper term with what each label is pointing to. - Node: Node - Weight: Weight - U2L14 Assessment: - Caesar cipher: Caesar cipher - Computationally Hard: Computationally Hard - Terminology Matching: Terminology Matching - Vigenère Cipher: Vigenère Cipher - a problem that cannot be solved in a reasonable amount of time: a problem that cannot be solved in a reasonable amount of time - another term for encrypted message: another term for encrypted message - cipher: cipher - decrypt: decrypt - encrypt: encrypt - encryption in which arbitrary symbols replace letters: encryption in which arbitrary symbols replace letters - encryption scheme based on shifting the alphabet: encryption scheme based on shifting the alphabet - encryption that shifts the alphabet differently per character: encryption that shifts the alphabet differently per character - random substitution cipher: random substitution cipher - use an algorithm to decode a message: use an algorithm to decode a message - use an algorithm to encode a message: use an algorithm to encode a message - U2L14 Assessment4: - ? |- - Given the original plaintext: “AAAABBBBCCCCDDDD” - Match the encryption method that must have been used to produce the ciphertext: - : |- - Given the original plaintext: “AAAABBBBCCCCDDDD” - Match the encryption method that must have been used to produce the ciphertext: - Random Substitution Cipher: Random Substitution Cipher - SECRFULF_UGEUHWN: SECRFULF_UGEUHWN - SSSSFFFFXXXXTTTT: SSSSFFFFXXXXTTTT - TTTTUUUUVVVVWWWW: TTTTUUUUVVVVWWWW - The Caesar Cipher: The Caesar Cipher - Vigenere Cipher: Vigenere Cipher - Which encryption technique?: Which encryption technique? - U2L14 Assessment_2018: - Caesar cipher: Caesar cipher - Computationally Hard: Computationally Hard - Terminology Matching: Terminology Matching - Vigenere Cipher: Vigenere Cipher - a problem that cannot be solved in a reasonable amount of time: a problem that cannot be solved in a reasonable amount of time - another term for encrypted message: another term for encrypted message - cipher: cipher - decrypt: decrypt - encrypt: encrypt - encryption in which arbitrary symbols replace letters: encryption in which arbitrary symbols replace letters - encryption scheme based on shifting the alphabet: encryption scheme based on shifting the alphabet - encryption that shifts the alphabet differently per character: encryption that shifts the alphabet differently per character - random substitution cipher: random substitution cipher - use an algorithm to decode a message: use an algorithm to decode a message - use an algorithm to encode a message: use an algorithm to encode a message - U2L17 - Vocabulary matching: - "
Brute force": "
Brute force" - "
Computationally hard": "
Computationally hard" - "
Heuristic": "
Heuristic" - "
One Way Function": "
One Way Function" - A problem that requires an unreasonable amount of time to solve, even for many computers: A problem that requires an unreasonable amount of time to solve, even for many computers - An algorithm that is easy to run but results in output that is hard or impossible to reverse: An algorithm that is easy to run but results in output that is hard or impossible to reverse - Assessment 2 - Matching: Assessment 2 - Matching - Rules or an algorithm for finding an approximate solution: Rules or an algorithm for finding an approximate solution - Trying every possible solution to a problem to find the answer


: Trying every possible solution to a problem to find the answer


- U2L18 Match terms to cups and beans analogy: - A sealed cup of beans that Alice puts on the table: A sealed cup of beans that Alice puts on the table - Alice dumping the beans out of the cup and counting off her original number: Alice dumping the beans out of the cup and counting off her original number - Asymmetric Encryption Assessment 2 - Match the terms to their counterpart in the Cups and Beans Activity: Asymmetric Encryption Assessment 2 - Match the terms to their counterpart in the Cups and Beans Activity - Bob adding beans to the cup: Bob adding beans to the cup - Decrypting a message: Decrypting a message - Encrypting a message: Encrypting a message - Private key: Private key - Public key: Public key - The number of beans Alice chooses to put in the cup initially: The number of beans Alice chooses to put in the cup initially - U2L18 Match terms to cups and beans analogy_2018: - A sealed cup of beans that Alice puts on the table: A sealed cup of beans that Alice puts on the table - Alice dumping the beans out of the cup and counting off her original number: Alice dumping the beans out of the cup and counting off her original number - Asymmetric Encryption Assessment 2 - Match the terms to their counterpart in the Cups and Beans Activity: Asymmetric Encryption Assessment 2 - Match the terms to their counterpart in the Cups and Beans Activity - Bob adding beans to the cup: Bob adding beans to the cup - Decrypting a message: Decrypting a message - Encrypting a message: Encrypting a message - Private key: Private key - Public key: Public key - The number of beans Alice chooses to put in the cup initially: The number of beans Alice chooses to put in the cup initially - U2L3 Assessment: - A chunk of information that gets sent on the internet: A chunk of information that gets sent on the internet - A packet of data that uses 32-bit addresses: A packet of data that uses 32-bit addresses - A well-known set of rules and standards used to communicate: A well-known set of rules and standards used to communicate - IP addresses, Packets and Protocols: IP addresses, Packets and Protocols - IPv4 packet: IPv4 packet - The Internet Protocol (IP): The Internet Protocol (IP) - The required structure of a packet to be sent on the internet: The required structure of a packet to be sent on the internet - packet: packet - protocol: protocol - U2L3 Assessment_2018: - A chunk of information that gets sent on the internet: A chunk of information that gets sent on the internet - A packet of data that uses 32-bit addresses: A packet of data that uses 32-bit addresses - A well-known set of rules and standards used to communicate: A well-known set of rules and standards used to communicate - IP addresses, Packets and Protocols: IP addresses, Packets and Protocols - IPv4 packet: IPv4 packet - The Internet Protocol (IP): The Internet Protocol (IP) - The required structure of a packet to be sent on the internet: The required structure of a packet to be sent on the internet - packet: packet - protocol: protocol - U3L05 Assessment1: - Effort: Effort - Programming Efficiency Question 1: Programming Efficiency Question 1 - Space: Space - The amount of labor it takes to write the code: The amount of labor it takes to write the code - The number of "turtle moves" it takes to complete the task: The number of "turtle moves" it takes to complete the task - The number of lines of code: The number of lines of code - Time: Time - What does it mean to write efficient code? Match the concepts with their meanings.: What does it mean to write efficient code? Match the concepts with their meanings. - U3L13 Assessment Matching: - Calls an embedded function: Calls an embedded function - 'Matching: Buttons on the Screen': 'Matching: Buttons on the Screen' - Official program name of an element: Official program name of an element - Places a button on the screen: Places a button on the screen - Responses from the computer to events: Responses from the computer to events - Things on the screen that the user interacts with: Things on the screen that the user interacts with - User interactions with an application: User interactions with an application - Words appearing on an element: Words appearing on an element - actions: actions - button("id","text"): button("id","text") - element text: element text - elements: elements - events: events - id: id - mouseover: mouseover - 'onEvent("id", "click", function() {...}):': 'onEvent("id", "click", function() {...}):' - trigger: trigger - U3L14 - Matching Events to Description: - Triggers once, the instant the mouse hovers over the button: Triggers once, the instant the mouse hovers over the button - Triggers when the mouse button is clicked once: Triggers when the mouse button is clicked once - Triggers when the mouse button is pressed: Triggers when the mouse button is pressed - Triggers when the mouse button is released: Triggers when the mouse button is released - Triggers whenever the mouse moves: Triggers whenever the mouse moves - click: click - mousedown: mousedown - mousemove: mousemove - mouseover: mouseover - mouseup: mouseup - U3L18 Matching: - "'Blue' == 'blue'": "'Blue' == 'blue'" - Is the string 'Blue' equal to the string 'blue'?: Is the string 'Blue' equal to the string 'blue'? - Is the value of the variable blue equal to the string 'blue'?: Is the value of the variable blue equal to the string 'blue'? - Is the value of the variable dice equal to 5?: Is the value of the variable dice equal to 5? - Is the value of the variable dice not equal to 5?: Is the value of the variable dice not equal to 5? - Is the value of the variable x greater than 3?: Is the value of the variable x greater than 3? - Is the value of the variable x greater than or equal to 3?: Is the value of the variable x greater than or equal to 3? - Is the value of the variable x less than 3?: Is the value of the variable x less than 3? - Is the value of the variable x less than or equal to 3?: Is the value of the variable x less than or equal to 3? - Match the boolean expression using comparison operators to the English description.: Match the boolean expression using comparison operators to the English description. - 'Matching: Comparison Operators': 'Matching: Comparison Operators' - blue == 'blue': blue == 'blue' - dice != 5: dice != 5 - dice == 5: dice == 5 - x > 3: x > 3 - x >= 3: x >= 3 - x < 3: x < 3 - x <= 3: x <= 3 - U3L19 - MATCH what are values of abc: - '10': '10' - '12': '12' - '13': '13' - '15': '15' - '16': '16' - '21': '21' - '3': '3' - '5': '5' - '7': '7' - '8': '8' - a: a - b: b - c: c - description here: description here - title: title - U3L19 - MC what are values of abc: - Answer 1: Answer 1 - Answer 2: Answer 2 - Answer 3: Answer 3 - Answer 4: Answer 4 - What are the values of the variables a, b and c after all of the code has executed?: What are the values of the variables a, b and c after all of the code has executed? - description here: description here - title: title - U4L06 Create Record Id Matching Q: - '1': '1' - '2': '2' - '3': '3' - '4': '4' - '5': '5' - '6': '6' - The JSON object being stored: The JSON object being stored - The code run once the data is stored: The code run once the data is stored - The column name for the data stored: The column name for the data stored - The data stored in the table: The data stored in the table - The name of the button: The name of the button - The name of the table: The name of the table - parts of contract: - (yearbook-picture "Sally" 1992): (yearbook-picture "Sally" 1992) - Here is a contract for a new function. Match each item with the word that describes it.: Here is a contract for a new function. Match each item with the word that describes it. - Parts of a Contract: Parts of a Contract - domain: domain - example: example - function name: function name - image: image - range: range - string numer: string numer - yearbook-picture: yearbook-picture - sciPD commitment match: - 'Academic Year Development: 2 days in-person and 10 hours online': 'Academic Year Development: 2 days in-person and 10 hours online' - 'Blended Summer Study: 2 days in-person and 7 hours online': 'Blended Summer Study: 2 days in-person and 7 hours online' - ? Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page - : Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page - 'Online Introduction: 3 hours online': 'Online Introduction: 3 hours online' - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Program Commitment Matching Question: Program Commitment Matching Question - sciPD commitment match 16-17: - 'Blended Academic Year Development: 2 days in-person and 10 hours online': 'Blended Academic Year Development: 2 days in-person and 10 hours online' - 'Blended Summer Study: 2 days in-person and 7 hours online': 'Blended Summer Study: 2 days in-person and 7 hours online' - ? Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page - : Match the phases of PD with their descriptions below. Feel free to look back at the Program Commitment details on the previous page - 'Online Introduction: 3 hours online, self-paced': 'Online Introduction: 3 hours online, self-paced' - Phase 1: Phase 1 - Phase 2: Phase 2 - Phase 3: Phase 3 - Program Commitment Matching Question: Program Commitment Matching Question - test matching image: - "/script_assets/matches/images/a1.jpg": "/script_assets/matches/images/a1.jpg" - "/script_assets/matches/images/a2.jpg": "/script_assets/matches/images/a2.jpg" - "/script_assets/matches/images/a3.jpg": "/script_assets/matches/images/a3.jpg" - "/script_assets/matches/images/a4.jpg": "/script_assets/matches/images/a4.jpg" - "/script_assets/matches/images/head.jpg,300": "/script_assets/matches/images/head.jpg,300" - "/script_assets/matches/images/q1.jpg": "/script_assets/matches/images/q1.jpg" - "/script_assets/matches/images/q2.jpg": "/script_assets/matches/images/q2.jpg" - "/script_assets/matches/images/q3.jpg": "/script_assets/matches/images/q3.jpg" - "/script_assets/matches/images/q4.jpg": "/script_assets/matches/images/q4.jpg" - Instructions: Instructions - Match up all the flowers by colour!: Match up all the flowers by colour! - Matching Images Two: Matching Images Two - test matching text: - Matching: Matching - Some really easy stuff to match. Drag it around until you get it.: Some really easy stuff to match. Drag it around until you get it. - Sydney: Sydney - Van Minnen: Van Minnen - What color is the sky?: What color is the sky? - What's Brent's last name?: What's Brent's last name? - What's in the ocean?: What's in the ocean? - Where is Brendan from?: Where is Brendan from? - blue: blue - salt: salt - unique level name here: - Answer 1: Answer 1 - Question: Question - description here: description here - title: title multi: 2-3 Algorithms Multi 1: "/script_assets/2-3_images/unplugged/algorithms_1_q.png": "/script_assets/2-3_images/unplugged/algorithms_1_q.png" @@ -5343,13 +231,6 @@ en: Multiple Choice: Multiple Choice Start with a triangle
Put a square below the triangle
Put another triangle below the square: Start with a triangle
Put a square below the triangle
Put another triangle below the square Which image does not follow this algorithm?: Which image does not follow this algorithm? - 2-3 Binary Multi 1: - "/script_assets/2-3_images/unplugged/graph_paper_1_a1.png": "/script_assets/2-3_images/unplugged/graph_paper_1_a1.png" - "/script_assets/2-3_images/unplugged/graph_paper_1_a2.png": "/script_assets/2-3_images/unplugged/graph_paper_1_a2.png" - "/script_assets/2-3_images/unplugged/graph_paper_1_a3.png": "/script_assets/2-3_images/unplugged/graph_paper_1_a3.png" - "/script_assets/2-3_images/unplugged/graph_paper_1_q.png": "/script_assets/2-3_images/unplugged/graph_paper_1_q.png" - Multiple Choice: Multiple Choice - Which program makes this image?: Which program makes this image? 2-3 Conditionals Multi 1: "/script_assets/2-3_images/unplugged/conditionals_1_a1.png": "/script_assets/2-3_images/unplugged/conditionals_1_a1.png" "/script_assets/2-3_images/unplugged/conditionals_1_a2.png": "/script_assets/2-3_images/unplugged/conditionals_1_a2.png" @@ -5432,14 +313,6 @@ en: "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_1_a4.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_1_a4.png" Bee Conditionals Multiple Choice 1: Bee Conditionals Multiple Choice 1 Which comparison below is true?: Which comparison below is true? - 2-3 bee conditionals multi 2: - "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a1.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a1.png" - "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a2.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a2.png" - "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a3.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a3.png" - "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a4.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_a4.png" - "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_q.png, 500": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_2b_q.png, 500" - Bee Conditionals Multiple Choice Two: Bee Conditionals Multiple Choice Two - Choose the best blocks.: Choose the best blocks. 2-3 bee conditionals multi 3: "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_3_a1.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_3_a1.png" "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_3_a2.png": "/script_assets/2-3_images/bee/2-3_beeconditionals_multi_3_a2.png" @@ -5533,14 +406,6 @@ en: "/script_assets/4-5_images/unplugged/suncatchers_2_q.png": "/script_assets/4-5_images/unplugged/suncatchers_2_q.png" Multiple Choice: Multiple Choice Which of the programs below does not make the exact same sequence as Program 1?: Which of the programs below does not make the exact same sequence as Program 1? - 4-5 artist functions multi 1: - "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a1.png": "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a1.png" - "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a2.png": "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a2.png" - "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a3.png": "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a3.png" - "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a4.png": "/script_assets/4-5_images/artist/4-5_artistfunctions_multi_1_a4.png" - "/script_assets/4-5_images/maze/4-5_artistfunctions_multi_1_q.png, 500": "/script_assets/4-5_images/maze/4-5_artistfunctions_multi_1_q.png, 500" - Artist Functions Multiple Choice: Artist Functions Multiple Choice - Which function creates a rectangle that can change its size?: Which function creates a rectangle that can change its size? 4-5 artist loops multi 1: "/script_assets/4-5_images/artist/4-5_artistloops_multi_1_a1.png": "/script_assets/4-5_images/artist/4-5_artistloops_multi_1_a1.png" "/script_assets/4-5_images/artist/4-5_artistloops_multi_1_a2.png": "/script_assets/4-5_images/artist/4-5_artistloops_multi_1_a2.png" @@ -5549,13 +414,6 @@ en: "/script_assets/4-5_images/artist/4-5_artistloops_multi_1_q.png, 500": "/script_assets/4-5_images/artist/4-5_artistloops_multi_1_q.png, 500" Artist Loops Multiple Choice: Artist Loops Multiple Choice Which blocks will create the design?: Which blocks will create the design? - 4-5 artist loops multi 2: - "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a1.png": "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a1.png" - "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a2.png": "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a2.png" - "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a3.png": "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a3.png" - "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a4.png": "/script_assets/4-5_images/artist/4-5_artistloops_multi_2_a4.png" - Artist Functions Multiple Choice: Artist Functions Multiple Choice - 'Pick the for loop that represents the following pattern: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50': 'Pick the for loop that represents the following pattern: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50' 4-5 artist multi 1: "/script_assets/4-5_images/artist/4-5_artist_multi_1_a1.png": "/script_assets/4-5_images/artist/4-5_artist_multi_1_a1.png" "/script_assets/4-5_images/artist/4-5_artist_multi_1_a2.png": "/script_assets/4-5_images/artist/4-5_artist_multi_1_a2.png" @@ -5597,2032 +455,22 @@ en: "/script_assets/4-5_images/bee/4-5_beeloops_multi_1_q.png": "/script_assets/4-5_images/bee/4-5_beeloops_multi_1_q.png" Bee Loops Multiple Choice: Bee Loops Multiple Choice Which blocks will solve the puzzle?: Which blocks will solve the puzzle? - 4-5 farmer loops multi 1: - "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a1.png": "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a1.png" - "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a2.png": "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a2.png" - "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a3.png": "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a3.png" - "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a4.png": "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_a4.png" - "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_q.png, 500": "/script_assets/4-5_images/farmer/4-5_farmerloops_multi_1_q.png, 500" - Famer Loops Multiple Choice: Famer Loops Multiple Choice - Which blocks solve the puzzle?: Which blocks solve the puzzle? 4-5 maze conditionals multi 1: "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a1.png": "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a1.png" "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a2.png": "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a2.png" "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a3.png": "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a3.png" "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a4.png": "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_a4.png" - "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_q.png, 500": "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_q.png, 500" - Maze Conditionals Multiple Choice: Maze Conditionals Multiple Choice - Which blocks solve the puzzle?: Which blocks solve the puzzle? - 4-5 maze multi 1: - "/script_assets/4-5_images/maze/4-5_maze_multi_1_a1.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a1.png" - "/script_assets/4-5_images/maze/4-5_maze_multi_1_a2.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a2.png" - "/script_assets/4-5_images/maze/4-5_maze_multi_1_a3.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a3.png" - "/script_assets/4-5_images/maze/4-5_maze_multi_1_a4.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a4.png" - "/script_assets/4-5_images/maze/4-5_maze_multi_1_q.png, 500": "/script_assets/4-5_images/maze/4-5_maze_multi_1_q.png, 500" - Maze Multiple Choice: Maze Multiple Choice - Which blocks solve the puzzle?: Which blocks solve the puzzle? - Baker test of multi can delete: - 2+3: 2+3 - 3 - 7: 3 - 7 - 3+1: 3+1 - 3+4: 3+4 - 5-1: 5-1 - Test of 2 correct answer multi choice: Test of 2 correct answer multi choice - There are two answers here that are correct. Looks like you can choose either one and be right.: There are two answers here that are correct. Looks like you can choose either one and be right. - What is 2 + 2?: What is 2 + 2? - Baker_Test_Question: - : - : - : - : - CB_Question_1: - 2 times as many values can be represented.: 2 times as many values can be represented. - 2^32 times as many values can be represented.: 2^32 times as many values can be represented. - 32 times as many values can be represented.: 32 times as many values can be represented. - 32^2 times as many values can be represented.: 32^2 times as many values can be represented. - CB_Question_10: - Better late than never.: Better late than never. - Hello. Better late than never.: Hello. Better late than never. - Hello. Is anyone there?: Hello. Is anyone there? - Is anyone there?: Is anyone there? - CB_Question_11: - When the problem can be solved in a reasonable time and an approximate solution is acceptable: When the problem can be solved in a reasonable time and an approximate solution is acceptable - When the problem can be solved in a reasonable time and an exact solution is needed: When the problem can be solved in a reasonable time and an exact solution is needed - When the problem cannot be solved in a reasonable time and an approximate solution is acceptable: When the problem cannot be solved in a reasonable time and an approximate solution is acceptable - When the problem cannot be solved in a reasonable time and an exact solution is needed: When the problem cannot be solved in a reasonable time and an exact solution is needed - CB_Question_11_2018: - When the problem can be solved in a reasonable time and an approximate solution is acceptable: When the problem can be solved in a reasonable time and an approximate solution is acceptable - When the problem can be solved in a reasonable time and an exact solution is needed: When the problem can be solved in a reasonable time and an exact solution is needed - When the problem cannot be solved in a reasonable time and an approximate solution is acceptable: When the problem cannot be solved in a reasonable time and an approximate solution is acceptable - When the problem cannot be solved in a reasonable time and an exact solution is needed: When the problem cannot be solved in a reasonable time and an exact solution is needed - CB_Question_11_exam_prep: - When the problem can be solved in a reasonable time and an approximate solution is acceptable: When the problem can be solved in a reasonable time and an approximate solution is acceptable - When the problem can be solved in a reasonable time and an exact solution is needed: When the problem can be solved in a reasonable time and an exact solution is needed - When the problem cannot be solved in a reasonable time and an approximate solution is acceptable: When the problem cannot be solved in a reasonable time and an approximate solution is acceptable - When the problem cannot be solved in a reasonable time and an exact solution is needed: When the problem cannot be solved in a reasonable time and an exact solution is needed - CB_Question_12: - I and II: I and II - I only: I only - II only: II only - Neither I nor II: Neither I nor II - CB_Question_12_2018: - I and II: I and II - I only: I only - II only: II only - Neither I nor II: Neither I nor II - CB_Question_12_exam_prep: - I and II: I and II - I only: I only - II only: II only - Neither I nor II: Neither I nor II - CB_Question_13: - Algorithm A always calculates the correct average, but Algorithm B does not.: Algorithm A always calculates the correct average, but Algorithm B does not. - Algorithm B always calculates the correct average, but Algorithm A does not.: Algorithm B always calculates the correct average, but Algorithm A does not. - Both Algorithm A and Algorithm B always calculate the correct average.: Both Algorithm A and Algorithm B always calculate the correct average. - Neither Algorithm A nor Algorithm B calculates the correct average.: Neither Algorithm A nor Algorithm B calculates the correct average. - CB_Question_14: - : - : - : - : - CB_Question_15: - Approximately how many miles did the animal travel in one week?: Approximately how many miles did the animal travel in one week? - Do the movement patterns of the animal vary according to the weather?: Do the movement patterns of the animal vary according to the weather? - Does the animal travel in groups with other tracked animals?: Does the animal travel in groups with other tracked animals? - In what geographic locations does the animal typically travel?: In what geographic locations does the animal typically travel? - CB_Question_15_2018: - Approximately how many miles did the animal travel in one week?: Approximately how many miles did the animal travel in one week? - Do the movement patterns of the animal vary according to the weather?: Do the movement patterns of the animal vary according to the weather? - Does the animal travel in groups with other tracked animals?: Does the animal travel in groups with other tracked animals? - In what geographic locations does the animal typically travel?: In what geographic locations does the animal typically travel? - CB_Question_15_exam_prep: - Approximately how many miles did the animal travel in one week?: Approximately how many miles did the animal travel in one week? - Do the movement patterns of the animal vary according to the weather?: Do the movement patterns of the animal vary according to the weather? - Does the animal travel in groups with other tracked animals?: Does the animal travel in groups with other tracked animals? - In what geographic locations does the animal typically travel?: In what geographic locations does the animal typically travel? - CB_Question_16: - : - : - : - : - CB_Question_17: - Nothing is displayed; the program results in an infinite loop.: Nothing is displayed; the program results in an infinite loop. - The number 0 is displayed.: The number 0 is displayed. - The number 10 is displayed.: The number 10 is displayed. - The number 6 is displayed.: The number 6 is displayed. - CB_Question_18: - Data compression is only useful for files being transmitted over the Internet.: Data compression is only useful for files being transmitted over the Internet. - Regardless of the compression technique used, once a data file is compressed, it cannot be restored to its original state.: Regardless of the compression technique used, once a data file is compressed, it cannot be restored to its original state. - Sending a compressed version of a file ensures that the contents of the file cannot be intercepted by an unauthorized user.: Sending a compressed version of a file ensures that the contents of the file cannot be intercepted by an unauthorized user. - There are trade-offs involved in choosing a compression technique for storing and transmitting data.: There are trade-offs involved in choosing a compression technique for storing and transmitting data. - CB_Question_18_2018: - Data compression is only useful for files being transmitted over the Internet.: Data compression is only useful for files being transmitted over the Internet. - Regardless of the compression technique used, once a data file is compressed, it cannot be restored to its original state.: Regardless of the compression technique used, once a data file is compressed, it cannot be restored to its original state. - Sending a compressed version of a file ensures that the contents of the file cannot be intercepted by an unauthorized user.: Sending a compressed version of a file ensures that the contents of the file cannot be intercepted by an unauthorized user. - There are trade-offs involved in choosing a compression technique for storing and transmitting data.: There are trade-offs involved in choosing a compression technique for storing and transmitting data. - CB_Question_18_exam_prep: - Data compression is only useful for files being transmitted over the Internet.: Data compression is only useful for files being transmitted over the Internet. - Regardless of the compression technique used, once a data file is compressed, it cannot be restored to its original state.: Regardless of the compression technique used, once a data file is compressed, it cannot be restored to its original state. - Sending a compressed version of a file ensures that the contents of the file cannot be intercepted by an unauthorized user.: Sending a compressed version of a file ensures that the contents of the file cannot be intercepted by an unauthorized user. - There are trade-offs involved in choosing a compression technique for storing and transmitting data.: There are trade-offs involved in choosing a compression technique for storing and transmitting data. - CB_Question_19: - "(onFloor1 AND callTo2) AND (onFloor2 AND callTo1)": "(onFloor1 AND callTo2) AND (onFloor2 AND callTo1)" - "(onFloor1 AND callTo2) OR (onFloor2 AND callTo1)": "(onFloor1 AND callTo2) OR (onFloor2 AND callTo1)" - "(onFloor1 OR callTo2) AND (onFloor2 OR callTo1)": "(onFloor1 OR callTo2) AND (onFloor2 OR callTo1)" - "(onFloor1 OR callTo2) OR (onFloor2 OR callTo1)": "(onFloor1 OR callTo2) OR (onFloor2 OR callTo1)" - CB_Question_1_2018: - 2 times as many values can be represented.: 2 times as many values can be represented. - 2^32 times as many values can be represented.: 2^32 times as many values can be represented. - 32 times as many values can be represented.: 32 times as many values can be represented. - 32^2 times as many values can be represented.: 32^2 times as many values can be represented. - CB_Question_1_copy: - 2 times as many values can be represented.: 2 times as many values can be represented. - 2^32 times as many values can be represented.: 2^32 times as many values can be represented. - 32 times as many values can be represented.: 32 times as many values can be represented. - 32^2 times as many values can be represented.: 32^2 times as many values can be represented. - CB_Question_1_exam_prep: - 2 times as many values can be represented.: 2 times as many values can be represented. - 2^32 times as many values can be represented.: 2^32 times as many values can be represented. - 32 times as many values can be represented.: 32 times as many values can be represented. - 32^2 times as many values can be represented.: 32^2 times as many values can be represented. - CB_Question_2: - ? First, change all occurrences of "goats" to "foxes."
Then, change all occurrences of "foxes" to "sheep."
Last, change all occurrences of "sheep" to "goats." - : First, change all occurrences of "goats" to "foxes."
Then, change all occurrences of "foxes" to "sheep."
Last, change all occurrences of "sheep" to "goats." - ? First, change all occurrences of "goats" to "foxes."
Then, change all occurrences of "sheep" to "goats."
Last, change all occurrences of "foxes" to "sheep." - : First, change all occurrences of "goats" to "foxes."
Then, change all occurrences of "sheep" to "goats."
Last, change all occurrences of "foxes" to "sheep." - ? First, change all occurrences of "goats" to "sheep."
Then, change all occurrences of "sheep" to "goats." - : First, change all occurrences of "goats" to "sheep."
Then, change all occurrences of "sheep" to "goats." - ? First, change all occurrences of "goats" to "sheep."
Then, change all occurrences of "sheep" to "goats."
Last, change all occurrences of "foxes" to "sheep." - : First, change all occurrences of "goats" to "sheep."
Then, change all occurrences of "sheep" to "goats."
Last, change all occurrences of "foxes" to "sheep." - CB_Question_20: - about.example.com: about.example.com - example.co.uk: example.co.uk - example.com.org: example.com.org - example.org: example.org - CB_Question_20_2018: - about.example.com: about.example.com - example.co.uk: example.co.uk - example.com.org: example.com.org - example.org: example.org - CB_Question_20_exam_prep: - about.example.com: about.example.com - example.co.uk: example.co.uk - example.com.org: example.com.org - example.org: example.org - CB_Question_21: - An algorithm that, given a list of integers, displays only the negative integers in the list: An algorithm that, given a list of integers, displays only the negative integers in the list - An algorithm that, given a list of integers, displays the number of even integers in the list: An algorithm that, given a list of integers, displays the number of even integers in the list - An algorithm that, given a list of integers, displays the sum of the integers in the list: An algorithm that, given a list of integers, displays the sum of the integers in the list - An algorithm that, given two integers, displays the greater of the two integers: An algorithm that, given two integers, displays the greater of the two integers - CB_Question_22: - : - : - : - : - CB_Question_3: - A: A - L: L - V: V - Y: Y - CB_Question_3update: - 'ASCII Character: A ': 'ASCII Character: A ' - 'ASCII Character: B ': 'ASCII Character: B ' - 'ASCII Character: D ': 'ASCII Character: D ' - The table does not contain the value represented by the binary number 0100 0010: The table does not contain the value represented by the binary number 0100 0010 - CB_Question_3update_2018: - 'ASCII Character: A ': 'ASCII Character: A ' - 'ASCII Character: B ': 'ASCII Character: B ' - 'ASCII Character: D ': 'ASCII Character: D ' - The table does not contain the value represented by the binary number 0100 0010: The table does not contain the value represented by the binary number 0100 0010 - CB_Question_3update_exam_prep: - 'ASCII Character: A ': 'ASCII Character: A ' - 'ASCII Character: B ': 'ASCII Character: B ' - 'ASCII Character: D ': 'ASCII Character: D ' - The table does not contain the value represented by the binary number 0100 0010: The table does not contain the value represented by the binary number 0100 0010 - CB_Question_4: - Input A can be either true or false: Input A can be either true or false - Input A must be false: Input A must be false - Input A must be true: Input A must be true - There is no possible value of input A that will cause the circuit to have the output true.: There is no possible value of input A that will cause the circuit to have the output true. - CB_Question_5: - : - : - : - : - CB_Question_6: - Computer simulations can only be built after the real-world object or system has been created.: Computer simulations can only be built after the real-world object or system has been created. - Computer simulations only run on very powerful computers that are not available to the public.: Computer simulations only run on very powerful computers that are not available to the public. - Computer simulations usually make some simplifying assumptions about the real-world object or system being modeled.: Computer simulations usually make some simplifying assumptions about the real-world object or system being modeled. - It is difficult to change input parameters or conditions when using computer simulations.: It is difficult to change input parameters or conditions when using computer simulations. - CB_Question_7: - To determine the time of day that the site is most active: To determine the time of day that the site is most active - To determine the topics that many users are posting about: To determine the topics that many users are posting about - To determine the users who post messages most frequently: To determine the users who post messages most frequently - To determine which posts from a particular user have received the greatest number of comments: To determine which posts from a particular user have received the greatest number of comments - CB_Question_7_2018: - To determine the time of day that the site is most active: To determine the time of day that the site is most active - To determine the topics that many users are posting about: To determine the topics that many users are posting about - To determine the users who post messages most frequently: To determine the users who post messages most frequently - To determine which posts from a particular user have received the greatest number of comments: To determine which posts from a particular user have received the greatest number of comments - CB_Question_7_exam_prep: - To determine the time of day that the site is most active: To determine the time of day that the site is most active - To determine the topics that many users are posting about: To determine the topics that many users are posting about - To determine the users who post messages most frequently: To determine the users who post messages most frequently - To determine which posts from a particular user have received the greatest number of comments: To determine which posts from a particular user have received the greatest number of comments - CB_Question_8: - : - : - : - : - CB_Question_9: - Backing up data: Backing up data - Deleting entries from data: Deleting entries from data - Searching through data: Searching through data - Sorting data: Sorting data - CPS Unit2 Ch 1 MC lossless compression: - " ": " " - Compression: Compression - Fast Fourier Transform compression: Fast Fourier Transform compression - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Tailored compression: Tailored compression - CPS Unit2 Ch 1 MC lossless compression_2018: - " ": " " - Compression: Compression - Fast Fourier Transform compression: Fast Fourier Transform compression - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Tailored compression: Tailored compression - CPS Unit2 Ch 1 MC lossless compression_exam_prep: - " ": " " - Compression: Compression - Fast Fourier Transform compression: Fast Fourier Transform compression - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Tailored compression: Tailored compression - CPS Unit2 Ch 1 MC lossy compression: - " ": " " - Compression: Compression - Fast Fourier Transform compression: Fast Fourier Transform compression - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Tailored compression: Tailored compression - CPS Unit2 Ch 1 MC lossy compression_2018: - " ": " " - Compression: Compression - Fast Fourier Transform compression: Fast Fourier Transform compression - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Tailored compression: Tailored compression - CPS Unit2 Ch 1 MC lossy compression_exam_prep: - " ": " " - Compression: Compression - Fast Fourier Transform compression: Fast Fourier Transform compression - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Tailored compression: Tailored compression - CSD Header Size MC: - Headings Quick Check: Headings Quick Check - Look at the code below and predict how the headings will be displayed. Choose from one of the options on the right.: Look at the code below and predict how the headings will be displayed. Choose from one of the options on the right. - https://images.code.org/0eee565202089d44a6bb5633603c45e0-image-1473432905069.54.50 AM.png: https://images.code.org/0eee565202089d44a6bb5633603c45e0-image-1473432905069.54.50 AM.png - https://images.code.org/1c660b4e54a3e835250597cb261d8e17-image-1473432905068.54.08 AM.png: https://images.code.org/1c660b4e54a3e835250597cb261d8e17-image-1473432905068.54.08 AM.png - https://images.code.org/22e9ae6a04afd8251b29939a6fa63411-image-1473432905069.54.25 AM.png: https://images.code.org/22e9ae6a04afd8251b29939a6fa63411-image-1473432905069.54.25 AM.png - https://images.code.org/a4e973cc13db380ca1e1efeb4263974f-image-1473432905067.53.47 AM.png: https://images.code.org/a4e973cc13db380ca1e1efeb4263974f-image-1473432905067.53.47 AM.png - CSD Header Size MC_2018: - Headings Quick Check: Headings Quick Check - Look at the code below and predict how the headings will be displayed. Choose from one of the options on the right.: Look at the code below and predict how the headings will be displayed. Choose from one of the options on the right. - https://images.code.org/0eee565202089d44a6bb5633603c45e0-image-1473432905069.54.50 AM.png: https://images.code.org/0eee565202089d44a6bb5633603c45e0-image-1473432905069.54.50 AM.png - https://images.code.org/1c660b4e54a3e835250597cb261d8e17-image-1473432905068.54.08 AM.png: https://images.code.org/1c660b4e54a3e835250597cb261d8e17-image-1473432905068.54.08 AM.png - https://images.code.org/22e9ae6a04afd8251b29939a6fa63411-image-1473432905069.54.25 AM.png: https://images.code.org/22e9ae6a04afd8251b29939a6fa63411-image-1473432905069.54.25 AM.png - https://images.code.org/a4e973cc13db380ca1e1efeb4263974f-image-1473432905067.53.47 AM.png: https://images.code.org/a4e973cc13db380ca1e1efeb4263974f-image-1473432905067.53.47 AM.png - CSD Header Size Prediction: - : - : - : - : - CSD Headers Prediction: - ? " Try to predict what the code below will look like.\n\n
\n<h3> Eggs </h3>\n<h6> Bacon </h6>\n<h1> Waffles </h1>\n
" - : " Try to predict what the code below will look like.\n\n
\n<h3> Eggs </h3>\n<h6> Bacon </h6>\n<h1> Waffles </h1>\n
" - Option 1: Option 1 - 'Option 2 ': 'Option 2 ' - Option 3: Option 3 - Option 4: Option 4 - CSD Prediction Header Size: - Question: Question - right answer: right answer - wrong answer: wrong answer - CSD U3 - sprites - rect vs sprite diff: - The x and y value are the center of a rectangle and in the upper left corner of a sprite: The x and y value are the center of a rectangle and in the upper left corner of a sprite - The x and y value are the center of a sprite and in the upper left corner of a rectangle: The x and y value are the center of a sprite and in the upper left corner of a rectangle - The x and y value are the center of a sprite and in the upper right corner of a rectangle: The x and y value are the center of a sprite and in the upper right corner of a rectangle - There is no difference. They have the same x and y values: There is no difference. They have the same x and y values - What is the difference for the x and y values of sprites and rectangles?: What is the difference for the x and y values of sprites and rectangles? - CSD U3 Boolean MC: - " 0
200
100": " 0
200
100" - " false
true
false": " false
true
false" - " true
error
true": " true
error
true" - Which result will be printed in the console by this program?: Which result will be printed in the console by this program? - title: title - true
false
true: true
false
true - CSD U3 Boolean MC_2018: - " 0
200
100": " 0
200
100" - " false
true
false": " false
true
false" - " true
error
true": " true
error
true" - Which result will be printed in the console by this program?: Which result will be printed in the console by this program? - title: title - true
false
true: true
false
true - CSD U3 Functions Prediction define first: - Both squares will be drawn. You can create functions anywhere you like in your code.: Both squares will be drawn. You can create functions anywhere you like in your code. - ? Functions can be created anywhere you like in your code. It is still a good idea to keep them all at the bottom for organization though! - : Functions can be created anywhere you like in your code. It is still a good idea to keep them all at the bottom for organization though! - Neither square will be drawn. There is an error in the code.: Neither square will be drawn. There is an error in the code. - The green square will be drawn but the red one will not You cannot call functions before they are created.: The green square will be drawn but the red one will not You cannot call functions before they are created. - The red square will be drawn but the green one will not. You cannot call functions after they are created.: The red square will be drawn but the green one will not. You cannot call functions after they are created. - CSD U3 Functions Prediction define first_2018: - Both squares will be drawn. You can create functions anywhere you like in your code.: Both squares will be drawn. You can create functions anywhere you like in your code. - ? Functions can be created anywhere you like in your code. It is still a good idea to keep them all at the bottom for organization though! - : Functions can be created anywhere you like in your code. It is still a good idea to keep them all at the bottom for organization though! - Neither square will be drawn. There is an error in the code.: Neither square will be drawn. There is an error in the code. - The green square will be drawn but the red one will not You cannot call functions before they are created.: The green square will be drawn but the red one will not You cannot call functions before they are created. - The red square will be drawn but the green one will not. You cannot call functions after they are created.: The red square will be drawn but the green one will not. You cannot call functions after they are created. - CSD U3 Sprite Movement Predict Multi: - "": "" - "": "" - "": "" - "": "" - Read this program and predict which of the following animations will be produced.: Read this program and predict which of the following animations will be produced. - CSD U3 Sprite Movement Predict Multi_2018: - "": "" - "": "" - "": "" - "": "" - Read this program and predict which of the following animations will be produced.: Read this program and predict which of the following animations will be produced. - CSD U3 Sprites intro predict multi: - ? '' - : '' - ? '' - : '' - ? '' - : '' - ? '' - : '' - When run, where will the sprite mySprite be located?: When run, where will the sprite mySprite be located? - CSD U3 Sprites intro predict multi_2018: - ? '' - : '' - ? '' - : '' - ? '' - : '' - ? '' - : '' - When run, where will the sprite mySprite be located?: When run, where will the sprite mySprite be located? - CSD U3 Variables Reassign Predict Multi: - A 10 will be displayed. Once a variable is full you cannot put another value in it: A 10 will be displayed. Once a variable is full you cannot put another value in it - A 20 will be displayed. New values replace old values in a variable: A 20 will be displayed. New values replace old values in a variable - A 30 will be displayed. Variables grow as you add more to them: A 30 will be displayed. Variables grow as you add more to them - An error will be generated.: An error will be generated. - CSD U3 displace Prediction: - The feather will continue up for a while, then start to fall again.: The feather will continue up for a while, then start to fall again. - The feather will continue up.: The feather will continue up. - The feather will start to fall again.: The feather will start to fall again. - The feather will stop moving: The feather will stop moving - CSD U6 array multi: - : - : - : - Using Arrays: Using Arrays - What will App Lab display when the code on the left is run?: What will App Lab display when the code on the left is run? - CSD U6 array multi_2018: - : - : - : - Using Arrays: Using Arrays - What will App Lab display when the code on the left is run?: What will App Lab display when the code on the left is run? - CSD U6 setProperty predict multi: - '': '' - '': '' - '': '' - '': '' - Make a Prediction: Make a Prediction - Read the code and predict what this app will look like when run.: Read the code and predict what this app will look like when run. - CSD U6 setProperty predict multi_2018: - '': '' - '': '' - '': '' - '': '' - Make a Prediction: Make a Prediction - Read the code and predict what this app will look like when run.: Read the code and predict what this app will look like when run. - CSDU4 Screens Predict Multi: - About: About - Contact Us: Contact Us - Use It: Use It - Which screen with the "Contact Us" button switch to?: Which screen with the "Contact Us" button switch to? - CSDU6 - timed loop predict counter multi: - '0': '0' - '1': '1' - '2': '2' - '3': '3' - '4': '4' - How many times will the word 'looped' be printed in the console?: How many times will the word 'looped' be printed in the console? - inifinite: inifinite - CSDU6 - timed loop question for: - The button background will be violet: The button background will be violet - The button background will change to each of the colors in the list: The button background will change to each of the colors in the list - The button background will not change: The button background will not change - The button will change background color each time it is clicked: The button will change background color each time it is clicked - When you run this code, what will you see?: When you run this code, what will you see? - CSDU6 LED predict multi: - Alternate between on and off each click: Alternate between on and off each click - Blink on and off randomly: Blink on and off randomly - ? Here's a new block called led.toggle(). In this program led.toggle() is called every time you click the red button. What do you think will happen when you click the repeatedly? - : Here's a new block called led.toggle(). In this program led.toggle() is called every time you click the red button. What do you think will happen when you click the repeatedly? - Never turn on: Never turn on - Turn on and stay on: Turn on and stay on - 'CSP U4L04 Assessment 1 ': - Question: Question - right answer: right answer - wrong answer: wrong answer - CSP Unit 1 Ch 1 MC binary def: - ? 'As a consequence of history: early pioneers of computing were making secret codes in binary, and this simply evolved into modern computing.' - : 'As a consequence of history: early pioneers of computing were making secret codes in binary, and this simply evolved into modern computing.' - It's easier, cheaper, and more reliable to build machines and devices that only have to distinguish between binary states.: It's easier, cheaper, and more reliable to build machines and devices that only have to distinguish between binary states. - It's impossible to build a computing machine that uses anything but binary to represent numbers: It's impossible to build a computing machine that uses anything but binary to represent numbers - The binary number system is the only system flexible enough to allow for representing data other than numbers.: The binary number system is the only system flexible enough to allow for representing data other than numbers. - What is the best explanation for why digital data is represented in computers in binary?: What is the best explanation for why digital data is represented in computers in binary? - What's Binary?: What's Binary? - CSP Unit 1 Ch 1 MC binary def_2018: - ? 'It typically takes fewer digits to represent a number in binary when compared to other number systems (for example, the decimal number system) ' - : 'It typically takes fewer digits to represent a number in binary when compared to other number systems (for example, the decimal number system) ' - It's easier, cheaper, and more reliable to build machines and devices that only have to distinguish between binary states.: It's easier, cheaper, and more reliable to build machines and devices that only have to distinguish between binary states. - It's impossible to build a computing machine that uses anything but binary to represent numbers: It's impossible to build a computing machine that uses anything but binary to represent numbers - The binary number system is the only system flexible enough to allow for representing data other than numbers.: The binary number system is the only system flexible enough to allow for representing data other than numbers. - What is the best explanation for why digital data is represented in computers in binary?: What is the best explanation for why digital data is represented in computers in binary? - What's Binary?: What's Binary? - CSP Unit 1 Ch 1 MC binary def_exam_prep: - ? 'As a consequence of history: early pioneers of computing were making secret codes in binary, and this simply evolved into modern computing.' - : 'As a consequence of history: early pioneers of computing were making secret codes in binary, and this simply evolved into modern computing.' - It's easier, cheaper, and more reliable to build machines and devices that only have to distinguish between binary states.: It's easier, cheaper, and more reliable to build machines and devices that only have to distinguish between binary states. - It's impossible to build a computing machine that uses anything but binary to represent numbers: It's impossible to build a computing machine that uses anything but binary to represent numbers - The binary number system is the only system flexible enough to allow for representing data other than numbers.: The binary number system is the only system flexible enough to allow for representing data other than numbers. - What is the best explanation for why digital data is represented in computers in binary?: What is the best explanation for why digital data is represented in computers in binary? - What's Binary?: What's Binary? - CSP Unit 1 Ch 1 MC binary to dec simple: - '0010': '0010' - '0101': '0101' - '0110': '0110' - '1010': '1010' - Decimal to Binary: Decimal to Binary - What is the 4-bit binary number for the decimal number Ten (10)?: What is the 4-bit binary number for the decimal number Ten (10)? - CSP Unit 1 Ch 1 MC binary to dec simple_2018: - '0010': '0010' - '0101': '0101' - '0110': '0110' - '1010': '1010' - Decimal to Binary: Decimal to Binary - What is the 4-bit binary number for the decimal number Ten (10)?: What is the 4-bit binary number for the decimal number Ten (10)? - CSP Unit 1 Ch 1 MC binary to dec simple_exam_prep: - '0010': '0010' - '0101': '0101' - '0110': '0110' - '1010': '1010' - Decimal to Binary: Decimal to Binary - What is the 4-bit binary number for the decimal number Ten (10)?: What is the 4-bit binary number for the decimal number Ten (10)? - CSP Unit 1 Ch 1 MC bits to make 512: - 10 bits: 10 bits - 16 bits: 16 bits - 17 bits: 17 bits - 8 bits is enough to represent 256 different numbers. How many total bits do you need to represent 512 (twice as many) numbers?: 8 bits is enough to represent 256 different numbers. How many total bits do you need to represent 512 (twice as many) numbers? - 9 bits: 9 bits - How Many Bits?: How Many Bits? - CSP Unit 1 Ch 1 MC bits to make 512_2018: - 10 bits: 10 bits - 16 bits: 16 bits - 17 bits: 17 bits - 8 bits is enough to represent 256 different numbers. How many total bits do you need to represent 512 (twice as many) numbers?: 8 bits is enough to represent 256 different numbers. How many total bits do you need to represent 512 (twice as many) numbers? - 9 bits: 9 bits - How Many Bits?: How Many Bits? - CSP Unit 1 Ch 1 MC bits to make 512_exam_prep: - 10 bits: 10 bits - 16 bits: 16 bits - 17 bits: 17 bits - 8 bits is enough to represent 256 different numbers. How many total bits do you need to represent 512 (twice as many) numbers?: 8 bits is enough to represent 256 different numbers. How many total bits do you need to represent 512 (twice as many) numbers? - 9 bits: 9 bits - How Many Bits?: How Many Bits? - CSP Unit 1 Ch 2 MC internet layers: - " ": " " - DNS relies on TCP/IP: DNS relies on TCP/IP - HTTP relies on TCP/IP: HTTP relies on TCP/IP - Layers of Protocols: Layers of Protocols - TCP/IP relies on DNS: TCP/IP relies on DNS - TCP/IP relies on HTTP: TCP/IP relies on HTTP - CSP Unit 1 Ch 2 MC internet layers_2018: - " ": " " - DNS relies on TCP/IP: DNS relies on TCP/IP - HTTP relies on TCP/IP: HTTP relies on TCP/IP - Layers of Protocols: Layers of Protocols - TCP/IP relies on DNS: TCP/IP relies on DNS - TCP/IP relies on HTTP: TCP/IP relies on HTTP - CSP Unit 1 Ch 2 MC internet layers_exam_prep: - " ": " " - DNS relies on TCP/IP: DNS relies on TCP/IP - HTTP relies on TCP/IP: HTTP relies on TCP/IP - Layers of Protocols: Layers of Protocols - TCP/IP relies on DNS: TCP/IP relies on DNS - TCP/IP relies on HTTP: TCP/IP relies on HTTP - CSP Unit 1 Ch 2 MC packets: - Messages are broken into packets to improve reliability of the internet: Messages are broken into packets to improve reliability of the internet - Packets: Packets - Packets are numbered so if they arrive out of order the message can be reassembled.: Packets are numbered so if they arrive out of order the message can be reassembled. - Packets can be routed on different paths from sender to receiver.: Packets can be routed on different paths from sender to receiver. - TCP guarantees that no packets are ever dropped: TCP guarantees that no packets are ever dropped - Which of the following is NOT true about TCP/IP packets?: Which of the following is NOT true about TCP/IP packets? - CSP Unit 1 Ch 2 MC packets_2018: - Messages are broken into packets to improve reliability of the internet: Messages are broken into packets to improve reliability of the internet - Packets: Packets - Packets are numbered so if they arrive out of order the message can be reassembled.: Packets are numbered so if they arrive out of order the message can be reassembled. - Packets can be routed on different paths from sender to receiver.: Packets can be routed on different paths from sender to receiver. - TCP guarantees that no packets are ever dropped: TCP guarantees that no packets are ever dropped - Which of the following is NOT true about TCP/IP packets?: Which of the following is NOT true about TCP/IP packets? - CSP Unit 1 Ch 2 MC packets_exam_prep: - Messages are broken into packets to improve reliability of the internet: Messages are broken into packets to improve reliability of the internet - Packets: Packets - Packets are numbered so if they arrive out of order the message can be reassembled.: Packets are numbered so if they arrive out of order the message can be reassembled. - Packets can be routed on different paths from sender to receiver.: Packets can be routed on different paths from sender to receiver. - TCP guarantees that no packets are ever dropped: TCP guarantees that no packets are ever dropped - Which of the following is NOT true about TCP/IP packets?: Which of the following is NOT true about TCP/IP packets? - CSP Unit 2 Ch 1 MC kilo v mega: - 1,000 times bigger: 1,000 times bigger - 1,000,000 times bigger: 1,000,000 times bigger - 1,000,000,000 times bigger: 1,000,000,000 times bigger - 100,000 times bigger: 100,000 times bigger - Approximately how much bigger (how many more bytes) is a megabyte than a kilobyte?: Approximately how much bigger (how many more bytes) is a megabyte than a kilobyte? - How much bigger?: How much bigger? - CSP Unit 2 Ch 1 MC kilo v mega_2018: - 1,000 times bigger: 1,000 times bigger - 1,000,000 times bigger: 1,000,000 times bigger - 1,000,000,000 times bigger: 1,000,000,000 times bigger - 100,000 times bigger: 100,000 times bigger - Approximately how much bigger (how many more bytes) is a megabyte than a kilobyte?: Approximately how much bigger (how many more bytes) is a megabyte than a kilobyte? - How much bigger?: How much bigger? - CSP Unit 2 Ch 1 MC kilo v mega_exam_prep: - 1,000 times bigger: 1,000 times bigger - 1,000,000 times bigger: 1,000,000 times bigger - 1,000,000,000 times bigger: 1,000,000,000 times bigger - 100,000 times bigger: 100,000 times bigger - Approximately how much bigger (how many more bytes) is a megabyte than a kilobyte?: Approximately how much bigger (how many more bytes) is a megabyte than a kilobyte? - How much bigger?: How much bigger? - CSP Unit 2 Ch 1 metadata: - " ": " " - data: data - megadata: megadata - metadata: metadata - predata: predata - superdata: superdata - CSP Unit 2 Ch 1 metadata_2018: - " ": " " - data: data - megadata: megadata - metadata: metadata - predata: predata - superdata: superdata - CSP Unit 2 Ch 1 metadata_exam_prep: - " ": " " - data: data - megadata: megadata - metadata: metadata - predata: predata - superdata: superdata - CSP Unit 2 Ch 2 MC IETF: - A collection of the leaders of the Tier 1 Internet service providers.: A collection of the leaders of the Tier 1 Internet service providers. - A loosely organized collection of citizens and engineers.: A loosely organized collection of citizens and engineers. - An International coalition of government agencies who oversee the Internet in their countries.: An International coalition of government agencies who oversee the Internet in their countries. - Political leaders and heads of state.: Political leaders and heads of state. - The IETF: The IETF - ? 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - : 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - There are no members. IETF is an "organization" in name only.: There are no members. IETF is an "organization" in name only. - CSP Unit 2 Ch 2 MC IETF_2018: - A collection of the leaders of the Tier 1 Internet service providers.: A collection of the leaders of the Tier 1 Internet service providers. - A loosely organized collection of citizens and engineers.: A loosely organized collection of citizens and engineers. - An International coalition of government agencies who oversee the Internet in their countries.: An International coalition of government agencies who oversee the Internet in their countries. - Political leaders and heads of state.: Political leaders and heads of state. - The IETF: The IETF - ? 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - : 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - There are no members. IETF is an "organization" in name only.: There are no members. IETF is an "organization" in name only. - CSP Unit 2 Ch 2 MC IETF_exam_prep: - A collection of the leaders of the Tier 1 Internet service providers.: A collection of the leaders of the Tier 1 Internet service providers. - A loosely organized collection of citizens and engineers.: A loosely organized collection of citizens and engineers. - An International coalition of government agencies who oversee the Internet in their countries.: An International coalition of government agencies who oversee the Internet in their countries. - Political leaders and heads of state.: Political leaders and heads of state. - The IETF: The IETF - ? 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - : 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - There are no members. IETF is an "organization" in name only.: There are no members. IETF is an "organization" in name only. - CSP Unit 2 Ch 2 MC data bias: - " ": " " - Data Bias: Data Bias - She learns that responses were collected only by mobile app.: She learns that responses were collected only by mobile app. - ? She learns that the survey administrators only asked a representative sample of students, rather than every student in each state. - : She learns that the survey administrators only asked a representative sample of students, rather than every student in each state. - She learns that the survey was only available to students who scored at the top 10% on the PSAT.: She learns that the survey was only available to students who scored at the top 10% on the PSAT. - She learns the survey was available to complete in both digital and paper form.: She learns the survey was available to complete in both digital and paper form. - CSP Unit 2 Ch 2 MC data bias_2018: - " ": " " - Data Bias: Data Bias - She learns that responses were collected only by mobile app.: She learns that responses were collected only by mobile app. - ? She learns that the survey administrators only asked a representative sample of students, rather than every student in each state. - : She learns that the survey administrators only asked a representative sample of students, rather than every student in each state. - She learns that the survey was only available to students who scored at the top 10% on the PSAT.: She learns that the survey was only available to students who scored at the top 10% on the PSAT. - She learns the survey was available to complete in both digital and paper form.: She learns the survey was available to complete in both digital and paper form. - CSP Unit 2 Ch 2 MC data bias_exam_prep: - " ": " " - Data Bias: Data Bias - She learns that responses were collected only by mobile app.: She learns that responses were collected only by mobile app. - ? She learns that the survey administrators only asked a representative sample of students, rather than every student in each state. - : She learns that the survey administrators only asked a representative sample of students, rather than every student in each state. - She learns that the survey was only available to students who scored at the top 10% on the PSAT.: She learns that the survey was only available to students who scored at the top 10% on the PSAT. - She learns the survey was available to complete in both digital and paper form.: She learns the survey was available to complete in both digital and paper form. - CSP Unit 2 Ch 2 MC google trends: - " ": " " - ? Generally speaking, since 2009 more people use "red" in their search terms more than they use "blue", "yellow", "green", or "purple" - : Generally speaking, since 2009 more people use "red" in their search terms more than they use "blue", "yellow", "green", or "purple" - ? Generally speaking, the volume of internet searches is increasing over time because the number of people using the internet is also increasing. - : Generally speaking, the volume of internet searches is increasing over time because the number of people using the internet is also increasing. - Since sometime around 2009, red has become the favorite color of more people: Since sometime around 2009, red has become the favorite color of more people - ? The general decline in the search term "yellow" might be due to the decline of searches for yellow taxis, as car sharing services have become more popular - : The general decline in the search term "yellow" might be due to the decline of searches for yellow taxis, as car sharing services have become more popular - What's it showing?: What's it showing? - CSP Unit 2 Ch 2 MC google trends_2018: - " ": " " - ? Generally speaking, since 2009 more people use "red" in their search terms more than they use "blue", "yellow", "green", or "purple" - : Generally speaking, since 2009 more people use "red" in their search terms more than they use "blue", "yellow", "green", or "purple" - ? Generally speaking, the volume of internet searches is increasing over time because the number of people using the internet is also increasing. - : Generally speaking, the volume of internet searches is increasing over time because the number of people using the internet is also increasing. - Since sometime around 2009, red has become the favorite color of more people: Since sometime around 2009, red has become the favorite color of more people - ? The general decline in the search term "yellow" might be due to the decline of searches for yellow taxis, as car sharing services have become more popular - : The general decline in the search term "yellow" might be due to the decline of searches for yellow taxis, as car sharing services have become more popular - What's it showing?: What's it showing? - CSP Unit 2 Ch 2 MC google trends_exam_prep: - " ": " " - ? Generally speaking, since 2009 more people use "red" in their search terms more than they use "blue", "yellow", "green", or "purple" - : Generally speaking, since 2009 more people use "red" in their search terms more than they use "blue", "yellow", "green", or "purple" - ? Generally speaking, the volume of internet searches is increasing over time because the number of people using the internet is also increasing. - : Generally speaking, the volume of internet searches is increasing over time because the number of people using the internet is also increasing. - Since sometime around 2009, red has become the favorite color of more people: Since sometime around 2009, red has become the favorite color of more people - ? The general decline in the search term "yellow" might be due to the decline of searches for yellow taxis, as car sharing services have become more popular - : The general decline in the search term "yellow" might be due to the decline of searches for yellow taxis, as car sharing services have become more popular - What's it showing?: What's it showing? - CSP Unit 2 Ch 2 MC routing simple: - A packet traveling between two computers on the Internet may be rerouted many times along the way or even lost or "dropped".: A packet traveling between two computers on the Internet may be rerouted many times along the way or even lost or "dropped". - Protocols ensure that a single path between two computers is established before sending packets over it.: Protocols ensure that a single path between two computers is established before sending packets over it. - 'Routers act independently and route packets as they see fit. ': 'Routers act independently and route packets as they see fit. ' - ? Routers are hierarchical and the "root" router is responsible for communicating to sub-routers the best paths for them to route internet traffic. - : Routers are hierarchical and the "root" router is responsible for communicating to sub-routers the best paths for them to route internet traffic. - Routing: Routing - Which of the following statements are true about routers and routing on the Internet. Choose two answers.: Which of the following statements are true about routers and routing on the Internet. Choose two answers. - CSP Unit 2 Ch 2 MC routing simple_2018: - A packet traveling between two computers on the Internet may be rerouted many times along the way or even lost or "dropped".: A packet traveling between two computers on the Internet may be rerouted many times along the way or even lost or "dropped". - Protocols ensure that a single path between two computers is established before sending packets over it.: Protocols ensure that a single path between two computers is established before sending packets over it. - 'Routers act independently and route packets as they see fit. ': 'Routers act independently and route packets as they see fit. ' - ? Routers are hierarchical and the "root" router is responsible for communicating to sub-routers the best paths for them to route internet traffic. - : Routers are hierarchical and the "root" router is responsible for communicating to sub-routers the best paths for them to route internet traffic. - Routing: Routing - Which of the following statements are true about routers and routing on the Internet. Choose two answers.: Which of the following statements are true about routers and routing on the Internet. Choose two answers. - CSP Unit 2 Ch 2 MC routing simple_exam_prep: - A packet traveling between two computers on the Internet may be rerouted many times along the way or even lost or "dropped".: A packet traveling between two computers on the Internet may be rerouted many times along the way or even lost or "dropped". - Protocols ensure that a single path between two computers is established before sending packets over it.: Protocols ensure that a single path between two computers is established before sending packets over it. - 'Routers act independently and route packets as they see fit. ': 'Routers act independently and route packets as they see fit. ' - ? Routers are hierarchical and the "root" router is responsible for communicating to sub-routers the best paths for them to route internet traffic. - : Routers are hierarchical and the "root" router is responsible for communicating to sub-routers the best paths for them to route internet traffic. - Routing: Routing - Which of the following statements are true about routers and routing on the Internet. Choose two answers.: Which of the following statements are true about routers and routing on the Internet. Choose two answers. - CSP Unit 2 Ch 2 MC worst viz: - " ": " " - Chart A (Line Chart): Chart A (Line Chart) - Chart B (Vertical Bar Chart): Chart B (Vertical Bar Chart) - Chart C (Stacked Line Chart): Chart C (Stacked Line Chart) - Chart D (Stacked Vertical Bar Chart): Chart D (Stacked Vertical Bar Chart) - Which is the Best?: Which is the Best? - CSP Unit 2 Ch 2 MC worst viz_2018: - " ": " " - Chart A (Line Chart): Chart A (Line Chart) - Chart B (Vertical Bar Chart): Chart B (Vertical Bar Chart) - Chart C (Stacked Line Chart): Chart C (Stacked Line Chart) - Chart D (Stacked Vertical Bar Chart): Chart D (Stacked Vertical Bar Chart) - Which is the Best?: Which is the Best? - CSP Unit 2 Ch 2 MC worst viz_exam_prep: - " ": " " - Chart A (Line Chart): Chart A (Line Chart) - Chart B (Vertical Bar Chart): Chart B (Vertical Bar Chart) - Chart C (Stacked Line Chart): Chart C (Stacked Line Chart) - Chart D (Stacked Vertical Bar Chart): Chart D (Stacked Vertical Bar Chart) - Which is the Best?: Which is the Best? - CSP Unit 2 Ch2 MC data cleaning: - " ": " " - Data Cleaning: Data Cleaning - ? 'Group similar areas of study into a single area of study. For example: grouping Applied Mathematics and Mathematics together into "Mathematics"' - : 'Group similar areas of study into a single area of study. For example: grouping Applied Mathematics and Mathematics together into "Mathematics"' - Removing the entire row with home state "adsfas" and recomputing: Removing the entire row with home state "adsfas" and recomputing - Round up all non-integer values for "Likelihood of staying in state": Round up all non-integer values for "Likelihood of staying in state" - Translate all states into their two-letter state code: Translate all states into their two-letter state code - CSP Unit 2 Ch2 MC data cleaning_2018: - " ": " " - Data Cleaning: Data Cleaning - ? 'Group similar areas of study into a single area of study. For example: grouping Applied Mathematics and Mathematics together into "Mathematics"' - : 'Group similar areas of study into a single area of study. For example: grouping Applied Mathematics and Mathematics together into "Mathematics"' - Removing the entire row with home state "adsfas" and recomputing: Removing the entire row with home state "adsfas" and recomputing - Round up all non-integer values for "Likelihood of staying in state": Round up all non-integer values for "Likelihood of staying in state" - Translate all states into their two-letter state code: Translate all states into their two-letter state code - CSP Unit 2 Ch2 MC data cleaning_exam_prep: - " ": " " - Data Cleaning: Data Cleaning - ? 'Group similar areas of study into a single area of study. For example: grouping Applied Mathematics and Mathematics together into "Mathematics"' - : 'Group similar areas of study into a single area of study. For example: grouping Applied Mathematics and Mathematics together into "Mathematics"' - Removing the entire row with home state "adsfas" and recomputing: Removing the entire row with home state "adsfas" and recomputing - Round up all non-integer values for "Likelihood of staying in state": Round up all non-integer values for "Likelihood of staying in state" - Translate all states into their two-letter state code: Translate all states into their two-letter state code - CSP Unit 2 ch 2 MC trends as predictors: - " ": " " - Search Trends: Search Trends - Search trends are accurate and reliable predictors of future events that fully represent society at large.: Search trends are accurate and reliable predictors of future events that fully represent society at large. - Search trends are accurate and reliable predictors of future events that may not fully represent society at large.: Search trends are accurate and reliable predictors of future events that may not fully represent society at large. - Search trends are imperfect predictors of future events that fully represent society at large.: Search trends are imperfect predictors of future events that fully represent society at large. - Search trends are imperfect predictors of future events that may not fully represent society at large.: Search trends are imperfect predictors of future events that may not fully represent society at large. - CSP Unit 2 ch 2 MC trends as predictors_2018: - " ": " " - Search Trends: Search Trends - Search trends are accurate and reliable predictors of future events that fully represent society at large.: Search trends are accurate and reliable predictors of future events that fully represent society at large. - Search trends are accurate and reliable predictors of future events that may not fully represent society at large.: Search trends are accurate and reliable predictors of future events that may not fully represent society at large. - Search trends are imperfect predictors of future events that fully represent society at large.: Search trends are imperfect predictors of future events that fully represent society at large. - Search trends are imperfect predictors of future events that may not fully represent society at large.: Search trends are imperfect predictors of future events that may not fully represent society at large. - CSP Unit 2 ch 2 MC trends as predictors_exam_prep: - " ": " " - Search Trends: Search Trends - Search trends are accurate and reliable predictors of future events that fully represent society at large.: Search trends are accurate and reliable predictors of future events that fully represent society at large. - Search trends are accurate and reliable predictors of future events that may not fully represent society at large.: Search trends are accurate and reliable predictors of future events that may not fully represent society at large. - Search trends are imperfect predictors of future events that fully represent society at large.: Search trends are imperfect predictors of future events that fully represent society at large. - Search trends are imperfect predictors of future events that may not fully represent society at large.: Search trends are imperfect predictors of future events that may not fully represent society at large. - CSP Unit2 Ch 1 MC hex rgb: - " ": " " - 00F: 00F - 12-bit Red: 12-bit Red - F00: F00 - FF00: FF00 - FF0000: FF0000 - CSP Unit2 Ch 1 MC hex rgb_2018: - " ": " " - 00F: 00F - 12-bit Red: 12-bit Red - F00: F00 - FF00: FF00 - FF0000: FF0000 - CSP Unit2 Ch 1 MC hex rgb_exam_prep: - " ": " " - 00F: 00F - 12-bit Red: 12-bit Red - F00: F00 - FF00: FF00 - FF0000: FF0000 - CSP Unit2 Ch1 MC megabyte: - How big is it?: How big is it? - Select the answer that lists the units of bytes in ascending order (from smallest to largest): Select the answer that lists the units of bytes in ascending order (from smallest to largest) - gigabyte, megabyte, terabyte: gigabyte, megabyte, terabyte - gigabyte, terabyte, megabyte: gigabyte, terabyte, megabyte - kilobyte, gigabyte, terabyte: kilobyte, gigabyte, terabyte - megabyte, terabyte, kilobyte: megabyte, terabyte, kilobyte - CSP Unit2 Ch1 MC megabyte_2018: - How big is it?: How big is it? - Select the answer that lists the units of bytes in ascending order (from smallest to largest): Select the answer that lists the units of bytes in ascending order (from smallest to largest) - gigabyte, megabyte, terabyte: gigabyte, megabyte, terabyte - gigabyte, terabyte, megabyte: gigabyte, terabyte, megabyte - kilobyte, gigabyte, terabyte: kilobyte, gigabyte, terabyte - megabyte, terabyte, kilobyte: megabyte, terabyte, kilobyte - CSP Unit2 Ch1 MC megabyte_exam_prep: - How big is it?: How big is it? - Select the answer that lists the units of bytes in ascending order (from smallest to largest): Select the answer that lists the units of bytes in ascending order (from smallest to largest) - gigabyte, megabyte, terabyte: gigabyte, megabyte, terabyte - gigabyte, terabyte, megabyte: gigabyte, terabyte, megabyte - kilobyte, gigabyte, terabyte: kilobyte, gigabyte, terabyte - megabyte, terabyte, kilobyte: megabyte, terabyte, kilobyte - CSP longitudinal agree to contact: - 'no': 'no' - 'yes': 'yes' - CSP verify 18: - Are you 18 years old (or older)?: Are you 18 years old (or older)? - 'No': 'No' - 'Yes': 'Yes' - CSPFinal_Question_1: - Add a bit to studentID to double the number of IDs that the database can represent.: Add a bit to studentID to double the number of IDs that the database can represent. - Double the number of bits in studentID to double the number of IDs that the database can represent: Double the number of bits in studentID to double the number of IDs that the database can represent - Keep using an 8-bit number for studentID but reserve the first bit to indicate middle school or high school.: Keep using an 8-bit number for studentID but reserve the first bit to indicate middle school or high school. - Remove a bit from studentID to make room for incoming students: Remove a bit from studentID to make room for incoming students - CSPFinal_Question_10: - I and II only: I and II only - I and III only: I and III only - II and III only: II and III only - II only: II only - CSPFinal_Question_11: - I and II only: I and II only - I and III only: I and III only - I, II, and III: I, II, and III - II and III only: II and III only - CSPFinal_Question_12: - High level protocols can take on the role of a low level protocol in the event of failure in the system.: High level protocols can take on the role of a low level protocol in the event of failure in the system. - High level protocols take into account specific implementation details of lower level protocols to ensure they are compatible.: High level protocols take into account specific implementation details of lower level protocols to ensure they are compatible. - Low level protocols are written in binary while high level protocols are written in hexadecimal.: Low level protocols are written in binary while high level protocols are written in hexadecimal. - Low level protocols can provide functionality to high level protocols without revealing the details of how this is accomplished.: Low level protocols can provide functionality to high level protocols without revealing the details of how this is accomplished. - CSPFinal_Question_12_2018: - High level protocols can take on the role of a low level protocol in the event of failure in the system.: High level protocols can take on the role of a low level protocol in the event of failure in the system. - High level protocols take into account specific implementation details of lower level protocols to ensure they are compatible.: High level protocols take into account specific implementation details of lower level protocols to ensure they are compatible. - Low level protocols are written in binary while high level protocols are written in hexadecimal.: Low level protocols are written in binary while high level protocols are written in hexadecimal. - Low level protocols can provide functionality to high level protocols without revealing the details of how this is accomplished.: Low level protocols can provide functionality to high level protocols without revealing the details of how this is accomplished. - CSPFinal_Question_12_exam_prep: - High level protocols can take on the role of a low level protocol in the event of failure in the system.: High level protocols can take on the role of a low level protocol in the event of failure in the system. - High level protocols take into account specific implementation details of lower level protocols to ensure they are compatible.: High level protocols take into account specific implementation details of lower level protocols to ensure they are compatible. - Low level protocols are written in binary while high level protocols are written in hexadecimal.: Low level protocols are written in binary while high level protocols are written in hexadecimal. - Low level protocols can provide functionality to high level protocols without revealing the details of how this is accomplished.: Low level protocols can provide functionality to high level protocols without revealing the details of how this is accomplished. - CSPFinal_Question_13: - "
dieRoll = 2
": "
dieRoll = 2
" - "
dieRoll = evenCounter + RollCounter
": "
dieRoll = evenCounter + RollCounter
" - "
evenCounter * 2 = rollCounter
": "
evenCounter * 2 = rollCounter
" - "
rollCounter = 5
": "
rollCounter = 5
" - CSPFinal_Question_14: - temperature = 30, dewpoint = 25: temperature = 30, dewpoint = 25 - temperature = 30, dewpoint = 30: temperature = 30, dewpoint = 30 - temperature = 35, dewpoint = 30: temperature = 35, dewpoint = 30 - temperature = 35, dewpoint = 40: temperature = 35, dewpoint = 40 - CSPFinal_Question_15: - A computationally hard problem to which an approximate result will suffice.: A computationally hard problem to which an approximate result will suffice. - A computationally hard problem to which an exact result is necessary.: A computationally hard problem to which an exact result is necessary. - A non-computationally hard problem to which an approximate result will suffice.: A non-computationally hard problem to which an approximate result will suffice. - A non-computationally hard problem to which an exact result is necessary.: A non-computationally hard problem to which an exact result is necessary. - CSPFinal_Question_16: - It displays the difference between a and b: It displays the difference between a and b - It displays the product of a and b: It displays the product of a and b - 'It displays the sum of a and b ': 'It displays the sum of a and b ' - It runs in an infinite loop: It runs in an infinite loop - CSPFinal_Question_17: - ? Public key encryption is a highly secure encryption scheme that in which a single shared key is used by both the sender and receiver of the message. - : Public key encryption is a highly secure encryption scheme that in which a single shared key is used by both the sender and receiver of the message. - Public key encryption is an encryption method which relies on separate keys for encrypting and decrypting information.: Public key encryption is an encryption method which relies on separate keys for encrypting and decrypting information. - Public key encryption makes use of certain types of problems which are easier for humans to solve than computers.: Public key encryption makes use of certain types of problems which are easier for humans to solve than computers. - Public key encryption makes use of mathematical problems which no algorithm can be used to solve.: Public key encryption makes use of mathematical problems which no algorithm can be used to solve. - CSPFinal_Question_17_2018: - ? Public key encryption is a highly secure encryption scheme that in which a single shared key is used by both the sender and receiver of the message. - : Public key encryption is a highly secure encryption scheme that in which a single shared key is used by both the sender and receiver of the message. - Public key encryption is an encryption method which relies on separate keys for encrypting and decrypting information.: Public key encryption is an encryption method which relies on separate keys for encrypting and decrypting information. - Public key encryption makes use of certain types of problems which are easier for humans to solve than computers.: Public key encryption makes use of certain types of problems which are easier for humans to solve than computers. - Public key encryption makes use of mathematical problems which no algorithm can be used to solve.: Public key encryption makes use of mathematical problems which no algorithm can be used to solve. - CSPFinal_Question_17_exam_prep: - ? Public key encryption is a highly secure encryption scheme that in which a single shared key is used by both the sender and receiver of the message. - : Public key encryption is a highly secure encryption scheme that in which a single shared key is used by both the sender and receiver of the message. - Public key encryption is an encryption method which relies on separate keys for encrypting and decrypting information.: Public key encryption is an encryption method which relies on separate keys for encrypting and decrypting information. - Public key encryption makes use of certain types of problems which are easier for humans to solve than computers.: Public key encryption makes use of certain types of problems which are easier for humans to solve than computers. - Public key encryption makes use of mathematical problems which no algorithm can be used to solve.: Public key encryption makes use of mathematical problems which no algorithm can be used to solve. - CSPFinal_Question_18: - Chrome Sampling transformation: Chrome Sampling transformation - Lossless transformation: Lossless transformation - Lossy transformation: Lossy transformation - Multiband transformation: Multiband transformation - ? The colors of the pixels in a digital image are often represented by red, green, and blue values between 0 and 255 (an RGB triplet). A photographer is manipulating a digital image to lighten it because all of the RGB values in the image are less than 100, making it very dark. He does this by adding 20 to the R, G, and B values of each pixel, then overwriting the original image. What type of transformation is the photographer using on the digital image? - : The colors of the pixels in a digital image are often represented by red, green, and blue values between 0 and 255 (an RGB triplet). A photographer is manipulating a digital image to lighten it because all of the RGB values in the image are less than 100, making it very dark. He does this by adding 20 to the R, G, and B values of each pixel, then overwriting the original image. What type of transformation is the photographer using on the digital image? - CSPFinal_Question_18_2018: - Chrome Sampling transformation: Chrome Sampling transformation - Lossless transformation: Lossless transformation - Lossy transformation: Lossy transformation - Multiband transformation: Multiband transformation - ? The colors of the pixels in a digital image are often represented by red, green, and blue values between 0 and 255 (an RGB triplet). A photographer is manipulating a digital image to lighten it because all of the RGB values in the image are less than 100, making it very dark. He does this by adding 20 to the R, G, and B values of each pixel, then overwriting the original image. What type of transformation is the photographer using on the digital image? - : The colors of the pixels in a digital image are often represented by red, green, and blue values between 0 and 255 (an RGB triplet). A photographer is manipulating a digital image to lighten it because all of the RGB values in the image are less than 100, making it very dark. He does this by adding 20 to the R, G, and B values of each pixel, then overwriting the original image. What type of transformation is the photographer using on the digital image? - CSPFinal_Question_18_exam_prep: - Chrome Sampling transformation: Chrome Sampling transformation - Lossless transformation: Lossless transformation - Lossy transformation: Lossy transformation - Multiband transformation: Multiband transformation - ? The colors of the pixels in a digital image are often represented by red, green, and blue values between 0 and 255 (an RGB triplet). A photographer is manipulating a digital image to lighten it because all of the RGB values in the image are less than 100, making it very dark. He does this by adding 20 to the R, G, and B values of each pixel, then overwriting the original image. What type of transformation is the photographer using on the digital image? - : The colors of the pixels in a digital image are often represented by red, green, and blue values between 0 and 255 (an RGB triplet). A photographer is manipulating a digital image to lighten it because all of the RGB values in the image are less than 100, making it very dark. He does this by adding 20 to the R, G, and B values of each pixel, then overwriting the original image. What type of transformation is the photographer using on the digital image? - CSPFinal_Question_19: - Asymmetric encryption: Asymmetric encryption - Lossless compression: Lossless compression - Lossy compression: Lossy compression - Steganography: Steganography - CSPFinal_Question_1_2018: - Add a bit to studentID to double the number of IDs that the database can represent.: Add a bit to studentID to double the number of IDs that the database can represent. - Double the number of bits in studentID to double the number of IDs that the database can represent: Double the number of bits in studentID to double the number of IDs that the database can represent - Keep using an 8-bit number for studentID but reserve the first bit to indicate middle school or high school.: Keep using an 8-bit number for studentID but reserve the first bit to indicate middle school or high school. - Remove a bit from studentID to make room for incoming students: Remove a bit from studentID to make room for incoming students - CSPFinal_Question_1_exam_prep: - Add a bit to studentID to double the number of IDs that the database can represent.: Add a bit to studentID to double the number of IDs that the database can represent. - Double the number of bits in studentID to double the number of IDs that the database can represent: Double the number of bits in studentID to double the number of IDs that the database can represent - Keep using an 8-bit number for studentID but reserve the first bit to indicate middle school or high school.: Keep using an 8-bit number for studentID but reserve the first bit to indicate middle school or high school. - Remove a bit from studentID to make room for incoming students: Remove a bit from studentID to make room for incoming students - CSPFinal_Question_2: - High bandwidth, high latency: High bandwidth, high latency - High bandwidth, low latency: High bandwidth, low latency - Low bandwidth, high latency: Low bandwidth, high latency - Low bandwidth, low latency: Low bandwidth, low latency - CSPFinal_Question_20: - Days when certain items sell the most.: Days when certain items sell the most. - The item bought in the highest quantity in the past week.: The item bought in the highest quantity in the past week. - The total income from sales the bakery received in the past month.: The total income from sales the bakery received in the past month. - Which customer most frequently purchases bread.: Which customer most frequently purchases bread. - CSPFinal_Question_20_2018: - Days when certain items sell the most.: Days when certain items sell the most. - The item bought in the highest quantity in the past week.: The item bought in the highest quantity in the past week. - The total income from sales the bakery received in the past month.: The total income from sales the bakery received in the past month. - Which customer most frequently purchases bread.: Which customer most frequently purchases bread. - CSPFinal_Question_20_exam_prep: - Days when certain items sell the most.: Days when certain items sell the most. - The item bought in the highest quantity in the past week.: The item bought in the highest quantity in the past week. - The total income from sales the bakery received in the past month.: The total income from sales the bakery received in the past month. - Which customer most frequently purchases bread.: Which customer most frequently purchases bread. - CSPFinal_Question_21: - ? A programmer is writing a system that is intended to be able to store large amounts of personal data. As the programmer develops the data system, which of the following is LEAST likely to impact the programmer's choices in designing the structure of the system? - : A programmer is writing a system that is intended to be able to store large amounts of personal data. As the programmer develops the data system, which of the following is LEAST likely to impact the programmer's choices in designing the structure of the system? - Maintaining privacy of the information stored in the data set.: Maintaining privacy of the information stored in the data set. - Scalability of the system.: Scalability of the system. - Structuring the metadata of the information for analysis.: Structuring the metadata of the information for analysis. - The frequency of a particular item occurring in a data set.: The frequency of a particular item occurring in a data set. - CSPFinal_Question_21_2018: - ? A programmer is writing a system that is intended to be able to store large amounts of personal data. As the programmer develops the data system, which of the following is LEAST likely to impact the programmer's choices in designing the structure of the system? - : A programmer is writing a system that is intended to be able to store large amounts of personal data. As the programmer develops the data system, which of the following is LEAST likely to impact the programmer's choices in designing the structure of the system? - Maintaining privacy of the information stored in the data set.: Maintaining privacy of the information stored in the data set. - Scalability of the system.: Scalability of the system. - Structuring the metadata of the information for analysis.: Structuring the metadata of the information for analysis. - The frequency of a particular item occurring in a data set.: The frequency of a particular item occurring in a data set. - CSPFinal_Question_21_exam_prep: - ? A programmer is writing a system that is intended to be able to store large amounts of personal data. As the programmer develops the data system, which of the following is LEAST likely to impact the programmer's choices in designing the structure of the system? - : A programmer is writing a system that is intended to be able to store large amounts of personal data. As the programmer develops the data system, which of the following is LEAST likely to impact the programmer's choices in designing the structure of the system? - Maintaining privacy of the information stored in the data set.: Maintaining privacy of the information stored in the data set. - Scalability of the system.: Scalability of the system. - Structuring the metadata of the information for analysis.: Structuring the metadata of the information for analysis. - The frequency of a particular item occurring in a data set.: The frequency of a particular item occurring in a data set. - CSPFinal_Question_22: - Computing the most frequently occurring values in the data set: Computing the most frequently occurring values in the data set - Copying the data to a cloud server: Copying the data to a cloud server - Putting data into sorted order: Putting data into sorted order - Using data visualization tools: Using data visualization tools - ? Which of the following methods is not a common technique to translate or transform large data sets to gain insight and knowledge? - : Which of the following methods is not a common technique to translate or transform large data sets to gain insight and knowledge? - CSPFinal_Question_23: - Which classes are assigning the most homework using the computers: Which classes are assigning the most homework using the computers - Which programs students are running on the lab computers: Which programs students are running on the lab computers - Which students are visiting social media sites from school: Which students are visiting social media sites from school - Which websites are most frequently visited before and after school hours from a school computer: Which websites are most frequently visited before and after school hours from a school computer - CSPFinal_Question_23_2018: - Which classes are assigning the most homework using the computers: Which classes are assigning the most homework using the computers - Which programs students are running on the lab computers: Which programs students are running on the lab computers - Which students are visiting social media sites from school: Which students are visiting social media sites from school - Which websites are most frequently visited before and after school hours from a school computer: Which websites are most frequently visited before and after school hours from a school computer - CSPFinal_Question_23_exam_prep: - Which classes are assigning the most homework using the computers: Which classes are assigning the most homework using the computers - Which programs students are running on the lab computers: Which programs students are running on the lab computers - Which students are visiting social media sites from school: Which students are visiting social media sites from school - Which websites are most frequently visited before and after school hours from a school computer: Which websites are most frequently visited before and after school hours from a school computer - CSPFinal_Question_24: - Charging residential customers more for higher internet speeds: Charging residential customers more for higher internet speeds - Giving traffic from specific companies or users higher priority in the network: Giving traffic from specific companies or users higher priority in the network - Restricting Facebook at school: Restricting Facebook at school - Routing large packets through different servers: Routing large packets through different servers - CSPFinal_Question_25: - ? A newspaper is writing an article on high school principals. Which of the following is the most appropriate online source for the author to gather factual evidence? - : A newspaper is writing an article on high school principals. Which of the following is the most appropriate online source for the author to gather factual evidence? - A social media site: A social media site - Popular search engine results: Popular search engine results - The School District's Website: The School District's Website - Wikipedia: Wikipedia - CSPFinal_Question_26: - Access to digital content via peer to peer networks.: Access to digital content via peer to peer networks. - Anonymous access to digital content.: Anonymous access to digital content. - Authenticating credit card numbers across the web.: Authenticating credit card numbers across the web. - Commercial and governmental censorship.: Commercial and governmental censorship. - CSPFinal_Question_27: - 0 2 3: 0 2 3 - 0 2 4: 0 2 4 - 2 2 4: 2 2 4 - 2 4 6: 2 4 6 - CSPFinal_Question_28: - "
n > 5
": "
n > 5
" - "
n < -1
": "
n < -1
" - "
n = -1
": "
n = -1
" - "
n = 0
": "
n = 0
" - CSPFinal_Question_29: - The code will display the largest of the three values: The code will display the largest of the three values - The code will display the middle of all three values: The code will display the middle of all three values - The code will display the smallest of the three values: The code will display the smallest of the three values - The code will not display anything due to an error: The code will not display anything due to an error - CSPFinal_Question_2_2018: - Bit-rate (bandwidth) is the time elapsed between the transmission and receipt of a piece of digital data.: Bit-rate (bandwidth) is the time elapsed between the transmission and receipt of a piece of digital data. - ? Digital data can only be transmitted between two devices when they are physically connected to one another (for example by a copper wire) - : Digital data can only be transmitted between two devices when they are physically connected to one another (for example by a copper wire) - Latency is the amount of data (measured in bits) that can be sent in a fixed amount of time.: Latency is the amount of data (measured in bits) that can be sent in a fixed amount of time. - Two devices must communicate using the same bit-rate to successfully send and receive digital data.: Two devices must communicate using the same bit-rate to successfully send and receive digital data. - CSPFinal_Question_2_exam_prep: - High bandwidth, high latency: High bandwidth, high latency - High bandwidth, low latency: High bandwidth, low latency - Low bandwidth, high latency: Low bandwidth, high latency - Low bandwidth, low latency: Low bandwidth, low latency - CSPFinal_Question_3: - "Computer A": "Computer A" - "Computer B": "Computer B" - "Computer D": "Computer D" - "Computer F": "Computer F" - CSPFinal_Question_30: - "
0 0
": "
0 0
" - "
0 10
": "
0 10
" - "
4 10
": "
4 10
" - "
4 5
": "
4 5
" - CSPFinal_Question_31: - : - : - : - : - CSPFinal_Question_32: - 0 0: 0 0 - 1 1: 1 1 - 2 4: 2 4 - 3 1: 3 1 - CSPFinal_Question_33: - It displays the first number in the list: It displays the first number in the list - It displays the largest number in the list: It displays the largest number in the list - It displays the last number in the list: It displays the last number in the list - It displays the smallest number in the list.: It displays the smallest number in the list. - Which of the following best describes the result after the program is executed on a given list?: Which of the following best describes the result after the program is executed on a given list? - CSPFinal_Question_3_2018: - "Computer A": "Computer A" - "Computer B": "Computer B" - "Computer D": "Computer D" - "Computer F": "Computer F" - CSPFinal_Question_3_exam_prep: - "Computer A": "Computer A" - "Computer B": "Computer B" - "Computer D": "Computer D" - "Computer F": "Computer F" - CSPFinal_Question_4: - ? 32-bit addresses could not accommodate the increased size and amount of data traveling on the Internet as it has grown in popularity - : 32-bit addresses could not accommodate the increased size and amount of data traveling on the Internet as it has grown in popularity - 32-bit addresses could not ensure that every internet-connected device can receive a unique IP address: 32-bit addresses could not ensure that every internet-connected device can receive a unique IP address - IPv4 proved unreliable in some cases where network redundancy could not be ensured: IPv4 proved unreliable in some cases where network redundancy could not be ensured - IPv6 will allow problems with IPv4's address hierarchy to be resolved: IPv6 will allow problems with IPv4's address hierarchy to be resolved - ? The world is currently in a transition to using IPv6, a newer version of the IP protocol that uses 128-bit addresses instead of 32-bit addresses used by IPv4. What is the main problem that IPv6 was created to solve? - : The world is currently in a transition to using IPv6, a newer version of the IP protocol that uses 128-bit addresses instead of 32-bit addresses used by IPv4. What is the main problem that IPv6 was created to solve? - CSPFinal_Question_4_2018: - ? 32-bit addresses could not accommodate the increased size and amount of data traveling on the Internet as it has grown in popularity - : 32-bit addresses could not accommodate the increased size and amount of data traveling on the Internet as it has grown in popularity - 32-bit addresses could not ensure that every internet-connected device can receive a unique IP address: 32-bit addresses could not ensure that every internet-connected device can receive a unique IP address - IPv4 proved unreliable in some cases where network redundancy could not be ensured: IPv4 proved unreliable in some cases where network redundancy could not be ensured - IPv6 will allow problems with IPv4's address hierarchy to be resolved: IPv6 will allow problems with IPv4's address hierarchy to be resolved - ? The world is currently in a transition to using IPv6, a newer version of the IP protocol that uses 128-bit addresses instead of 32-bit addresses used by IPv4. What is the main problem that IPv6 was created to solve? - : The world is currently in a transition to using IPv6, a newer version of the IP protocol that uses 128-bit addresses instead of 32-bit addresses used by IPv4. What is the main problem that IPv6 was created to solve? - CSPFinal_Question_4_exam_prep: - ? 32-bit addresses could not accommodate the increased size and amount of data traveling on the Internet as it has grown in popularity - : 32-bit addresses could not accommodate the increased size and amount of data traveling on the Internet as it has grown in popularity - 32-bit addresses could not ensure that every internet-connected device can receive a unique IP address: 32-bit addresses could not ensure that every internet-connected device can receive a unique IP address - IPv4 proved unreliable in some cases where network redundancy could not be ensured: IPv4 proved unreliable in some cases where network redundancy could not be ensured - IPv6 will allow problems with IPv4's address hierarchy to be resolved: IPv6 will allow problems with IPv4's address hierarchy to be resolved - ? The world is currently in a transition to using IPv6, a newer version of the IP protocol that uses 128-bit addresses instead of 32-bit addresses used by IPv4. What is the main problem that IPv6 was created to solve? - : The world is currently in a transition to using IPv6, a newer version of the IP protocol that uses 128-bit addresses instead of 32-bit addresses used by IPv4. What is the main problem that IPv6 was created to solve? - CSPFinal_Question_4_original: - 'The weight of A-to-C increases by 2 (total cost: 4)': 'The weight of A-to-C increases by 2 (total cost: 4)' - 'The weight of A-to-C increases by 3 (total cost: 5)': 'The weight of A-to-C increases by 3 (total cost: 5)' - 'The weight of A-to-C increases by 4 (total cost: 6)': 'The weight of A-to-C increases by 4 (total cost: 6)' - 'The weight of A-to-C increases by 5 (total cost: 7)': 'The weight of A-to-C increases by 5 (total cost: 7)' - CSPFinal_Question_5: - No, public key encryption allows the credit card information to be read by the public.: No, public key encryption allows the credit card information to be read by the public. - No, the internet protocols are open standards and thus everything sent over the internet is sent "in the clear".: No, the internet protocols are open standards and thus everything sent over the internet is sent "in the clear". - Yes, public key encryption is built upon computationally hard problems that even powerful computers cannot easily solve.: Yes, public key encryption is built upon computationally hard problems that even powerful computers cannot easily solve. - Yes, public key encryption is secure because it transmits credit card information in binary.: Yes, public key encryption is secure because it transmits credit card information in binary. - CSPFinal_Question_5_2018: - No, public key encryption allows the credit card information to be read by the public.: No, public key encryption allows the credit card information to be read by the public. - No, the internet protocols are open standards and thus everything sent over the internet is sent "in the clear".: No, the internet protocols are open standards and thus everything sent over the internet is sent "in the clear". - Yes, public key encryption is built upon computationally hard problems that even powerful computers cannot easily solve.: Yes, public key encryption is built upon computationally hard problems that even powerful computers cannot easily solve. - Yes, public key encryption is secure because it transmits credit card information in binary.: Yes, public key encryption is secure because it transmits credit card information in binary. - CSPFinal_Question_5_exam_prep: - No, public key encryption allows the credit card information to be read by the public.: No, public key encryption allows the credit card information to be read by the public. - No, the internet protocols are open standards and thus everything sent over the internet is sent "in the clear".: No, the internet protocols are open standards and thus everything sent over the internet is sent "in the clear". - Yes, public key encryption is built upon computationally hard problems that even powerful computers cannot easily solve.: Yes, public key encryption is built upon computationally hard problems that even powerful computers cannot easily solve. - Yes, public key encryption is secure because it transmits credit card information in binary.: Yes, public key encryption is secure because it transmits credit card information in binary. - CSPFinal_Question_6: - It asks a DNS server for the corresponding IP address: It asks a DNS server for the corresponding IP address - It creates an IP address for the domain, and shares it with the closest DNS.: It creates an IP address for the domain, and shares it with the closest DNS. - It scans addresses until it finds the one it's looking for: It scans addresses until it finds the one it's looking for - It uses a Border Gateway Protocol to get the address from a nearby computer.: It uses a Border Gateway Protocol to get the address from a nearby computer. - CSPFinal_Question_6_2018: - It asks a DNS server for the corresponding IP address: It asks a DNS server for the corresponding IP address - It creates an IP address for the domain, and shares it with the closest DNS.: It creates an IP address for the domain, and shares it with the closest DNS. - It scans addresses until it finds the one it's looking for: It scans addresses until it finds the one it's looking for - It uses a Border Gateway Protocol to get the address from a nearby computer.: It uses a Border Gateway Protocol to get the address from a nearby computer. - CSPFinal_Question_6_exam_prep: - It asks a DNS server for the corresponding IP address: It asks a DNS server for the corresponding IP address - It creates an IP address for the domain, and shares it with the closest DNS.: It creates an IP address for the domain, and shares it with the closest DNS. - It scans addresses until it finds the one it's looking for: It scans addresses until it finds the one it's looking for - It uses a Border Gateway Protocol to get the address from a nearby computer.: It uses a Border Gateway Protocol to get the address from a nearby computer. - CSPFinal_Question_7: - 2 bits: 2 bits - 3 bits: 3 bits - 5 bits: 5 bits - 6 bits: 6 bits - CSPFinal_Question_7_2018: - 2 bits: 2 bits - 3 bits: 3 bits - 5 bits: 5 bits - 6 bits: 6 bits - CSPFinal_Question_7_exam_prep: - 2 bits: 2 bits - 3 bits: 3 bits - 5 bits: 5 bits - 6 bits: 6 bits - CSPFinal_Question_8: - 'BIN: 1110, DEC: 13, HEX: F': 'BIN: 1110, DEC: 13, HEX: F' - 'DEC: 13, BIN: 1110, HEX: F': 'DEC: 13, BIN: 1110, HEX: F' - 'DEC: 13, HEX: F, BIN: 1110': 'DEC: 13, HEX: F, BIN: 1110' - 'HEX: F DEC: 13, BIN: 1110': 'HEX: F DEC: 13, BIN: 1110' - CSPFinal_Question_8_2018: - 'BIN: 1110, DEC: 13, HEX: F': 'BIN: 1110, DEC: 13, HEX: F' - 'DEC: 13, BIN: 1110, HEX: F': 'DEC: 13, BIN: 1110, HEX: F' - 'DEC: 13, HEX: F, BIN: 1110': 'DEC: 13, HEX: F, BIN: 1110' - 'HEX: F DEC: 13, BIN: 1110': 'HEX: F DEC: 13, BIN: 1110' - CSPFinal_Question_8_exam_prep: - 'BIN: 1110, DEC: 13, HEX: F': 'BIN: 1110, DEC: 13, HEX: F' - 'DEC: 13, BIN: 1110, HEX: F': 'DEC: 13, BIN: 1110, HEX: F' - 'DEC: 13, HEX: F, BIN: 1110': 'DEC: 13, HEX: F, BIN: 1110' - 'HEX: F DEC: 13, BIN: 1110': 'HEX: F DEC: 13, BIN: 1110' - CSPFinal_Question_8update: - " ": " " - ? '  1110
 01010
010000

' - : '  1110
 01010
010000

' - ? ' 01010
010000
  1110

' - : ' 01010
010000
  1110

' - ? ' 01010
  1110
010000

' - : ' 01010
  1110
010000

' - ? '010000
  1110
 01010

' - : '010000
  1110
 01010

' - CSPFinal_Question_8update_2018: - " ": " " - ? '  1110
 01010
010000

' - : '  1110
 01010
010000

' - ? ' 01010
010000
  1110

' - : ' 01010
010000
  1110

' - ? ' 01010
  1110
010000

' - : ' 01010
  1110
010000

' - ? '010000
  1110
 01010

' - : '010000
  1110
 01010

' - CSPFinal_Question_8update_exam_prep: - " ": " " - ? '  1110
 01010
010000

' - : '  1110
 01010
010000

' - ? ' 01010
010000
  1110

' - : ' 01010
010000
  1110

' - ? ' 01010
  1110
010000

' - : ' 01010
  1110
010000

' - ? '010000
  1110
 01010

' - : '010000
  1110
 01010

' - CSPFinal_Question_9: - ? At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - : At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - ? Binary can be used to represent more complex, higher level abstractions, including but not limited to numbers, characters, and colors. - : Binary can be used to represent more complex, higher level abstractions, including but not limited to numbers, characters, and colors. - ? Hexadecimal is used to represent digital data because hexadecimal representation uses only 1 digit to represent groups of 4 binary digits. - : Hexadecimal is used to represent digital data because hexadecimal representation uses only 1 digit to represent groups of 4 binary digits. - ? 'There is a limit to the number of things that can be represented in binary data at which point switching to hexadecimal representation is necessary. ' - : 'There is a limit to the number of things that can be represented in binary data at which point switching to hexadecimal representation is necessary. ' - CSPFinal_Question_9update: - ? At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - : At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - ? Binary can be used to represent more complex, higher level abstractions, including but not limited to numbers, characters, and colors. - : Binary can be used to represent more complex, higher level abstractions, including but not limited to numbers, characters, and colors. - The number system you use to view data has no effect on the underlying digital data.: The number system you use to view data has no effect on the underlying digital data. - ? When data is large enough computers switch to using decimal representation instead of binary, because you can represent larger numbers with fewer digits. - : When data is large enough computers switch to using decimal representation instead of binary, because you can represent larger numbers with fewer digits. - CSPFinal_Question_9update_2018: - ? At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - : At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - Groups of bits can be used to represent abstractions, including but not limited to numbers and characters.: Groups of bits can be used to represent abstractions, including but not limited to numbers and characters. - Some large numbers cannot be represented in binary and can only be represented in decimal.: Some large numbers cannot be represented in binary and can only be represented in decimal. - The same value (number) can have a different representation depending on the number system used to represent it.: The same value (number) can have a different representation depending on the number system used to represent it. - CSPFinal_Question_9update_exam_prep: - ? At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - : At one of the lowest levels of abstraction, all digital data can be represented in binary using only combinations of the digits zero and one. - ? Binary can be used to represent more complex, higher level abstractions, including but not limited to numbers, characters, and colors. - : Binary can be used to represent more complex, higher level abstractions, including but not limited to numbers, characters, and colors. - The number system you use to view data has no effect on the underlying digital data.: The number system you use to view data has no effect on the underlying digital data. - ? When data is large enough computers switch to using decimal representation instead of binary, because you can represent larger numbers with fewer digits. - : When data is large enough computers switch to using decimal representation instead of binary, because you can represent larger numbers with fewer digits. - CSPPD2 pixel video 1: - How many different light channels make up a single pixel on a standard monitor?: How many different light channels make up a single pixel on a standard monitor? - four: four - one: one - three: three - two: two - CSPPD2 pixel video 2: - " Monitor 1 has higher density than Monitor 2.": " Monitor 1 has higher density than Monitor 2." - ? Monitor 1 and Monitor 2 are standard RGB monitors. Monitor 1 has a higher resolution than Monitor 2. Which of the following is true? - : Monitor 1 and Monitor 2 are standard RGB monitors. Monitor 1 has a higher resolution than Monitor 2. Which of the following is true? - Monitor 1 has the same density as Monitor 2.: Monitor 1 has the same density as Monitor 2. - Monitor 2 has higher density than 2: Monitor 2 has higher density than 2 - There is not enough information to compare the density of the monitors.: There is not enough information to compare the density of the monitors. - CSPPD3-u2 chunk 1 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u2 chunk 2 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u2 unit overview checkin: - I feel like I could teach this right now: I feel like I could teach this right now - I feel like I need to do A LOT of review of lessons, content, etc before I teach this: I feel like I need to do A LOT of review of lessons, content, etc before I teach this - I feel like I need to do SOME review of lessons, content, etc before I teach this: I feel like I need to do SOME review of lessons, content, etc before I teach this - CSPPD3-u3 chunk 1 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 chunk 2 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 chunk 3 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 chunk 4 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 chunk 5 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 chunk 5 checkin-b: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 chunk 5 checkin-c: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u3 unit overview checkin: - I feel like I could teach this right now: I feel like I could teach this right now - I feel like I need to do A LOT of review of lessons, content, etc before I teach this: I feel like I need to do A LOT of review of lessons, content, etc before I teach this - I feel like I need to do SOME review of lessons, content, etc before I teach this: I feel like I need to do SOME review of lessons, content, etc before I teach this - CSPPD3-u4 chapter 1 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u4 chapter 2 checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u4 unit overview checkin: - I feel like I could teach this right now: I feel like I could teach this right now - I feel like I need to do A LOT of review of lessons, content, etc before I teach this: I feel like I need to do A LOT of review of lessons, content, etc before I teach this - I feel like I need to do SOME review of lessons, content, etc before I teach this: I feel like I need to do SOME review of lessons, content, etc before I teach this - CSPPD3-u5 Create PT checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u5 Explore PT checkin: - I better understand what these lessons are about: I better understand what these lessons are about - I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started - My understanding of these lessons has not changed: My understanding of these lessons has not changed - CSPPD3-u5 unit overview checkin: - I feel like I could run this unit right now: I feel like I could run this unit right now - I feel like I need to do A LOT of review of the tasks before I run this unit: I feel like I need to do A LOT of review of the tasks before I run this unit - I feel like I need to do SOME review of the tasks before I run this unit: I feel like I need to do SOME review of the tasks before I run this unit - CSPU5_U3L14 - MC Duplicate Ids: - A warning message will appear for the second button that that ID is already in use.: A warning message will appear for the second button that that ID is already in use. - 'Choose Two: Buttons and IDs': 'Choose Two: Buttons and IDs' - JavaScript is flexible. Two buttons with same ID will respond to a single event handler associated with that ID.: JavaScript is flexible. Two buttons with same ID will respond to a single event handler associated with that ID. - The JavaScript API for MVC allows for duplicate IDs as long as the HTML is CSS compliant.: The JavaScript API for MVC allows for duplicate IDs as long as the HTML is CSS compliant. - The first button created with the ID will work, the other will not.: The first button created with the ID will work, the other will not. - Two buttons with same ID are linked during the running of the program; clicking one is just like clicking the other.: Two buttons with same ID are linked during the running of the program; clicking one is just like clicking the other. - 'What happens when two buttons are given the same ID? Choose two of the following:': 'What happens when two buttons are given the same ID? Choose two of the following:' - CSPU5_U3L14 - MC order of button and onEvent: - Does the order in which the code for a button and the code for its event handler appear within the program matter?: Does the order in which the code for a button and the code for its event handler appear within the program matter? - 'Multiple Choice: Buttons and Event Handlers': 'Multiple Choice: Buttons and Event Handlers' - No, JavaScript is flexible; the button and its event handler can appear in any order in the code.: No, JavaScript is flexible; the button and its event handler can appear in any order in the code. - Yes, JavaScript forces you to decouple view and controller. You are required to declare buttons in a separate API.: Yes, JavaScript forces you to decouple view and controller. You are required to declare buttons in a separate API. - Yes, the button, with its ID, must appear in the code AFTER the event handler.: Yes, the button, with its ID, must appear in the code AFTER the event handler. - Yes, the button, with its ID, must appear in the code BEFORE the event handler.: Yes, the button, with its ID, must appear in the code BEFORE the event handler. - CSPU5_U3L14 - MC variable reassignment: - Code does not execute due to error: Code does not execute due to error - a:10   b:10   c:20: a:10   b:10   c:20 - a:10   b:10   c:10: a:10   b:10   c:10 - a:10   b:17   c:17: a:10   b:17   c:17 - a:10   b:17   c:27: a:10   b:17   c:27 - a:3   b:7   c:10: a:3   b:7   c:10 - CSPU5_U3L14 - MC variable reassignment_2018: - Code does not execute due to error: Code does not execute due to error - a:10   b:10   c:20: a:10   b:10   c:20 - a:10   b:10   c:10: a:10   b:10   c:10 - a:10   b:17   c:17: a:10   b:17   c:17 - a:10   b:17   c:27: a:10   b:17   c:27 - a:3   b:7   c:10: a:3   b:7   c:10 - CSPU5_predict_mc_turtleDriverBadIDs: - The turtle WILL NOT move forward when the "Go Forth" button is clicked: The turtle WILL NOT move forward when the "Go Forth" button is clicked - The turtle WILL NOT turn left when the "Turn Left" button is clicked: The turtle WILL NOT turn left when the "Turn Left" button is clicked - When you hit Run an error message will show that an event handler doesn't recognize an id: When you hit Run an error message will show that an event handler doesn't recognize an id - When you hit Run nothing will happen; there will be no error messages until you click one of the buttons.: When you hit Run nothing will happen; there will be no error messages until you click one of the buttons. - CSPU5_predict_mc_whichOfTwoEvents: - '': '' - Both event handlers will fire - the turtle will move forward and turn left: Both event handlers will fire - the turtle will move forward and turn left - First onEvent block wins - the turtle will only move forward: First onEvent block wins - the turtle will only move forward - Last onEvent block wins - the turtle will only turn left: Last onEvent block wins - the turtle will only turn left - The program will crash when the button is clicked with an error stating it doesn't know which event handler to run: The program will crash when the button is clicked with an error stating it doesn't know which event handler to run - title: title - CSPU5_predict_mc_whichOfTwoEvents_2: - Both event handlers will fire - the turtle will move forward and turn left: Both event handlers will fire - the turtle will move forward and turn left - First onEvent block wins - the turtle will only move forward: First onEvent block wins - the turtle will only move forward - Last onEvent block wins - the turtle will only turn left: Last onEvent block wins - the turtle will only turn left - The program will crash when the button is clicked with an error stating it doesn't know which event handler to run: The program will crash when the button is clicked with an error stating it doesn't know which event handler to run - question: question - CSPU5_predict_onEvent_withWrongID: - Question: Question - The code WILL run. But will crash as soon as the button is clicked.: The code WILL run. But will crash as soon as the button is clicked. - The code WILL run. When the button is clicked the turtle will move forward.: The code WILL run. When the button is clicked the turtle will move forward. - The code will NOT run. It will halt with an error saying that it cannot find an element with the id "id": The code will NOT run. It will halt with an error saying that it cannot find an element with the id "id" - The code will NOT run. When you click the button nothing will happen.: The code will NOT run. When you click the button nothing will happen. - title: title - CSPU5_predict_turtleDriver_logicError: - ? Button IDs assigned to wrong event handlers. "Go Forth" button makes the turtle turn left, and "Turn Left" makes the turtle move forward. - : Button IDs assigned to wrong event handlers. "Go Forth" button makes the turtle turn left, and "Turn Left" makes the turtle move forward. - Buttons IDs assigned to event handlers in such a way that hitting either button just makes the turtle move forward: Buttons IDs assigned to event handlers in such a way that hitting either button just makes the turtle move forward - Buttons won't work because the button IDs are not descriptive enough: Buttons won't work because the button IDs are not descriptive enough - Trick Question! There actually are no errors. The program will work as intended.: Trick Question! There actually are no errors. The program will work as intended. - Choose 2 Test: - Line 2: Line 2 - Line 3: Line 3 - Line 4: Line 4 - Line 5: Line 5 - Which lines of code should be removed so the program will work as intended? Select two answers: Which lines of code should be removed so the program will work as intended? Select two answers - Choose 2 Test tight: - Line 2: Line 2 - Line 3: Line 3 - Line 4: Line 4 - Line 5: Line 5 - Which lines of code should be removed so the program will work as intended? Select two answers: Which lines of code should be removed so the program will work as intended? Select two answers - Circle to code: - "(+ (* (- 8 6) 4) 5) ": "(+ (* (- 8 6) 4) 5) " - "(+ 5 (* (- 6 8) 4))": "(+ 5 (* (- 6 8) 4))" - "(+ 5 (* (- 8 6) 4))": "(+ 5 (* (- 8 6) 4))" - "(+ 5 (* 4 (- 8 6)))": "(+ 5 (* 4 (- 8 6)))" - "/script_assets/msm/Unit%202/exercise_1.png": "/script_assets/msm/Unit%202/exercise_1.png" - Code from Circle: Code from Circle - Pick the Racket code that comes from the circle of evaluation!: Pick the Racket code that comes from the circle of evaluation! - Commute Assess - comp 1 - block: - This program causes an error: This program causes an error - a, b, and tmp are variables. What does this script do?: a, b, and tmp are variables. What does this script do? - makes a and b equal to each other: makes a and b equal to each other - rearranges the variables a, b, and tmp.: rearranges the variables a, b, and tmp. - swaps the values of a and b: swaps the values of a and b - this code doesn't do anything: this code doesn't do anything - Commute Assess - comp 1 - block B: - This program causes an error: This program causes an error - a, b, and tmp are variables. What does this script do?: a, b, and tmp are variables. What does this script do? - makes a and b equal to each other: makes a and b equal to each other - rearranges the variables a, b, and tmp.: rearranges the variables a, b, and tmp. - swaps the values of a and b: swaps the values of a and b - this code doesn't do anything: this code doesn't do anything - Commute Assess - comp 1 - block_2018: - This program causes an error: This program causes an error - a, b, and tmp are variables. What does this script do?: a, b, and tmp are variables. What does this script do? - makes a and b equal to each other: makes a and b equal to each other - rearranges the variables a, b, and tmp.: rearranges the variables a, b, and tmp. - swaps the values of a and b: swaps the values of a and b - this code doesn't do anything: this code doesn't do anything - Commute Assess - comp 1 - block_exam_prep: - This program causes an error: This program causes an error - a, b, and tmp are variables. What does this script do?: a, b, and tmp are variables. What does this script do? - makes a and b equal to each other: makes a and b equal to each other - rearranges the variables a, b, and tmp.: rearranges the variables a, b, and tmp. - swaps the values of a and b: swaps the values of a and b - this code doesn't do anything: this code doesn't do anything - Commute Assess - comp 2 - block: - Randomly returns on of the three numbers: Randomly returns on of the three numbers - 'Return the smallest of the three numbers ': 'Return the smallest of the three numbers ' - Returns the largest of the three numbers: Returns the largest of the three numbers - Set all three inputs to a temporary value: Set all three inputs to a temporary value - 'The procedure op4 takes in 3 numbers, what does this procedure do?': 'The procedure op4 takes in 3 numbers, what does this procedure do?' - This code will cause an error: This code will cause an error - Commute Assess - comp 2 - block_2018: - Randomly returns on of the three numbers: Randomly returns on of the three numbers - 'Return the smallest of the three numbers ': 'Return the smallest of the three numbers ' - Returns the largest of the three numbers: Returns the largest of the three numbers - Set all three inputs to a temporary value: Set all three inputs to a temporary value - 'The procedure op4 takes in 3 numbers, what does this procedure do?': 'The procedure op4 takes in 3 numbers, what does this procedure do?' - This code will cause an error: This code will cause an error - Commute Assess - comp 2 - block_exam_prep: - Randomly returns on of the three numbers: Randomly returns on of the three numbers - 'Return the smallest of the three numbers ': 'Return the smallest of the three numbers ' - Returns the largest of the three numbers: Returns the largest of the three numbers - Set all three inputs to a temporary value: Set all three inputs to a temporary value - 'The procedure op4 takes in 3 numbers, what does this procedure do?': 'The procedure op4 takes in 3 numbers, what does this procedure do?' - This code will cause an error: This code will cause an error - Commute Assess - comp 4 - block: - ? 'displays true if the first number in the list is 100' - : 'displays true if the first number in the list is 100' - ? 'displays true if the last number in the list is 100' - : 'displays true if the last number in the list is 100' - ? 'displays true if the number 100 is in the list' - : 'displays true if the number 100 is in the list' - ? 'displays true if there are 100 numbers in the list' - : 'displays true if there are 100 numbers in the list' - ? 'displays true or false 100 times' - : 'displays true or false 100 times' - Commute Assess - comp 4 - block_2018: - ? 'displays true if the first number in the list is 100' - : 'displays true if the first number in the list is 100' - ? 'displays true if the last number in the list is 100' - : 'displays true if the last number in the list is 100' - ? 'displays true if the number 100 is in the list' - : 'displays true if the number 100 is in the list' - ? 'displays true if there are 100 numbers in the list' - : 'displays true if there are 100 numbers in the list' - ? 'displays true or false 100 times' - : 'displays true or false 100 times' - Commute Assess - comp 4 - block_exam_prep: - ? 'displays true if the first number in the list is 100' - : 'displays true if the first number in the list is 100' - ? 'displays true if the last number in the list is 100' - : 'displays true if the last number in the list is 100' - ? 'displays true if the number 100 is in the list' - : 'displays true if the number 100 is in the list' - ? 'displays true if there are 100 numbers in the list' - : 'displays true if there are 100 numbers in the list' - ? 'displays true or false 100 times' - : 'displays true or false 100 times' - Commute Assess - comp 5 - block: - It always sets x equal to 5: It always sets x equal to 5 - Makes sure the value of x is less than 5: Makes sure the value of x is less than 5 - Makes sure the value of x is between 10 and 5: Makes sure the value of x is between 10 and 5 - Makes sure the value of x is not equal to 10: Makes sure the value of x is not equal to 10 - This code will cause an error: This code will cause an error - What does this code do?: What does this code do? - Commute Assess - comp 5 - block_2018: - It always sets x equal to 5: It always sets x equal to 5 - Makes sure the value of x is less than 5: Makes sure the value of x is less than 5 - Makes sure the value of x is between 10 and 5: Makes sure the value of x is between 10 and 5 - Makes sure the value of x is not equal to 10: Makes sure the value of x is not equal to 10 - This code will cause an error: This code will cause an error - What does this code do?: What does this code do? - Commute Assess - comp 5 - block_exam_prep: - It always sets x equal to 5: It always sets x equal to 5 - Makes sure the value of x is less than 5: Makes sure the value of x is less than 5 - Makes sure the value of x is between 10 and 5: Makes sure the value of x is between 10 and 5 - Makes sure the value of x is not equal to 10: Makes sure the value of x is not equal to 10 - This code will cause an error: This code will cause an error - What does this code do?: What does this code do? - Commute Assess - cond 3 - block: - "
And contains a 3
": "
And contains a 3
" - "
And under 21
": "
And under 21
" - "
Under 40
": "
Under 40
" - "
Under 40
And contains a 3
": "
Under 40
And contains a 3
" - "
Under 40
And under 21
And contains a 3
": "
Under 40
And under 21
And contains a 3
" - Nothing will be displayed: Nothing will be displayed - What will be displayed after running this code?: What will be displayed after running this code? - Commute Assess - cond 3 - block_2018: - "
And contains a 3
": "
And contains a 3
" - "
And under 21
": "
And under 21
" - "
Under 40
": "
Under 40
" - "
Under 40
And contains a 3
": "
Under 40
And contains a 3
" - "
Under 40
And under 21
And contains a 3
": "
Under 40
And under 21
And contains a 3
" - Nothing will be displayed: Nothing will be displayed - What will be displayed after running this code?: What will be displayed after running this code? - Commute Assess - cond 3 - block_exam_prep: - "
And contains a 3
": "
And contains a 3
" - "
And under 21
": "
And under 21
" - "
Under 40
": "
Under 40
" - "
Under 40
And contains a 3
": "
Under 40
And contains a 3
" - "
Under 40
And under 21
And contains a 3
": "
Under 40
And under 21
And contains a 3
" - Nothing will be displayed: Nothing will be displayed - What will be displayed after running this code?: What will be displayed after running this code? - Commute Assess - func 1 - block: - "
hi
and
and
bye
and
": "
hi
and
and
bye
and
" - "
hi
and
bye
": "
hi
and
bye
" - "
hi
and
bye
and
": "
hi
and
bye
and
" - "
hi
bye
and
": "
hi
bye
and
" - Nothing will be printed: Nothing will be printed - Commute Assess - func 2a - block: - "
10
": "
10
" - "
55
": "
55
" - "
5
": "
5
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 2a - block B: - "
10
": "
10
" - "
55
": "
55
" - "
5
": "
5
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 2a - block_2018: - "
10
": "
10
" - "
55
": "
55
" - "
5
": "
5
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 2a - block_exam_prep: - "
10
": "
10
" - "
55
": "
55
" - "
5
": "
5
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 2b - block: - "
21
": "
21
" - "
81
": "
81
" - "
9
": "
9
" - nothing is printed: nothing is printed - this script would cause an error: this script would cause an error - Commute Assess - func 2b - block B: - "
21
": "
21
" - "
81
": "
81
" - "
9
": "
9
" - nothing is printed: nothing is printed - this script would cause an error: this script would cause an error - Commute Assess - func 2b - block_2018: - "
21
": "
21
" - "
81
": "
81
" - "
9
": "
9
" - nothing is printed: nothing is printed - this script would cause an error: this script would cause an error - Commute Assess - func 2b - block_exam_prep: - "
21
": "
21
" - "
81
": "
81
" - "
9
": "
9
" - nothing is printed: nothing is printed - this script would cause an error: this script would cause an error - Commute Assess - func 3a - block: - "
DISPLAY in func1
DISPLAY in func2
": "
DISPLAY in func1
DISPLAY in func2
" - "
func1
func2
": "
func1
func2
" - "
in func1
in func2
": "
in func1
in func2
" - "
in func1
in func2
in func1
": "
in func1
in func2
in func1
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 3a - block_2018: - "
DISPLAY in func1
DISPLAY in func2
": "
DISPLAY in func1
DISPLAY in func2
" - "
func1
func2
": "
func1
func2
" - "
in func1
in func2
": "
in func1
in func2
" - "
in func1
in func2
in func1
": "
in func1
in func2
in func1
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 3a - block_exam_prep: - "
DISPLAY in func1
DISPLAY in func2
": "
DISPLAY in func1
DISPLAY in func2
" - "
func1
func2
": "
func1
func2
" - "
in func1
in func2
": "
in func1
in func2
" - "
in func1
in func2
in func1
": "
in func1
in func2
in func1
" - Nothing is printed: Nothing is printed - This script would cause an error: This script would cause an error - Commute Assess - func 3b - block: - "
func3
func1
": "
func3
func1
" - "
in func3
in func1
": "
in func3
in func1
" - "
in func3
in func1
in func3
": "
in func3
in func1
in func3
" - "
in func3
in func3
in func1
": "
in func3
in func3
in func1
" - ? 'in func3 will be displayed over and over until the code is stopped manually' - : 'in func3 will be displayed over and over until the code is stopped manually' - Nothing is displayed: Nothing is displayed - What will be displayed when this code is run?: What will be displayed when this code is run? - Commute Assess - func 3b - block_2018: - "
func3
func1
": "
func3
func1
" - "
in func3
in func1
": "
in func3
in func1
" - "
in func3
in func1
in func3
": "
in func3
in func1
in func3
" - "
in func3
in func3
in func1
": "
in func3
in func3
in func1
" - ? 'in func3 will be displayed over and over until the code is stopped manually' - : 'in func3 will be displayed over and over until the code is stopped manually' - Nothing is displayed: Nothing is displayed - What will be displayed when this code is run?: What will be displayed when this code is run? - Commute Assess - func 3b - block_exam_prep: - "
func3
func1
": "
func3
func1
" - "
in func3
in func1
": "
in func3
in func1
" - "
in func3
in func1
in func3
": "
in func3
in func1
in func3
" - "
in func3
in func3
in func1
": "
in func3
in func3
in func1
" - ? 'in func3 will be displayed over and over until the code is stopped manually' - : 'in func3 will be displayed over and over until the code is stopped manually' - Nothing is displayed: Nothing is displayed - What will be displayed when this code is run?: What will be displayed when this code is run? - CommuteAssess - Cond 1 - block: - "
Inside first if
": "
Inside first if
" - "
Inside first if
Inside second if
": "
Inside first if
Inside second if
" - "
Inside second if
": "
Inside second if
" - It will be different each time: It will be different each time - Nothing will be printed: Nothing will be printed - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 1 - block B: - "
Inside first if
": "
Inside first if
" - "
Inside first if
Inside second if
": "
Inside first if
Inside second if
" - "
Inside second if
": "
Inside second if
" - It will be different each time: It will be different each time - Nothing will be printed: Nothing will be printed - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 1 - block_2018: - "
Inside first if
": "
Inside first if
" - "
Inside first if
Inside second if
": "
Inside first if
Inside second if
" - "
Inside second if
": "
Inside second if
" - It will be different each time: It will be different each time - Nothing will be printed: Nothing will be printed - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 1 - block_exam_prep: - "
Inside first if
": "
Inside first if
" - "
Inside first if
Inside second if
": "
Inside first if
Inside second if
" - "
Inside second if
": "
Inside second if
" - It will be different each time: It will be different each time - Nothing will be printed: Nothing will be printed - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 2 - block: - "
All done.
": "
All done.
" - "
Inside the else. 
All done.
": "
Inside the else. 
All done.
" - "
Inside the if.
": "
Inside the if.
" - "
Inside the if. 
All done.
": "
Inside the if. 
All done.
" - "
Inside the if. 
Inside the else. 
All done.
": "
Inside the if. 
Inside the else. 
All done.
" - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 2 - block B: - "
All done.
": "
All done.
" - "
Inside the else. 
All done.
": "
Inside the else. 
All done.
" - "
Inside the if.
": "
Inside the if.
" - "
Inside the if. 
All done.
": "
Inside the if. 
All done.
" - "
Inside the if. 
Inside the else. 
All done.
": "
Inside the if. 
Inside the else. 
All done.
" - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 2 - block_2018: - "
All done.
": "
All done.
" - "
Inside the else. 
All done.
": "
Inside the else. 
All done.
" - "
Inside the if.
": "
Inside the if.
" - "
Inside the if. 
All done.
": "
Inside the if. 
All done.
" - "
Inside the if. 
Inside the else. 
All done.
": "
Inside the if. 
Inside the else. 
All done.
" - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 2 - block_exam_prep: - "
All done.
": "
All done.
" - "
Inside the else. 
All done.
": "
Inside the else. 
All done.
" - "
Inside the if.
": "
Inside the if.
" - "
Inside the if. 
All done.
": "
Inside the if. 
All done.
" - "
Inside the if. 
Inside the else. 
All done.
": "
Inside the if. 
Inside the else. 
All done.
" - What will be displayed after running this code?: What will be displayed after running this code? - CommuteAssess - Cond 4a - block: - "
The word is just right!
": "
The word is just right!
" - "
The word is just right!
The word is still too short!
": "
The word is just right!
The word is still too short!
" - "
The word is still too short!
": "
The word is still too short!
" - "
The word is too short!
": "
The word is too short!
" - "
The word it too long!
": "
The word it too long!
" - Nothing will be displayed: Nothing will be displayed - What will be displayed after this code has run?: What will be displayed after this code has run? - CommuteAssess - Cond 4a - block_2018: - "
The word is just right!
": "
The word is just right!
" - "
The word is just right!
The word is still too short!
": "
The word is just right!
The word is still too short!
" - "
The word is still too short!
": "
The word is still too short!
" - "
The word is too short!
": "
The word is too short!
" - "
The word it too long!
": "
The word it too long!
" - Nothing will be displayed: Nothing will be displayed - What will be displayed after this code has run?: What will be displayed after this code has run? - CommuteAssess - Cond 4a - block_exam_prep: - "
The word is just right!
": "
The word is just right!
" - "
The word is just right!
The word is still too short!
": "
The word is just right!
The word is still too short!
" - "
The word is still too short!
": "
The word is still too short!
" - "
The word is too short!
": "
The word is too short!
" - "
The word it too long!
": "
The word it too long!
" - Nothing will be displayed: Nothing will be displayed - What will be displayed after this code has run?: What will be displayed after this code has run? - CommuteAssess - Cond 4b - block: - '"The word is just right the word is still too short!"': '"The word is just right the word is still too short!"' - '"The word is just right"': '"The word is just right"' - '"The word is still too short!"': '"The word is still too short!"' - '"The word is too short!"': '"The word is too short!"' - '"The word it too long!"': '"The word it too long!"' - If word was set to "Hi", what would be printed?: If word was set to "Hi", what would be printed? - CommuteAssess - Var 3 - block: - What are x, y, and z equal to after this program is run?: What are x, y, and z equal to after this program is run? - x is equal to "no"; y is equal to "maybe"; z is equal to "no": x is equal to "no"; y is equal to "maybe"; z is equal to "no" - x is equal to "no"; y is equal to "maybe"; z is equal to "x": x is equal to "no"; y is equal to "maybe"; z is equal to "x" - x is equal to "no"; y is equal to "maybe"; z is equal to "yes": x is equal to "no"; y is equal to "maybe"; z is equal to "yes" - x is equal to "yes"; y is equal to "maybe"; z is equal to "no": x is equal to "yes"; y is equal to "maybe"; z is equal to "no" - x is equal to "yes, no"; y is equal to "yes, maybe"; z is equal to "yes, no": x is equal to "yes, no"; y is equal to "yes, maybe"; z is equal to "yes, no" - CommuteAssess - Var 3 - block_2018: - What are x, y, and z equal to after this program is run?: What are x, y, and z equal to after this program is run? - x is equal to "no"; y is equal to "maybe"; z is equal to "no": x is equal to "no"; y is equal to "maybe"; z is equal to "no" - x is equal to "no"; y is equal to "maybe"; z is equal to "x": x is equal to "no"; y is equal to "maybe"; z is equal to "x" - x is equal to "no"; y is equal to "maybe"; z is equal to "yes": x is equal to "no"; y is equal to "maybe"; z is equal to "yes" - x is equal to "yes"; y is equal to "maybe"; z is equal to "no": x is equal to "yes"; y is equal to "maybe"; z is equal to "no" - x is equal to "yes, no"; y is equal to "yes, maybe"; z is equal to "yes, no": x is equal to "yes, no"; y is equal to "yes, maybe"; z is equal to "yes, no" - CommuteAssess - Var 3 - block_exam_prep: - What are x, y, and z equal to after this program is run?: What are x, y, and z equal to after this program is run? - x is equal to "no"; y is equal to "maybe"; z is equal to "no": x is equal to "no"; y is equal to "maybe"; z is equal to "no" - x is equal to "no"; y is equal to "maybe"; z is equal to "x": x is equal to "no"; y is equal to "maybe"; z is equal to "x" - x is equal to "no"; y is equal to "maybe"; z is equal to "yes": x is equal to "no"; y is equal to "maybe"; z is equal to "yes" - x is equal to "yes"; y is equal to "maybe"; z is equal to "no": x is equal to "yes"; y is equal to "maybe"; z is equal to "no" - x is equal to "yes, no"; y is equal to "yes, maybe"; z is equal to "yes, no": x is equal to "yes, no"; y is equal to "yes, maybe"; z is equal to "yes, no" - CommuteAssess - Var 4 - block: - What are x, y and z equal to after this script is run?: What are x, y and z equal to after this script is run? - x is equal to 8; y is equal to 4, 8; z is equal to 12: x is equal to 8; y is equal to 4, 8; z is equal to 12 - x is equal to 8; y is equal to 4; z is equal to 84: x is equal to 8; y is equal to 4; z is equal to 84 - x is equal to 8; y is equal to 8; z is equal to "x + y": x is equal to 8; y is equal to 8; z is equal to "x + y" - x is equal to 8; y is equal to 8; z is equal to 12: x is equal to 8; y is equal to 8; z is equal to 12 - x is equal to 8; y is equal to 8; z is equal to 16: x is equal to 8; y is equal to 8; z is equal to 16 - CommuteAssess - Var 4 - block_2018: - What are x, y and z equal to after this script is run?: What are x, y and z equal to after this script is run? - x is equal to 8; y is equal to 4, 8; z is equal to 12: x is equal to 8; y is equal to 4, 8; z is equal to 12 - x is equal to 8; y is equal to 4; z is equal to 84: x is equal to 8; y is equal to 4; z is equal to 84 - x is equal to 8; y is equal to 8; z is equal to "x + y": x is equal to 8; y is equal to 8; z is equal to "x + y" - x is equal to 8; y is equal to 8; z is equal to 12: x is equal to 8; y is equal to 8; z is equal to 12 - x is equal to 8; y is equal to 8; z is equal to 16: x is equal to 8; y is equal to 8; z is equal to 16 - CommuteAssess - Var 4 - block_exam_prep: - What are x, y and z equal to after this script is run?: What are x, y and z equal to after this script is run? - x is equal to 8; y is equal to 4, 8; z is equal to 12: x is equal to 8; y is equal to 4, 8; z is equal to 12 - x is equal to 8; y is equal to 4; z is equal to 84: x is equal to 8; y is equal to 4; z is equal to 84 - x is equal to 8; y is equal to 8; z is equal to "x + y": x is equal to 8; y is equal to 8; z is equal to "x + y" - x is equal to 8; y is equal to 8; z is equal to 12: x is equal to 8; y is equal to 8; z is equal to 12 - x is equal to 8; y is equal to 8; z is equal to 16: x is equal to 8; y is equal to 8; z is equal to 16 - CommuteAssess - Var 5 - block: - "
11
11
11
": "
11
11
11
" - "
11
13
18
": "
11
13
18
" - "
18
18
18
": "
18
18
18
" - "
x
x
x + 5
": "
x
x
x + 5
" - Nothing will be printed: Nothing will be printed - This code will cause on error: This code will cause on error - What is displayed when this code is run?: What is displayed when this code is run? - CommuteAssess - loops 1 - block: - '10': '10' - '18': '18' - '3': '3' - '6': '6' - How many times will the word "here" be displayed when this code is run?: How many times will the word "here" be displayed when this code is run? - It will be different each time you run it: It will be different each time you run it - CommuteAssess - loops 1 - block B: - '10': '10' - '18': '18' - '3': '3' - '6': '6' - How many times will the word "here" be displayed when this code is run?: How many times will the word "here" be displayed when this code is run? - It will be different each time you run it: It will be different each time you run it - CommuteAssess - loops 1 - block_2018: - '10': '10' - '18': '18' - '3': '3' - '6': '6' - How many times will the word "here" be displayed when this code is run?: How many times will the word "here" be displayed when this code is run? - It will be different each time you run it: It will be different each time you run it - CommuteAssess - loops 1 - block_exam_prep: - '10': '10' - '18': '18' - '3': '3' - '6': '6' - How many times will the word "here" be displayed when this code is run?: How many times will the word "here" be displayed when this code is run? - It will be different each time you run it: It will be different each time you run it - CommuteAssess - loops 2 - block: - '0': '0' - '1': '1' - '10': '10' - '5': '5' - ? 'here will displayed over and over until the code is stopped manually' - : 'here will displayed over and over until the code is stopped manually' - ? 'How many times will the word here be displayed when this code is run?' - : 'How many times will the word here be displayed when this code is run?' - it will be different each time you run it: it will be different each time you run it - CommuteAssess - loops 2 - block_2018: - '0': '0' - '1': '1' - '10': '10' - '5': '5' - ? 'here will displayed over and over until the code is stopped manually' - : 'here will displayed over and over until the code is stopped manually' - ? 'How many times will the word here be displayed when this code is run?' - : 'How many times will the word here be displayed when this code is run?' - it will be different each time you run it: it will be different each time you run it - CommuteAssess - loops 2 - block_exam_prep: - '0': '0' - '1': '1' - '10': '10' - '5': '5' - ? 'here will displayed over and over until the code is stopped manually' - : 'here will displayed over and over until the code is stopped manually' - ? 'How many times will the word here be displayed when this code is run?' - : 'How many times will the word here be displayed when this code is run?' - it will be different each time you run it: it will be different each time you run it - CommuteAssess - loops 5 - block: - "
3
": "
3
" - "
3
1
": "
3
1
" - "
3
1
-1
": "
3
1
-1
" - "
5
3
1
": "
5
3
1
" - "
5
4
3
2
1
0
": "
5
4
3
2
1
0
" - What will be displayed when this code is run?: What will be displayed when this code is run? - it will be different each time you run it: it will be different each time you run it - CommuteAssess - loops 5 - block_2018: - "
3
": "
3
" - "
3
1
": "
3
1
" - "
3
1
-1
": "
3
1
-1
" - "
5
3
1
": "
5
3
1
" - "
5
4
3
2
1
0
": "
5
4
3
2
1
0
" - What will be displayed when this code is run?: What will be displayed when this code is run? - it will be different each time you run it: it will be different each time you run it - CommuteAssess - loops 5 - block_exam_prep: - "
3
": "
3
" - "
3
1
": "
3
1
" - "
3
1
-1
": "
3
1
-1
" - "
5
3
1
": "
5
3
1
" - "
5
4
3
2
1
0
": "
5
4
3
2
1
0
" - What will be displayed when this code is run?: What will be displayed when this code is run? - it will be different each time you run it: it will be different each time you run it - Coordinates Multi 1: - ? Given what you know about video games and the coordinate plane, which of these statements describes the unicorn's movements in the most precise way? - : Given what you know about video games and the coordinate plane, which of these statements describes the unicorn's movements in the most precise way? - Ninjacat Demo Embed.level: Ninjacat Demo Embed.level - The unicorn moves across the screen: The unicorn moves across the screen - The unicorn moves to the left: The unicorn moves to the left - The unicorn's x value increases: The unicorn's x value increases - The unicorn's y value changes: The unicorn's y value changes - Video game Coordinates: Video game Coordinates - CumulAssess - Var 1 - block: - What are the values of x and y after this script runs?: What are the values of x and y after this script runs? - x is equal to "x + 5"; y is equal to "x": x is equal to "x + 5"; y is equal to "x" - x is equal to 10, 15; y is equal to 5, 10: x is equal to 10, 15; y is equal to 5, 10 - x is equal to 10; y is equal to 5: x is equal to 10; y is equal to 5 - x is equal to 15; y is equal to 10: x is equal to 15; y is equal to 10 - x is equal to 15; y is equal to 15: x is equal to 15; y is equal to 15 - x is equal to 5; y is equal to 10: x is equal to 5; y is equal to 10 - CumulAssess - Var 1 - block B: - What are the values of x and y after this script runs?: What are the values of x and y after this script runs? - x is equal to "x + 5"; y is equal to "x": x is equal to "x + 5"; y is equal to "x" - x is equal to 10, 15; y is equal to 5, 10: x is equal to 10, 15; y is equal to 5, 10 - x is equal to 10; y is equal to 5: x is equal to 10; y is equal to 5 - x is equal to 15; y is equal to 10: x is equal to 15; y is equal to 10 - x is equal to 15; y is equal to 15: x is equal to 15; y is equal to 15 - x is equal to 5; y is equal to 10: x is equal to 5; y is equal to 10 - CumulAssess - Var 1 - block_2018: - What are the values of x and y after this script runs?: What are the values of x and y after this script runs? - x is equal to "x + 5"; y is equal to "x": x is equal to "x + 5"; y is equal to "x" - x is equal to 10, 15; y is equal to 5, 10: x is equal to 10, 15; y is equal to 5, 10 - x is equal to 10; y is equal to 5: x is equal to 10; y is equal to 5 - x is equal to 15; y is equal to 10: x is equal to 15; y is equal to 10 - x is equal to 15; y is equal to 15: x is equal to 15; y is equal to 15 - x is equal to 5; y is equal to 10: x is equal to 5; y is equal to 10 - CumulAssess - Var 1 - block_exam_prep: - What are the values of x and y after this script runs?: What are the values of x and y after this script runs? - x is equal to "x + 5"; y is equal to "x": x is equal to "x + 5"; y is equal to "x" - x is equal to 10, 15; y is equal to 5, 10: x is equal to 10, 15; y is equal to 5, 10 - x is equal to 10; y is equal to 5: x is equal to 10; y is equal to 5 - x is equal to 15; y is equal to 10: x is equal to 15; y is equal to 10 - x is equal to 15; y is equal to 15: x is equal to 15; y is equal to 15 - x is equal to 5; y is equal to 10: x is equal to 5; y is equal to 10 - CumulAssess - Var 2 - block: - "
BoysHello Girls
": "
BoysHello Girls
" - "
Hello Boys and Girls
": "
Hello Boys and Girls
" - "
Hello Girls and Boys
": "
Hello Girls and Boys
" - "
sentence
": "
sentence
" - 
y + z + " and " + x
: 
y + z + " and " + x
- What will be displayed after running this code?: What will be displayed after running this code? - CumulAssess - Var 2 - block B: - "
BoysHello Girls
": "
BoysHello Girls
" - "
Hello Boys and Girls
": "
Hello Boys and Girls
" - "
Hello Girls and Boys
": "
Hello Girls and Boys
" - "
sentence
": "
sentence
" - 
y + z + " and " + x
: 
y + z + " and " + x
- What will be displayed after running this code?: What will be displayed after running this code? - CumulAssess - Var 2 - block_2018: - "
BoysHello Girls
": "
BoysHello Girls
" - "
Hello Boys and Girls
": "
Hello Boys and Girls
" - "
Hello Girls and Boys
": "
Hello Girls and Boys
" - "
sentence
": "
sentence
" - 
y + z + " and " + x
: 
y + z + " and " + x
- What will be displayed after running this code?: What will be displayed after running this code? - CumulAssess - Var 2 - block_exam_prep: - "
BoysHello Girls
": "
BoysHello Girls
" - "
Hello Boys and Girls
": "
Hello Boys and Girls
" - "
Hello Girls and Boys
": "
Hello Girls and Boys
" - "
sentence
": "
sentence
" - 
y + z + " and " + x
: 
y + z + " and " + x
- What will be displayed after running this code?: What will be displayed after running this code? - Destroy me multi test: - 3 answer: 3 answer - 4 answer: 4 answer - 5 answer: 5 answer - 6 answer: 6 answer - Can I choose zero or one?: Can I choose zero or one? - description here: description here - one answer: one answer - title foo foo: title foo foo - two answer: two answer - ECSPD Online U1D1-2 Assessment 2: - A and B: A and B - A, B, C, F, and G: A, B, C, F, and G - A, B, and C: A, B, and C - All of the Above: All of the Above - 'Suggested Assessment: What Is a Computer?': 'Suggested Assessment: What Is a Computer?' - ? Your students will likely realize that desktops, laptops, and cellphones are computers. They might not realize all the different types of computers around them. This quiz can be used as a tool to facilitate discussion. Answer the question and click "Submit" to move on. - : Your students will likely realize that desktops, laptops, and cellphones are computers. They might not realize all the different types of computers around them. This quiz can be used as a tool to facilitate discussion. Answer the question and click "Submit" to move on. - ECSPD Online U1D10 Assessment 2: - Connecting several data sets allows a more accurate representation of the underlying information.: Connecting several data sets allows a more accurate representation of the underlying information. - ? "Data mining is becoming so advanced it may one day be used to automatically generate public policy decisions \n
for us." - : "Data mining is becoming so advanced it may one day be used to automatically generate public policy decisions \n
for us." - Different representations of data can help us draw more meaningful conclusions about it.: Different representations of data can help us draw more meaningful conclusions about it. - ? "Here is a short video quiz you could use with your students. Answer the question and click \"Submit\" to \n
continue. \n
\n
Question: In the previous video, David McCandless made several important points about the representation\n
and use of data. Which of the following was not a main point of his? For a printable version of the assessments \n
on this stage, click here." - : "Here is a short video quiz you could use with your students. Answer the question and click \"Submit\" to \n
continue. \n
\n
Question: In the previous video, David McCandless made several important points about the representation\n
and use of data. Which of the following was not a main point of his? For a printable version of the assessments \n
on this stage, click here." - Telling a Story with Data: Telling a Story with Data - The way data is represented can help us understand the data by telling a meaningful story.: The way data is represented can help us understand the data by telling a meaningful story. - ECSPD Online U1D5-7 Assessment 1: - A. It can cause two people with identical search queries to receive vastly different results: A. It can cause two people with identical search queries to receive vastly different results - B. It can cause you to have difficulty finding views or ideas that you do not agree with: B. It can cause you to have difficulty finding views or ideas that you do not agree with - C. Both A and B: C. Both A and B - D. None: D. None - ? In the previous level, you watched a TED talk on filter bubbles. According to Eli Pariser, which of the following explain how the filter bubble can affect search results? - : In the previous level, you watched a TED talk on filter bubbles. According to Eli Pariser, which of the following explain how the filter bubble can affect search results? - Searching: Searching - ECSPD growth mindset in the classroom: - Growth Mindset in the Classroom: Growth Mindset in the Classroom - How can we use praise to encourage Growth Mindset in our students?: How can we use praise to encourage Growth Mindset in our students? - praise students for getting the right answer: praise students for getting the right answer - praise students for their intelligence: praise students for their intelligence - praise the process that students use to solve problems: praise the process that students use to solve problems - ECSPD growth mindset question: - Based on the video you saw before, please answer the following question.: Based on the video you saw before, please answer the following question. - Impact of Growth Mindset: Impact of Growth Mindset - ? In the video, Carol Dweck describes an online math game that rewarded student effort, strategy, and progress. What results did they see from students who played this game? - : In the video, Carol Dweck describes an online math game that rewarded student effort, strategy, and progress. What results did they see from students who played this game? - all of the above: all of the above - more effort: more effort - more engagement over longer periods of time: more engagement over longer periods of time - more perseverance: more perseverance - more strategies: more strategies - ECSPD impact vid2 question: - Barrier to Using Data: Barrier to Using Data - ? "Based on the video you just watched, answer the following \nquestion" - : "Based on the video you just watched, answer the following \nquestion" - ? What issues did Ben Wellington address in his TED talk related to the barriers presented for people who want to access and analyze Big Data? - : What issues did Ben Wellington address in his TED talk related to the barriers presented for people who want to access and analyze Big Data? - all of the above: all of the above - data is normalized, so it is difficult to analyze data from different sources: data is normalized, so it is difficult to analyze data from different sources - data is technically available, but often not posted online: data is technically available, but often not posted online - data stored in ways that makes it difficult to analyze it: data stored in ways that makes it difficult to analyze it - ECSPD unit: - Based on what you just read about the ECS course, answer the following question: Based on what you just read about the ECS course, answer the following question - ECS Curriculum: ECS Curriculum - 'Unit 1: Human Computer Interaction': 'Unit 1: Human Computer Interaction' - 'Unit 2: Problem Solving': 'Unit 2: Problem Solving' - 'Unit 3: Web Design': 'Unit 3: Web Design' - 'Unit 4: Introduction to Programming': 'Unit 4: Introduction to Programming' - 'Unit 5: Computing and Data Analysis': 'Unit 5: Computing and Data Analysis' - 'Unit 6: Robotics': 'Unit 6: Robotics' - What unit from the ECS curriculum are you most interested in?: What unit from the ECS curriculum are you most interested in? - ECSPD2 question: - Question: Question - right answer: right answer - title: title - wrong answer: wrong answer - HOC post-survey 2016 q1: - Before today, I have...: Before today, I have... - Done more computer science than just an Hour of Code: Done more computer science than just an Hour of Code - Never done an Hour of Code: Never done an Hour of Code - Only done an Hour of Code: Only done an Hour of Code - HOC post-survey 2016 q2: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I like computer science.: I like computer science. - HOC post-survey 2016 q3: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I think computer science is interesting.: I think computer science is interesting. - HOC post-survey 2016 q4: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I have the ability to learn computer science.: I have the ability to learn computer science. - HOC post-survey 2016 q5: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I am better at computer science than most kids at my school.: I am better at computer science than most kids at my school. - HOC pre-survey 2016 q1: - Before today, I have...: Before today, I have... - Done more computer science than just an Hour of Code: Done more computer science than just an Hour of Code - Never done an Hour of Code: Never done an Hour of Code - Only done an Hour of Code: Only done an Hour of Code - HOC pre-survey 2016 q2: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I like computer science.: I like computer science. - HOC pre-survey 2016 q3: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I think computer science is interesting.: I think computer science is interesting. - HOC pre-survey 2016 q4: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I have the ability to learn computer science.: I have the ability to learn computer science. - HOC pre-survey 2016 q5: - Agree a little: Agree a little - Agree a lot: Agree a lot - Disagree a little: Disagree a little - Disagree a lot: Disagree a lot - I am better at computer science than most kids at my school.: I am better at computer science than most kids at my school. + "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_q.png, 500": "/script_assets/4-5_images/maze/4-5_mazeconditionals_multi_1_q.png, 500" + Maze Conditionals Multiple Choice: Maze Conditionals Multiple Choice + Which blocks solve the puzzle?: Which blocks solve the puzzle? + 4-5 maze multi 1: + "/script_assets/4-5_images/maze/4-5_maze_multi_1_a1.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a1.png" + "/script_assets/4-5_images/maze/4-5_maze_multi_1_a2.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a2.png" + "/script_assets/4-5_images/maze/4-5_maze_multi_1_a3.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a3.png" + "/script_assets/4-5_images/maze/4-5_maze_multi_1_a4.png": "/script_assets/4-5_images/maze/4-5_maze_multi_1_a4.png" + "/script_assets/4-5_images/maze/4-5_maze_multi_1_q.png, 500": "/script_assets/4-5_images/maze/4-5_maze_multi_1_q.png, 500" + Maze Multiple Choice: Maze Multiple Choice + Which blocks solve the puzzle?: Which blocks solve the puzzle? K-1 Artist 1 Multi 1: "/script_assets/k_1_images/artist_images/E-S-S.png": "/script_assets/k_1_images/artist_images/E-S-S.png" "/script_assets/k_1_images/artist_images/E-S.png": "/script_assets/k_1_images/artist_images/E-S.png" @@ -7639,22 +487,6 @@ en: "/script_assets/k_1_images/artist_images/square.png, 500": "/script_assets/k_1_images/artist_images/square.png, 500" Multiple Choice: Multiple Choice Which blocks draw the square?: Which blocks draw the square? - K-1 Artist 2 Multi 1: - "/script_assets/k_1_images/artist_images/medium_circle.png": "/script_assets/k_1_images/artist_images/medium_circle.png" - "/script_assets/k_1_images/artist_images/medium_square.png": "/script_assets/k_1_images/artist_images/medium_square.png" - "/script_assets/k_1_images/artist_images/medium_triangle.png": "/script_assets/k_1_images/artist_images/medium_triangle.png" - "/script_assets/k_1_images/artist_images/small_rectangle.png": "/script_assets/k_1_images/artist_images/small_rectangle.png" - "/script_assets/k_1_images/artist_images/sq+sq.png, 500": "/script_assets/k_1_images/artist_images/sq+sq.png, 500" - Multiple Choice: Multiple Choice - Which shape do these squares combine to make?: Which shape do these squares combine to make? - K-1 Artist Loops Multi 1: - "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a1.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a1.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a2.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a2.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a3.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a3.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a4.png": "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_a4.png" - "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_q.png, 300": "/script_assets/k_1_images/artist_images/K-1_artistloops_multi_1_q.png, 300" - Multiple Choice: Multiple Choice - Which blocks create this picture?: Which blocks create this picture? K-1 Bee 1 Multi 1: "/script_assets/k_1_images/bee_images/1nectar+2nectar.png": "/script_assets/k_1_images/bee_images/1nectar+2nectar.png" "/script_assets/k_1_images/bee_images/2nectar.png": "/script_assets/k_1_images/bee_images/2nectar.png" @@ -7758,13 +590,6 @@ en: "/script_assets/k_1_images/search_images/move.png, 450": "/script_assets/k_1_images/search_images/move.png, 450" Multiple Choice: Multiple Choice Which blocks spell "MOVE"?: Which blocks spell "MOVE"? - K-1 Word Search Multi 2: - "/script_assets/k_1_images/move_blocks/EENN.png": "/script_assets/k_1_images/move_blocks/EENN.png" - "/script_assets/k_1_images/move_blocks/NENE.png": "/script_assets/k_1_images/move_blocks/NENE.png" - "/script_assets/k_1_images/move_blocks/NNEE.png": "/script_assets/k_1_images/move_blocks/NNEE.png" - "/script_assets/k_1_images/search_images/jump.png, 450": "/script_assets/k_1_images/search_images/jump.png, 450" - Multiple Choice: Multiple Choice - Which blocks spell "JUMP"?: Which blocks spell "JUMP"? K-1 Word Search Multi 3: "/script_assets/k_1_images/search_images/square.png, 700": "/script_assets/k_1_images/search_images/square.png, 700" Multiple Choice: Multiple Choice @@ -7772,2066 +597,6 @@ en: SOUTH: SOUTH SQUARE: SQUARE Which word is spelled?: Which word is spelled? - K-1 multi 4: - "/script_assets/multis/driver.jpg": "/script_assets/multis/driver.jpg" - "/script_assets/multis/driver_helper.jpg": "/script_assets/multis/driver_helper.jpg" - "/script_assets/multis/helper.jpg": "/script_assets/multis/helper.jpg" - Driver and Helper: Driver and Helper - One of these boys is the driver. And one is the helper.: One of these boys is the driver. And one is the helper. - Which boy is the helper?: Which boy is the helper? - K-1 multi 5: - "/script_assets/multis/driver.jpg": "/script_assets/multis/driver.jpg" - "/script_assets/multis/driver_helper.jpg": "/script_assets/multis/driver_helper.jpg" - "/script_assets/multis/helper.jpg": "/script_assets/multis/helper.jpg" - Driver and Helper: Driver and Helper - One of these boys is the driver. And one is the helper.: One of these boys is the driver. And one is the helper. - This time, which boy is the driver?: This time, which boy is the driver? - Math to Code 1: - "(* (+ 5 6) (/ 8 2))": "(* (+ 5 6) (/ 8 2))" - "(/ (* (+ 5 6) 8) 2)": "(/ (* (+ 5 6) 8) 2)" - "(/ (* 8 2) (+ 5 6))": "(/ (* 8 2) (+ 5 6))" - "(/ (+ 5 6) (* 8 2))": "(/ (+ 5 6) (* 8 2))" - "(5 + 6) * 8 / 2": "(5 + 6) * 8 / 2" - ? Pick the Racket code that matches the mathematical expression given. Draw a circle of evaluation to help you find the right answer! - : Pick the Racket code that matches the mathematical expression given. Draw a circle of evaluation to help you find the right answer! - Racket Code for Math Expressions: Racket Code for Math Expressions - Math to Code 2: - "(+ (+ (* (* (/ 20 2) 3) 7) 2) (+ 4 6))": "(+ (+ (* (* (/ 20 2) 3) 7) 2) (+ 4 6))" - "(+ (+ (+ 4 6) (* (* (/ 2 20) 7) 3) 2)": "(+ (+ (+ 4 6) (* (* (/ 2 20) 7) 3) 2)" - "(+ (+ (+ 4 6) (* (* (/ 20 2) 3) 7)) 2)": "(+ (+ (+ 4 6) (* (* (/ 20 2) 3) 7)) 2)" - "(+ 4 (+ 6 (/ 20 (* 2 (* 3 (+ 7 2))))))": "(+ 4 (+ 6 (/ 20 (* 2 (* 3 (+ 7 2))))))" - 4 + 6 + 20 / 2 x 3 x 7 + 2: 4 + 6 + 20 / 2 x 3 x 7 + 2 - ? Pick the Racket code that matches the mathematical expression given. Draw a circle of evaluation to help you find the right answer! - : Pick the Racket code that matches the mathematical expression given. Draw a circle of evaluation to help you find the right answer! - Racket Code for Math Expressions: Racket Code for Math Expressions - Multi Define Funcs 1: - '3': '3' - What is the name of this function?: What is the name of this function? - g: g - g(y) = y + 3: g(y) = y + 3 - y: y - Multi Define Funcs 2: - '3': '3' - What is the name of the parameter?: What is the name of the parameter? - g: g - g(y) = y + 3: g(y) = y + 3 - y: y - Multi Define Funcs 3: - '5': '5' - '6': '6' - What should g(2) return?: What should g(2) return? - g(y) = y + 3: g(y) = y + 3 - y: y - Multi Horizontal Scroll Test: - 12 bits: 12 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 6 bits: 6 bits - 7 bits: 7 bits - 'Assessment: Encoding Text': 'Assessment: Encoding Text' - ? |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time (Assume that all other keys are ignored in this question). - - How many bits would you need to encode everything that could be typed on this keyboard? - : |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time (Assume that all other keys are ignored in this question). - - How many bits would you need to encode everything that could be typed on this keyboard? - Multi Horizontal Scroll Test tight: - 12 bits: 12 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 6 bits: 6 bits - 7 bits: 7 bits - 'Assessment: Encoding Text': 'Assessment: Encoding Text' - ? |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time (Assume that all other keys are ignored in this question). - - How many bits would you need to encode everything that could be typed on this keyboard? - : |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time (Assume that all other keys are ignored in this question). - - How many bits would you need to encode everything that could be typed on this keyboard? - Multi Strings Images 1: - Multi Strings Images 1.blocks1.start_blocks, 350, 100: Multi Strings Images 1.blocks1.start_blocks, 350, 100 - Multi Strings Images 1.blocks2.start_blocks, 350, 100: Multi Strings Images 1.blocks2.start_blocks, 350, 100 - Multi Strings Images 1.blocks3.start_blocks, 350, 100: Multi Strings Images 1.blocks3.start_blocks, 350, 100 - Multi Strings Images 1.blocks4.start_blocks, 350, 100: Multi Strings Images 1.blocks4.start_blocks, 350, 100 - Strings and Images Multiple Choice: Strings and Images Multiple Choice - Which of these Evaluation Blocks will draw the image on the left?: Which of these Evaluation Blocks will draw the image on the left? - https://studio.code.org/script_assets/msm/green-rect.png: https://studio.code.org/script_assets/msm/green-rect.png - PDAlg Blocks Video: - In which area of the screen do you click blocks together to write a program?: In which area of the screen do you click blocks together to write a program? - Intro to Evaluation Blocks: Intro to Evaluation Blocks - Play Area: Play Area - Toolbox: Toolbox - Workspace: Workspace - PDAlg DR Multi 1: - Domain: Domain - Name: Name - Range: Range - ? The first step in the Design Recipe is to create a contract based on the word problem. Which part of this contract has the student gotten wrong? - : The first step in the Design Recipe is to create a contract based on the word problem. Which part of this contract has the student gotten wrong? - PDAlg DR Multi 2: - For a given number of dollars, return the number of treats.: For a given number of dollars, return the number of treats. - Given a number of dollars, produce the number
of 50 cent treats you could purchase: Given a number of dollars, produce the number
of 50 cent treats you could purchase - How many times does 50 go into dollars?: How many times does 50 go into dollars? - How many treats can you buy with your dollars?: How many treats can you buy with your dollars? - ? Now that this student has fixed their contract, it's time to move onto the purpose statement. Which of the following purpose statements covers all of the necessary information? - : Now that this student has fixed their contract, it's time to move onto the purpose statement. Which of the following purpose statements covers all of the necessary information? - PDAlg PreQ 1: - Have you ever participated in an online PD program before?: Have you ever participated in an online PD program before? - 'No': 'No' - Pre-Survey Question 1: Pre-Survey Question 1 - 'Yes': 'Yes' - PDAlg PreQ 2: - Have you ever taken an Online Course before (through a platform like Coursera, edX, Udacity, Khan Academy, etc)?: Have you ever taken an Online Course before (through a platform like Coursera, edX, Udacity, Khan Academy, etc)? - 'No': 'No' - Pre-Survey Question 2: Pre-Survey Question 2 - 'Yes': 'Yes' - PDAlg attendance commitment: - I have read and agree to the Attendance Policy: I have read and agree to the Attendance Policy - Please confirm that you have read the Attendance Policy and will work to follow it.: Please confirm that you have read the Attendance Policy and will work to follow it. - PDAlg end of P3: - Keep teaching Bootstrap: Keep teaching Bootstrap - Not sure yet: Not sure yet - Not teaching either: Not teaching either - Plans for the Future: Plans for the Future - Start teaching CS in Algebra: Start teaching CS in Algebra - What are your plans for next year?: What are your plans for next year? - PDAlg functional: - Functional Programming: Functional Programming - Have you ever programmed before?: Have you ever programmed before? - 'No': 'No' - Yes, and I'm familiar with functional programming: Yes, and I'm familiar with functional programming - Yes, but I don't know if it would be considered functional: Yes, but I don't know if it would be considered functional - PDAlg implementation: - Curriculum Implementation: Curriculum Implementation - ? Given the scope and sequence from the last page, which of the following best describes when you expect to implement the CS in Algebra curriculum? - : Given the scope and sequence from the last page, which of the following best describes when you expect to implement the CS in Algebra curriculum? - January - February: January - February - March - April: March - April - May - June: May - June - November - December: November - December - September - October: September - October - Throughout the year: Throughout the year - PDECS attendance commitment: - I have read and agree to the Attendance Policy: I have read and agree to the Attendance Policy - Please confirm that you have read the Attendance Policy and will work to follow it.: Please confirm that you have read the Attendance Policy and will work to follow it. - PDK5 Basic CS: - 'A computer program, or code, is:': 'A computer program, or code, is:' - Answer this question based on the video you just watched.: Answer this question based on the video you just watched. - Video Follow-up Question: Video Follow-up Question - a part inside of a computer: a part inside of a computer - a secret password: a secret password - a set of instructions you give a computer to execute: a set of instructions you give a computer to execute - a week-long course to learn about computers: a week-long course to learn about computers - PDK5 Beyond: - Im finished: Im finished - This is the last piece of our online PD. Congratulations! Click Im finished when you are ready!: This is the last piece of our online PD. Congratulations! Click Im finished when you are ready! - What do I do now?: What do I do now? - PDK5 Blockly Intro: - Are you ready to move on?: Are you ready to move on? - Writing your first computer program!: Writing your first computer program! - 'Yes': 'Yes' - PDK5 Classroom Culture: - Are you ready to move on?: Are you ready to move on? - Classroom Culture: Classroom Culture - 'Yes': 'Yes' - PDK5 Course Maps: - Are you ready to move on?: Are you ready to move on? - Navigating Courses 1, 2, and 3: Navigating Courses 1, 2, and 3 - 'Yes': 'Yes' - PDK5 Course Overview: - Are you ready to move on?: Are you ready to move on? - Overview of K-5 Courses: Overview of K-5 Courses - 'Yes': 'Yes' - PDK5 Glossary: - Are you ready to move on?: Are you ready to move on? - Glossary: Glossary - 'Yes': 'Yes' - PDK5 Intro: - Before now, have you ever participated in an online PD program?: Before now, have you ever participated in an online PD program? - 'No': 'No' - Welcome!: Welcome! - 'Yes': 'Yes' - PDK5 Sequence2: - More Sequencing: More Sequencing - The grey rectangle to the left of the workspace is called the: The grey rectangle to the left of the workspace is called the - bin: bin - dropdown: dropdown - shelf: shelf - toolbox: toolbox - PDK5 Teacher Dashboard: - Are you ready to move on?: Are you ready to move on? - Teacher Dashboard: Teacher Dashboard - 'Yes': 'Yes' - PDK5 Test1: - Question: Question - description here: description here - right answer: right answer - title: title - wrong answer: wrong answer - PDK5 UVideo Overview: - Are you ready to move on?: Are you ready to move on? - Teacher Guides to all our unplugged activities: Teacher Guides to all our unplugged activities - 'Yes': 'Yes' - PDK5 Unplugged Intro: - Are you ready to move on?: Are you ready to move on? - What is an unplugged activity?: What is an unplugged activity? - 'Yes': 'Yes' - PDK5 Visual Languages: - All of the above: All of the above - Because the commands are listed in a menu rather than having to remember them yourself: Because the commands are listed in a menu rather than having to remember them yourself - Because you can focus on the logic of programming: Because you can focus on the logic of programming - Because you dont have to worry about syntax as much, like where to put a semi-colon: Because you dont have to worry about syntax as much, like where to put a semi-colon - Visual Programming Languages: Visual Programming Languages - Why are visual programming languages easier to learn than text-based programming languages?: Why are visual programming languages easier to learn than text-based programming languages? - PDK5 What is CS: - 'A computer program, or "code," is:': 'A computer program, or "code," is:' - Computer Science is More than Programming: Computer Science is More than Programming - a part inside of a computer: a part inside of a computer - a secret password: a secret password - a set of instructions a person gives a computer to execute: a set of instructions a person gives a computer to execute - a week-long course to learn about computers: a week-long course to learn about computers - PS MC predictive q1: - Make a prediction: Make a prediction - Not quite. This answer does not work because of some reason specific to this answer choice: Not quite. This answer does not work because of some reason specific to this answer choice - What do you think will happen?: What do you think will happen? - right answer: right answer - wrong answer: wrong answer - you are so smart!: you are so smart! - PS MC test 7-22: - "A. wrong answer": "A. wrong answer" - "B. right answer": "B. right answer" - "C. another wrong answer": "C. another wrong answer" - "D.yet another wrong answer": "D.yet another wrong answer" - Here is a description: Here is a description - Here is a question.: Here is a question. - Here is a title: Here is a title - feedback for this wrong answer.: feedback for this wrong answer. - PS U3 Q1-1: - Ambiguities in natural language necessitate the creation of programming languages for controlling a computer.: Ambiguities in natural language necessitate the creation of programming languages for controlling a computer. - Compared to the number of words in a natural language, the number of defined words in a programming language is very small.: Compared to the number of words in a natural language, the number of defined words in a programming language is very small. - The number of defined words in a programming language is about the same as the number of words in a natural language.: The number of defined words in a programming language is about the same as the number of words in a natural language. - There are typically many possible ways to interpret an instruction written in a programming language.: There are typically many possible ways to interpret an instruction written in a programming language. - PS U3 Q1-2: - Robots in a grid of square Part 1: Robots in a grid of square Part 1 - https://images.code.org/3e341ed57ac366663807df24b2a7e329-image-1459376286013.png: https://images.code.org/3e341ed57ac366663807df24b2a7e329-image-1459376286013.png - https://images.code.org/841ec4583e3d9f0b41d1b51b496ef94b-image-1459376320683.png: https://images.code.org/841ec4583e3d9f0b41d1b51b496ef94b-image-1459376320683.png - https://images.code.org/c59d71ecac547d755d63a3f8fca56843-image-1459376262204.png: https://images.code.org/c59d71ecac547d755d63a3f8fca56843-image-1459376262204.png - https://images.code.org/d2fb6af7fc9d8b79eefd9b66232eb1a8-image-1459374904942.png: https://images.code.org/d2fb6af7fc9d8b79eefd9b66232eb1a8-image-1459374904942.png - https://images.code.org/d658fb7f959603138c39ed5f7666fd63-image-1459376301845.png: https://images.code.org/d658fb7f959603138c39ed5f7666fd63-image-1459376301845.png - PS U3 Q1-3: - Line 3 and Line 4: Line 3 and Line 4 - Line 5, 6, 7, 8 and 9: Line 5, 6, 7, 8 and 9 - Line 8 and Line 9: Line 8 and Line 9 - Line 9: Line 9 - PS U3 Q1-4: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions within the same program.: Functions cannot make calls to other functions within the same program. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - Which of the following is NOT true about functions in programming?: Which of the following is NOT true about functions in programming? - PS U3 Q1-5: - A function name should be as descriptive as possible to indicate what the function does.: A function name should be as descriptive as possible to indicate what the function does. - A function name should indicate how long the function takes to run.: A function name should indicate how long the function takes to run. - Function names should be organized alphabetically.: Function names should be organized alphabetically. - The function name should begin with a number that indicates the order in which it should be executed.: The function name should begin with a number that indicates the order in which it should be executed. - Two functions with similar behavior should be given identical names to indicate the relationship between them.: Two functions with similar behavior should be given identical names to indicate the relationship between them. - What is one important naming convention of functions?: What is one important naming convention of functions? - PS U3 Q1-6: - A function can change names over the course of a program.: A function can change names over the course of a program. - Code can be added or removed dynamically from a function while the program is running.: Code can be added or removed dynamically from a function while the program is running. - Functions can be called using different names depending on where in the program they are called.: Functions can be called using different names depending on where in the program they are called. - Two functions can be given identical names as long as their code is identical.: Two functions can be given identical names as long as their code is identical. - Two functions in a single program can have different names but contain identical code.: Two functions in a single program can have different names but contain identical code. - Which one of the following statements about functions is TRUE: Which one of the following statements about functions is TRUE - PS U3 Q1-8: - drawStar();: drawStar(); - drawStar;: drawStar; - function drawStar(): function drawStar() - ? 'function drawStar(){
     for(var i = 0; i < 5; i++){
        moveForward(100);
        turnLeft(36);
    }
} ' - : 'function drawStar(){
     for(var i = 0; i < 5; i++){
        moveForward(100);
        turnLeft(36);
    }
} ' - function drawStar;: function drawStar; - PS U3 Q1-9: - Parameters allow for more flexible, generalized behaviors in functions.: Parameters allow for more flexible, generalized behaviors in functions. - Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve: Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve - Parameters change the order of operations within a function.: Parameters change the order of operations within a function. - Parameters determine the number of times the function will run.: Parameters determine the number of times the function will run. - Why are parameters useful when programming?: Why are parameters useful when programming? - PS U3-bakertest: - These are my instructions.

how's this!

: These are my instructions.

how's this!

- description here: description here - foo: foo - title: title - PS pre-assessment q1: - Agree: Agree - Disagree: Disagree - I have the ability to do my schoolwork: I have the ability to do my schoolwork - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - PS pre-assessment q2: - Agree: Agree - Disagree: Disagree - I am better at schoolwork than most of the other kids at my school.: I am better at schoolwork than most of the other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - PS pre-assessment q3: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - PS pre-assessment q4: - Agree: Agree - Disagree: Disagree - I can figure out how to solve the most difficult problems in school if I try.: I can figure out how to solve the most difficult problems in school if I try. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - Play Lab Rocket 6: - Rocket Multiple Choice: Rocket Multiple Choice - rocket-height(seconds) = seconds * 48: rocket-height(seconds) = seconds * 48 - rocket-height(seconds) = 48 / seconds: rocket-height(seconds) = 48 / seconds - rocket-height(seconds) = seconds * 12: rocket-height(seconds) = seconds * 12 - rocket-height(seconds) = seconds + 12: rocket-height(seconds) = seconds + 12 - Play Lab Rocket 7: - Rocket Multiple Choice: Rocket Multiple Choice - rocket-height(seconds) = seconds * 16: rocket-height(seconds) = seconds * 16 - rocket-height(seconds) = seconds * 2: rocket-height(seconds) = seconds * 2 - rocket-height(seconds) = seconds * 4: rocket-height(seconds) = seconds * 4 - rocket-height(seconds) = seconds * seconds: rocket-height(seconds) = seconds * seconds - Play Lab Rocket 8: - Rocket Multiple Choice: Rocket Multiple Choice - rocket-height(seconds) = seconds * 10 + 7: rocket-height(seconds) = seconds * 10 + 7 - rocket-height(seconds) = seconds * 10 - 3: rocket-height(seconds) = seconds * 10 - 3 - rocket-height(seconds) = seconds * 7 + 10: rocket-height(seconds) = seconds * 7 + 10 - rocket-height(seconds) = seconds * 7 + 3: rocket-height(seconds) = seconds * 7 + 3 - SG U3L03 - multiselect - properties of functions: - 'Choose Two: True Statements about Functions': 'Choose Two: True Statements about Functions' - Choose the two (2) statements that are true about functions: Choose the two (2) statements that are true about functions - Functions in programming are named groupings of programming instructions.
: Functions in programming are named groupings of programming instructions.
- Functions in programming are useful mathematical tools for doing complex computations.
: Functions in programming are useful mathematical tools for doing complex computations.
- Meaningful function names help computers better understand programs.
: Meaningful function names help computers better understand programs.
- Meaningful function names help people better understand programs.
: Meaningful function names help people better understand programs.
- SG U3L03 Assessment: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions written by the same programmer.: Functions cannot make calls to other functions written by the same programmer. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - 'Multiple Choice: False Statements about Functions': 'Multiple Choice: False Statements about Functions' - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - Which of the following is NOT a true statement about functions?: Which of the following is NOT a true statement about functions? - SG U3L04 Assessment2: - 'Multiple Choice: Functions and Top-Down Design': 'Multiple Choice: Functions and Top-Down Design' - Top-Down Design assists in identifying the layers of functions that will be used to solve a programming problem.: Top-Down Design assists in identifying the layers of functions that will be used to solve a programming problem. - Top-Down Design leads to programs which feature multiple layers of abstraction.: Top-Down Design leads to programs which feature multiple layers of abstraction. - Top-Down Design relies upon identifying sub-problems of a larger problem.: Top-Down Design relies upon identifying sub-problems of a larger problem. - Two programmers solving the same problem using Top-Down Design should arrive at identical programs.: Two programmers solving the same problem using Top-Down Design should arrive at identical programs. - Which of the following statements about writing functions and Top-Down Design is NOT true?: Which of the following statements about writing functions and Top-Down Design is NOT true? - Writing functions helps manage complexity in a program.: Writing functions helps manage complexity in a program. - SG U3L06 Assessment2: - A collection of commands that can be used in a programming language.: A collection of commands that can be used in a programming language. - A named memory location.: A named memory location. - A way to give input to a function that controls how the function runs.: A way to give input to a function that controls how the function runs. - Another name for the purpose of a function.: Another name for the purpose of a function. - 'Multiple Choice: What is a function parameter?': 'Multiple Choice: What is a function parameter?' - 'Para-meter: a measure of the distance between a function''s conception and implementation.': 'Para-meter: a measure of the distance between a function''s conception and implementation.' - SG U3L06-API-multichoice: - Abstract Parameter Interface: Abstract Parameter Interface - Abstract Programming Inheritance: Abstract Programming Inheritance - Application Program Interface: Application Program Interface - Applied Power Implementation: Applied Power Implementation - Artificial Parameter Intelligence: Artificial Parameter Intelligence - 'Multiple Choice: What is an API?': 'Multiple Choice: What is an API?' - SG U3L07 - MC remove line of code loops: - '1': '1' - '14': '14' - '5': '5' - '6': '6' - '7': '7' - Which line of code should be removed to make the program do what it's supposed to?: Which line of code should be removed to make the program do what it's supposed to? - SG U3L08 Assessment1: - 'Choose Two: Functions with Parameters': 'Choose Two: Functions with Parameters' - Functions with parameters can be used to prevent the creation of duplicated code.: Functions with parameters can be used to prevent the creation of duplicated code. - Parameters can only be used once within the body of a function.: Parameters can only be used once within the body of a function. - Parameters help generalize the solution of a specific problem.: Parameters help generalize the solution of a specific problem. - 'Select the two true statements about functions with parameters:': 'Select the two true statements about functions with parameters:' - Values do not need to be provided to a function with parameters in any particular order.: Values do not need to be provided to a function with parameters in any particular order. - SG csp_U3_subgoal_q4_mc: - ? Calling the parameters of a function
- : Calling the parameters of a function
- ? Defining the parameters of a function
- : Defining the parameters of a function
- ? Moving the turtle around the screen
- : Moving the turtle around the screen
- None of the above: None of the above - ? Orienting the direction of the turtle
- : Orienting the direction of the turtle
- Setting pen properties
: Setting pen properties
- SG csp_U3_turtle_subgoal_q1_mc: - : - : - : - : - SG csp_U3_turtle_subgoal_q2_mc: - : - : - : - : - SG csp_U3_turtle_subgoal_q3_mc: - Adding code to the body of the function: Adding code to the body of the function - Giving the function a name: Giving the function a name - Giving the parameters a value: Giving the parameters a value - Identifying the parameters of the function: Identifying the parameters of the function - Which of the following is NOT part of defining a function?: Which of the following is NOT part of defining a function? - Submittable Multi: - Submittable Multiple choice: Submittable Multiple choice - What is your favorite color?: What is your favorite color? - blue: blue - green: green - real orange of course: real orange of course - red: red - teal: teal - yellow: yellow - Test Contained Multi: - '0': '0' - '1': '1' - '2': '2' - '4': '4' - Contained Multi: Contained Multi - Here is some information.: Here is some information. - No, that is 1 * 1.: No, that is 1 * 1. - No, that is 1 - 1.: No, that is 1 - 1. - No, that is not even close.: No, that is not even close. - What is 1 + 1?: What is 1 + 1? - Yes, you are a genius!: Yes, you are a genius! - U1 Ch1 Assessment question 4 to 8 bit: - 21 = 2 times as many values: 21 = 2 times as many values - 22 = 4 times as many values: 22 = 4 times as many values - 23 = 8 times as many values: 23 = 8 times as many values - 24 = 16 times as many values: 24 = 16 times as many values - U1 Ch1 Assessment question 4 to 8 bit_2018: - 21 = 2 times as many values: 21 = 2 times as many values - 22 = 4 times as many values: 22 = 4 times as many values - 23 = 8 times as many values: 23 = 8 times as many values - 24 = 16 times as many values: 24 = 16 times as many values - U1 Ch1 Assessment question 4 to 8 bit_exam_prep: - 21 = 2 times as many values: 21 = 2 times as many values - 22 = 4 times as many values: 22 = 4 times as many values - 23 = 8 times as many values: 23 = 8 times as many values - 24 = 16 times as many values: 24 = 16 times as many values - U1L07 Assessment 1: - A: A - B: B - C: C - D: D - E: E - Single Source Shortest Path Assessment: Single Source Shortest Path Assessment - Which one is the shortest path tree from the source node indicated?: Which one is the shortest path tree from the source node indicated? - U1L10 Assessment 1: - 2 bits: 2 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 6 bits: 6 bits - 'Assessment: Encoding Text': 'Assessment: Encoding Text' - What is the minimum number of bits you need to encode the 26 letters of the alphabet plus a space?: What is the minimum number of bits you need to encode the 26 letters of the alphabet plus a space? - U1L10 Assessment 1_2018: - 2 bits: 2 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 6 bits: 6 bits - 'Assessment: Encoding Text': 'Assessment: Encoding Text' - What is the minimum number of bits you need to encode the 26 letters of the alphabet plus a space?: What is the minimum number of bits you need to encode the 26 letters of the alphabet plus a space? - U1L10 Assessment 2: - 12 bits: 12 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 6 bits: 6 bits - 7 bits: 7 bits - 'Assessment: Encoding Text': 'Assessment: Encoding Text' - ? |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time. - - How many bits would you need to encode everything that could be typed on this keyboard? - : |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time. - - How many bits would you need to encode everything that could be typed on this keyboard? - U1L10 Assessment 2_2018: - 12 bits: 12 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 6 bits: 6 bits - 7 bits: 7 bits - 'Assessment: Encoding Text': 'Assessment: Encoding Text' - ? |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time. - - How many bits would you need to encode everything that could be typed on this keyboard? - : |- - The standard QWERTY keyboard has 47 keys that can place characters on the screen. Each of these keys can also display a second character by holding the "Shift" key at the same time. - - How many bits would you need to encode everything that could be typed on this keyboard? - U1L11 Assessment 1: - 16 bits: 16 bits - 24 bits: 24 bits - 3 bits: 3 bits - 32 bits: 32 bits - 8 bits: 8 bits - 'Assessment: Sending Numbers': 'Assessment: Sending Numbers' - U1L11 Assessment 1_2018: - 16 bits: 16 bits - 24 bits: 24 bits - 3 bits: 3 bits - 32 bits: 32 bits - 8 bits: 8 bits - 'Assessment: Sending Numbers': 'Assessment: Sending Numbers' - U1L11 Assessment 2: - 041 108 108 111 119: 041 108 108 111 119 - 065 110 110 105 101: 065 110 110 105 101 - 065 112 112 108 101: 065 112 112 108 101 - '097 108 108 111 119': '097 108 108 111 119' - '097 112 112 108 101': '097 112 112 108 101' - 'Assessment: Sending Formatted Text': 'Assessment: Sending Formatted Text' - 'The word "Apple" translated into its ASCII number (decimal) equivalent is:': 'The word "Apple" translated into its ASCII number (decimal) equivalent is:' - U1L11 Assessment 2_2018: - 041 108 108 111 119: 041 108 108 111 119 - 065 110 110 105 101: 065 110 110 105 101 - 065 112 112 108 101: 065 112 112 108 101 - '097 108 108 111 119': '097 108 108 111 119' - '097 112 112 108 101': '097 112 112 108 101' - 'Assessment: Sending Formatted Text': 'Assessment: Sending Formatted Text' - 'The word "Apple" translated into its ASCII number (decimal) equivalent is:': 'The word "Apple" translated into its ASCII number (decimal) equivalent is:' - U1L2 Multiple Choice Assessment Question: - 'A binary question is defined as:': 'A binary question is defined as:' - A message which has two possible states: A message which has two possible states - A piece of information that is sent in pairs: A piece of information that is sent in pairs - A question which can be answered in only one of two possible ways: A question which can be answered in only one of two possible ways - 'Multiple Choice: Sending Binary Messages': 'Multiple Choice: Sending Binary Messages' - Two questions which share the same answer: Two questions which share the same answer - U1L2 Multiple Choice Assessment Question_2018: - 'A binary question is defined as:': 'A binary question is defined as:' - A message which has two possible states: A message which has two possible states - A piece of information that is sent in pairs: A piece of information that is sent in pairs - A question which can be answered in only one of two possible ways: A question which can be answered in only one of two possible ways - 'Multiple Choice: Sending Binary Messages': 'Multiple Choice: Sending Binary Messages' - Two questions which share the same answer: Two questions which share the same answer - U1L3 Multiple Choice: - 1 bit: 1 bit - 2 bits: 2 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 'Multiple Choice: Sending Complex Messages': 'Multiple Choice: Sending Complex Messages' - When responding to a question with 4 choices, the most efficient method will require _____ number of bits.: When responding to a question with 4 choices, the most efficient method will require _____ number of bits. - U1L3 Multiple Choice_2018: - 1 bit: 1 bit - 2 bits: 2 bits - 3 bits: 3 bits - 4 bits: 4 bits - 5 bits: 5 bits - 'Multiple Choice: Sending Complex Messages': 'Multiple Choice: Sending Complex Messages' - When responding to a question with 4 choices, the most efficient method will require _____ number of bits.: When responding to a question with 4 choices, the most efficient method will require _____ number of bits. - U1L4 Multiple Choice: - AAAA: AAAA - AABB: AABB - ABAB: ABAB - ABBB: ABBB - BBBB: BBBB - 'Multiple Choice: Coordination and Binary Messages': 'Multiple Choice: Coordination and Binary Messages' - U1L4 Multiple Choice_2018: - AAAA: AAAA - AABB: AABB - ABAB: ABAB - ABBB: ABBB - BBBB: BBBB - 'Multiple Choice: Coordination and Binary Messages': 'Multiple Choice: Coordination and Binary Messages' - U1L6 Assessment multiple choice: - '10': '10' - '12': '12' - '4': '4' - '6': '6' - '8': '8' - If you just had two shapes (say, a circle and a square), how many 3-place patterns could you make?: If you just had two shapes (say, a circle and a square), how many 3-place patterns could you make? - 'Multiple Choice: Number Systems': 'Multiple Choice: Number Systems' - U1L6 Assessment multiple choice_2018: - '10': '10' - '12': '12' - '4': '4' - '6': '6' - '8': '8' - If you just had two shapes (say, a circle and a square), how many 3-place patterns could you make?: If you just had two shapes (say, a circle and a square), how many 3-place patterns could you make? - 'Multiple Choice: Number Systems': 'Multiple Choice: Number Systems' - U1L8 Multiple Choice: - '10': '10' - '13': '13' - '14': '14' - '16': '16' - 'Sending Numbers: Multiple Choice Assessment': 'Sending Numbers: Multiple Choice Assessment' - ? You have a coordinate grid that is 96 x 96. Assuming that you encode the x and y coordinate as separate numbers, what is the minimum number of bits that you will need to encode a coordinate in that space? - : You have a coordinate grid that is 96 x 96. Assuming that you encode the x and y coordinate as separate numbers, what is the minimum number of bits that you will need to encode a coordinate in that space? - U1L8 Multiple Choice_2018: - '10': '10' - '13': '13' - '14': '14' - '16': '16' - 'Sending Numbers: Multiple Choice Assessment': 'Sending Numbers: Multiple Choice Assessment' - ? You have a coordinate grid that is 96 x 96. Assuming that you encode the x and y coordinate as separate numbers, what is the minimum number of bits that you will need to encode a coordinate in that space? - : You have a coordinate grid that is 96 x 96. Assuming that you encode the x and y coordinate as separate numbers, what is the minimum number of bits that you will need to encode a coordinate in that space? - U2L01 Assessment 1: - A loosely organized collection of citizens and engineers who communicate mostly by email.: A loosely organized collection of citizens and engineers who communicate mostly by email. - An International coalition of government agencies who oversee the Internet in their countries.: An International coalition of government agencies who oversee the Internet in their countries. - Political leaders and heads of state.: Political leaders and heads of state. - ? 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - : 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - 'The Internet is for Everyone: Assessment 1': 'The Internet is for Everyone: Assessment 1' - The worldwide leaders of the Tier 1 Internet service providers.: The worldwide leaders of the Tier 1 Internet service providers. - There are no members. IETF is an "organization" in name only.: There are no members. IETF is an "organization" in name only. - U2L01 Assessment 1_2018: - A loosely organized collection of citizens and engineers who communicate mostly by email.: A loosely organized collection of citizens and engineers who communicate mostly by email. - An International coalition of government agencies who oversee the Internet in their countries.: An International coalition of government agencies who oversee the Internet in their countries. - Political leaders and heads of state.: Political leaders and heads of state. - ? 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - : 'The Internet Engineering Task Force (IETF) defines the protocols and standards for how the Internet works. The members of the IETF are:' - 'The Internet is for Everyone: Assessment 1': 'The Internet is for Everyone: Assessment 1' - The worldwide leaders of the Tier 1 Internet service providers.: The worldwide leaders of the Tier 1 Internet service providers. - There are no members. IETF is an "organization" in name only.: There are no members. IETF is an "organization" in name only. - U2L01 Assessment 2: - Radio Frequency Controller: Radio Frequency Controller - ReFactored Code: ReFactored Code - Related Fundamental Content: Related Fundamental Content - Request For Comments: Request For Comments - Restricted Fiduciary Contract: Restricted Fiduciary Contract - 'The Internet is for Everyone: Assessment 2': 'The Internet is for Everyone: Assessment 2' - What is an RFC?: What is an RFC? - U2L01 Assessment 2_2018: - Radio Frequency Controller: Radio Frequency Controller - ReFactored Code: ReFactored Code - Related Fundamental Content: Related Fundamental Content - Request For Comments: Request For Comments - Restricted Fiduciary Contract: Restricted Fiduciary Contract - 'The Internet is for Everyone: Assessment 2': 'The Internet is for Everyone: Assessment 2' - What is an RFC?: What is an RFC? - U2L01 Assessment 3: - 'Choose the two best answers to complete the sentence: If I understand how the internet works then I will be able to:': 'Choose the two best answers to complete the sentence: If I understand how the internet works then I will be able to:' - 'The Internet is for Everyone: Assessment 3': 'The Internet is for Everyone: Assessment 3' - connect the latest devices to the internet.: connect the latest devices to the internet. - get the best price for my cell phone plan.: get the best price for my cell phone plan. - make informed choices about my privacy on the internet.: make informed choices about my privacy on the internet. - 'make informed choices to support or oppose decisions my government makes about access to the internet. ': 'make informed choices to support or oppose decisions my government makes about access to the internet. ' - speed up my downloads of movies I purchase.: speed up my downloads of movies I purchase. - U2L01 Assessment 3_2018: - 'Choose the two best answers to complete the sentence: If I understand how the internet works then I will be able to:': 'Choose the two best answers to complete the sentence: If I understand how the internet works then I will be able to:' - 'The Internet is for Everyone: Assessment 3': 'The Internet is for Everyone: Assessment 3' - connect the latest devices to the internet.: connect the latest devices to the internet. - get the best price for my cell phone plan.: get the best price for my cell phone plan. - make informed choices about my privacy on the internet.: make informed choices about my privacy on the internet. - 'make informed choices to support or oppose decisions my government makes about access to the internet. ': 'make informed choices to support or oppose decisions my government makes about access to the internet. ' - speed up my downloads of movies I purchase.: speed up my downloads of movies I purchase. - U2L02 Assessment 3: - The Need For Addressing: The Need For Addressing - 'To improve communication in playing battleship on the Internet Simulator your group invented a(n):': 'To improve communication in playing battleship on the Internet Simulator your group invented a(n):' - algorithm: algorithm - encoding: encoding - heuristic: heuristic - protocol: protocol - U2L02 Assessment 3_2018: - The Need For Addressing: The Need For Addressing - 'To improve communication in playing battleship on the Internet Simulator your group invented a(n):': 'To improve communication in playing battleship on the Internet Simulator your group invented a(n):' - algorithm: algorithm - encoding: encoding - heuristic: heuristic - protocol: protocol - U2L02 Assessment 4: - From: From - Grid Coordinates: Grid Coordinates - The Need For Addressing: The Need For Addressing - Time of Day: Time of Day - To: To - Which of the following information is not necessary in your protocol to play battleship?: Which of the following information is not necessary in your protocol to play battleship? - U2L02 Assessment 4_2018: - From: From - Grid Coordinates: Grid Coordinates - The Need For Addressing: The Need For Addressing - Time of Day: Time of Day - To: To - Which of the following information is not necessary in your protocol to play battleship?: Which of the following information is not necessary in your protocol to play battleship? - U2L04 Assessment1: - Everyone is on the same router.: Everyone is on the same router. - 'In the Internet Simulator, your router knows to send your message to a different router because:': 'In the Internet Simulator, your router knows to send your message to a different router because:' - Messages are routed over different paths.: Messages are routed over different paths. - 'Routers and Redundancy: Question 1': 'Routers and Redundancy: Question 1' - The first 4 bits of the address specify the router number that your friend is on.: The first 4 bits of the address specify the router number that your friend is on. - You set the “other router” bit in the message.: You set the “other router” bit in the message. - U2L04 Assessment1_2018: - Everyone is on the same router.: Everyone is on the same router. - 'In the Internet Simulator, your router knows to send your message to a different router because:': 'In the Internet Simulator, your router knows to send your message to a different router because:' - Messages are routed over different paths.: Messages are routed over different paths. - 'Routers and Redundancy: Question 1': 'Routers and Redundancy: Question 1' - The first 4 bits of the address specify the router number that your friend is on.: The first 4 bits of the address specify the router number that your friend is on. - You set the "other router" bit in the message.: You set the "other router" bit in the message. - U2L04 Assessment4: - ? If the post office delivered mail exactly like routers deliver messages on the internet, which 2 of the following statements would be true? - : If the post office delivered mail exactly like routers deliver messages on the internet, which 2 of the following statements would be true? - Letters would be written on the outside of envelopes for all to read instead of letters put inside envelopes.: Letters would be written on the outside of envelopes for all to read instead of letters put inside envelopes. - One mailman would be responsible for delivering a letter from sender to receiver.: One mailman would be responsible for delivering a letter from sender to receiver. - 'Routers and Redundancy: Question 2': 'Routers and Redundancy: Question 2' - The mailman would sometimes take a different path to deliver each letter to your home.: The mailman would sometimes take a different path to deliver each letter to your home. - Your mail could not be delivered if a road your mailman was planning to take were under construction.: Your mail could not be delivered if a road your mailman was planning to take were under construction. - U2L04 Assessment4_2018: - ? If the post office delivered mail exactly like routers deliver messages on the internet, which 2 of the following statements would be true? - : If the post office delivered mail exactly like routers deliver messages on the internet, which 2 of the following statements would be true? - Letters would be written on the outside of envelopes for all to read instead of letters put inside envelopes.: Letters would be written on the outside of envelopes for all to read instead of letters put inside envelopes. - One mailman would be responsible for delivering a letter from sender to receiver.: One mailman would be responsible for delivering a letter from sender to receiver. - 'Routers and Redundancy: Question 2': 'Routers and Redundancy: Question 2' - The mailman would sometimes take a different path to deliver each letter to your home.: The mailman would sometimes take a different path to deliver each letter to your home. - Your mail could not be delivered if a road your mailman was planning to take were under construction.: Your mail could not be delivered if a road your mailman was planning to take were under construction. - U2L04 Assessment5: - ? A packet contains addressing information to allow routers to decide how best to forward along that packet towards its destination. - : A packet contains addressing information to allow routers to decide how best to forward along that packet towards its destination. - A packet travelling between two computers on the Internet may be rerouted many times along the way.: A packet travelling between two computers on the Internet may be rerouted many times along the way. - Information travelling between two computers over the Internet will always take the same path.: Information travelling between two computers over the Internet will always take the same path. - 'Routers and Redundancy: Question 3': 'Routers and Redundancy: Question 3' - There is one router which receives and redirects all the traffic of the Internet.: There is one router which receives and redirects all the traffic of the Internet. - Which two of the following statements are true about routing on the Internet.: Which two of the following statements are true about routing on the Internet. - Your router receives all the traffic of the Internet and delivers to your computer only the messages intended for you.: Your router receives all the traffic of the Internet and delivers to your computer only the messages intended for you. - U2L04 Assessment5_2018: - ? A packet contains addressing information to allow routers to decide how best to forward along that packet towards its destination. - : A packet contains addressing information to allow routers to decide how best to forward along that packet towards its destination. - A packet travelling between two computers on the Internet may be rerouted many times along the way.: A packet travelling between two computers on the Internet may be rerouted many times along the way. - Information travelling between two computers over the Internet will always take the same path.: Information travelling between two computers over the Internet will always take the same path. - 'Routers and Redundancy: Question 3': 'Routers and Redundancy: Question 3' - There is one router which receives and redirects all the traffic of the Internet.: There is one router which receives and redirects all the traffic of the Internet. - Which two of the following statements are true about routing on the Internet.: Which two of the following statements are true about routing on the Internet. - Your router receives all the traffic of the Internet and delivers to your computer only the messages intended for you.: Your router receives all the traffic of the Internet and delivers to your computer only the messages intended for you. - U2L05 Assessment 1: - 'Packets and Making a Reliable Internet: Question 1': 'Packets and Making a Reliable Internet: Question 1' - ? Packets travelling across the Internet take a standardized amount of time and so can be counted on to arrive in the order they were sent - : Packets travelling across the Internet take a standardized amount of time and so can be counted on to arrive in the order they were sent - 'Pick Two: Pick the two statements about packets and routing on the Internet which are true.': 'Pick Two: Pick the two statements about packets and routing on the Internet which are true.' - TCP depends on the infrastructure of the Internet to be reliable enough to ensure no packets are lost in transmission: TCP depends on the infrastructure of the Internet to be reliable enough to ensure no packets are lost in transmission - TCP ensures messages can be reliably transmitted across the Internet: TCP ensures messages can be reliably transmitted across the Internet - TCP must account for the fact that packets may not arrive at a destination computer in the intended order: TCP must account for the fact that packets may not arrive at a destination computer in the intended order - U2L05 Assessment 1_2018: - 'Packets and Making a Reliable Internet: Question 1': 'Packets and Making a Reliable Internet: Question 1' - ? Packets travelling across the Internet take a standardized amount of time and so can be counted on to arrive in the order they were sent - : Packets travelling across the Internet take a standardized amount of time and so can be counted on to arrive in the order they were sent - 'Pick Two: Pick the two statements about packets and routing on the Internet which are true.': 'Pick Two: Pick the two statements about packets and routing on the Internet which are true.' - TCP depends on the infrastructure of the Internet to be reliable enough to ensure no packets are lost in transmission: TCP depends on the infrastructure of the Internet to be reliable enough to ensure no packets are lost in transmission - TCP ensures messages can be reliably transmitted across the Internet: TCP ensures messages can be reliably transmitted across the Internet - TCP must account for the fact that packets may not arrive at a destination computer in the intended order: TCP must account for the fact that packets may not arrive at a destination computer in the intended order - U2L05 Assessment 2: - A message sent across the Internet can always be contained in a single packet: A message sent across the Internet can always be contained in a single packet - 'Packets and Making a Reliable Internet: Question 2': 'Packets and Making a Reliable Internet: Question 2' - Packets are numbered so if they arrive out of order the message can be reassembled.: Packets are numbered so if they arrive out of order the message can be reassembled. - Packets are routed on different paths from sender to receiver.: Packets are routed on different paths from sender to receiver. - The receiver computer must confirm to the sending computer that each packet was received.: The receiver computer must confirm to the sending computer that each packet was received. - Which of the following is NOT true about packets?: Which of the following is NOT true about packets? - U2L05 Assessment 2_2018: - A message sent across the Internet can always be contained in a single packet: A message sent across the Internet can always be contained in a single packet - 'Packets and Making a Reliable Internet: Question 2': 'Packets and Making a Reliable Internet: Question 2' - Packets are numbered so if they arrive out of order the message can be reassembled.: Packets are numbered so if they arrive out of order the message can be reassembled. - Packets are routed on different paths from sender to receiver.: Packets are routed on different paths from sender to receiver. - The receiver computer must confirm to the sending computer that each packet was received.: The receiver computer must confirm to the sending computer that each packet was received. - Which of the following is NOT true about packets?: Which of the following is NOT true about packets? - U2L05 Lossy Lossless MC 1_2018: - Lossless compression is fully reversible, meaning the original file can be recreated bit for bit.: Lossless compression is fully reversible, meaning the original file can be recreated bit for bit. - Lossless compression throws away unimportant details that a human being will likely be unable to detect.: Lossless compression throws away unimportant details that a human being will likely be unable to detect. - Lossy compression is only possible on files that are at least one gigabyte in size before compression.: Lossy compression is only possible on files that are at least one gigabyte in size before compression. - Lossy compression techniques are no longer commonly used.: Lossy compression techniques are no longer commonly used. - 'Multiple Choice 1: Lossy vs Lossless Compression': 'Multiple Choice 1: Lossy vs Lossless Compression' - Which of the following is true of lossy and lossless compression techniques?: Which of the following is true of lossy and lossless compression techniques? - U2L05 Lossy Lossless MC 2_2018: - Both lossy and lossless compression techniques will result in some information being lost from the original file.: Both lossy and lossless compression techniques will result in some information being lost from the original file. - Lossless compression is only used in situations where lossy compression techniques can't be used.: Lossless compression is only used in situations where lossy compression techniques can't be used. - ? Lossy compression is best suited for situations where some loss of detail is tolerable, especially if it will not be detectable by a human. - : Lossy compression is best suited for situations where some loss of detail is tolerable, especially if it will not be detectable by a human. - 'Multiple Choice 2: Lossy vs Lossless Compression': 'Multiple Choice 2: Lossy vs Lossless Compression' - Neither lossy nor lossless compression can actually reduce the number of bits needed to represent a file.: Neither lossy nor lossless compression can actually reduce the number of bits needed to represent a file. - Which of the following is true of lossy and lossless compression techniques?: Which of the following is true of lossy and lossless compression techniques? - U2L05 Lossy Lossless MC 3_2018: - Both lossy and lossless compression techniques will result in some information being lost from the original file.: Both lossy and lossless compression techniques will result in some information being lost from the original file. - Lossless compression is only used in situations where lossy compression techniques can't be used.: Lossless compression is only used in situations where lossy compression techniques can't be used. - ? Lossy compression is best suited for situations where some loss of detail is tolerable, especially if it will not be detectable by a human. - : Lossy compression is best suited for situations where some loss of detail is tolerable, especially if it will not be detectable by a human. - 'Multiple Choice 2: Lossy vs Lossless Compression': 'Multiple Choice 2: Lossy vs Lossless Compression' - Neither lossy nor lossless compression can actually reduce the number of bits needed to represent a file.: Neither lossy nor lossless compression can actually reduce the number of bits needed to represent a file. - Which of the following is true of lossy and lossless compression techniques?: Which of the following is true of lossy and lossless compression techniques? - U2L05 Lossy vs. Lossless MC 1_2018: - Lossless compression is fully reversible, meaning the original file can be recreated bit for bit.: Lossless compression is fully reversible, meaning the original file can be recreated bit for bit. - Lossless compression throws away unimportant details that a human being will likely be unable to detect.: Lossless compression throws away unimportant details that a human being will likely be unable to detect. - Lossy compression is only possible on files that are at least one gigabyte in size before compression.: Lossy compression is only possible on files that are at least one gigabyte in size before compression. - Lossy compression techniques are no longer commonly used.: Lossy compression techniques are no longer commonly used. - Lossy vs. Lossless Compression: Lossy vs. Lossless Compression - 'Multiple Choice 1: Lossy vs Lossless Compression': 'Multiple Choice 1: Lossy vs Lossless Compression' - Which of the following is true of lossy and lossless compression techniques?: Which of the following is true of lossy and lossless compression techniques? - U2L05 Lossy vs. Lossless MC 2_2018: - Both lossy and lossless compression techniques will result in some information being lost from the original file.: Both lossy and lossless compression techniques will result in some information being lost from the original file. - Lossless compression is only used in situations where lossy compression techniques can't be used.: Lossless compression is only used in situations where lossy compression techniques can't be used. - ? Lossy compression is best suited for situations where some loss of detail is tolerable, especially if it will not be detectable by a human. - : Lossy compression is best suited for situations where some loss of detail is tolerable, especially if it will not be detectable by a human. - 'Multiple Choice 2: Lossy vs Lossless Compression': 'Multiple Choice 2: Lossy vs Lossless Compression' - Neither lossy nor lossless compression can actually reduce the number of bits needed to represent a file.: Neither lossy nor lossless compression can actually reduce the number of bits needed to represent a file. - Which of the following is true of lossy and lossless compression techniques?: Which of the following is true of lossy and lossless compression techniques? - U2L05 Test MC Question_2018: - " ": " " - 1,250 bytes (10,000 bits): 1,250 bytes (10,000 bits) - 1,253 bytes (10,024 bits): 1,253 bytes (10,024 bits) - 3,750 bytes (30,000 bits): 3,750 bytes (30,000 bits) - 3,753 bytes (30,024 bits): 3,753 bytes (30,024 bits) - 30,003 bytes (240,024 bits): 30,003 bytes (240,024 bits) - How many bytes does it take...?: How many bytes does it take...? - How many bytes?: How many bytes? - 'U2L06 - MC: Which is an MST?': - ? "

The images below all show the same map (or graph) but have different paths between the points highlighted.

\n

Please choose the image that is highlighting a Minimum Spanning Tree for the map.

\n

NOTE: The “distance” between points is depicted by the number of line segments connecting any two points.

\n" - : "

The images below all show the same map (or graph) but have different paths between the points highlighted.

\n

Please choose the image that is highlighting a Minimum Spanning Tree for the map.

\n

NOTE: The “distance” between points is depicted by the number of line segments connecting any two points.

\n" - A: A - B: B - C: C - D: D - E: E - Which one is the MST?: Which one is the MST? - 'U2L06- MC: what is an MST?': - Minimum Spanning Trees: Minimum Spanning Trees - The fewest number and smallest total distance of connections necessary to connect all points in a graph: The fewest number and smallest total distance of connections necessary to connect all points in a graph - ? The fewest number and smallest total distance of connections necessary to travel from one point to all the other points without having to visit a point twice - : The fewest number and smallest total distance of connections necessary to travel from one point to all the other points without having to visit a point twice - The shortest path between any two points for all points in the graph: The shortest path between any two points for all points in the graph - The shortest path from a particular point in the graph to another point in the graph: The shortest path from a particular point in the graph to another point in the graph - What does a minimum spanning tree tell you about a graph?: What does a minimum spanning tree tell you about a graph? - Whether or not the graph represents a network: Whether or not the graph represents a network - U2L07 Assessment2: - A minimum spanning tree contains the shortest path between the starting vertex and every other reachable vertex in the graph.: A minimum spanning tree contains the shortest path between the starting vertex and every other reachable vertex in the graph. - ? |- - Both the minimum spanning tree algorithm you learned and the - shortest path algorithm you learned used a “greedy” approach, - choosing the smallest edge first or vertex with the smallest distance value first. - : |- - Both the minimum spanning tree algorithm you learned and the - shortest path algorithm you learned used a “greedy” approach, - choosing the smallest edge first or vertex with the smallest distance value first. - Question 2: Question 2 - The minimum spanning tree algorithm you learned does not necessarily need to try every edge.: The minimum spanning tree algorithm you learned does not necessarily need to try every edge. - The shortest path algorithm you learned visits each vertex and edge once.: The shortest path algorithm you learned visits each vertex and edge once. - 'Which of the following statements is FALSE about minimum spanning trees (from the previous lesson) and shortest path trees:': 'Which of the following statements is FALSE about minimum spanning trees (from the previous lesson) and shortest path trees:' - U2L07 Assessment3: - Question 3: Question 3 - The algorithm is correct.: The algorithm is correct. - The algorithm is efficient.: The algorithm is efficient. - The algorithm is short.: The algorithm is short. - The algorithm is understandable.: The algorithm is understandable. - Which of the following is NOT something we are concerned with when we write an algorithm?: Which of the following is NOT something we are concerned with when we write an algorithm? - U2L08 Assessment 1: - '11': '11' - '5': '5' - '6': '6' - '8': '8' - '9': '9' - 'Router Table: Assessment': 'Router Table: Assessment' - U2L09 Assessment1: - ? A single central register of IP addresses and names (a DNS style system) is an efficient means of translating human readable names to IP addresses. Which of the following is NOT solved by DNS? - : A single central register of IP addresses and names (a DNS style system) is an efficient means of translating human readable names to IP addresses. Which of the following is NOT solved by DNS? - A. It is inefficient to have everyone on the Internet maintain their own list of IP addresses.: A. It is inefficient to have everyone on the Internet maintain their own list of IP addresses. - B. There are too few IP addresses to meet the current demand.: B. There are too few IP addresses to meet the current demand. - C. When someone new joins the Internet they must inform everyone else of the new IP address: C. When someone new joins the Internet they must inform everyone else of the new IP address - D. When an IP address changes, it is impossible to locate a computer until the owner announces the change.: D. When an IP address changes, it is impossible to locate a computer until the owner announces the change. - 'The Need for DNS: Question 1': 'The Need for DNS: Question 1' - U2L09 Assessment1_2018: - ? A single central register of IP addresses and names (a DNS style system) is an efficient means of translating human readable names to IP addresses. Which of the following is NOT solved by DNS? - : A single central register of IP addresses and names (a DNS style system) is an efficient means of translating human readable names to IP addresses. Which of the following is NOT solved by DNS? - A. It is inefficient to have everyone on the Internet maintain their own list of IP addresses.: A. It is inefficient to have everyone on the Internet maintain their own list of IP addresses. - B. There are too few IP addresses to meet the current demand.: B. There are too few IP addresses to meet the current demand. - C. When someone new joins the Internet they must inform everyone else of the new IP address: C. When someone new joins the Internet they must inform everyone else of the new IP address - D. When an IP address changes, it is impossible to locate a computer until the owner announces the change.: D. When an IP address changes, it is impossible to locate a computer until the owner announces the change. - 'The Need for DNS: Question 1': 'The Need for DNS: Question 1' - U2L10 Assessment1: - A. Redundancy: A. Redundancy - Assessment Question 1: Assessment Question 1 - B. Hierarchy: B. Hierarchy - C. Multiple servers: C. Multiple servers - D. Government control: D. Government control - What feature of DNS and IP allow the internet to scale?: What feature of DNS and IP allow the internet to scale? - U2L10 Assessment1_2018: - A. Redundancy: A. Redundancy - Assessment Question 1: Assessment Question 1 - B. Hierarchy: B. Hierarchy - C. Multiple servers: C. Multiple servers - D. Government control: D. Government control - What feature of DNS and IP allow the internet to scale?: What feature of DNS and IP allow the internet to scale? - U2L10 Assessment2: - Assessment Question 2: Assessment Question 2 - Censorship: Censorship - Hierarchy: Hierarchy - Redundancy: Redundancy - Spoofing: Spoofing - What is a disadvantage of the open standard of addressing used by the internet? (Pick 2): What is a disadvantage of the open standard of addressing used by the internet? (Pick 2) - U2L11 Assessment 1: - 'HTTP and Abstraction on the Internet: Question 1': 'HTTP and Abstraction on the Internet: Question 1' - 'HTTP is considered to be a high level protocol because:': 'HTTP is considered to be a high level protocol because:' - HTTP messages can be either requests or responses.: HTTP messages can be either requests or responses. - HTTP requests are encoded using higher frequency radio waves.: HTTP requests are encoded using higher frequency radio waves. - HTTP requests are given higher priority for fast delivery when being routed on the Internet.: HTTP requests are given higher priority for fast delivery when being routed on the Internet. - HTTP requests make use of abstractions provided by lower level protocols.: HTTP requests make use of abstractions provided by lower level protocols. - U2L11 Assessment 1_2018: - 'HTTP and Abstraction on the Internet: Question 1': 'HTTP and Abstraction on the Internet: Question 1' - 'HTTP is considered to be a high level protocol because:': 'HTTP is considered to be a high level protocol because:' - HTTP messages can be either requests or responses.: HTTP messages can be either requests or responses. - HTTP requests are encoded using higher frequency radio waves.: HTTP requests are encoded using higher frequency radio waves. - HTTP requests are given higher priority for fast delivery when being routed on the Internet.: HTTP requests are given higher priority for fast delivery when being routed on the Internet. - HTTP requests make use of abstractions provided by lower level protocols.: HTTP requests make use of abstractions provided by lower level protocols. - U2L11 Assessment 2: - An HTTP request is sent from a client to request access to data stored on a server.: An HTTP request is sent from a client to request access to data stored on a server. - An HTTP response code is only used when a server could not fulfill a request.: An HTTP response code is only used when a server could not fulfill a request. - 'Choose Two: Identify the two true statements about HTTP.': 'Choose Two: Identify the two true statements about HTTP.' - Displaying a web page will often require multiple HTTP requests in order to acquire all the necessary data.: Displaying a web page will often require multiple HTTP requests in order to acquire all the necessary data. - 'HTTP and Abstraction on the Internet: Question 2': 'HTTP and Abstraction on the Internet: Question 2' - HTTP requests and responses have identical formats.: HTTP requests and responses have identical formats. - U2L11 Assessment 2_2018: - An HTTP request is sent from a client to request access to data stored on a server.: An HTTP request is sent from a client to request access to data stored on a server. - An HTTP response code is only used when a server could not fulfill a request.: An HTTP response code is only used when a server could not fulfill a request. - 'Choose Two: Identify the two true statements about HTTP.': 'Choose Two: Identify the two true statements about HTTP.' - Displaying a web page will often require multiple HTTP requests in order to acquire all the necessary data.: Displaying a web page will often require multiple HTTP requests in order to acquire all the necessary data. - 'HTTP and Abstraction on the Internet: Question 2': 'HTTP and Abstraction on the Internet: Question 2' - HTTP requests and responses have identical formats.: HTTP requests and responses have identical formats. - U2L13 Assessment3: - A secret word only know by Caesar.: A secret word only know by Caesar. - 'Assessment: Question 2': 'Assessment: Question 2' - The day of the month that the encrypted message was sent.: The day of the month that the encrypted message was sent. - The letter that occurs most often in the encrypted message.: The letter that occurs most often in the encrypted message. - The number of characters to shift each letter in the alphabet.: The number of characters to shift each letter in the alphabet. - What is the “key” to a Caesar Cipher that someone needs to know (or discover) to decrypt the message?: What is the “key” to a Caesar Cipher that someone needs to know (or discover) to decrypt the message? - U2L13 Assessment3_2018: - A secret word only know by Caesar.: A secret word only know by Caesar. - 'Assessment: Question 2': 'Assessment: Question 2' - The day of the month that the encrypted message was sent.: The day of the month that the encrypted message was sent. - The letter that occurs most often in the encrypted message.: The letter that occurs most often in the encrypted message. - The number of characters to shift each letter in the alphabet.: The number of characters to shift each letter in the alphabet. - What is the "key" to a Caesar Cipher that someone needs to know (or discover) to decrypt the message?: What is the "key" to a Caesar Cipher that someone needs to know (or discover) to decrypt the message? - U2L13 Assessment4: - '26': '26' - 26 x 25: 26 x 25 - 26 × 25 × 24 ×···× 3 × 2 x 1: 26 × 25 × 24 ×···× 3 × 2 x 1 - 26^26: 26^26 - 'Assessment: Question 3': 'Assessment: Question 3' - The Caesar Cipher has 25 different shifts to try. How many possibilities are there to try in a random substitution cipher?: The Caesar Cipher has 25 different shifts to try. How many possibilities are there to try in a random substitution cipher? - U2L13 Assessment4_2018: - '26': '26' - 26 x 25: 26 x 25 - 26 x 25 x 24 x***x 3 x 2 x 1: 26 x 25 x 24 x***x 3 x 2 x 1 - 26^26: 26^26 - 'Assessment: Question 3': 'Assessment: Question 3' - The Caesar Cipher has 25 different shifts to try. How many possibilities are there to try in a random substitution cipher?: The Caesar Cipher has 25 different shifts to try. How many possibilities are there to try in a random substitution cipher? - U2L13 Cleaning Data MC: - Cleaning and Filtering Data: Cleaning and Filtering Data - Filtering and cleaning data is a fully automated process that should not require human input or intervention: Filtering and cleaning data is a fully automated process that should not require human input or intervention - Filtering and cleaning data is a human process that does not require the use of computers: Filtering and cleaning data is a human process that does not require the use of computers - Filtering and cleaning data is necessary to ensure that data is in a form that is better for computers to process: Filtering and cleaning data is necessary to ensure that data is in a form that is better for computers to process - Using computing tools to filter and clean raw data makes it impossible to analyze or draw accurate conclusions: Using computing tools to filter and clean raw data makes it impossible to analyze or draw accurate conclusions - Which of the following is the most accurate statement about cleaning and filtering data?: Which of the following is the most accurate statement about cleaning and filtering data? - U2L13 Cleaning Data MC_2018: - Cleaning and Filtering Data: Cleaning and Filtering Data - Filtering and cleaning data is a fully automated process that should not require human input or intervention: Filtering and cleaning data is a fully automated process that should not require human input or intervention - Filtering and cleaning data is a human process that does not require the use of computers: Filtering and cleaning data is a human process that does not require the use of computers - Filtering and cleaning data is necessary to ensure that data is in a form that is better for computers to process: Filtering and cleaning data is necessary to ensure that data is in a form that is better for computers to process - Using computing tools to filter and clean raw data makes it impossible to analyze or draw accurate conclusions: Using computing tools to filter and clean raw data makes it impossible to analyze or draw accurate conclusions - Which of the following is the most accurate statement about cleaning and filtering data?: Which of the following is the most accurate statement about cleaning and filtering data? - U2L14 Assessment3: - 'Assessment: Question 4': 'Assessment: Question 4' - True or false? The Vigenere Cipher is like using multiple Caesar ciphers.: True or false? The Vigenere Cipher is like using multiple Caesar ciphers. - 'false': 'false' - 'true': 'true' - U2L14 Summary Tables MC: - Pivot tables are used because they automatically detect and highlight potential trends or patterns in the underlying raw data: Pivot tables are used because they automatically detect and highlight potential trends or patterns in the underlying raw data - Pivot tables are used to generate a summarized view of a large dataset which is helpful for gaining insight: Pivot tables are used to generate a summarized view of a large dataset which is helpful for gaining insight - Pivot tables are used to quickly perform aggregate computations and groupings on a set of raw data: Pivot tables are used to quickly perform aggregate computations and groupings on a set of raw data - Pivot tables are used to quickly remove errors and inconsistencies from a dataset.: Pivot tables are used to quickly remove errors and inconsistencies from a dataset. - What's it good for?: What's it good for? - Which of the following statements are true about pivot tables?
Select two answers.: Which of the following statements are true about pivot tables?
Select two answers. - U2L14 Summary Tables MC_2018: - Pivot tables are used because they automatically detect and highlight potential trends or patterns in the underlying raw data: Pivot tables are used because they automatically detect and highlight potential trends or patterns in the underlying raw data - Pivot tables are used to generate a summarized view of a large dataset which is helpful for gaining insight: Pivot tables are used to generate a summarized view of a large dataset which is helpful for gaining insight - Pivot tables are used to quickly perform aggregate computations and groupings on a set of raw data: Pivot tables are used to quickly perform aggregate computations and groupings on a set of raw data - Pivot tables are used to quickly remove errors and inconsistencies from a dataset.: Pivot tables are used to quickly remove errors and inconsistencies from a dataset. - What's it good for?: What's it good for? - Which of the following statements are true about pivot tables?
Select two answers.: Which of the following statements are true about pivot tables?
Select two answers. - U2L15 Assessment1: - A Vigenere cipher relies upon an "alphabet shift" algorithm.: A Vigenere cipher relies upon an "alphabet shift" algorithm. - One cannot solve using frequency analysis directly.: One cannot solve using frequency analysis directly. - The key is always secret to both the sender and receiver of the message.: The key is always secret to both the sender and receiver of the message. - The key length is variable and potentially very long: The key length is variable and potentially very long - Vigenere Cipher: Vigenere Cipher - Why is the Vigenere cipher hard to crack? (select 2): Why is the Vigenere cipher hard to crack? (select 2) - U2L15 Assessment1_2018: - A Vigenere cipher relies upon an "alphabet shift" algorithm.: A Vigenere cipher relies upon an "alphabet shift" algorithm. - One cannot solve using frequency analysis directly.: One cannot solve using frequency analysis directly. - The key is always secret to both the sender and receiver of the message.: The key is always secret to both the sender and receiver of the message. - The key length is variable and potentially very long: The key length is variable and potentially very long - Vigenere Cipher: Vigenere Cipher - Why is the Vigenere cipher hard to crack? (select 2): Why is the Vigenere cipher hard to crack? (select 2) - U2L15 Assessment3: - 'Assessment: Question 3': 'Assessment: Question 3' - Computers are faster than humans.: Computers are faster than humans. - Computers are smarter than humans.: Computers are smarter than humans. - The Vigenere was originally designed by a computer.: The Vigenere was originally designed by a computer. - They are not - humans are better at breaking Vigenere encryptions than computers.: They are not - humans are better at breaking Vigenere encryptions than computers. - Why are computers better than humans at breaking encryptions such as the Vigenere?: Why are computers better than humans at breaking encryptions such as the Vigenere? - U2L15 Assessment4: - 8 random characters that include numbers and punctuation: 8 random characters that include numbers and punctuation - A 150 character password that is all the same character.: A 150 character password that is all the same character. - A 16 character password that is all letters of the alphabet: A 16 character password that is all letters of the alphabet - A 32 character password that is all letters of the alphabet: A 32 character password that is all letters of the alphabet - A word from the dictionary: A word from the dictionary - 'Assessment: Question 4': 'Assessment: Question 4' - 'Which makes for a password that is harder to crack:': 'Which makes for a password that is harder to crack:' - U2L17 - One Way functions Def MC: - Easy to create and easy to solve: Easy to create and easy to solve - Easy to create and hard to solve: Easy to create and hard to solve - Hard to create and easy to solve: Hard to create and easy to solve - Hard to create and hard to solve: Hard to create and hard to solve - One-Way Functions: One-Way Functions - Which of the following correctly defines a one-way function?: Which of the following correctly defines a one-way function? - U2L17 Free Responses Assessment 1: - Assessment 1: Assessment 1 - Easy to create and easy to solve: Easy to create and easy to solve - Easy to create and hard to solve: Easy to create and hard to solve - Hard to create and easy to solve: Hard to create and easy to solve - Hard to create and hard to solve: Hard to create and hard to solve - Select the best answer.: Select the best answer. - Which of the following correctly defines a one-way function?: Which of the following correctly defines a one-way function? - U2L19 multichoice 13 MOD 17: - '0': '0' - 1 4/13: 1 4/13 - '13': '13' - '17': '17' - '4': '4' - Modulo Multiple Choice: Modulo Multiple Choice - 'What is 13 MOD 17? ': 'What is 13 MOD 17? ' - U2L19 multichoice 13 MOD 17_2018: - '0': '0' - 1 4/13: 1 4/13 - '13': '13' - '17': '17' - '4': '4' - Modulo Multiple Choice: Modulo Multiple Choice - 'What is 13 MOD 17? ': 'What is 13 MOD 17? ' - 'U2L19 mutlichoice ': - '0': '0' - '1.5': '1.5' - '15': '15' - '20': '20' - '5': '5' - Modulo Multiple Choice: Modulo Multiple Choice - What is 20 MOD 15?: What is 20 MOD 15? - U2L19 mutlichoice 20 mod 15: - '0': '0' - '1.5': '1.5' - '15': '15' - '20': '20' - '5': '5' - Modulo Multiple Choice: Modulo Multiple Choice - What is 20 MOD 15?: What is 20 MOD 15? - U2L19 mutlichoice 20 mod 15_2018: - '0': '0' - '1.5': '1.5' - '15': '15' - '20': '20' - '5': '5' - Modulo Multiple Choice: Modulo Multiple Choice - What is 20 MOD 15?: What is 20 MOD 15? - U2L3 Assessment 2: - 12 users: 12 users - 32 users: 32 users - 6 users: 6 users - 64 users: 64 users - How many unique IP addresses could be made in a fixed-length IP address system using 6 bits?: How many unique IP addresses could be made in a fixed-length IP address system using 6 bits? - IP Addresses and Bits: IP Addresses and Bits - U2L3 Assessment 2_2018: - 12 users: 12 users - 32 users: 32 users - 6 users: 6 users - 64 users: 64 users - How many unique IP addresses could be made in a fixed-length IP address system using 6 bits?: How many unique IP addresses could be made in a fixed-length IP address system using 6 bits? - IP Addresses and Bits: IP Addresses and Bits - U2L3 Assessment 3: - ? 'IP addresses contain information similar to addressing a letter where you need include the state, zip code, street and number. This is called:' - : 'IP addresses contain information similar to addressing a letter where you need include the state, zip code, street and number. This is called:' - Invent an Addressing Protocol: Invent an Addressing Protocol - abstraction: abstraction - hierarchy: hierarchy - packet: packet - protocol: protocol - U2L5 Color Pixel MC Question: - " ": " " - 1,250 bytes (10,000 bits): 1,250 bytes (10,000 bits) - 1,253 bytes (10,024 bits): 1,253 bytes (10,024 bits) - 3,750 bytes (30,000 bits): 3,750 bytes (30,000 bits) - 3,753 bytes (30,024 bits): 3,753 bytes (30,024 bits) - 30,003 bytes (240,024 bits): 30,003 bytes (240,024 bits) - How many bytes does it take...?: How many bytes does it take...? - How many bytes?: How many bytes? - U2L5 Color Pixel MC Question_2018: - " ": " " - 1,250 bytes (10,000 bits): 1,250 bytes (10,000 bits) - 1,253 bytes (10,024 bits): 1,253 bytes (10,024 bits) - 3,750 bytes (30,000 bits): 3,750 bytes (30,000 bits) - 3,753 bytes (30,024 bits): 3,753 bytes (30,024 bits) - 30,003 bytes (240,024 bits): 30,003 bytes (240,024 bits) - How many bytes does it take...?: How many bytes does it take...? - How many bytes?: How many bytes? - U2L8 google trends MC: - " ": " " - People like dogs more than cats: People like dogs more than cats - People search for "dogs" more frequently than "cats": People search for "dogs" more frequently than "cats" - The popularity of dogs as pets is slightly increasing over time, while the popularity of cats is relatively flat: The popularity of dogs as pets is slightly increasing over time, while the popularity of cats is relatively flat - There was a sharp increase in the dog population sometime between 2014 and 2015: There was a sharp increase in the dog population sometime between 2014 and 2015 - What does the visualization actually show?: What does the visualization actually show? - U2L8 google trends MC_2018: - " ": " " - People like dogs more than cats: People like dogs more than cats - People search for "dogs" more frequently than "cats": People search for "dogs" more frequently than "cats" - The popularity of dogs as pets is slightly increasing over time, while the popularity of cats is relatively flat: The popularity of dogs as pets is slightly increasing over time, while the popularity of cats is relatively flat - There was a sharp increase in the dog population sometime between 2014 and 2015: There was a sharp increase in the dog population sometime between 2014 and 2015 - What does the visualization actually show?: What does the visualization actually show? - U2L9 What is digital divide MC: - ? "...people's access to computing and digital technology increases over time through a process of dividing and growing quickly - it is often likened to the biological processes of cell growth" - : "...people's access to computing and digital technology increases over time through a process of dividing and growing quickly - it is often likened to the biological processes of cell growth" - "...people's access to computing and the Internet differs based on socioeconomic or geographic characteristics.": "...people's access to computing and the Internet differs based on socioeconomic or geographic characteristics." - ? "...people's access to computing technology is affected by the fact that newer devices that use new protocols makes it more difficult for them to communicate with older devices and technology" - : "...people's access to computing technology is affected by the fact that newer devices that use new protocols makes it more difficult for them to communicate with older devices and technology" - ? "...the amount of data on the Internet is growing so fast that the amount computing power and time we have to process it is lagging behind" - : "...the amount of data on the Internet is growing so fast that the amount computing power and time we have to process it is lagging behind" - What is the digital divide?: What is the digital divide? - ? Which of the following is the most accurate description of what is known as the "digital divide".

The digital divide is about how... - : Which of the following is the most accurate description of what is known as the "digital divide".

The digital divide is about how... - U2L9 What is digital divide MC_2018: - ? "...people's access to computing and digital technology increases over time through a process of dividing and growing quickly - it is often likened to the biological processes of cell growth" - : "...people's access to computing and digital technology increases over time through a process of dividing and growing quickly - it is often likened to the biological processes of cell growth" - "...people's access to computing and the Internet differs based on socioeconomic or geographic characteristics.": "...people's access to computing and the Internet differs based on socioeconomic or geographic characteristics." - ? "...people's access to computing technology is affected by the fact that newer devices that use new protocols makes it more difficult for them to communicate with older devices and technology" - : "...people's access to computing technology is affected by the fact that newer devices that use new protocols makes it more difficult for them to communicate with older devices and technology" - ? "...the amount of data on the Internet is growing so fast that the amount computing power and time we have to process it is lagging behind" - : "...the amount of data on the Internet is growing so fast that the amount computing power and time we have to process it is lagging behind" - What is the digital divide?: What is the digital divide? - ? Which of the following is the most accurate description of what is known as the "digital divide".

The digital divide is about how... - : Which of the following is the most accurate description of what is known as the "digital divide".

The digital divide is about how... - U3L01 Assessment2: - ? "Complex actions can have easy-to-follow directions if the most basic actions are identified in simple-to-understand terms. \nWhich of these is the LEAST basic action in making a sandwich for lunch?" - : "Complex actions can have easy-to-follow directions if the most basic actions are identified in simple-to-understand terms. \nWhich of these is the LEAST basic action in making a sandwich for lunch?" - Fit 1 slice on top of the other, faces together: Fit 1 slice on top of the other, faces together - Place slices of bread face side up: Place slices of bread face side up - Serve with soup: Serve with soup - Spread 1 slice with jelly: Spread 1 slice with jelly - Spread 1 slice with peanut butter: Spread 1 slice with peanut butter - Why Programming? Question 2: Why Programming? Question 2 - U3L03 - multiselect - properties of functions: - 'Choose Two: True Statements about Functions': 'Choose Two: True Statements about Functions' - Choose the two (2) statements that are true about functions: Choose the two (2) statements that are true about functions - Functions in programming are named groupings of programming instructions.
: Functions in programming are named groupings of programming instructions.
- Functions in programming are useful mathematical tools for doing complex computations.
: Functions in programming are useful mathematical tools for doing complex computations.
- Meaningful function names help computers better understand programs.
: Meaningful function names help computers better understand programs.
- Meaningful function names help people better understand programs.
: Meaningful function names help people better understand programs.
- U3L03 - multiselect - properties of functions_2018: - 'Choose Two: True Statements about Functions': 'Choose Two: True Statements about Functions' - Choose the two (2) statements that are true about functions: Choose the two (2) statements that are true about functions - Functions in programming are named groupings of programming instructions.
: Functions in programming are named groupings of programming instructions.
- Functions in programming are useful mathematical tools for doing complex computations.
: Functions in programming are useful mathematical tools for doing complex computations.
- Meaningful function names help computers better understand programs.
: Meaningful function names help computers better understand programs.
- Meaningful function names help people better understand programs.
: Meaningful function names help people better understand programs.
- U3L03 Assessment: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions written by the same programmer.: Functions cannot make calls to other functions written by the same programmer. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - 'Multiple Choice: False Statements about Functions': 'Multiple Choice: False Statements about Functions' - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - Which of the following is NOT a true statement about functions?: Which of the following is NOT a true statement about functions? - U3L03 Assessment_2018: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions written by the same programmer.: Functions cannot make calls to other functions written by the same programmer. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - 'Multiple Choice: False Statements about Functions': 'Multiple Choice: False Statements about Functions' - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - Which of the following is NOT a true statement about functions?: Which of the following is NOT a true statement about functions? - U3L04 Assessment2: - 'Multiple Choice: Functions and Top-Down Design': 'Multiple Choice: Functions and Top-Down Design' - Top-Down Design assists in identifying the layers of functions that will be used to solve a programming problem.: Top-Down Design assists in identifying the layers of functions that will be used to solve a programming problem. - Top-Down Design leads to programs which feature multiple layers of abstraction.: Top-Down Design leads to programs which feature multiple layers of abstraction. - Top-Down Design relies upon identifying sub-problems of a larger problem.: Top-Down Design relies upon identifying sub-problems of a larger problem. - Two programmers solving the same problem using Top-Down Design should arrive at identical programs.: Two programmers solving the same problem using Top-Down Design should arrive at identical programs. - Which of the following statements about writing functions and Top-Down Design is NOT true?: Which of the following statements about writing functions and Top-Down Design is NOT true? - Writing functions helps manage complexity in a program.: Writing functions helps manage complexity in a program. - U3L04 Assessment2_2018: - 'Multiple Choice: Functions and Top-Down Design': 'Multiple Choice: Functions and Top-Down Design' - Top-Down Design assists in identifying the layers of functions that will be used to solve a programming problem.: Top-Down Design assists in identifying the layers of functions that will be used to solve a programming problem. - Top-Down Design leads to programs which feature multiple layers of abstraction.: Top-Down Design leads to programs which feature multiple layers of abstraction. - Top-Down Design relies upon identifying sub-problems of a larger problem.: Top-Down Design relies upon identifying sub-problems of a larger problem. - Two programmers solving the same problem using Top-Down Design should arrive at identical programs.: Two programmers solving the same problem using Top-Down Design should arrive at identical programs. - Which of the following statements about writing functions and Top-Down Design is NOT true?: Which of the following statements about writing functions and Top-Down Design is NOT true? - Writing functions helps manage complexity in a program.: Writing functions helps manage complexity in a program. - U3L06 Assessment2: - A collection of commands that can be used in a programming language.: A collection of commands that can be used in a programming language. - A named memory location.: A named memory location. - A way to give input to a function that controls how the function runs.: A way to give input to a function that controls how the function runs. - Another name for the purpose of a function.: Another name for the purpose of a function. - 'Multiple Choice: What is a function parameter?': 'Multiple Choice: What is a function parameter?' - 'Para-meter: a measure of the distance between a function''s conception and implementation.': 'Para-meter: a measure of the distance between a function''s conception and implementation.' - U3L06 Assessment2_2018: - A collection of commands that can be used in a programming language.: A collection of commands that can be used in a programming language. - A named memory location.: A named memory location. - A way to give input to a function that controls how the function runs.: A way to give input to a function that controls how the function runs. - Another name for the purpose of a function.: Another name for the purpose of a function. - 'Multiple Choice: What is a function parameter?': 'Multiple Choice: What is a function parameter?' - 'Para-meter: a measure of the distance between a function''s conception and implementation.': 'Para-meter: a measure of the distance between a function''s conception and implementation.' - U3L06-API-multichoice: - Abstract Parameter Interface: Abstract Parameter Interface - Abstract Programming Inheritance: Abstract Programming Inheritance - Application Program Interface: Application Program Interface - Applied Power Implementation: Applied Power Implementation - Artificial Parameter Intelligence: Artificial Parameter Intelligence - 'Multiple Choice: What is an API?': 'Multiple Choice: What is an API?' - U3L06-API-multichoice_2018: - Abstract Parameter Interface: Abstract Parameter Interface - Abstract Programming Inheritance: Abstract Programming Inheritance - Application Program Interface: Application Program Interface - Applied Power Implementation: Applied Power Implementation - Artificial Parameter Intelligence: Artificial Parameter Intelligence - 'Multiple Choice: What is an API?': 'Multiple Choice: What is an API?' - U3L07 - MC remove line of code loops: - '1': '1' - '14': '14' - '5': '5' - '6': '6' - '7': '7' - Which line of code should be removed to make the program do what it's supposed to?: Which line of code should be removed to make the program do what it's supposed to? - U3L07 - MC remove line of code loops_2018: - '1': '1' - '14': '14' - '5': '5' - '6': '6' - '7': '7' - Which line of code should be removed to make the program do what it's supposed to?: Which line of code should be removed to make the program do what it's supposed to? - U3L07 Assessment2: - APIs and Parameters Question 3: APIs and Parameters Question 3 - Left(45): Left(45) - Left(90): Left(90) - ? Parameterized functions allow for flexible code. They also prevent redundant code. Which two of these functions illustrate non-redundancy? - : Parameterized functions allow for flexible code. They also prevent redundant code. Which two of these functions illustrate non-redundancy? - forward100( ): forward100( ) - forward283( ): forward283( ) - forward50( ): forward50( ) - U3L08 Assessment1: - 'Choose Two: Functions with Parameters': 'Choose Two: Functions with Parameters' - Functions with parameters can be used to prevent the creation of duplicated code.: Functions with parameters can be used to prevent the creation of duplicated code. - Parameters can only be used once within the body of a function.: Parameters can only be used once within the body of a function. - Parameters help generalize the solution of a specific problem.: Parameters help generalize the solution of a specific problem. - 'Select the two true statements about functions with parameters:': 'Select the two true statements about functions with parameters:' - Values do not need to be provided to a function with parameters in any particular order.: Values do not need to be provided to a function with parameters in any particular order. - U3L08 Assessment1_2018: - 'Choose Two: Functions with Parameters': 'Choose Two: Functions with Parameters' - Functions with parameters can be used to prevent the creation of duplicated code.: Functions with parameters can be used to prevent the creation of duplicated code. - Parameters can only be used once within the body of a function.: Parameters can only be used once within the body of a function. - Parameters help generalize the solution of a specific problem.: Parameters help generalize the solution of a specific problem. - 'Select the two true statements about functions with parameters:': 'Select the two true statements about functions with parameters:' - Values do not need to be provided to a function with parameters in any particular order.: Values do not need to be provided to a function with parameters in any particular order. - U3L08 Assessment3: - 'Functions with Parameters: Question 3': 'Functions with Parameters: Question 3' - There is an error in one line of the following code. What line is it in?: There is an error in one line of the following code. What line is it in? - for(var i = 0; i < 4; i++){: for(var i = 0; i < 4; i++){ - function square() {: function square() { - moveForward(length);: moveForward(length); - penDown();: penDown(); - penUp();: penUp(); - square();: square(); - turnLeft(90); }: turnLeft(90); } - U3L13 - Making Predications MC: - ? "

Make a prediction - Learning to Code Better, Faster

\n

As you are learning to program you will encounter more and more new features of a language and be naturally curious about how things work. Research has shown that when you encounter a new piece of code or new situation, you learn faster by simply making a prediction about what will happen before you run the program for the first time. \n

Making a prediction forces you to study the code and use your intuitions based on what you already know. Even experienced programmers might disagree about what a piece of code would do! So making a prediction is not like some sort of test about how smart you are. By making a prediction first, when you run the code you learn so much more whether you were right, wrong or somewhere in between. You construct a stronger mental model for how code works than if you just ran the program to see what happened.

\n

So let's try it...

\n

What do you think will happen?

\n

Here is a piece of code with two buttons and two event handlers. Notice that both buttons still have the default IDs of \"id\". You will need to fix this because we know it causes a warning message. But it turns out the program can still run and it does do something.

\n

What do you think will happen with this code is run?

" - : "

Make a prediction - Learning to Code Better, Faster

\n

As you are learning to program you will encounter more and more new features of a language and be naturally curious about how things work. Research has shown that when you encounter a new piece of code or new situation, you learn faster by simply making a prediction about what will happen before you run the program for the first time. \n

Making a prediction forces you to study the code and use your intuitions based on what you already know. Even experienced programmers might disagree about what a piece of code would do! So making a prediction is not like some sort of test about how smart you are. By making a prediction first, when you run the code you learn so much more whether you were right, wrong or somewhere in between. You construct a stronger mental model for how code works than if you just ran the program to see what happened.

\n

So let's try it...

\n

What do you think will happen?

\n

Here is a piece of code with two buttons and two event handlers. Notice that both buttons still have the default IDs of \"id\". You will need to fix this because we know it causes a warning message. But it turns out the program can still run and it does do something.

\n

What do you think will happen with this code is run?

" - Make a prediction: Make a prediction - When the "forward" button is clicked The turtle will only move forward: When the "forward" button is clicked The turtle will only move forward - 'When the "forward" button is clicked: The turtle will only turnLeft forward': 'When the "forward" button is clicked: The turtle will only turnLeft forward' - 'When the "forward" button is clicked: nothing will happen': 'When the "forward" button is clicked: nothing will happen' - 'When the "left" button is clicked: The turtle will move forward and turn left': 'When the "left" button is clicked: The turtle will move forward and turn left' - 'When the "left" button is clicked: The turtle will only move forward': 'When the "left" button is clicked: The turtle will only move forward' - 'When the "left" button is clicked: The turtle will only turnLeft forward': 'When the "left" button is clicked: The turtle will only turnLeft forward' - 'When the "left" button is clicked: nothing will happen': 'When the "left" button is clicked: nothing will happen' - 'When the forward button is clicked: The turtle will move forward and turn left': 'When the forward button is clicked: The turtle will move forward and turn left' - description here: description here - U3L13 debugging Multi: - A program that does not generate any error messages will run as intended.: A program that does not generate any error messages will run as intended. - Debugging is the process of locating and correcting errors in a program.: Debugging is the process of locating and correcting errors in a program. - Error messages help programmers identify problems in their code.: Error messages help programmers identify problems in their code. - It is common for programs to contain errors the first time they are written.: It is common for programs to contain errors the first time they are written. - 'Multiple Choice: Debugging and Error Messages': 'Multiple Choice: Debugging and Error Messages' - Not all errors in a program will generate an error message.: Not all errors in a program will generate an error message. - Which of the following statements about debugging and program errors is FALSE?: Which of the following statements about debugging and program errors is FALSE? - U3L14 - MC Duplicate Ids: - A warning message will appear for the second button that that ID is already in use.: A warning message will appear for the second button that that ID is already in use. - 'Choose Two: Buttons and IDs': 'Choose Two: Buttons and IDs' - JavaScript is flexible. Two buttons with same ID will respond to a single event handler associated with that ID.: JavaScript is flexible. Two buttons with same ID will respond to a single event handler associated with that ID. - The JavaScript API for MVC allows for duplicate IDs as long as the HTML is CSS compliant.: The JavaScript API for MVC allows for duplicate IDs as long as the HTML is CSS compliant. - The first button created with the ID will work, the other will not.: The first button created with the ID will work, the other will not. - Two buttons with same ID are linked during the running of the program; clicking one is just like clicking the other.: Two buttons with same ID are linked during the running of the program; clicking one is just like clicking the other. - 'What happens when two buttons are given the same ID? Choose two of the following:': 'What happens when two buttons are given the same ID? Choose two of the following:' - U3L14 - MC order of button and onEvent: - Does the order in which the code for a button and the code for its event handler appear within the program matter?: Does the order in which the code for a button and the code for its event handler appear within the program matter? - 'Multiple Choice: Buttons and Event Handlers': 'Multiple Choice: Buttons and Event Handlers' - No, JavaScript is flexible; the button and its event handler can appear in any order in the code.: No, JavaScript is flexible; the button and its event handler can appear in any order in the code. - Yes, JavaScript forces you to decouple view and controller. You are required to declare buttons in a separate API.: Yes, JavaScript forces you to decouple view and controller. You are required to declare buttons in a separate API. - Yes, the button, with its ID, must appear in the code AFTER the event handler.: Yes, the button, with its ID, must appear in the code AFTER the event handler. - Yes, the button, with its ID, must appear in the code BEFORE the event handler.: Yes, the button, with its ID, must appear in the code BEFORE the event handler. - U3L14 - MC variable reassignment: - Code does not execute due to error: Code does not execute due to error - a:10   b:10   c:20: a:10   b:10   c:20 - a:10   b:10   c:10: a:10   b:10   c:10 - a:10   b:17   c:17: a:10   b:17   c:17 - a:10   b:17   c:27: a:10   b:17   c:27 - a:3   b:7   c:10: a:3   b:7   c:10 - U3L18 Controlling Memory and Program Flow: - Controlling Memory and Control Quiz: Controlling Memory and Control Quiz - Keep track of time: Keep track of time - Make calculations: Make calculations - Make decisions: Make decisions - Remember things during play: Remember things during play - 'Select two (2) of programming categories below that are the best fit for desired feature of the game described at left. ': 'Select two (2) of programming categories below that are the best fit for desired feature of the game described at left. ' - Store information permanently: Store information permanently - U3L18 Controlling Memory and Program Flow 2: - Controlling Memory and Control Quiz: Controlling Memory and Control Quiz - Keep track of time: Keep track of time - Make calculations: Make calculations - Make decisions: Make decisions - Remember things during play: Remember things during play - 'Select two (2) of programming categories below that are the best fit for desired feature of the game described at left. ': 'Select two (2) of programming categories below that are the best fit for desired feature of the game described at left. ' - Store information permanently: Store information permanently - U3L18 Controlling Memory and Program Flow 3: - Controlling Memory and Control Quiz: Controlling Memory and Control Quiz - Keep track of time: Keep track of time - Make calculations: Make calculations - Make decisions: Make decisions - Remember things during play: Remember things during play - 'Select two (2) of the programming categories below that are the best fit for desired behavior of the game described at left. ': 'Select two (2) of the programming categories below that are the best fit for desired behavior of the game described at left. ' - Store information permanently: Store information permanently - U3L18 Controlling Memory and Program Flow 4: - Controlling Memory and Control Quiz: Controlling Memory and Control Quiz - Keep track of time: Keep track of time - Make calculations: Make calculations - Make decisions: Make decisions - Remember things during play: Remember things during play - 'Select two (2) of programming categories below that are the best fit for desired feature of the game described at left. ': 'Select two (2) of programming categories below that are the best fit for desired feature of the game described at left. ' - Store information permanently: Store information permanently - U3L18 Controlling Memory and Program Flow 5: - Controlling Memory and Control Quiz: Controlling Memory and Control Quiz - Keep track of time: Keep track of time - Make calculations: Make calculations - Make decisions: Make decisions - Remember things during play: Remember things during play - 'Select two (2) of programming categories below that are the best fit for desired behavior of the game described at left. ': 'Select two (2) of programming categories below that are the best fit for desired behavior of the game described at left. ' - Store information permanently: Store information permanently - U3L19 - MC what are values of abc: - Code does not execute due to error: Code does not execute due to error - Variable Check In: Variable Check In - 'What are the values of the variables a, b and c after all of the code below has executed? ': 'What are the values of the variables a, b and c after all of the code below has executed? ' - a=10, b=3, c=7: a=10, b=3, c=7 - a=13, b =16, c=29: a=13, b =16, c=29 - a=13, b=13, c=13: a=13, b=13, c=13 - a=13, b=16, c=13: a=13, b=16, c=13 - a=3, b=3, c=3: a=3, b=3, c=3 - foo foo: foo foo - U3L20 Assessment1: - Conditional Basics Question 1: Conditional Basics Question 1 - Which two of the following programming statements did you use when you wrote turtle drawing programs?: Which two of the following programming statements did you use when you wrote turtle drawing programs? - conditionals: conditionals - event handlers: event handlers - "function calls\t": "function calls\t" - sequential statements: sequential statements - U3L20 Assessment2: - Conditional Basics Question 2: Conditional Basics Question 2 - Which program statement reacts to actions by the user?: Which program statement reacts to actions by the user? - conditionals: conditionals - event handlers: event handlers - function calls: function calls - sequential statements: sequential statements - U3L20 Assessment3: - Conditional Basics Question 3: Conditional Basics Question 3 - Which programming statement executes different code based upon the true or false results?: Which programming statement executes different code based upon the true or false results? - conditionals: conditionals - event handlers: event handlers - function calls: function calls - sequential statements: sequential statements - U3L20 Assessment9: - " !=": " !=" - "<=": "<=" - "=": "=" - ">": ">" - Conditional Basics Question 9: Conditional Basics Question 9 - Which of the following are not valid operators in Boolean expressions?: Which of the following are not valid operators in Boolean expressions? - "||": "||" - U3L21 Assessment 1: - "''101''": "''101''" - "'4 * 7'": "'4 * 7'" - 56*61\3+2: 56*61\3+2 - More Variables Question 1: More Variables Question 1 - NEED TO FIX Which of the following is a numeric value that can be assigned to a variable?: NEED TO FIX Which of the following is a numeric value that can be assigned to a variable? - fifteen: fifteen - U3L21 Assessment 2: - Descriptive names makes it easier for other programmers to understand the program: Descriptive names makes it easier for other programmers to understand the program - Meaningful variable names make code easier to debug: Meaningful variable names make code easier to debug - More Variables Question 2: More Variables Question 2 - Readable variable names makes it easier to understand the program logic: Readable variable names makes it easier to understand the program logic - The literary quality of variable names is an important attribute of successful programs: The literary quality of variable names is an important attribute of successful programs - Which of the following is NOT a reason for giving variables meaningful, readable, descriptive names?: Which of the following is NOT a reason for giving variables meaningful, readable, descriptive names? - U3L24 Warm-up Quiz 1: - Warm-up quiz 1: Warm-up quiz 1 - Which of the following will print "Hello World!" to the screen: Which of the following will print "Hello World!" to the screen - if (false) { write("Hello World!"); }: if (false) { write("Hello World!"); } - if (true) { write("Hello World!"); }: if (true) { write("Hello World!"); } - U3L24 Warm-up Quiz 2: - I: I - I & III: I & III - II: II - III: III - Warm-up Quiz 2: Warm-up Quiz 2 - Which of the following will print "Hello World!" to the screen?: Which of the following will print "Hello World!" to the screen? - U3L24 Warm-up Quiz 3: - I: I - I & III: I & III - II: II - II & IV: II & IV - III: III - IV: IV - Warm-up quiz 3: Warm-up quiz 3 - Which of the following will print "Hello World!" to the screen: Which of the following will print "Hello World!" to the screen - U3L30 Assessment1: - '6': '6' - '7': '7' - '8': '8' - 'Arrays: Question 1': 'Arrays: Question 1' - Cannot be determined: Cannot be determined - The last index of an array is 7. How many elements are in the array?: The last index of an array is 7. How many elements are in the array? - U3L30 Assessment2: - '2': '2' - '3': '3' - '4': '4' - 'Arrays: Question 2': 'Arrays: Question 2' - Cannot be determined: Cannot be determined - What is the index of the third element in an array?: What is the index of the third element in an array? - U3L30 Assessment3: - '19': '19' - '20': '20' - '21': '21' - 'Arrays: Question 3': 'Arrays: Question 3' - Cannot be determined: Cannot be determined - There are 20 elements in an array. What is the index of the last element?: There are 20 elements in an array. What is the index of the last element? - U4L01 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L01 Multiple Choice: - "wrong2": "wrong2" - "wrong1": "wrong1" - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong3: wrong3 - wrong4: wrong4 - U4L02 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L02 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L03 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L03 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L04 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L04 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L05 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L05 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L06 Assessment 1: - Data about multiple items each with the same attributes should be kept in what format to enable searching and analysis.: Data about multiple items each with the same attributes should be kept in what format to enable searching and analysis. - array: array - string: string - table: table - variable: variable - U4L06 Assessment 2: - " Each record of data is kept in its own": " Each record of data is kept in its own" - column: column - row: row - U4L06 Assessment 3: - " Each attribute for a record of data is kept in a": " Each attribute for a record of data is kept in a" - column: column - row: row - U4L06 Assessment 4: - " In AppLab, when inserting a new row in a table a callback function is used:": " In AppLab, when inserting a new row in a table a callback function is used:" - to allow for corrections in the inserted row.: to allow for corrections in the inserted row. - to identify the user of the app.: to identify the user of the app. - to notify when the data has been stored.: to notify when the data has been stored. - to secure the data.: to secure the data. - U4L06 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L06 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L06 Reflection Q 1: - Question: Question - blank: blank - default value: default value - random: random - the old data is deleted: the old data is deleted - U4L07 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L07 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L08 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L08 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L09 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L09 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L1 - MC big data def: - Big Data: Big Data - It implies that the findings from the data are potentially hugely important for society.: It implies that the findings from the data are potentially hugely important for society. - That a dataset is larger than 5TB which is the common "Big Data" threshold.: That a dataset is larger than 5TB which is the common "Big Data" threshold. - That there is so much data it's virtually impossible to process.: That there is so much data it's virtually impossible to process. - There is enough data that traditional data processing applications are inadequate.: There is enough data that traditional data processing applications are inadequate. - When a computer scientist uses the term "Big Data" what do they typically mean?: When a computer scientist uses the term "Big Data" what do they typically mean? - U4L1 - MC big data def_2018: - Big Data: Big Data - It implies that the findings from the data are potentially hugely important for society.: It implies that the findings from the data are potentially hugely important for society. - That a dataset is larger than 5TB which is the common "Big Data" threshold.: That a dataset is larger than 5TB which is the common "Big Data" threshold. - That there is so much data it's virtually impossible to process.: That there is so much data it's virtually impossible to process. - There is enough data that traditional data processing applications are inadequate.: There is enough data that traditional data processing applications are inadequate. - When a computer scientist uses the term "Big Data" what do they typically mean?: When a computer scientist uses the term "Big Data" what do they typically mean? - U4L1 - MC moores law: - Boolean's Conjecture: Boolean's Conjecture - 'Historically it has been observed that computer processing speeds tend to double every two years. This is known as:': 'Historically it has been observed that computer processing speeds tend to double every two years. This is known as:' - Moore's Law: Moore's Law - Powers of 2 Principle: Powers of 2 Principle - The "Big Data Effect": The "Big Data Effect" - U4L1 - MC moores law_2018: - Boolean's Conjecture: Boolean's Conjecture - 'Historically it has been observed that computer processing speeds tend to double every two years. This is known as:': 'Historically it has been observed that computer processing speeds tend to double every two years. This is known as:' - Moore's Law: Moore's Law - Powers of 2 Principle: Powers of 2 Principle - The "Big Data Effect": The "Big Data Effect" - U4L10 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L10 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L11 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L11 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L12 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L12 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L13 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L13 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L14 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L14 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L15 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L15 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L16 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L16 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L17 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L17 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L18 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L18 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L19 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L19 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L20 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L20 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L21 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L21 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L22 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L22 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L23 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L23 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L24 Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U4L24 Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4L4 - MC cost of free: - Companies are required by law to give users options to personalize what data they collect about them: Companies are required by law to give users options to personalize what data they collect about them - Companies can sell the personal information of users to advertisers or other businesses: Companies can sell the personal information of users to advertisers or other businesses - Companies frequently offer services free of charge in exchange for access to data about their users: Companies frequently offer services free of charge in exchange for access to data about their users - Personal data about users may be saved by a company permanently, never to be deleted.: Personal data about users may be saved by a company permanently, never to be deleted. - ? Which of the following statements is the LEAST TRUE about personal data that technology companies potentially collect about their users? - : Which of the following statements is the LEAST TRUE about personal data that technology companies potentially collect about their users? - U4L4 - MC cost of free_2018: - Companies are required by law to give users options to personalize what data they collect about them: Companies are required by law to give users options to personalize what data they collect about them - Companies can sell the personal information of users to advertisers or other businesses: Companies can sell the personal information of users to advertisers or other businesses - Companies frequently offer services free of charge in exchange for access to data about their users: Companies frequently offer services free of charge in exchange for access to data about their users - Personal data about users may be saved by a company permanently, never to be deleted.: Personal data about users may be saved by a company permanently, never to be deleted. - ? Which of the following statements is the LEAST TRUE about personal data that technology companies potentially collect about their users? - : Which of the following statements is the LEAST TRUE about personal data that technology companies potentially collect about their users? - U4LXX Multiple Choice: - 'Multiple Choice: simple description here': 'Multiple Choice: simple description here' - right: right - wrong1: wrong1 - wrong2: wrong2 - wrong3: wrong3 - wrong4: wrong4 - U4XX Choose 2: - 'Choose 2: simple description here': 'Choose 2: simple description here' - right1: right1 - right2: right2 - wrong1: wrong1 - wrong3: wrong3 - wrong4: wrong4 - U5 assess compound boolean conditions: - "(temperature != 0) && (temperature < 32)": "(temperature != 0) && (temperature < 32)" - "(temperature < 0) || (temperature > 32)": "(temperature < 0) || (temperature > 32)" - "(temperature == 0) || (temperature < 32)": "(temperature == 0) || (temperature < 32)" - "(temperature == 0) || (temperature > 32)": "(temperature == 0) || (temperature > 32)" - "(temperature > 0) && (temperature < 32)": "(temperature > 0) && (temperature < 32)" - U5 assess compound boolean conditions_2018: - "(temperature != 0) && (temperature < 32)": "(temperature != 0) && (temperature < 32)" - "(temperature < 0) || (temperature > 32)": "(temperature < 0) || (temperature > 32)" - "(temperature == 0) || (temperature < 32)": "(temperature == 0) || (temperature < 32)" - "(temperature == 0) || (temperature > 32)": "(temperature == 0) || (temperature > 32)" - "(temperature > 0) && (temperature < 32)": "(temperature > 0) && (temperature < 32)" - U5 assess compound boolean conditions_exam_prep: - "(temperature != 0) && (temperature < 32)": "(temperature != 0) && (temperature < 32)" - "(temperature < 0) || (temperature > 32)": "(temperature < 0) || (temperature > 32)" - "(temperature == 0) || (temperature < 32)": "(temperature == 0) || (temperature < 32)" - "(temperature == 0) || (temperature > 32)": "(temperature == 0) || (temperature > 32)" - "(temperature > 0) && (temperature < 32)": "(temperature > 0) && (temperature < 32)" - U5 assess_weight_v2: - Question: Question - description here: description here - right answer: right answer - title: title - wrong answer: wrong answer - Unit 5 final assessment understand and continue: - I am NOT planning to take the AP exam this year: I am NOT planning to take the AP exam this year - I am planning to take the AP exam this year: I am planning to take the AP exam this year - I am still not sure if I am going to take the exam: I am still not sure if I am going to take the exam - Unit 5 final assessment understand and continue_2018: - I am NOT planning to take the AP exam this year: I am NOT planning to take the AP exam this year - I am planning to take the AP exam this year: I am planning to take the AP exam this year - I am still not sure if I am going to take the exam: I am still not sure if I am going to take the exam - Unit 5 final assessment understand and continue_exam_prep: - I am NOT planning to take the AP exam this year: I am NOT planning to take the AP exam this year - I am planning to take the AP exam this year: I am planning to take the AP exam this year - I am still not sure if I am going to take the exam: I am still not sure if I am going to take the exam - Warmup questions: - Coding in Racket: Coding in Racket - Select the best answer to the question.: Select the best answer to the question. - When converting a circle to code, the correct order is: When converting a circle to code, the correct order is - left top right: left top right - left, right, top: left, right, top - random: random - top, left, right: top, left, right - commute assess - comp 3 - block: - Displays "Hello" continuously for 60 seconds: Displays "Hello" continuously for 60 seconds - Displays "Hello" exactly 60 times: Displays "Hello" exactly 60 times - Displays "Hello" once: Displays "Hello" once - Displays "Hello" once after 60 seconds has elapsed: Displays "Hello" once after 60 seconds has elapsed - This code will cause an error: This code will cause an error - commute assess - loops 3 - block: - "
apple
apple
apple
orange
orange
orange
": "
apple
apple
apple
orange
orange
orange
" - "
apple
orange
": "
apple
orange
" - "
apple
orange
apple
orange
apple
orange
": "
apple
orange
apple
orange
apple
orange
" - It will be different each time you run it: It will be different each time you run it - Nothing with be printed: Nothing with be printed - What will be printed when this code is run?: What will be printed when this code is run? - commute assess - loops 3 - block_2018: - "
apple
apple
apple
orange
orange
orange
": "
apple
apple
apple
orange
orange
orange
" - "
apple
orange
": "
apple
orange
" - "
apple
orange
apple
orange
apple
orange
": "
apple
orange
apple
orange
apple
orange
" - It will be different each time you run it: It will be different each time you run it - Nothing with be printed: Nothing with be printed - What will be printed when this code is run?: What will be printed when this code is run? - commute assess - loops 3 - block_exam_prep: - "
apple
apple
apple
orange
orange
orange
": "
apple
apple
apple
orange
orange
orange
" - "
apple
orange
": "
apple
orange
" - "
apple
orange
apple
orange
apple
orange
": "
apple
orange
apple
orange
apple
orange
" - It will be different each time you run it: It will be different each time you run it - Nothing with be printed: Nothing with be printed - What will be printed when this code is run?: What will be printed when this code is run? - commute assess - loops 4 - block: - '0': '0' - '1': '1' - '10': '10' - '5': '5' - '50': '50' - How many times will the comparison c > 5 be tested when this code is run?: How many times will the comparison c > 5 be tested when this code is run? - it will be different each time you run it: it will be different each time you run it - courseA_multi_artist_loops11_predict2: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The artist repeats `South` and `East` four times to make a staircase.: Incorrect. The artist repeats `South` and `East` four times to make a staircase. - Take a good look at the code below. What will happen when you click "Run"?: Take a good look at the code below. What will happen when you click "Run"? - The artist repeats `South` and `East` four times to make a staircase.: The artist repeats `South` and `East` four times to make a staircase. - The artist will draw a square: The artist will draw a square - The artist will draw a stair pattern.: The artist will draw a stair pattern. - The artist won't move at all.: The artist won't move at all. - courseA_multi_collector_loops11_predict2: - Correct.: Correct. - I don't know.: I don't know. - ? Incorrect. The `repeat` loops allow Laurel to get all 7 pieces of treasure at the top, and all 6 down the side, but not all 7 along the bottom. - : Incorrect. The `repeat` loops allow Laurel to get all 7 pieces of treasure at the top, and all 6 down the side, but not all 7 along the bottom. - Laurel will get all of the treasure along the top and side, but not along the bottom.: Laurel will get all of the treasure along the top and side, but not along the bottom. - Laurel will get all of the treasure.: Laurel will get all of the treasure. - Laurel will not get any treasure at all.: Laurel will not get any treasure at all. - ? The `repeat` loops allow Laurel to get all 7 pieces of treasure at the top, and all 6 down the side, but not all 7 along the bottom. - : The `repeat` loops allow Laurel to get all 7 pieces of treasure at the top, and all 6 down the side, but not all 7 along the bottom. - The code below uses loops. What will happen when you click "Run"?: The code below uses loops. What will happen when you click "Run"? - courseA_multi_collector_loops3_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The program uses a `repeat` loop to get Laurel to move forward five times.: Incorrect. The program uses a `repeat` loop to get Laurel to move forward five times. - Laurel will move forward and get treasure five times in a row.: Laurel will move forward and get treasure five times in a row. - Laurel will move forward and get treasure one time.: Laurel will move forward and get treasure one time. - Laurel won't move at all.: Laurel won't move at all. - Look at the code below. What do you think will happen when you click "Run"?: Look at the code below. What do you think will happen when you click "Run"? - The program uses a `repeat` loop to get Laurel to move forward five times.: The program uses a `repeat` loop to get Laurel to move forward five times. - courseA_multi_maze_seq12_predict2: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The bird turns the wrong way at the end.: Incorrect. The bird turns the wrong way at the end. - Look at the program below. What will happen when you click "Run"?: Look at the program below. What will happen when you click "Run"? - The bird should go North at the end, not South.: The bird should go North at the end, not South. - The bird will get to the pig.: The bird will get to the pig. - The bird will only go straight.: The bird will only go straight. - The bird will turn the wrong way at the end.: The bird will turn the wrong way at the end. - courseA_multi_maze_seq2_predict1: - Correct.: Correct. - I don't know.: I don't know. - Incorrect. The program needs one more block to get to the pig.: Incorrect. The program needs one more block to get to the pig. - Look at the program below. What will happen when you click "Run"?: Look at the program below. What will happen when you click "Run"? - The bird will get to the pig.: The bird will get to the pig. - The bird will not reach the pig.: The bird will not reach the pig. - The program needs one more block to get to the pig.: The program needs one more block to get to the pig. - courseB_multi_artist_loops8_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The program uses a repeat loop to have the artist draws lines back and forth, then jump down, creating a ladder.: Incorrect. The program uses a repeat loop to have the artist draws lines back and forth, then jump down, creating a ladder. - Run through the code below in your mind. What will happen when you click "Run"?: Run through the code below in your mind. What will happen when you click "Run"? - The artist draws lines back and forth, then jumps down, creating a ladder.: The artist draws lines back and forth, then jumps down, creating a ladder. - The artist will draw a ladder with 6 steps.: The artist will draw a ladder with 6 steps. - The artist will draw a single line.: The artist will draw a single line. - The artist will draw a square with 4 sides.: The artist will draw a square with 4 sides. - courseB_multi_collector_loops3_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The `repeat` loop only instructs Laurel to move forward and get treasure three times.: Incorrect. The `repeat` loop only instructs Laurel to move forward and get treasure three times. - Incorrect. The program uses a `repeat` loop to get Laurel to move forward three times.: Incorrect. The program uses a `repeat` loop to get Laurel to move forward three times. - Laurel will move forward and get all of the treasure.: Laurel will move forward and get all of the treasure. - Laurel will move forward and get treasure three times in a row.: Laurel will move forward and get treasure three times in a row. - Laurel won't move at all.: Laurel won't move at all. - Look at the code below. What do you think will happen when you click "Run"?: Look at the code below. What do you think will happen when you click "Run"? - The program uses a `repeat` loop to get Laurel to move forward three times.: The program uses a `repeat` loop to get Laurel to move forward three times. - courseB_multi_maze_seq10_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The bird runs into the TNT with his first move.: Incorrect. The bird runs into the TNT with his first move. - Look at the program below. What will happen when you click "Run"?: Look at the program below. What will happen when you click "Run"? - The bird runs into the TNT with his first move.: The bird runs into the TNT with his first move. - The bird will get to the pig.: The bird will get to the pig. - The bird will not move at all.: The bird will not move at all. - The bird will run into the TNT right away.: The bird will run into the TNT right away. - courseB_multi_maze_seq10_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. Scrat breaks the ice with his first move.: Incorrect. Scrat breaks the ice with his first move. - Look at the program below. What will happen when you click "Run"?: Look at the program below. What will happen when you click "Run"? - Scrat breaks the ice with his first move.: Scrat breaks the ice with his first move. - Scrat will break the ice right away.: Scrat will break the ice right away. - Scrat will get to the acorn.: Scrat will get to the acorn. - Scrat will not move at all.: Scrat will not move at all. - courseB_multi_maze_seq1_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The program has all of the blocks needed to get to the pig.: Incorrect. The program has all of the blocks needed to get to the pig. - Look at the program below. What will happen when you click "Run"?: Look at the program below. What will happen when you click "Run"? - The bird will get to the pig.: The bird will get to the pig. - The bird will not reach the pig.: The bird will not reach the pig. - The program has all of the blocks needed to get to the pig.: The program has all of the blocks needed to get to the pig. - courseB_multi_maze_seq1_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The program has all of the blocks needed to get to the acorn.: Incorrect. The program has all of the blocks needed to get to the acorn. - Look at the program below. What will happen when you click "Run"?: Look at the program below. What will happen when you click "Run"? - Scrat will get to the acorn.: Scrat will get to the acorn. - Scrat will not reach the acorn.: Scrat will not reach the acorn. - The program has all of the blocks needed to get to the acorn.: The program has all of the blocks needed to get to the acorn. courseC_multi_artist_prog6_predict1: Correct!: Correct! I don't know.: I don't know. @@ -9887,24 +652,6 @@ en: Scrat will go the wrong way after his final turn.: Scrat will go the wrong way after his final turn. 'The first error is that Scrat goes the wrong way after his final turn. ': 'The first error is that Scrat goes the wrong way after his final turn. ' The program won't fail. Scrat will get to the acorn.: The program won't fail. Scrat will get to the acorn. - courseC_multi_maze_loops10_predict2: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The first loop only lets the bird move forward 1 space, when it needs to move forward 3.: Incorrect. The first loop only lets the bird move forward 1 space, when it needs to move forward 3. - Look closely at the code below. What will happen when you click "Run"?: Look closely at the code below. What will happen when you click "Run"? - The bird will not travel far enough in the first loop.: The bird will not travel far enough in the first loop. - The bird will reach the pig with no problems.: The bird will reach the pig with no problems. - The bird will travel too far in the first loop.: The bird will travel too far in the first loop. - The first loop only lets the bird move forward 1 space, when it needs to move forward 3.: The first loop only lets the bird move forward 1 space, when it needs to move forward 3. - courseC_multi_maze_loops2_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The repeat block will `move the bird forward` 5 times, taking him to the pig.: Incorrect. The repeat block will `move the bird forward` 5 times, taking him to the pig. - Take a close look at the code below. What do you think will happen when you click "Run"?: Take a close look at the code below. What do you think will happen when you click "Run"? - The bird will move forward only one space.: The bird will move forward only one space. - The bird will not move.: The bird will not move. - The bird will repeat `move forward` 5 times, taking him to the pig.: The bird will repeat `move forward` 5 times, taking him to the pig. - The repeat block will `move the bird forward` 5 times, taking him to the pig.: The repeat block will `move the bird forward` 5 times, taking him to the pig. courseC_multi_maze_programming8_predict1: Correct!: Correct! I don't know.: I don't know. @@ -10037,16 +784,6 @@ en: The bee will get nectar at each flower and honey at each honeycomb.: The bee will get nectar at each flower and honey at each honeycomb. The bee will try to get honey from both flowers and honeycomb.: The bee will try to get honey from both flowers and honeycomb. The bee will try to get nectar from both flowers and honeycomb.: The bee will try to get nectar from both flowers and honeycomb. - courseD_multi_bee_debugging9_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. This was partially correct, but the bee also turns the wrong way when trying to make a square.: Incorrect. This was partially correct, but the bee also turns the wrong way when trying to make a square. - Incorrect. This was partially correct, but the loop also does not run long enough to get all three flowers.: Incorrect. This was partially correct, but the loop also does not run long enough to get all three flowers. - ? 'Look closely at the code below. Why won''t the bee collect all of the nectar when you click "Run"? Warning: This is a tricky question, make sure you read all of the options before answering!' - : 'Look closely at the code below. Why won''t the bee collect all of the nectar when you click "Run"? Warning: This is a tricky question, make sure you read all of the options before answering!' - The bee turns the wrong way *and* the loop doesn't run long enough to get all of the flowers.: The bee turns the wrong way *and* the loop doesn't run long enough to get all of the flowers. - The bee will turn the wrong way when making a square.: The bee will turn the wrong way when making a square. - 'The loop does not run long enough for the bee to get to all flower bunches. ': 'The loop does not run long enough for the bee to get to all flower bunches. ' courseD_multi_bee_nestedLoops2_predict1: Correct!: Correct! I don't know.: I don't know. @@ -10097,16 +834,6 @@ en: ? 'Look closely at the code below. Why won''t Laurel collect all of the treasure when you click "Run"? Warning: This is a tricky question, make sure you read all of the options before answering!' : 'Look closely at the code below. Why won''t Laurel collect all of the treasure when you click "Run"? Warning: This is a tricky question, make sure you read all of the options before answering!' 'The loop does not run long enough for Laurel to get to all of the treasure. ': 'The loop does not run long enough for Laurel to get to all of the treasure. ' - courseD_multi_collector_debugging10_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. This was partially correct, but the bee also turns the wrong way when trying to make a square.: Incorrect. This was partially correct, but the bee also turns the wrong way when trying to make a square. - Incorrect. This was partially correct, but the loop also does not run long enough to get all of the treasure.: Incorrect. This was partially correct, but the loop also does not run long enough to get all of the treasure. - Laurel turns the wrong way *and* the loop doesn't run long enough for Laurel to get all of the treasure.: Laurel turns the wrong way *and* the loop doesn't run long enough for Laurel to get all of the treasure. - Laurel will turn the wrong way when making a square.: Laurel will turn the wrong way when making a square. - ? 'Look closely at the code below. Why won''t Laurel collect all of the treasure when you click "Run"? Warning: This is a tricky question, make sure you read all of the options before answering!' - : 'Look closely at the code below. Why won''t Laurel collect all of the treasure when you click "Run"? Warning: This is a tricky question, make sure you read all of the options before answering!' - 'The loop does not run long enough for Laurel to get to all of the treasure. ': 'The loop does not run long enough for Laurel to get to all of the treasure. ' courseD_multi_farmer_condLoops9_predict1: Correct!: Correct! I don't know.: I don't know. @@ -10141,18 +868,6 @@ en: The farmer will try to pick pumpkins at each square, but won't ever make it to the pumpkin.: The farmer will try to pick pumpkins at each square, but won't ever make it to the pumpkin. The farmer will walk four spaces, then try to pick one pumpkin.: The farmer will walk four spaces, then try to pick one pumpkin. The farmer will walk to the end of the path and harvest the pumpkin.: The farmer will walk to the end of the path and harvest the pumpkin. - courseD_multi_farmer_ramp14: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The farmer doesn't try to pick a pumpkin after each move up. Only each move to the right.: Incorrect. The farmer doesn't try to pick a pumpkin after each move up. Only each move to the right. - ? Incorrect. The farmer loops the actions of walking up, walking over, then picking a pumpkin 5 times - but there is no pumpkin in the 5th spot. - : Incorrect. The farmer loops the actions of walking up, walking over, then picking a pumpkin 5 times - but there is no pumpkin in the 5th spot. - Take a good look at the code below. How many pumpkins will the farmer collect after you click "Run"?: Take a good look at the code below. How many pumpkins will the farmer collect after you click "Run"? - ? The farmer loops the actions of walking up, walking over, then picking a pumpkin 5 times - but there is no pumpkin in the 5th spot. - : The farmer loops the actions of walking up, walking over, then picking a pumpkin 5 times - but there is no pumpkin in the 5th spot. - The farmer will collect 4 pumpkins.: The farmer will collect 4 pumpkins. - The farmer will collect 5 pumpkins.: The farmer will collect 5 pumpkins. - The farmer will collect all 8 pumpkins.: The farmer will collect all 8 pumpkins. courseD_multi_farmer_while10_predict2: Correct!: Correct! I don't know.: I don't know. @@ -10246,16 +961,6 @@ en: Scrat will move forward three times, turn, then move forward three more times, making it to the acorn!: Scrat will move forward three times, turn, then move forward three more times, making it to the acorn! Scrat will move forward, then turn and crash.: Scrat will move forward, then turn and crash. This code uses a new block. What do you think will happen when you press "Run"?: This code uses a new block. What do you think will happen when you press "Run"? - courseD_multi_scrat_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. Putting the 'move forward' block inside the 'repeat' block will cause Scrat to move forward three times.: Incorrect. Putting the 'move forward' block inside the 'repeat' block will cause Scrat to move forward three times. - Nothing. Scrat will not move at all.: Nothing. Scrat will not move at all. - ? Putting the 'move forward' block inside the 'repeat' block will cause Scrat to move forward three times. He then turns and moves forward another three times, making it to the acorn! - : Putting the 'move forward' block inside the 'repeat' block will cause Scrat to move forward three times. He then turns and moves forward another three times, making it to the acorn! - Scrat will move forward three times, turn, then move forward three more times, making it to the acorn!: Scrat will move forward three times, turn, then move forward three more times, making it to the acorn! - Scrat will move forward, then turn and crash.: Scrat will move forward, then turn and crash. - This code uses a new block. What do you think will happen when you press "Run"?: This code uses a new block. What do you think will happen when you press "Run"? courseE_multi_artist_predict1: Based on the code below, what do you think will happen if you press 'Run'?: Based on the code below, what do you think will happen if you press 'Run'? Correct!: Correct! @@ -10269,19 +974,6 @@ en: The artist will draw the triangle from the last level four times in a rotated pattern.: The artist will draw the triangle from the last level four times in a rotated pattern. The artist will draw the triangle from the last level four times in a straight line.: The artist will draw the triangle from the last level four times in a straight line. The artist will draw three squares in a rotated pattern.: The artist will draw three squares in a rotated pattern. - courseE_multi_artist_predict1_2018: - Based on the code below, what do you think will happen if you press 'Run'?: Based on the code below, what do you think will happen if you press 'Run'? - Correct!: Correct! - I don't know.: I don't know. - ? Incorrect. Notice that the `repeat 3` loop is inside the `repeat 4` loop. This means that the drawing will be a three sided shape drawn four times. - : Incorrect. Notice that the `repeat 3` loop is inside the `repeat 4` loop. This means that the drawing will be a three sided shape drawn four times. - ? Incorrect. Notice that there is a `turn 90 degrees` block inside the outer loop. This means that the artist will turn after drawing each triangle. - : Incorrect. Notice that there is a `turn 90 degrees` block inside the outer loop. This means that the artist will turn after drawing each triangle. - ? The `repeat 3` loop is inside the `repeat 4` loop. This means that the artist will draw a triangle, then turn 90 degrees a total of 4 times. - : The `repeat 3` loop is inside the `repeat 4` loop. This means that the artist will draw a triangle, then turn 90 degrees a total of 4 times. - The artist will draw the triangle from the last level four times in a rotated pattern.: The artist will draw the triangle from the last level four times in a rotated pattern. - The artist will draw the triangle from the last level four times in a straight line.: The artist will draw the triangle from the last level four times in a straight line. - The artist will draw three squares in a rotated pattern.: The artist will draw three squares in a rotated pattern. courseE_multi_bee_functions_predict1: Correct! It doesn't matter that there is a different amount of honey. The function is programmed to handle that.: Correct! It doesn't matter that there is a different amount of honey. The function is programmed to handle that. ? Here is the exact same program from the last puzzle, but the amount of honey to collect in this puzzle has changed. What will happen when you click "Run"? @@ -10292,16 +984,6 @@ en: The bee won't collect enough honey from the flowers.: The bee won't collect enough honey from the flowers. The program will work to solve this puzzle, too. It is programmed to handle any amount of honey over 0.: The program will work to solve this puzzle, too. It is programmed to handle any amount of honey over 0. The same program will work to solve this puzzle, too.: The same program will work to solve this puzzle, too. - courseE_multi_bee_functions_predict1_2018: - Correct! It doesn't matter that there is a different amount of honey. The function is programmed to handle that.: Correct! It doesn't matter that there is a different amount of honey. The function is programmed to handle that. - ? Here is the exact same program from the last puzzle, but the amount of honey to collect in this puzzle has changed. What will happen when you click "Run"? - : Here is the exact same program from the last puzzle, but the amount of honey to collect in this puzzle has changed. What will happen when you click "Run"? - I don't know.: I don't know. - Incorrect. The function is programmed to handle any amount of honey over 0.: Incorrect. The function is programmed to handle any amount of honey over 0. - The bee will try to collect too much honey from the flowers.: The bee will try to collect too much honey from the flowers. - The bee won't collect enough honey from the flowers.: The bee won't collect enough honey from the flowers. - The program will work to solve this puzzle, too. It is programmed to handle any amount of honey over 0.: The program will work to solve this puzzle, too. It is programmed to handle any amount of honey over 0. - The same program will work to solve this puzzle, too.: The same program will work to solve this puzzle, too. courseE_multi_farmer_functions11_predict: Correct!: Correct! Incorrect. The harvester does not call "check and pick" until she gets to the corn.: Incorrect. The harvester does not call "check and pick" until she gets to the corn. @@ -10330,17 +1012,6 @@ en: : The `if` statement will help the farmer check if there is a path ahead. If there is, she will move forward. Else, if there is no path, she will pick as much lettuce as there is and then turn left. The farmer will correctly travel the path, picking all of the lettuce along the way.: The farmer will correctly travel the path, picking all of the lettuce along the way. The farmer will try to pick lettuce at every space, then run into the wall at the end of the path.: The farmer will try to pick lettuce at every space, then run into the wall at the end of the path. - courseE_multi_farmer_predict1_2018: - Correct!: Correct! - I don't know: I don't know - ? Incorrect. The `if` statement will help the farmer check if there is a path ahead. If there is, she will move forward. Else, if there is no path, she will pick as much lettuce as there is and then turn left. - : Incorrect. The `if` statement will help the farmer check if there is a path ahead. If there is, she will move forward. Else, if there is no path, she will pick as much lettuce as there is and then turn left. - 'Look closely at the code below. What do you think will happen when you click "Run"? ': 'Look closely at the code below. What do you think will happen when you click "Run"? ' - Nothing. The farmer will remain standing still: Nothing. The farmer will remain standing still - ? The `if` statement will help the farmer check if there is a path ahead. If there is, she will move forward. Else, if there is no path, she will pick as much lettuce as there is and then turn left. - : The `if` statement will help the farmer check if there is a path ahead. If there is, she will move forward. Else, if there is no path, she will pick as much lettuce as there is and then turn left. - The farmer will correctly travel the path, picking all of the lettuce along the way.: The farmer will correctly travel the path, picking all of the lettuce along the way. - The farmer will try to pick lettuce at every space, then run into the wall at the end of the path.: The farmer will try to pick lettuce at every space, then run into the wall at the end of the path. courseE_multi_farmer_predict2: Correct!: Correct! I don't know.: I don't know. @@ -10353,42 +1024,6 @@ en: The farmer will walk only until she gets to the pumpkin, then she will pick the pumpkin.: The farmer will walk only until she gets to the pumpkin, then she will pick the pumpkin. The farmer will walk until she can't walk any further, then try to pick a pumpkin that's not there.: The farmer will walk until she can't walk any further, then try to pick a pumpkin that's not there. What do you think will happen in this puzzle when you press 'Run'?: What do you think will happen in this puzzle when you press 'Run'? - courseE_multi_farmer_predict2_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. The 'repeat until at pumpkin' block will make sure that the farmer does not keep going once she reaches the pumpkin.: Incorrect. The 'repeat until at pumpkin' block will make sure that the farmer does not keep going once she reaches the pumpkin. - ? Incorrect. There is a pumpkin and the 'repeat until at pumpkin' block will make sure that the farmer does not keep going once she reaches the pumpkin. - : Incorrect. There is a pumpkin and the 'repeat until at pumpkin' block will make sure that the farmer does not keep going once she reaches the pumpkin. - ? The 'repeat until at pumpkin' block will make sure that the farmer starts walking and does not stop until she reaches the pumpkin. Then she will collect the pumpkin. - : The 'repeat until at pumpkin' block will make sure that the farmer starts walking and does not stop until she reaches the pumpkin. Then she will collect the pumpkin. - The farmer will not walk anywhere because there's no pumpkin in the first place.: The farmer will not walk anywhere because there's no pumpkin in the first place. - The farmer will walk only until she gets to the pumpkin, then she will pick the pumpkin.: The farmer will walk only until she gets to the pumpkin, then she will pick the pumpkin. - The farmer will walk until she can't walk any further, then try to pick a pumpkin that's not there.: The farmer will walk until she can't walk any further, then try to pick a pumpkin that's not there. - What do you think will happen in this puzzle when you press 'Run'?: What do you think will happen in this puzzle when you press 'Run'? - courseE_multi_farmer_ramp12: - " ": " " - right answer: right answer - wrong answer: wrong answer - courseE_multi_maze_predict1: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times.: Incorrect. Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times. - Nothing. The bird will not move at all.: Nothing. The bird will not move at all. - ? Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times. The bird then turns and moves forward another three times, making it to the pig! - : Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times. The bird then turns and moves forward another three times, making it to the pig! - The bird will move forward three times, turn, then move forward three more times, making it to the pig!: The bird will move forward three times, turn, then move forward three more times, making it to the pig! - The bird will move forward, then turn and crash into a wall.: The bird will move forward, then turn and crash into a wall. - This code uses a new block. What do you think would happen if you pressed 'Run'?: This code uses a new block. What do you think would happen if you pressed 'Run'? - courseE_multi_maze_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times.: Incorrect. Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times. - Nothing. The bird will not move at all.: Nothing. The bird will not move at all. - ? Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times. The bird then turns and moves forward another three times, making it to the pig! - : Putting the 'move forward' block inside the 'repeat' block will cause the bird to move forward three times. The bird then turns and moves forward another three times, making it to the pig! - The bird will move forward three times, turn, then move forward three more times, making it to the pig!: The bird will move forward three times, turn, then move forward three more times, making it to the pig! - The bird will move forward, then turn and crash into a wall.: The bird will move forward, then turn and crash into a wall. - This code uses a new block. What do you think would happen if you pressed 'Run'?: This code uses a new block. What do you think would happen if you pressed 'Run'? courseE_prediction_artistFunction1: Correct! The function is called two times in the program, with a jump in between.: Correct! The function is called two times in the program, with a jump in between. Incorrect. The function is actually called two times in the program.: Incorrect. The function is actually called two times in the program. @@ -10446,15 +1081,6 @@ en: The artist will use two different functions to draw two different sized boxes.: The artist will use two different functions to draw two different sized boxes. The program uses parameters to allow a single function to create two different size boxes.: The program uses parameters to allow a single function to create two different size boxes. What will happen when you run this program?: What will happen when you run this program? - courseF_multi_artist_fwp2_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. Using parameters lets you use a single function to create different outcomes.: Incorrect. Using parameters lets you use a single function to create different outcomes. - The artist will use the same function to draw two different sized boxes.: The artist will use the same function to draw two different sized boxes. - The artist will use two different functions to draw the same sized box twice.: The artist will use two different functions to draw the same sized box twice. - The artist will use two different functions to draw two different sized boxes.: The artist will use two different functions to draw two different sized boxes. - The program uses parameters to allow a single function to create two different size boxes.: The program uses parameters to allow a single function to create two different size boxes. - What will happen when you run this program?: What will happen when you run this program? courseF_multi_artist_predict1: Based on the code below, what do you think will happen if you press "Run"?: Based on the code below, what do you think will happen if you press "Run"? Correct!: Correct! @@ -10468,19 +1094,6 @@ en: The artist will draw the triangle from the last level four times in a rotated pattern.: The artist will draw the triangle from the last level four times in a rotated pattern. The artist will draw the triangle from the last level four times in a straight line.: The artist will draw the triangle from the last level four times in a straight line. The artist will draw three squares in a rotated pattern.: The artist will draw three squares in a rotated pattern. - courseF_multi_artist_predict1_2018: - Based on the code below, what do you think will happen if you press "Run"?: Based on the code below, what do you think will happen if you press "Run"? - Correct!: Correct! - I don't know.: I don't know. - ? Incorrect. Notice that the `repeat 3` loop is inside the `repeat 4` loop. This means that the drawing will be a three sided shape drawn four times. - : Incorrect. Notice that the `repeat 3` loop is inside the `repeat 4` loop. This means that the drawing will be a three sided shape drawn four times. - ? Incorrect. Notice that there is a `turn 90 degrees` block inside the outer loop. This means that the artist will turn after drawing each triangle. - : Incorrect. Notice that there is a `turn 90 degrees` block inside the outer loop. This means that the artist will turn after drawing each triangle. - ? The `repeat 3` loop is inside the `repeat 4` loop. This means that the artist will draw a triangle, then turn 90 degrees a total of 4 times. - : The `repeat 3` loop is inside the `repeat 4` loop. This means that the artist will draw a triangle, then turn 90 degrees a total of 4 times. - The artist will draw the triangle from the last level four times in a rotated pattern.: The artist will draw the triangle from the last level four times in a rotated pattern. - The artist will draw the triangle from the last level four times in a straight line.: The artist will draw the triangle from the last level four times in a straight line. - The artist will draw three squares in a rotated pattern.: The artist will draw three squares in a rotated pattern. courseF_multi_artist_variables3a_predict1: Correct!: Correct! I don't know.: I don't know. @@ -10514,17 +1127,6 @@ en: The bee will move to the cloud and only try to get nectar if there is a flower underneath.: The bee will move to the cloud and only try to get nectar if there is a flower underneath. 'The bee will move to the cloud and then do nothing, no matter what. ': 'The bee will move to the cloud and then do nothing, no matter what. ' 'The bee will move to the cloud and try to get nectar, no matter what. ': 'The bee will move to the cloud and try to get nectar, no matter what. ' - courseF_multi_bee_conditionals1_predict1_2018: - Correct!: Correct! - I don't know.: I don't know. - ? If there is not a flower the bee should do nothing. Take a good look at the code below. What do you think will happen after you click "Run"? - : If there is not a flower the bee should do nothing. Take a good look at the code below. What do you think will happen after you click "Run"? - Incorrect. The `if at flower` block assures that the bee will only try to get nectar if there is a flower under the cloud.: Incorrect. The `if at flower` block assures that the bee will only try to get nectar if there is a flower under the cloud. - Incorrect. The `if at flower` block assures that the bee will try to get nectar if there is a flower under the cloud.: Incorrect. The `if at flower` block assures that the bee will try to get nectar if there is a flower under the cloud. - The `if at flower` block assures that the bee will only try to get nectar if there is a flower under the cloud.: The `if at flower` block assures that the bee will only try to get nectar if there is a flower under the cloud. - The bee will move to the cloud and only try to get nectar if there is a flower underneath.: The bee will move to the cloud and only try to get nectar if there is a flower underneath. - 'The bee will move to the cloud and then do nothing, no matter what. ': 'The bee will move to the cloud and then do nothing, no matter what. ' - 'The bee will move to the cloud and try to get nectar, no matter what. ': 'The bee will move to the cloud and try to get nectar, no matter what. ' courseF_multi_bee_conditionals7_predict2: Correct!: Correct! I don't know.: I don't know. @@ -10536,17 +1138,6 @@ en: The bee will get nectar at each flower, otherwise it will make honey.: The bee will get nectar at each flower, otherwise it will make honey. The bee will try to get honey from both flowers and honeycomb.: The bee will try to get honey from both flowers and honeycomb. The bee will try to get nectar from both flowers and honeycomb.: The bee will try to get nectar from both flowers and honeycomb. - courseF_multi_bee_conditionals7_predict2_2018: - Correct!: Correct! - I don't know.: I don't know. - Incorrect. Incorrect. The `if at flower` block lets the bee get nectar at each flower and honey at each honeycomb.: Incorrect. Incorrect. The `if at flower` block lets the bee get nectar at each flower and honey at each honeycomb. - ? Incorrect. The `if at flower` block lets the bee get nectar at each flower and make honey if there's not a flower (therefore a honeycomb.). - : Incorrect. The `if at flower` block lets the bee get nectar at each flower and make honey if there's not a flower (therefore a honeycomb.). - Look carefully at the code below. What do you think will happen after you click "Run"?: Look carefully at the code below. What do you think will happen after you click "Run"? - The `if at flower` block lets the bee get nectar at each flower, otherwise it makes honey.: The `if at flower` block lets the bee get nectar at each flower, otherwise it makes honey. - The bee will get nectar at each flower, otherwise it will make honey.: The bee will get nectar at each flower, otherwise it will make honey. - The bee will try to get honey from both flowers and honeycomb.: The bee will try to get honey from both flowers and honeycomb. - The bee will try to get nectar from both flowers and honeycomb.: The bee will try to get nectar from both flowers and honeycomb. courseF_multi_bee_for3_predict1: Correct!: Correct! Incorrect. The `for` loop will let the bee collect the right amount of nectar, but it is only set to reach 4 flowers.: Incorrect. The `for` loop will let the bee collect the right amount of nectar, but it is only set to reach 4 flowers. @@ -10564,16 +1155,6 @@ en: The bee will move forward and collect all of the nectar from every flower, except for one.: The bee will move forward and collect all of the nectar from every flower, except for one. 'The bee will move forward and collect all of the nectar from every flower. ': 'The bee will move forward and collect all of the nectar from every flower. ' 'The bee will move forward and collect one nectar from each flower. ': 'The bee will move forward and collect one nectar from each flower. ' - courseF_multi_bee_functions_predict1: - Correct! It doesn't matter that there is a different amount of honey. The function is programmed to handle that.: Correct! It doesn't matter that there is a different amount of honey. The function is programmed to handle that. - ? Here is the exact same program from the last puzzle, but the amount of honey to collect in this puzzle has changed. What will happen when you click "Run"? - : Here is the exact same program from the last puzzle, but the amount of honey to collect in this puzzle has changed. What will happen when you click "Run"? - I don't know.: I don't know. - Incorrect. The function is programmed to handle any amount of honey over 0.: Incorrect. The function is programmed to handle any amount of honey over 0. - The bee will try to collect too much honey from the flowers.: The bee will try to collect too much honey from the flowers. - The bee won't collect enough honey from the flowers.: The bee won't collect enough honey from the flowers. - The program will work to solve this puzzle, too. It is programmed to handle any amount of honey over 0.: The program will work to solve this puzzle, too. It is programmed to handle any amount of honey over 0. - The same program will work to solve this puzzle, too.: The same program will work to solve this puzzle, too. courseF_multi_bee_fwp9_predict1: ? Clicking to look inside of the function shows that it is set to collect as many nectar or honey as is passed through a parameter. : Clicking to look inside of the function shows that it is set to collect as many nectar or honey as is passed through a parameter. @@ -10585,17 +1166,6 @@ en: 'The bee will collect three nectar or honey, then two nectar or honey in a stair-step pattern. ': 'The bee will collect three nectar or honey, then two nectar or honey in a stair-step pattern. ' The bee will not collect any nectar or honey.: The bee will not collect any nectar or honey. What will happen when you click "Run"?: What will happen when you click "Run"? - courseF_multi_bee_fwp9_predict1_2018: - ? Clicking to look inside of the function shows that it is set to collect as many nectar or honey as is passed through a parameter. - : Clicking to look inside of the function shows that it is set to collect as many nectar or honey as is passed through a parameter. - Correct! The function is set to collect as many nectar or honey as is passed through a parameter.: Correct! The function is set to collect as many nectar or honey as is passed through a parameter. - I don't know.: I don't know. - Incorrect. The function is set to collect as many nectar or honey as is passed through a parameter.: Incorrect. The function is set to collect as many nectar or honey as is passed through a parameter. - Incorrect. The function is set to collect as many nectar or honey as is passed through a parameter.: Incorrect. The function is set to collect as many nectar or honey as is passed through a parameter. - 'The bee will collect only one nectar or honey in each iteration of the loop. ': 'The bee will collect only one nectar or honey in each iteration of the loop. ' - 'The bee will collect three nectar or honey, then two nectar or honey in a stair-step pattern. ': 'The bee will collect three nectar or honey, then two nectar or honey in a stair-step pattern. ' - The bee will not collect any nectar or honey.: The bee will not collect any nectar or honey. - What will happen when you click "Run"?: What will happen when you click "Run"? courseF_multi_playlab_variables4c_predictive1: 'Correct. ': 'Correct. ' I don't know.: I don't know. @@ -10605,15 +1175,6 @@ en: The pirate would say, "Pleasure to meet you, Ali." and that is all.: The pirate would say, "Pleasure to meet you, Ali." and that is all. The pirate would say, "Pleasure to meet you." and that is all.: The pirate would say, "Pleasure to meet you." and that is all. What would happen if the user entered the name "Ali" at the prompt?: What would happen if the user entered the name "Ali" at the prompt? - courseF_multi_playlab_variables4c_predictive1_2018: - 'Correct. ': 'Correct. ' - I don't know.: I don't know. - 'Incorrect. Notice that the `join` block inserts the provided name (Ali) into the pirate''s sentence. ': 'Incorrect. Notice that the `join` block inserts the provided name (Ali) into the pirate''s sentence. ' - Incorrect. Notice that the `join` block inserts the provided name into the pirate's sentence.: Incorrect. Notice that the `join` block inserts the provided name into the pirate's sentence. - The pirate would say, "Ali" and that is all.: The pirate would say, "Ali" and that is all. - The pirate would say, "Pleasure to meet you, Ali." and that is all.: The pirate would say, "Pleasure to meet you, Ali." and that is all. - The pirate would say, "Pleasure to meet you." and that is all.: The pirate would say, "Pleasure to meet you." and that is all. - What would happen if the user entered the name "Ali" at the prompt?: What would happen if the user entered the name "Ali" at the prompt? coursee_prediction_artistfunction2: Correct!: Correct! Incorrect. The loop turns 90 degrees between calls to "draw polygon".: Incorrect. The loop turns 90 degrees between calls to "draw polygon". @@ -10634,5087 +1195,6 @@ en: The artist will draw only one line of squares.: The artist will draw only one line of squares. The artist will solve the puzzle correctly.: The artist will solve the puzzle correctly. What will happen when you press the "Run" button?: What will happen when you press the "Run" button? - csd-post-survey-2017-q11_2018: - Agree: Agree - Disagree: Disagree - 'I think computer science is interesting. ': 'I think computer science is interesting. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q13_2018: - Agree: Agree - Disagree: Disagree - I am better at computer science than other kids at my school.: I am better at computer science than other kids at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q14_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a computer science problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a computer science problem without an obvious answer, I am always able to figure out some way to solve it. - csd-post-survey-2017-q16_2018: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q17_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - People like me do computer science.: People like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q18_2018: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q1_2018: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q22_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Sometimes I felt unsure whether I belonged in this class.: Sometimes I felt unsure whether I belonged in this class. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q23_2018: - Agree: Agree - Disagree: Disagree - I was treated with as much respect as other students in this computer science class.: I was treated with as much respect as other students in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q24_2018: - Agree: Agree - Disagree: Disagree - I felt like I could be myself in this computer science class.: I felt like I could be myself in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q26_2018: - Agree: Agree - Disagree: Disagree - It has been hard for people like me to to be accepted in this computer science class.: It has been hard for people like me to to be accepted in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q28_2018: - Agree: Agree - Disagree: Disagree - Learning computer science has helped me in my other school subjects.: Learning computer science has helped me in my other school subjects. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q29_2018: - Agree: Agree - Computer science is important for my future.: Computer science is important for my future. - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q2_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it. - csd-post-survey-2017-q30_2018: - Agree: Agree - Disagree: Disagree - I expect that I will use computer science in my job.: I expect that I will use computer science in my job. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q3_2018: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q4_2018: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my schoolwork.: It is important for me to be good at my schoolwork. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q6_2018: - Agree: Agree - Disagree: Disagree - It is hard for people like me to be accepted at my school.: It is hard for people like me to be accepted at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q8_2018: - Agree: Agree - Disagree: Disagree - I am treated with as much respect as other students at my school.: I am treated with as much respect as other students at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2017-q9_2018: - Agree: Agree - Disagree: Disagree - I can really be myself at school.: I can really be myself at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-post-survey-2018-U1-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csd-post-survey-2018-U1-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csd-post-survey-2018-U2-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csd-post-survey-2018-U2-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csd-post-survey-2018-U3-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csd-post-survey-2018-U3-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csd-post-survey-2018-U4-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csd-post-survey-2018-U4-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csd-post-survey-2018-U5-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csd-post-survey-2018-U5-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csd-post-survey-2018-U6-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csd-post-survey-2018-U6-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csd-post-survey-2018-topic-ai: - Artificial Intelligence and Machine Learning: Artificial Intelligence and Machine Learning - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-cryptocurrency: - Cryptocurrency: Cryptocurrency - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-cybersecurity: - Cybersecurity: Cybersecurity - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-databases: - Databases: Databases - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-datascience: - Data Science: Data Science - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-gamedev: - Game Development: Game Development - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-hardware: - Hardware: Hardware - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-internet: - Networking and the Internet: Networking and the Internet - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-mobile: - Mobile App Design: Mobile App Design - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-parallel: - 'No': 'No' - Not sure what this is: Not sure what this is - Parallel and Distributed Computing: Parallel and Distributed Computing - 'Yes': 'Yes' - csd-post-survey-2018-topic-programming: - Computer Programming: Computer Programming - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csd-post-survey-2018-topic-robotics: - 'No': 'No' - Not sure what this is: Not sure what this is - Robotics: Robotics - 'Yes': 'Yes' - csd-post-survey-2018-topic-web: - 'No': 'No' - Not sure what this is: Not sure what this is - Web Development: Web Development - 'Yes': 'Yes' - csd-post-survey-q26: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? Asked me to consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - : Asked me to consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q26_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? Asked me to consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - : Asked me to consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q27: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? 'Connected a lesson or classroom activities to my own life (for example: by asking about my past experiences, or applying content to my daily life).' - : 'Connected a lesson or classroom activities to my own life (for example: by asking about my past experiences, or applying content to my daily life).' - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q27_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? 'Connected a lesson or classroom activities to my own life (for example: by asking about my past experiences, or applying content to my daily life).' - : 'Connected a lesson or classroom activities to my own life (for example: by asking about my past experiences, or applying content to my daily life).' - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q28: - A few classes: A few classes - About half the class sessions: About half the class sessions - Asked me to problem solve when something didn't work the way I wanted it to work.: Asked me to problem solve when something didn't work the way I wanted it to work. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q28_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Asked me to problem solve when something didn't work the way I wanted it to work.: Asked me to problem solve when something didn't work the way I wanted it to work. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q29: - A few classes: A few classes - About half the class sessions: About half the class sessions - Asked me to explain the logic and reasoning supporting my solutions to problems.: Asked me to explain the logic and reasoning supporting my solutions to problems. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q29_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Asked me to explain the logic and reasoning supporting my solutions to problems.: Asked me to explain the logic and reasoning supporting my solutions to problems. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q30: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - Worked collaboratively with other students in a small group.: Worked collaboratively with other students in a small group. - csd-post-survey-q30_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - Worked collaboratively with other students in a small group.: Worked collaboratively with other students in a small group. - csd-post-survey-q31: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - Shared responsibility for activity and project work with group members.: Shared responsibility for activity and project work with group members. - csd-post-survey-q31_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - Shared responsibility for activity and project work with group members.: Shared responsibility for activity and project work with group members. - csd-post-survey-q32: - A few classes: A few classes - About half the class sessions: About half the class sessions - Made my own choices about assignments in computer science class.: Made my own choices about assignments in computer science class. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-post-survey-q32_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Made my own choices about assignments in computer science class.: Made my own choices about assignments in computer science class. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csd-pulse-check-survey-1-q1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U1Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U2Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U2Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U3Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U3Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U4Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U4Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U4Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U5Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U5Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U6Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U6Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U6Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q1 U6Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U1Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U2Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U2Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U3Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U3Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U4Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U4Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U4Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U5Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U5Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U6Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U6Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U6Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q2 U6Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U1Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U2Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U2Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U3Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U3Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U4Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U4Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U4Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U5Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U5Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U6Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U6Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U6Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q3 U6Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U1Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U2Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U2Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U3Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U3Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U4Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U4Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U4Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U5Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U5Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U6Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U6Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U6Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q4 U6Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U1Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U2Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U2Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U3Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U3Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U4Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U4Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U4Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U5Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U5Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U6Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U6Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U6Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csd-pulse-check-survey-1-q5 U6Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q1: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q10: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q10_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q11: - Agree: Agree - Disagree: Disagree - 'I think computer science is interesting. ': 'I think computer science is interesting. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q11_2018: - Agree: Agree - Disagree: Disagree - 'I think computer science is interesting. ': 'I think computer science is interesting. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q12: - Agree: Agree - Disagree: Disagree - 'I have the ability to learn computer science. ': 'I have the ability to learn computer science. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q12_2018: - Agree: Agree - Disagree: Disagree - 'I have the ability to learn computer science. ': 'I have the ability to learn computer science. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q13: - Agree: Agree - Disagree: Disagree - I am better at computer science than other kids at my school.: I am better at computer science than other kids at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q13_2018: - Agree: Agree - Disagree: Disagree - I am better at computer science than other kids at my school.: I am better at computer science than other kids at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q14: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a computer science problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a computer science problem without an obvious answer, I am always able to figure out some way to solve it. - csp-post-survey-2017-q14_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a computer science problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a computer science problem without an obvious answer, I am always able to figure out some way to solve it. - csp-post-survey-2017-q16: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q16_2018: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q17: - Agree: Agree - Disagree: Disagree - Neither: Neither - People like me do computer science.: People like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q17_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - People like me do computer science.: People like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q18: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q18_2018: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q19: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q19_2018: - Agree: Agree - Disagree: Disagree - I liked this computer science class.: I liked this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q1_2018: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q2: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it. - csp-post-survey-2017-q20: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q20_2018: - Agree: Agree - Disagree: Disagree - I felt comfortable in this computer science class.: I felt comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q22: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Sometimes I feel unsure whether I belong in this class.: Sometimes I feel unsure whether I belong in this class. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q22_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Sometimes I felt unsure whether I belonged in this class.: Sometimes I felt unsure whether I belonged in this class. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q23: - Agree: Agree - Disagree: Disagree - I am treated with as much respect as other students in this computer science class.: I am treated with as much respect as other students in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q23_2018: - Agree: Agree - Disagree: Disagree - I was treated with as much respect as other students in this computer science class.: I was treated with as much respect as other students in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q24: - Agree: Agree - Disagree: Disagree - I feel like I can be myself in this computer science class.: I feel like I can be myself in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q24_2018: - Agree: Agree - Disagree: Disagree - I felt like I could be myself in this computer science class.: I felt like I could be myself in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q25: - Agree: Agree - Disagree: Disagree - I feel like my opinions are taken seriously in this computer science class.: I feel like my opinions are taken seriously in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q25_2018: - Agree: Agree - Disagree: Disagree - I felt like my opinions were taken seriously in this computer science class.: I felt like my opinions were taken seriously in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q26: - Agree: Agree - Disagree: Disagree - It has been hard for people like me to to be accepted in this computer science class.: It has been hard for people like me to to be accepted in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q26_2018: - Agree: Agree - Disagree: Disagree - It has been hard for people like me to to be accepted in this computer science class.: It has been hard for people like me to to be accepted in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q28: - Agree: Agree - Disagree: Disagree - Learning computer science helps me in my other school subjects.: Learning computer science helps me in my other school subjects. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q28_2018: - Agree: Agree - Disagree: Disagree - Learning computer science has helped me in my other school subjects.: Learning computer science has helped me in my other school subjects. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q29: - Agree: Agree - Computer science is important for my future.: Computer science is important for my future. - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q29_2018: - Agree: Agree - Computer science is important for my future.: Computer science is important for my future. - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q2_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it. - csp-post-survey-2017-q3: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q30: - Agree: Agree - Disagree: Disagree - I expect that I will use computer science in my job.: I expect that I will use computer science in my job. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q30_2018: - Agree: Agree - Disagree: Disagree - I expect that I will use computer science in my job.: I expect that I will use computer science in my job. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q31: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q31_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes.: I want to take more computer science classes. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q32: - Agree: Agree - Disagree: Disagree - I often take a step back and think about what is most important to me.: I often take a step back and think about what is most important to me. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q32_2018: - Agree: Agree - Disagree: Disagree - I often take a step back and think about what is most important to me.: I often take a step back and think about what is most important to me. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q33: - Agree: Agree - Disagree: Disagree - Every person has the same ability to learn computer science, no matter what their gender, skin color, or background.: Every person has the same ability to learn computer science, no matter what their gender, skin color, or background. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q33_2018: - Agree: Agree - Disagree: Disagree - Every person has the same ability to learn computer science, no matter what their gender, skin color, or background.: Every person has the same ability to learn computer science, no matter what their gender, skin color, or background. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q34: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Some people are just better at learning and doing computer science than others.: Some people are just better at learning and doing computer science than others. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q34_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Some people are just better at learning and doing computer science than others.: Some people are just better at learning and doing computer science than others. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q35: - Agree: Agree - Disagree: Disagree - I worry that the teacher or students in this class think that I am not as good at computer science as other students.: I worry that the teacher or students in this class think that I am not as good at computer science as other students. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q35_2018: - Agree: Agree - Disagree: Disagree - I worried that the teacher or students in this class thought that I was not as good at computer science as other students.: I worried that the teacher or students in this class thought that I was not as good at computer science as other students. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q36-a: - A little: A little - A lot: A lot - I worry because I'm not good at math.: I worry because I'm not good at math. - Not at all: Not at all - csp-post-survey-2017-q36-a_2018: - A little: A little - A lot: A lot - I worry because I'm not good at math.: I worry because I'm not good at math. - Not at all: Not at all - csp-post-survey-2017-q36-b: - A little: A little - A lot: A lot - I worry because I have little experience with computer science.: I worry because I have little experience with computer science. - Not at all: Not at all - csp-post-survey-2017-q36-b_2018: - A little: A little - A lot: A lot - I worry because I have little experience with computer science.: I worry because I have little experience with computer science. - Not at all: Not at all - csp-post-survey-2017-q36-c: - A little: A little - A lot: A lot - I worry because of my gender.: I worry because of my gender. - Not at all: Not at all - csp-post-survey-2017-q36-c_2018: - A little: A little - A lot: A lot - I worry because of my gender.: I worry because of my gender. - Not at all: Not at all - csp-post-survey-2017-q36-d: - A little: A little - A lot: A lot - I worry because of my race/ethnicity.: I worry because of my race/ethnicity. - Not at all: Not at all - csp-post-survey-2017-q36-d_2018: - A little: A little - A lot: A lot - I worry because of my race/ethnicity.: I worry because of my race/ethnicity. - Not at all: Not at all - csp-post-survey-2017-q3_2018: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q4: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my schoolwork.: It is important for me to be good at my schoolwork. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q4_2018: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my schoolwork.: It is important for me to be good at my schoolwork. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q50: - A few classes: A few classes - About half the class sessions: About half the class sessions - 'Analyze data (organize, process, manipulate, or evaluate data). ': 'Analyze data (organize, process, manipulate, or evaluate data). ' - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q50_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - 'Analyze data (organize, process, manipulate, or evaluate data). ': 'Analyze data (organize, process, manipulate, or evaluate data). ' - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q51: - A few classes: A few classes - About half the class sessions: About half the class sessions - Explain the logic and reasoning supporting my solutions to problems.: Explain the logic and reasoning supporting my solutions to problems. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q51_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Explain the logic and reasoning supporting my solutions to problems.: Explain the logic and reasoning supporting my solutions to problems. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q52: - A few classes: A few classes - About half the class sessions: About half the class sessions - Explain why I agreed or disagreed with the work of other students in class.: Explain why I agreed or disagreed with the work of other students in class. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q52_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Explain why I agreed or disagreed with the work of other students in class.: Explain why I agreed or disagreed with the work of other students in class. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q53: - A few classes: A few classes - About half the class sessions: About half the class sessions - Communicate my thought processes to others.: Communicate my thought processes to others. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q53_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Communicate my thought processes to others.: Communicate my thought processes to others. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q54: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - Problem solve when something didn't work the way I wanted it to work.: Problem solve when something didn't work the way I wanted it to work. - csp-post-survey-2017-q54_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - Problem solve when something didn't work the way I wanted it to work.: Problem solve when something didn't work the way I wanted it to work. - csp-post-survey-2017-q55: - A few classes: A few classes - About half the class sessions: About half the class sessions - Consider alternative approaches to my work.: Consider alternative approaches to my work. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q55_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Consider alternative approaches to my work.: Consider alternative approaches to my work. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q56: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? Consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - : Consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q56_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? Consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - : Consider relationships between what I was learning in the lesson and real world problems (meaning actual events or situations within or outside of school). - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q57: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? Connected a lesson or classroom activities to my own life (e.g., by asking about my past experiences, or applying content to my daily life). - : Connected a lesson or classroom activities to my own life (e.g., by asking about my past experiences, or applying content to my daily life). - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q57_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - ? Connected a lesson or classroom activities to my own life (e.g., by asking about my past experiences, or applying content to my daily life). - : Connected a lesson or classroom activities to my own life (e.g., by asking about my past experiences, or applying content to my daily life). - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q58: - A few classes: A few classes - About half the class sessions: About half the class sessions - Made activities and projects interesting to me by sharing relevant stories, using humor, bringing in guest speakers, etc.: Made activities and projects interesting to me by sharing relevant stories, using humor, bringing in guest speakers, etc. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q58_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Made activities and projects interesting to me by sharing relevant stories, using humor, bringing in guest speakers, etc.: Made activities and projects interesting to me by sharing relevant stories, using humor, bringing in guest speakers, etc. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q59: - A few classes: A few classes - About half the class sessions: About half the class sessions - Connected lesson content with current events.: Connected lesson content with current events. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q59_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Connected lesson content with current events.: Connected lesson content with current events. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q6: - Agree: Agree - Disagree: Disagree - It is hard for people like me to be accepted at my school.: It is hard for people like me to be accepted at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q60: - A few classes: A few classes - About half the class sessions: About half the class sessions - Asked questions when I was confused about activities or assignments.: Asked questions when I was confused about activities or assignments. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q60_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Asked questions when I was confused about activities or assignments.: Asked questions when I was confused about activities or assignments. - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - csp-post-survey-2017-q61: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - 'Tried new things in class even when I was not sure how to do them. ': 'Tried new things in class even when I was not sure how to do them. ' - csp-post-survey-2017-q61_2018: - A few classes: A few classes - About half the class sessions: About half the class sessions - Many class sessions: Many class sessions - Never: Never - Once or more per class session: Once or more per class session - 'Tried new things in class even when I was not sure how to do them. ': 'Tried new things in class even when I was not sure how to do them. ' - csp-post-survey-2017-q64: - ? 'Do you know anyone outside of school who works in computer science? (For example, working as a Computer Programmer, Software Developer, Web Developer, Network Administrator, etc.) ' - : 'Do you know anyone outside of school who works in computer science? (For example, working as a Computer Programmer, Software Developer, Web Developer, Network Administrator, etc.) ' - 'No': 'No' - 'Yes': 'Yes' - csp-post-survey-2017-q64_2018: - ? 'Do you know anyone outside of school who works in computer science? (For example, working as a Computer Programmer, Software Developer, Web Developer, Network Administrator, etc.) ' - : 'Do you know anyone outside of school who works in computer science? (For example, working as a Computer Programmer, Software Developer, Web Developer, Network Administrator, etc.) ' - 'No': 'No' - 'Yes': 'Yes' - csp-post-survey-2017-q65: - I don't know: I don't know - Is this computer science course required for you?: Is this computer science course required for you? - 'No': 'No' - 'Yes': 'Yes' - csp-post-survey-2017-q65_2018: - I don't know: I don't know - Is this computer science course required for you?: Is this computer science course required for you? - 'No': 'No' - 'Yes': 'Yes' - csp-post-survey-2017-q6_2018: - Agree: Agree - Disagree: Disagree - It is hard for people like me to be accepted at my school.: It is hard for people like me to be accepted at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q8: - Agree: Agree - Disagree: Disagree - I am treated with as much respect as other students at my school.: I am treated with as much respect as other students at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q8_2018: - Agree: Agree - Disagree: Disagree - I am treated with as much respect as other students at my school.: I am treated with as much respect as other students at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q9: - Agree: Agree - Disagree: Disagree - I can really be myself at school.: I can really be myself at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2017-q9_2018: - Agree: Agree - Disagree: Disagree - I can really be myself at school.: I can really be myself at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2018-AP-exam-how-hard: - About what I was expecting: About what I was expecting - Easier than expected: Easier than expected - I did not take the CS Principles AP Exam: I did not take the CS Principles AP Exam - If you took the CS Principles AP exam, please rate how difficult it was compared to what you were expecting.: If you took the CS Principles AP exam, please rate how difficult it was compared to what you were expecting. - More difficult than expected: More difficult than expected - Way easier than expected: Way easier than expected - Way more difficult than expected: Way more difficult than expected - csp-post-survey-2018-CreatePT-I-liked: - A little bit: A little bit - A lot: A lot - Did you like this performance task?: Did you like this performance task? - I didn't do it: I didn't do it - I loved this Performance Task!: I loved this Performance Task! - Not at all: Not at all - Somewhat: Somewhat - csp-post-survey-2018-CreatePT-time: - I think the amount of time I got to spend working on this Performance Task in class was...: I think the amount of time I got to spend working on this Performance Task in class was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-CreatePT-well-prepared: - Agree: Agree - Disagree: Disagree - I felt well-prepared to complete this Performance Task.: I felt well-prepared to complete this Performance Task. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2018-ExplorePT-I-liked: - A little bit: A little bit - A lot: A lot - Did you like this Performance Task?: Did you like this Performance Task? - I didn't do it: I didn't do it - I loved this Performance Task!: I loved this Performance Task! - Not at all: Not at all - Somewhat: Somewhat - csp-post-survey-2018-ExplorePT-time: - I think the amount of time I got to spend working on this Performance Task in class was...: I think the amount of time I got to spend working on this Performance Task in class was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-ExplorePT-well-prepared: - Agree: Agree - Disagree: Disagree - I felt well-prepared to complete this Performance Task.: I felt well-prepared to complete this Performance Task. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-post-survey-2018-U1-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csp-post-survey-2018-U1-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csp-post-survey-2018-U1-time-spent: - I think the amount of time we spent on this unit was...: I think the amount of time we spent on this unit was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-U2-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csp-post-survey-2018-U2-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csp-post-survey-2018-U2-time-spent: - I think the amount of time we spent on this unit was...: I think the amount of time we spent on this unit was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-U3-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csp-post-survey-2018-U3-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csp-post-survey-2018-U3-time-spent: - I think the amount of time we spent on this unit was...: I think the amount of time we spent on this unit was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-U4-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csp-post-survey-2018-U4-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csp-post-survey-2018-U4-time-spent: - I think the amount of time we spent on this unit was...: I think the amount of time we spent on this unit was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-U5-I-learned: - How challenging were the lessons and topics in this unit for you? I think this unit was...: How challenging were the lessons and topics in this unit for you? I think this unit was... - a little too difficult.: a little too difficult. - a little too easy.: a little too easy. - just about right.: just about right. - way too difficult.: way too difficult. - way too easy.: way too easy. - csp-post-survey-2018-U5-I-liked: - A little bit: A little bit - A lot: A lot - How did you like the lessons and topics covered in this unit?: How did you like the lessons and topics covered in this unit? - Not at all: Not at all - Somewhat: Somewhat - This was my favorite unit!: This was my favorite unit! - We didn't do this unit or I don't remember it: We didn't do this unit or I don't remember it - csp-post-survey-2018-U5-time-spent: - I think the amount of time we spent on this unit was...: I think the amount of time we spent on this unit was... - a bit too little.: a bit too little. - a bit too much.: a bit too much. - about right.: about right. - way too little.: way too little. - way too much.: way too much. - csp-post-survey-2018-topic-ai: - Artificial Intelligence and Machine Learning: Artificial Intelligence and Machine Learning - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-cryptocurrency: - Cryptocurrency: Cryptocurrency - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-cybersecurity: - Cybersecurity: Cybersecurity - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-databases: - Databases: Databases - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-datascience: - Data Science: Data Science - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-gamedev: - Game Development: Game Development - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-hardware: - Hardware: Hardware - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-internet: - Networking and the Internet: Networking and the Internet - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-mobile: - Mobile App Design: Mobile App Design - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-parallel: - 'No': 'No' - Not sure what this is: Not sure what this is - Parallel and Distributed Computing: Parallel and Distributed Computing - 'Yes': 'Yes' - csp-post-survey-2018-topic-programming: - Computer Programming: Computer Programming - 'No': 'No' - Not sure what this is: Not sure what this is - 'Yes': 'Yes' - csp-post-survey-2018-topic-robotics: - 'No': 'No' - Not sure what this is: Not sure what this is - Robotics: Robotics - 'Yes': 'Yes' - csp-post-survey-2018-topic-web: - 'No': 'No' - Not sure what this is: Not sure what this is - Web Development: Web Development - 'Yes': 'Yes' - csp-post-survey-2018-why-not-exam: - A friend recommended I not take the exam: A friend recommended I not take the exam - Another person at my school recommended I not take the exam: Another person at my school recommended I not take the exam - Cost of exam: Cost of exam - I didn't know it was an option: I didn't know it was an option - I didn't think I'd do well: I didn't think I'd do well - If you DID NOT take the CS Principles AP exam, what was the main reason why not?: If you DID NOT take the CS Principles AP exam, what was the main reason why not? - Not applicable. I DID take the exam: Not applicable. I DID take the exam - Wasn't offered at my school: Wasn't offered at my school - csp-pre-survey-2017-q1: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q10: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q10_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q11: - Agree: Agree - Disagree: Disagree - 'I think computer science is interesting. ': 'I think computer science is interesting. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q11_2018: - Agree: Agree - Disagree: Disagree - 'I think computer science is interesting. ': 'I think computer science is interesting. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q12: - Agree: Agree - Disagree: Disagree - 'I have the ability to learn computer science. ': 'I have the ability to learn computer science. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q12_2018: - Agree: Agree - Disagree: Disagree - 'I have the ability to learn computer science. ': 'I have the ability to learn computer science. ' - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q13: - Agree: Agree - Disagree: Disagree - I think I will be better at computer science than other kids at my school.: I think I will be better at computer science than other kids at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q13_2018: - Agree: Agree - Disagree: Disagree - I think I will be better at computer science than other kids at my school.: I think I will be better at computer science than other kids at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q14: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a computer science problem without an obvious answer, I will always be able to figure out some way to solve it.: When I encounter a computer science problem without an obvious answer, I will always be able to figure out some way to solve it. - csp-pre-survey-2017-q14_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a computer science problem without an obvious answer, I will always be able to figure out some way to solve it.: When I encounter a computer science problem without an obvious answer, I will always be able to figure out some way to solve it. - csp-pre-survey-2017-q15: - Agree: Agree - Disagree: Disagree - I like (or think I will like) doing computer science activities.: I like (or think I will like) doing computer science activities. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q16: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q16_2018: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q17: - Agree: Agree - Disagree: Disagree - Neither: Neither - People like me do computer science.: People like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q17_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - People like me do computer science.: People like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q18: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q18_2018: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q19: - Agree: Agree - Disagree: Disagree - I am going to like this computer science class.: I am going to like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q19_2018: - Agree: Agree - Disagree: Disagree - I am going to like this computer science class.: I am going to like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q1_2018: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q2: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it. - csp-pre-survey-2017-q20: - Agree: Agree - Disagree: Disagree - I will feel comfortable in this computer science class.: I will feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q20_2018: - Agree: Agree - Disagree: Disagree - I will feel comfortable in this computer science class.: I will feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q21: - Agree: Agree - Disagree: Disagree - I know what I need to do to get good grades in this computer science class.: I know what I need to do to get good grades in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q21_2018: - Agree: Agree - Disagree: Disagree - I know what I need to do to get good grades in this computer science class.: I know what I need to do to get good grades in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q22: - Agree: Agree - Disagree: Disagree - I expect that at times I'll feel unsure whether I belong in this class.: I expect that at times I'll feel unsure whether I belong in this class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q22_2018: - Agree: Agree - Disagree: Disagree - I expect that at times I'll feel unsure whether I belong in this class.: I expect that at times I'll feel unsure whether I belong in this class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q23: - Agree: Agree - Disagree: Disagree - I think I will be treated with as much respect as other students in this computer science class.: I think I will be treated with as much respect as other students in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q23_2018: - Agree: Agree - Disagree: Disagree - I think I will be treated with as much respect as other students in this computer science class.: I think I will be treated with as much respect as other students in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q24: - Agree: Agree - Disagree: Disagree - I think I will feel like I can be myself in this computer science class.: I think I will feel like I can be myself in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q24_2018: - Agree: Agree - Disagree: Disagree - I think I will feel like I can be myself in this computer science class.: I think I will feel like I can be myself in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q25: - Agree: Agree - Disagree: Disagree - I feel like my opinions will be taken seriously in this computer science class.: I feel like my opinions will be taken seriously in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q25_2018: - Agree: Agree - Disagree: Disagree - I feel like my opinions will be taken seriously in this computer science class.: I feel like my opinions will be taken seriously in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q26: - Agree: Agree - Disagree: Disagree - I feel like it will be hard for people like me to be accepted in this computer science class.: I feel like it will be hard for people like me to be accepted in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q26_2018: - Agree: Agree - Disagree: Disagree - I feel like it will be hard for people like me to be accepted in this computer science class.: I feel like it will be hard for people like me to be accepted in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q27: - Agree: Agree - Disagree: Disagree - I do computer science in my free time.: I do computer science in my free time. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q27_2018: - Agree: Agree - Disagree: Disagree - I do computer science in my free time.: I do computer science in my free time. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q28: - Agree: Agree - Disagree: Disagree - Learning computer science will help me in my other school subjects.: Learning computer science will help me in my other school subjects. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q28_2018: - Agree: Agree - Disagree: Disagree - Learning computer science will help me in my other school subjects.: Learning computer science will help me in my other school subjects. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q29: - Agree: Agree - Computer science is important for my future.: Computer science is important for my future. - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q29_2018: - Agree: Agree - Computer science is important for my future.: Computer science is important for my future. - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q2_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it.: When I encounter a problem without an obvious answer, I am always able to figure out some way to solve it. - csp-pre-survey-2017-q3: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q30: - Agree: Agree - Disagree: Disagree - I expect that I will use computer science in my job.: I expect that I will use computer science in my job. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q30_2018: - Agree: Agree - Disagree: Disagree - I expect that I will use computer science in my job.: I expect that I will use computer science in my job. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q31: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q31_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q32: - Agree: Agree - Disagree: Disagree - I often take a step back and think about what is most important to me.: I often take a step back and think about what is most important to me. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q32_2018: - Agree: Agree - Disagree: Disagree - I often take a step back and think about what is most important to me.: I often take a step back and think about what is most important to me. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q33: - Agree: Agree - Disagree: Disagree - Every person has the same ability to learn computer science, no matter what their gender, skin color, or background.: Every person has the same ability to learn computer science, no matter what their gender, skin color, or background. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q33_2018: - Agree: Agree - Disagree: Disagree - Every person has the same ability to learn computer science, no matter what their gender, skin color, or background.: Every person has the same ability to learn computer science, no matter what their gender, skin color, or background. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q34: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Some people are just better at learning and doing computer science than others.: Some people are just better at learning and doing computer science than others. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q34_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Some people are just better at learning and doing computer science than others.: Some people are just better at learning and doing computer science than others. - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q35: - Agree: Agree - Disagree: Disagree - I worry that the teacher or students in this class could think that I am not as good at computer science as other students.: I worry that the teacher or students in this class could think that I am not as good at computer science as other students. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q35_2018: - Agree: Agree - Disagree: Disagree - I worry that the teacher or students in this class could think that I am not as good at computer science as other students.: I worry that the teacher or students in this class could think that I am not as good at computer science as other students. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q36-a: - A little: A little - A lot: A lot - I worry because I'm not good at math.: I worry because I'm not good at math. - Not at all: Not at all - csp-pre-survey-2017-q36-a_2018: - A little: A little - A lot: A lot - I worry because I'm not good at math.: I worry because I'm not good at math. - Not at all: Not at all - csp-pre-survey-2017-q36-b: - A little: A little - A lot: A lot - I worry because I have little experience with computer science.: I worry because I have little experience with computer science. - Not at all: Not at all - csp-pre-survey-2017-q36-b_2018: - A little: A little - A lot: A lot - I worry because I have little experience with computer science.: I worry because I have little experience with computer science. - Not at all: Not at all - csp-pre-survey-2017-q36-c: - A little: A little - A lot: A lot - I worry because of my gender.: I worry because of my gender. - Not at all: Not at all - csp-pre-survey-2017-q36-c_2018: - A little: A little - A lot: A lot - I worry because of my gender.: I worry because of my gender. - Not at all: Not at all - csp-pre-survey-2017-q36-d: - A little: A little - A lot: A lot - I worry because of my race/ethnicity.: I worry because of my race/ethnicity. - Not at all: Not at all - csp-pre-survey-2017-q36-d_2018: - A little: A little - A lot: A lot - I worry because of my race/ethnicity.: I worry because of my race/ethnicity. - Not at all: Not at all - csp-pre-survey-2017-q37: - Before your current computer science class, had you taken any other computer science classes at school?: Before your current computer science class, had you taken any other computer science classes at school? - 'no': 'no' - 'yes': 'yes' - csp-pre-survey-2017-q37_2018: - Before your current computer science class, had you taken any other computer science classes at school?: Before your current computer science class, had you taken any other computer science classes at school? - 'no': 'no' - 'yes': 'yes' - csp-pre-survey-2017-q39: - ? Have you ever participated in computer science activities or programs somewhere outside of school hours (such as at an after school program, online, or at a camp or summer program)? - : Have you ever participated in computer science activities or programs somewhere outside of school hours (such as at an after school program, online, or at a camp or summer program)? - 'no': 'no' - 'yes': 'yes' - csp-pre-survey-2017-q39_2018: - ? Have you ever participated in computer science activities or programs somewhere outside of school hours (such as at an after school program, online, or at a camp or summer program)? - : Have you ever participated in computer science activities or programs somewhere outside of school hours (such as at an after school program, online, or at a camp or summer program)? - 'no': 'no' - 'yes': 'yes' - csp-pre-survey-2017-q3_2018: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q4: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my schoolwork.: It is important for me to be good at my schoolwork. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q40: - After school program at my school: After school program at my school - After school program somewhere else (e.g., Boys and Girls Club, etc.): After school program somewhere else (e.g., Boys and Girls Club, etc.) - I did not do any computer science outside of school: I did not do any computer science outside of school - ? If yes, where did you previously take a computer science class or program outside of school hours? If you have participated in more than one program, please select the program where you have spent most of your time. - : If yes, where did you previously take a computer science class or program outside of school hours? If you have participated in more than one program, please select the program where you have spent most of your time. - Online program: Online program - Other: Other - Summer program/camp: Summer program/camp - csp-pre-survey-2017-q40_2018: - After school program at my school: After school program at my school - After school program somewhere else (e.g., Boys and Girls Club, etc.): After school program somewhere else (e.g., Boys and Girls Club, etc.) - I did not do any computer science outside of school: I did not do any computer science outside of school - ? If yes, where did you previously take a computer science class or program outside of school hours? If you have participated in more than one program, please select the program where you have spent most of your time. - : If yes, where did you previously take a computer science class or program outside of school hours? If you have participated in more than one program, please select the program where you have spent most of your time. - Online program: Online program - Other: Other - Summer program/camp: Summer program/camp - csp-pre-survey-2017-q4_2018: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my schoolwork.: It is important for me to be good at my schoolwork. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q5: - Agree: Agree - Disagree: Disagree - Neither: Neither - People at my school notice when I am good at something.: People at my school notice when I am good at something. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q5_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - People at my school notice when I am good at something.: People at my school notice when I am good at something. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q6: - Agree: Agree - Disagree: Disagree - It is hard for people like me to be accepted at my school.: It is hard for people like me to be accepted at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q6_2018: - Agree: Agree - Disagree: Disagree - It is hard for people like me to be accepted at my school.: It is hard for people like me to be accepted at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q7: - Agree: Agree - Disagree: Disagree - Neither: Neither - Other students in my school take my opinions seriously.: Other students in my school take my opinions seriously. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q7_2018: - Agree: Agree - Disagree: Disagree - Neither: Neither - Other students in my school take my opinions seriously.: Other students in my school take my opinions seriously. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q8: - Agree: Agree - Disagree: Disagree - I am treated with as much respect as other students at my school.: I am treated with as much respect as other students at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q8_2018: - Agree: Agree - Disagree: Disagree - I am treated with as much respect as other students at my school.: I am treated with as much respect as other students at my school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q9: - Agree: Agree - Disagree: Disagree - I can really be myself at school.: I can really be myself at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pre-survey-2017-q9_2018: - Agree: Agree - Disagree: Disagree - I can really be myself at school.: I can really be myself at school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q1-U1Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q1-U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q2-U1Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q2-U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q3-U1Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q3-U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q4-U1Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q4-U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q5-U1Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-1-q5-U1Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q1-U2Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q1-U2Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q1-U2Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q2-U2Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q2-U2Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q2-U2Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q3-U2Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q3-U2Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q3-U2Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q4-U2Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q4-U2Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q4-U2Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q5-U2Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q5-U2Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-2-q5-U2Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q1-U2Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q1-U2Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q2-U2Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q2-U2Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q3-U2Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q3-U2Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q4-U2Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q4-U2Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q5-U2Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-3-q5-U2Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q1-U3Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q1-U3Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q2-U3Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q2-U3Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q3-U3Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q3-U3Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q4-U3Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q4-U3Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q5-U3Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-4-q5-U3Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q1-U4Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q1-U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q1-U4Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q2-U4Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q2-U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q2-U4Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q3-U4Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q3-U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q3-U4Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q4-U4Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q4-U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q4-U4Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q5-U4Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q5-U4Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-5-q5-U4Ch1_2018_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q1-U5Ch1: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q1-U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q2-U5Ch1: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q2-U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q3-U5Ch1: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q3-U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q4-U5Ch1: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q4-U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q5-U5Ch1: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-6-q5-U5Ch1_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q1-U5Ch2: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q1-U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q2-U5Ch2: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q2-U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q3-U5Ch2: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q3-U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I like this computer science class.: I like this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q4-U5Ch2: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q4-U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q5-U5Ch2: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp-pulse-check-survey-7-q5-U5Ch2_2018: - Agree: Agree - Disagree: Disagree - I want to take more computer science classes in the future.: I want to take more computer science classes in the future. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - csp_U3_subgoal_q4_mc: - ? Calling the parameters of a function
- : Calling the parameters of a function
- ? Defining the parameters of a function
- : Defining the parameters of a function
- ? Moving the turtle around the screen
- : Moving the turtle around the screen
- None of the above: None of the above - ? Orienting the direction of the turtle
- : Orienting the direction of the turtle
- Setting pen properties
: Setting pen properties
- csp_U3_subgoal_q4_mc_2018: - ? Calling the parameters of a function
- : Calling the parameters of a function
- ? Defining the parameters of a function
- : Defining the parameters of a function
- ? Moving the turtle around the screen
- : Moving the turtle around the screen
- None of the above: None of the above - ? Orienting the direction of the turtle
- : Orienting the direction of the turtle
- Setting pen properties
: Setting pen properties
- csp_U3_turtle_subgoal_q1_mc: - : - : - : - : - csp_U3_turtle_subgoal_q1_mc_2018: - : - : - : - : - csp_U3_turtle_subgoal_q2_mc: - : - : - : - : - csp_U3_turtle_subgoal_q2_mc_2018: - : - : - : - : - csp_U3_turtle_subgoal_q3_mc: - Adding code to the body of the function: Adding code to the body of the function - Giving the function a name: Giving the function a name - Giving the parameters a value: Giving the parameters a value - Identifying the parameters of the function: Identifying the parameters of the function - Which of the following is NOT part of defining a function?: Which of the following is NOT part of defining a function? - csp_U3_turtle_subgoal_q3_mc_2018: - Adding code to the body of the function: Adding code to the body of the function - Giving the function a name: Giving the function a name - Giving the parameters a value: Giving the parameters a value - Identifying the parameters of the function: Identifying the parameters of the function - Which of the following is NOT part of defining a function?: Which of the following is NOT part of defining a function? - csp_ap_exam_signup: - 'No': 'No' - 'Yes': 'Yes' - csp_ap_number_exams: - '0': '0' - '1': '1' - '2': '2' - '3': '3' - 4+: 4+ - csp_ap_previous_years: - 'No': 'No' - 'Yes': 'Yes' - csp_ap_taking_ap_class: - 'No': 'No' - Not sure: Not sure - 'Yes': 'Yes' - csp_ap_taking_exam: - Before I decide, I would like to have a better sense of how well I will do: Before I decide, I would like to have a better sense of how well I will do - Before I decide, I would like to know more about the AP exam and what it involves: Before I decide, I would like to know more about the AP exam and what it involves - I was unaware I had the option.: I was unaware I had the option. - I'd like to, but am concerned about the costs: I'd like to, but am concerned about the costs - No. I'm definitely not going to take the AP Exam: No. I'm definitely not going to take the AP Exam - Yes, definitely.: Yes, definitely. - csp_subgoal_experiment_consent: - No Thanks.: No Thanks. - Yes, I agree! I want to participate in the subgoal labels study.: Yes, I agree! I want to participate in the subgoal labels study. - cspu3_assess1_callfunction: - : - : - : - : - : - cspu3_assess1_callfunction_2018: - : - : - : - : - : - cspu3_assess1_callfunction_exam_prep: - : - : - : - : - : - cspu3_assess1_codeoutcome: - It will draw a star with each side 150 pixels long.: It will draw a star with each side 150 pixels long. - The program will run without error, but will not draw anything.: The program will run without error, but will not draw anything. - The program will stop with an error at line 3 because parameters may not be used in for loops.: The program will stop with an error at line 3 because parameters may not be used in for loops. - The program will stop with an error at line 5 because it is dividing by 0.: The program will stop with an error at line 5 because it is dividing by 0. - cspu3_assess1_codeoutcome_2018: - It will draw a star with each side 150 pixels long.: It will draw a star with each side 150 pixels long. - The program will run without error, but will not draw anything.: The program will run without error, but will not draw anything. - The program will stop with an error at line 3 because parameters may not be used in for loops.: The program will stop with an error at line 3 because parameters may not be used in for loops. - The program will stop with an error at line 5 because it is dividing by 0.: The program will stop with an error at line 5 because it is dividing by 0. - cspu3_assess1_codeoutcome_exam_prep: - It will draw a star with each side 150 pixels long.: It will draw a star with each side 150 pixels long. - The program will run without error, but will not draw anything.: The program will run without error, but will not draw anything. - The program will stop with an error at line 3 because parameters may not be used in for loops.: The program will stop with an error at line 3 because parameters may not be used in for loops. - The program will stop with an error at line 5 because it is dividing by 0.: The program will stop with an error at line 5 because it is dividing by 0. - cspu3_assess1_collaboration: - Abstraction allows programmers to brainstorm more creative solutions to problems.: Abstraction allows programmers to brainstorm more creative solutions to problems. - In order for programmers to work together, they must work in the same room.: In order for programmers to work together, they must work in the same room. - ? Programmers can use functions created by their partners, relying on the functionality without needing to know the specific details of how the function is implemented. - : Programmers can use functions created by their partners, relying on the functionality without needing to know the specific details of how the function is implemented. - Programmers can write functions without needing to know what they do or how they should work.: Programmers can write functions without needing to know what they do or how they should work. - Team members can rely on one another to explain their code.: Team members can rely on one another to explain their code. - cspu3_assess1_collaboration_2018: - Abstraction allows programmers to brainstorm more creative solutions to problems.: Abstraction allows programmers to brainstorm more creative solutions to problems. - In order for programmers to work together, they must work in the same room.: In order for programmers to work together, they must work in the same room. - ? Programmers can use functions created by their partners, relying on the functionality without needing to know the specific details of how the function is implemented. - : Programmers can use functions created by their partners, relying on the functionality without needing to know the specific details of how the function is implemented. - Programmers can write functions without needing to know what they do or how they should work.: Programmers can write functions without needing to know what they do or how they should work. - Team members can rely on one another to explain their code.: Team members can rely on one another to explain their code. - cspu3_assess1_collaboration_exam_prep: - Abstraction allows programmers to brainstorm more creative solutions to problems.: Abstraction allows programmers to brainstorm more creative solutions to problems. - In order for programmers to work together, they must work in the same room.: In order for programmers to work together, they must work in the same room. - ? Programmers can use functions created by their partners, relying on the functionality without needing to know the specific details of how the function is implemented. - : Programmers can use functions created by their partners, relying on the functionality without needing to know the specific details of how the function is implemented. - Programmers can write functions without needing to know what they do or how they should work.: Programmers can write functions without needing to know what they do or how they should work. - Team members can rely on one another to explain their code.: Team members can rely on one another to explain their code. - cspu3_assess1_functionsfalse: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions within the same program.: Functions cannot make calls to other functions within the same program. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - cspu3_assess1_functionsfalse_2018: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions within the same program.: Functions cannot make calls to other functions within the same program. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - cspu3_assess1_functionsfalse_exam_prep: - Functions are reusable programming abstractions.: Functions are reusable programming abstractions. - Functions cannot make calls to other functions within the same program.: Functions cannot make calls to other functions within the same program. - Functions help break a problem into logical chunks.: Functions help break a problem into logical chunks. - Functions help reduce the complexity of writing and maintaining programs.: Functions help reduce the complexity of writing and maintaining programs. - Once defined, a function can be called many times from different parts of a program.: Once defined, a function can be called many times from different parts of a program. - cspu3_assess1_loop_or_function1: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function1_2018: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function1_exam_prep: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function2: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function2_2018: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function2_exam_prep: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function3: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function3_2018: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function3_exam_prep: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function4: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function4_2018: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_loop_or_function4_exam_prep: - Function(s): Function(s) - Loop: Loop - cspu3_assess1_namingconvention: - A function name should be as descriptive as possible to indicate what the function does.: A function name should be as descriptive as possible to indicate what the function does. - A function name should indicate how long the function takes to run.: A function name should indicate how long the function takes to run. - Function names should be organized alphabetically.: Function names should be organized alphabetically. - The function name should begin with a number that indicates the order in which it should be executed.: The function name should begin with a number that indicates the order in which it should be executed. - Two functions with similar behavior should be given identical names to indicate the relationship between them.: Two functions with similar behavior should be given identical names to indicate the relationship between them. - cspu3_assess1_namingconvention_2018: - A function name should be as descriptive as possible to indicate what the function does.: A function name should be as descriptive as possible to indicate what the function does. - A function name should indicate how long the function takes to run.: A function name should indicate how long the function takes to run. - Function names should be organized alphabetically.: Function names should be organized alphabetically. - The function name should begin with a number that indicates the order in which it should be executed.: The function name should begin with a number that indicates the order in which it should be executed. - Two functions with similar behavior should be given identical names to indicate the relationship between them.: Two functions with similar behavior should be given identical names to indicate the relationship between them. - cspu3_assess1_namingconvention_exam_prep: - A function name should be as descriptive as possible to indicate what the function does.: A function name should be as descriptive as possible to indicate what the function does. - A function name should indicate how long the function takes to run.: A function name should indicate how long the function takes to run. - Function names should be organized alphabetically.: Function names should be organized alphabetically. - The function name should begin with a number that indicates the order in which it should be executed.: The function name should begin with a number that indicates the order in which it should be executed. - Two functions with similar behavior should be given identical names to indicate the relationship between them.: Two functions with similar behavior should be given identical names to indicate the relationship between them. - cspu3_assess1_naturallanguage: - Ambiguities in natural language necessitate the creation of programming languages for controlling a computer: Ambiguities in natural language necessitate the creation of programming languages for controlling a computer - Compared to the number of words in a natural language, the number of defined words in a programming language is very small.: Compared to the number of words in a natural language, the number of defined words in a programming language is very small. - The number of defined words in a programming language is about the same as the number of words in a natural language.: The number of defined words in a programming language is about the same as the number of words in a natural language. - There are typically many possible ways to interpret an instruction written in a programming language.: There are typically many possible ways to interpret an instruction written in a programming language. - cspu3_assess1_naturallanguage_2018: - Ambiguities in natural language necessitate the creation of programming languages for controlling a computer: Ambiguities in natural language necessitate the creation of programming languages for controlling a computer - Compared to the number of words in a natural language, the number of defined words in a programming language is very small.: Compared to the number of words in a natural language, the number of defined words in a programming language is very small. - The number of defined words in a programming language is about the same as the number of words in a natural language.: The number of defined words in a programming language is about the same as the number of words in a natural language. - There are typically many possible ways to interpret an instruction written in a programming language.: There are typically many possible ways to interpret an instruction written in a programming language. - cspu3_assess1_naturallanguage_exam_prep: - Ambiguities in natural language necessitate the creation of programming languages for controlling a computer: Ambiguities in natural language necessitate the creation of programming languages for controlling a computer - Compared to the number of words in a natural language, the number of defined words in a programming language is very small.: Compared to the number of words in a natural language, the number of defined words in a programming language is very small. - The number of defined words in a programming language is about the same as the number of words in a natural language.: The number of defined words in a programming language is about the same as the number of words in a natural language. - There are typically many possible ways to interpret an instruction written in a programming language.: There are typically many possible ways to interpret an instruction written in a programming language. - cspu3_assess1_outputdrawing: - : - : - : - : - : - cspu3_assess1_outputdrawing_2018: - : - : - : - : - : - cspu3_assess1_outputdrawing_exam_prep: - : - : - : - : - : - cspu3_assess1_parameters: - Parameters allow for more flexible, generalized behaviors in functions.: Parameters allow for more flexible, generalized behaviors in functions. - Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve.: Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve. - Parameters change the order of operations within a function.: Parameters change the order of operations within a function. - Parameters determine the number of times the function will run.: Parameters determine the number of times the function will run. - cspu3_assess1_parameters_2018: - Parameters allow for more flexible, generalized behaviors in functions.: Parameters allow for more flexible, generalized behaviors in functions. - Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve.: Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve. - Parameters change the order of operations within a function.: Parameters change the order of operations within a function. - Parameters determine the number of times the function will run.: Parameters determine the number of times the function will run. - cspu3_assess1_parameters_exam_prep: - Parameters allow for more flexible, generalized behaviors in functions.: Parameters allow for more flexible, generalized behaviors in functions. - Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve.: Parameters are useful for teams of programmers because they help define the boundaries of the problem they are trying to solve. - Parameters change the order of operations within a function.: Parameters change the order of operations within a function. - Parameters determine the number of times the function will run.: Parameters determine the number of times the function will run. - cspu3_assess1_removeline: - Line 3 and Line 4: Line 3 and Line 4 - Line 8 and Line 9: Line 8 and Line 9 - Line 9: Line 9 - Lines 5, 6, 7, 8 and 9: Lines 5, 6, 7, 8 and 9 - cspu3_assess1_removeline_2018: - Line 3 and Line 4: Line 3 and Line 4 - Line 8 and Line 9: Line 8 and Line 9 - Line 9: Line 9 - Lines 5, 6, 7, 8 and 9: Lines 5, 6, 7, 8 and 9 - cspu3_assess1_removeline_exam_prep: - Line 3 and Line 4: Line 3 and Line 4 - Line 8 and Line 9: Line 8 and Line 9 - Line 9: Line 9 - Lines 5, 6, 7, 8 and 9: Lines 5, 6, 7, 8 and 9 - cspu3_assess1_robotpath: - : - : - : - : - : - cspu3_assess1_robotpath_2018: - : - : - : - : - : - cspu3_assess1_robotpath_exam_prep: - : - : - : - : - : - cspu3_assess1_truefunctions: - A function can change names over the course of a program.: A function can change names over the course of a program. - Code can be added or removed dynamically from a function while the program is running.: Code can be added or removed dynamically from a function while the program is running. - Functions can be called using different names depending on where in the program they are called.: Functions can be called using different names depending on where in the program they are called. - Two functions can be given identical names as long as their code is identical.: Two functions can be given identical names as long as their code is identical. - Two functions in a single program can have different names but contain identical code.: Two functions in a single program can have different names but contain identical code. - cspu3_assess1_truefunctions_2018: - A function can change names over the course of a program.: A function can change names over the course of a program. - Code can be added or removed dynamically from a function while the program is running.: Code can be added or removed dynamically from a function while the program is running. - Functions can be called using different names depending on where in the program they are called.: Functions can be called using different names depending on where in the program they are called. - Two functions can be given identical names as long as their code is identical.: Two functions can be given identical names as long as their code is identical. - Two functions in a single program can have different names but contain identical code.: Two functions in a single program can have different names but contain identical code. - cspu3_assess1_truefunctions_exam_prep: - A function can change names over the course of a program.: A function can change names over the course of a program. - Code can be added or removed dynamically from a function while the program is running.: Code can be added or removed dynamically from a function while the program is running. - Functions can be called using different names depending on where in the program they are called.: Functions can be called using different names depending on where in the program they are called. - Two functions can be given identical names as long as their code is identical.: Two functions can be given identical names as long as their code is identical. - Two functions in a single program can have different names but contain identical code.: Two functions in a single program can have different names but contain identical code. - cspu4_assess1_DDoS: - A coordinated effort by a group to simultaneously attempt to gain entry to foreign government's servers or systems: A coordinated effort by a group to simultaneously attempt to gain entry to foreign government's servers or systems - An attempt to compromise a single target by flooding it with requests from multiple systems.: An attempt to compromise a single target by flooding it with requests from multiple systems. - An attempt to harass or extort all customers of one or more Internet Service Providers (ISPs).: An attempt to harass or extort all customers of one or more Internet Service Providers (ISPs). - An effort by network engineers to focus all systems on catching a user or computer that has illegally gained access.: An effort by network engineers to focus all systems on catching a user or computer that has illegally gained access. - cspu4_assess1_DDoS_2018: - A coordinated effort by a group to simultaneously attempt to gain entry to foreign government's servers or systems: A coordinated effort by a group to simultaneously attempt to gain entry to foreign government's servers or systems - An attempt to compromise a single target by flooding it with requests from multiple systems.: An attempt to compromise a single target by flooding it with requests from multiple systems. - An attempt to harass or extort all customers of one or more Internet Service Providers (ISPs).: An attempt to harass or extort all customers of one or more Internet Service Providers (ISPs). - An effort by network engineers to focus all systems on catching a user or computer that has illegally gained access.: An effort by network engineers to focus all systems on catching a user or computer that has illegally gained access. - cspu4_assess1_DDoS_exam_prep: - A coordinated effort by a group to simultaneously attempt to gain entry to foreign government's servers or systems: A coordinated effort by a group to simultaneously attempt to gain entry to foreign government's servers or systems - An attempt to compromise a single target by flooding it with requests from multiple systems.: An attempt to compromise a single target by flooding it with requests from multiple systems. - An attempt to harass or extort all customers of one or more Internet Service Providers (ISPs).: An attempt to harass or extort all customers of one or more Internet Service Providers (ISPs). - An effort by network engineers to focus all systems on catching a user or computer that has illegally gained access.: An effort by network engineers to focus all systems on catching a user or computer that has illegally gained access. - cspu4_assess1_encryption: - Asymmetric: Asymmetric - Public key: Public key - SSL: SSL - Symmetric: Symmetric - cspu4_assess1_encryption_2018: - Asymmetric: Asymmetric - Public key: Public key - SSL: SSL - Symmetric: Symmetric - cspu4_assess1_encryption_exam_prep: - Asymmetric: Asymmetric - Public key: Public key - SSL: SSL - Symmetric: Symmetric - cspu4_assess1_keyEncryption: - A Public Key database ensures 3rd party accountability of security: A Public Key database ensures 3rd party accountability of security - A key for decrypting is never made public: A key for decrypting is never made public - Allows secure communication without establishing a *shared* encryption key ahead of time.: Allows secure communication without establishing a *shared* encryption key ahead of time. - Using public key guarantees that only the intended recipient can decrypt the message: Using public key guarantees that only the intended recipient can decrypt the message - cspu4_assess1_keyEncryption_2018: - A Public Key database ensures 3rd party accountability of security: A Public Key database ensures 3rd party accountability of security - A key for decrypting is never made public: A key for decrypting is never made public - Allows secure communication without establishing a *shared* encryption key ahead of time.: Allows secure communication without establishing a *shared* encryption key ahead of time. - Using public key guarantees that only the intended recipient can decrypt the message: Using public key guarantees that only the intended recipient can decrypt the message - cspu4_assess1_keyEncryption_exam_prep: - A Public Key database ensures 3rd party accountability of security: A Public Key database ensures 3rd party accountability of security - A key for decrypting is never made public: A key for decrypting is never made public - Allows secure communication without establishing a *shared* encryption key ahead of time.: Allows secure communication without establishing a *shared* encryption key ahead of time. - Using public key guarantees that only the intended recipient can decrypt the message: Using public key guarantees that only the intended recipient can decrypt the message - cspu4_assess1_mod: - 1 MOD 16: 1 MOD 16 - 52 MOD 32: 52 MOD 32 - 9 MOD 64: 9 MOD 64 - 9 MOD 8: 9 MOD 8 - cspu4_assess1_mod_2018: - 1 MOD 16: 1 MOD 16 - 52 MOD 32: 52 MOD 32 - 9 MOD 64: 9 MOD 64 - 9 MOD 8: 9 MOD 8 - cspu4_assess1_mod_exam_prep: - 1 MOD 16: 1 MOD 16 - 52 MOD 32: 52 MOD 32 - 9 MOD 64: 9 MOD 64 - 9 MOD 8: 9 MOD 8 - cspu4_assess1_moore: - Moore's Law describes a relationship of boolean logic statements involving AND and OR: Moore's Law describes a relationship of boolean logic statements involving AND and OR - Moore's Law explains why cracking modern cryptography is a "computationally hard" problem: Moore's Law explains why cracking modern cryptography is a "computationally hard" problem - Moore's Law is the observation that computing power tends to double every two years: Moore's Law is the observation that computing power tends to double every two years - Moore's Law is the principle that one should assume that any traffic on the Internet is insecure: Moore's Law is the principle that one should assume that any traffic on the Internet is insecure - cspu4_assess1_moore_2018: - Moore's Law describes a relationship of boolean logic statements involving AND and OR: Moore's Law describes a relationship of boolean logic statements involving AND and OR - Moore's Law explains why cracking modern cryptography is a "computationally hard" problem: Moore's Law explains why cracking modern cryptography is a "computationally hard" problem - Moore's Law is the observation that computing power tends to double every two years: Moore's Law is the observation that computing power tends to double every two years - Moore's Law is the principle that one should assume that any traffic on the Internet is insecure: Moore's Law is the principle that one should assume that any traffic on the Internet is insecure - cspu4_assess1_moore_exam_prep: - Moore's Law describes a relationship of boolean logic statements involving AND and OR: Moore's Law describes a relationship of boolean logic statements involving AND and OR - Moore's Law explains why cracking modern cryptography is a "computationally hard" problem: Moore's Law explains why cracking modern cryptography is a "computationally hard" problem - Moore's Law is the observation that computing power tends to double every two years: Moore's Law is the observation that computing power tends to double every two years - Moore's Law is the principle that one should assume that any traffic on the Internet is insecure: Moore's Law is the principle that one should assume that any traffic on the Internet is insecure - cspu4_assess1_phishing: - ? You accidentally install a piece of software that monitors your activity to steal personal information like your passwords, date of birth, social security number, etc. - : You accidentally install a piece of software that monitors your activity to steal personal information like your passwords, date of birth, social security number, etc. - You accidentally run a piece of code that automatically spreads from one computer to another, exploiting a common vulnerability: You accidentally run a piece of code that automatically spreads from one computer to another, exploiting a common vulnerability - ? You get an email from the IT support desk that asks you to send a reply email with your username and password to verify your account - : You get an email from the IT support desk that asks you to send a reply email with your username and password to verify your account - You get an unwanted email trying to sell you a low quality product or service that seems "fishy.”: You get an unwanted email trying to sell you a low quality product or service that seems "fishy.” - cspu4_assess1_phishing_2018: - ? You accidentally install a piece of software that monitors your activity to steal personal information like your passwords, date of birth, social security number, etc. - : You accidentally install a piece of software that monitors your activity to steal personal information like your passwords, date of birth, social security number, etc. - You accidentally run a piece of code that automatically spreads from one computer to another, exploiting a common vulnerability: You accidentally run a piece of code that automatically spreads from one computer to another, exploiting a common vulnerability - ? You get an email from the IT support desk that asks you to send a reply email with your username and password to verify your account - : You get an email from the IT support desk that asks you to send a reply email with your username and password to verify your account - You get an unwanted email trying to sell you a low quality product or service that seems "fishy.": You get an unwanted email trying to sell you a low quality product or service that seems "fishy." - cspu4_assess1_phishing_exam_prep: - ? You accidentally install a piece of software that monitors your activity to steal personal information like your passwords, date of birth, social security number, etc. - : You accidentally install a piece of software that monitors your activity to steal personal information like your passwords, date of birth, social security number, etc. - You accidentally run a piece of code that automatically spreads from one computer to another, exploiting a common vulnerability: You accidentally run a piece of code that automatically spreads from one computer to another, exploiting a common vulnerability - ? You get an email from the IT support desk that asks you to send a reply email with your username and password to verify your account - : You get an email from the IT support desk that asks you to send a reply email with your username and password to verify your account - You get an unwanted email trying to sell you a low quality product or service that seems "fishy.": You get an unwanted email trying to sell you a low quality product or service that seems "fishy." - cspu5_assess1_additem: - cart total = 1;: cart total = 1; - cartTotal + 1;: cartTotal + 1; - cartTotal = cartTotal +1;: cartTotal = cartTotal +1; - var cartTotal + 1;: var cartTotal + 1; - var cartTotal = cartTotal + 1;: var cartTotal = cartTotal + 1; - cspu5_assess1_additem_2018: - cart total = 1;: cart total = 1; - cartTotal + 1;: cartTotal + 1; - cartTotal = cartTotal +1;: cartTotal = cartTotal +1; - var cartTotal + 1;: var cartTotal + 1; - var cartTotal = cartTotal + 1;: var cartTotal = cartTotal + 1; - cspu5_assess1_additem_exam_prep: - cart total = 1;: cart total = 1; - cartTotal + 1;: cartTotal + 1; - cartTotal = cartTotal +1;: cartTotal = cartTotal +1; - var cartTotal + 1;: var cartTotal + 1; - var cartTotal = cartTotal + 1;: var cartTotal = cartTotal + 1; - cspu5_assess1_algorithm: - Alexander Graham Bell was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors.: Alexander Graham Bell was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors. - Alexander Graham Bell was born 141 years before apple, so he was never able to telephone his neighbors.: Alexander Graham Bell was born 141 years before apple, so he was never able to telephone his neighbors. - Benjamin Franklin was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors.: Benjamin Franklin was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors. - Benjamin Franklin was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors.: Benjamin Franklin was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors. - apple was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors.: apple was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors. - cspu5_assess1_algorithm_2018: - Alexander Graham Bell was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors.: Alexander Graham Bell was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors. - Alexander Graham Bell was born 141 years before apple, so he was never able to telephone his neighbors.: Alexander Graham Bell was born 141 years before apple, so he was never able to telephone his neighbors. - Benjamin Franklin was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors.: Benjamin Franklin was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors. - Benjamin Franklin was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors.: Benjamin Franklin was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors. - apple was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors.: apple was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors. - cspu5_assess1_algorithm_exam_prep: - Alexander Graham Bell was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors.: Alexander Graham Bell was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors. - Alexander Graham Bell was born 141 years before apple, so he was never able to telephone his neighbors.: Alexander Graham Bell was born 141 years before apple, so he was never able to telephone his neighbors. - Benjamin Franklin was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors.: Benjamin Franklin was born 141 years before Alexander Graham Bell, so he was never able to telephone his neighbors. - Benjamin Franklin was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors.: Benjamin Franklin was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors. - apple was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors.: apple was born 141 years before Benjamin Franklin, so he was never able to telephone his neighbors. - cspu5_assess1_codevalues: - : - : - : - : - : - cspu5_assess1_codevalues_2018: - : - : - : - : - : - cspu5_assess1_codevalues_exam_prep: - : - : - : - : - : - cspu5_assess1_debugging: - Ask a friend or collaborator to look over the code segment to see if they are able to find any errors.: Ask a friend or collaborator to look over the code segment to see if they are able to find any errors. - Change the names of variables within the program and run the program again.: Change the names of variables within the program and run the program again. - Delete the code and re-type it to make sure there were no spelling errors and that it was written correctly.: Delete the code and re-type it to make sure there were no spelling errors and that it was written correctly. - Display the value of variables at various points during the program.: Display the value of variables at various points during the program. - cspu5_assess1_debugging_2018: - Ask a friend or collaborator to look over the code segment to see if they are able to find any errors.: Ask a friend or collaborator to look over the code segment to see if they are able to find any errors. - Change the names of variables within the program and run the program again.: Change the names of variables within the program and run the program again. - Delete the code and re-type it to make sure there were no spelling errors and that it was written correctly.: Delete the code and re-type it to make sure there were no spelling errors and that it was written correctly. - Display the value of variables at various points during the program.: Display the value of variables at various points during the program. - cspu5_assess1_debugging_exam_prep: - Ask a friend or collaborator to look over the code segment to see if they are able to find any errors.: Ask a friend or collaborator to look over the code segment to see if they are able to find any errors. - Change the names of variables within the program and run the program again.: Change the names of variables within the program and run the program again. - Delete the code and re-type it to make sure there were no spelling errors and that it was written correctly.: Delete the code and re-type it to make sure there were no spelling errors and that it was written correctly. - Display the value of variables at various points during the program.: Display the value of variables at various points during the program. - cspu5_assess1_drawingoutcome: - : - : - : - : - cspu5_assess1_drawingoutcome_2018: - : - : - : - : - cspu5_assess1_drawingoutcome_exam_prep: - : - : - : - : - cspu5_assess1_elementid: - An element with a unique ID must always have an event handler associated with it.: An element with a unique ID must always have an event handler associated with it. - Any element that needs to be triggered by onEvent must have a unique ID.: Any element that needs to be triggered by onEvent must have a unique ID. - IDs allow a programmer to reference interface elements within their code.: IDs allow a programmer to reference interface elements within their code. - Two or more onEvent calls may reference the same ID.: Two or more onEvent calls may reference the same ID. - While not a requirement, IDs should be meaningful and descriptive.: While not a requirement, IDs should be meaningful and descriptive. - cspu5_assess1_elementid_2018: - An element with a unique ID must always have an event handler associated with it.: An element with a unique ID must always have an event handler associated with it. - Any element that needs to be triggered by onEvent must have a unique ID.: Any element that needs to be triggered by onEvent must have a unique ID. - IDs allow a programmer to reference interface elements within their code.: IDs allow a programmer to reference interface elements within their code. - Two or more onEvent calls may reference the same ID.: Two or more onEvent calls may reference the same ID. - While not a requirement, IDs should be meaningful and descriptive.: While not a requirement, IDs should be meaningful and descriptive. - cspu5_assess1_elementid_exam_prep: - An element with a unique ID must always have an event handler associated with it.: An element with a unique ID must always have an event handler associated with it. - Any element that needs to be triggered by onEvent must have a unique ID.: Any element that needs to be triggered by onEvent must have a unique ID. - IDs allow a programmer to reference interface elements within their code.: IDs allow a programmer to reference interface elements within their code. - Two or more onEvent calls may reference the same ID.: Two or more onEvent calls may reference the same ID. - While not a requirement, IDs should be meaningful and descriptive.: While not a requirement, IDs should be meaningful and descriptive. - cspu5_assess1_eventprograms: - ? An event-driven program is written to respond to specified events by executing a block of code or function associated with the event. - : An event-driven program is written to respond to specified events by executing a block of code or function associated with the event. - Event-driven programs can be run multiple times with different outcomes, based on user interactions.: Event-driven programs can be run multiple times with different outcomes, based on user interactions. - Event-driven programs do not implement algorithms.: Event-driven programs do not implement algorithms. - Some portions of an event-driven program may never execute while the program is running.: Some portions of an event-driven program may never execute while the program is running. - The order in which an event-driven program will run cannot always be known ahead of time.: The order in which an event-driven program will run cannot always be known ahead of time. - cspu5_assess1_eventprograms_2018: - ? An event-driven program is written to respond to specified events by executing a block of code or function associated with the event. - : An event-driven program is written to respond to specified events by executing a block of code or function associated with the event. - Event-driven programs can be run multiple times with different outcomes, based on user interactions.: Event-driven programs can be run multiple times with different outcomes, based on user interactions. - Event-driven programs do not implement algorithms.: Event-driven programs do not implement algorithms. - Some portions of an event-driven program may never execute while the program is running.: Some portions of an event-driven program may never execute while the program is running. - The order in which an event-driven program will run cannot always be known ahead of time.: The order in which an event-driven program will run cannot always be known ahead of time. - cspu5_assess1_eventprograms_exam_prep: - ? An event-driven program is written to respond to specified events by executing a block of code or function associated with the event. - : An event-driven program is written to respond to specified events by executing a block of code or function associated with the event. - Event-driven programs can be run multiple times with different outcomes, based on user interactions.: Event-driven programs can be run multiple times with different outcomes, based on user interactions. - Event-driven programs do not implement algorithms.: Event-driven programs do not implement algorithms. - Some portions of an event-driven program may never execute while the program is running.: Some portions of an event-driven program may never execute while the program is running. - The order in which an event-driven program will run cannot always be known ahead of time.: The order in which an event-driven program will run cannot always be known ahead of time. - cspu5_assess1_fivemore: - "-2": "-2" - '3': '3' - '5': '5' - '8': '8' - 'Error. Unknown Identifier: x': 'Error. Unknown Identifier: x' - cspu5_assess1_fivemore_2018: - "-2": "-2" - '3': '3' - '5': '5' - '8': '8' - 'Error. Unknown Identifier: x': 'Error. Unknown Identifier: x' - cspu5_assess1_fivemore_exam_prep: - "-2": "-2" - '3': '3' - '5': '5' - '8': '8' - 'Error. Unknown Identifier: x': 'Error. Unknown Identifier: x' - cspu5_assess1_flowchart: - '10': '10' - '5': '5' - Nothing will be displayed: Nothing will be displayed - a is bigger: a is bigger - b: b - cspu5_assess1_flowchart_2018: - '10': '10' - '5': '5' - Nothing will be displayed: Nothing will be displayed - a is bigger: a is bigger - b: b - cspu5_assess1_flowchart_exam_prep: - '10': '10' - '5': '5' - Nothing will be displayed: Nothing will be displayed - a is bigger: a is bigger - b: b - cspu5_assess1_increase: - '10': '10' - '13': '13' - '5': '5' - '8': '8' - Error. Cannot make a new variable x inside function increase(): Error. Cannot make a new variable x inside function increase() - cspu5_assess1_increase_2018: - '10': '10' - '13': '13' - '5': '5' - '8': '8' - Error. Cannot make a new variable x inside function increase(): Error. Cannot make a new variable x inside function increase() - cspu5_assess1_increase_exam_prep: - '10': '10' - '13': '13' - '5': '5' - '8': '8' - Error. Cannot make a new variable x inside function increase(): Error. Cannot make a new variable x inside function increase() - cspu5_assess1_snowman: - : - : - : - : - : - cspu5_assess1_snowman_2018: - : - : - : - : - : - cspu5_assess1_snowman_exam_prep: - : - : - : - : - : - cspu5_assess1_swap: - : - : - : - : - : - cspu5_assess1_swap_2018: - : - : - : - : - : - cspu5_assess1_swap_exam_prep: - : - : - : - : - : - cspu5_assess1_turtle: - : - : - : - : - : - cspu5_assess1_turtle_2018: - : - : - : - : - : - cspu5_assess1_turtle_exam_prep: - : - : - : - : - : - cspu5_assess1_value: - 'value is: 2': 'value is: 2' - 'value is: 2.3333333': 'value is: 2.3333333' - 'value is: 3': 'value is: 3' - 'value is: 4': 'value is: 4' - 'value is: c': 'value is: c' - cspu5_assess1_value_2018: - 'value is: 2': 'value is: 2' - 'value is: 2.3333333': 'value is: 2.3333333' - 'value is: 3': 'value is: 3' - 'value is: 4': 'value is: 4' - 'value is: c': 'value is: c' - cspu5_assess1_value_exam_prep: - 'value is: 2': 'value is: 2' - 'value is: 2.3333333': 'value is: 2.3333333' - 'value is: 3': 'value is: 3' - 'value is: 4': 'value is: 4' - 'value is: c': 'value is: c' - cspu5_assess2_addstrings: - 5 + hello: 5 + hello - 5hello: 5hello - 'error on num + str: type mismatch': 'error on num + str: type mismatch' - result: result - cspu5_assess2_addstrings_2018: - 5 + hello: 5 + hello - 5hello: 5hello - 'error on num + str: type mismatch': 'error on num + str: type mismatch' - result: result - cspu5_assess2_addstrings_exam_prep: - 5 + hello: 5 + hello - 5hello: 5hello - 'error on num + str: type mismatch': 'error on num + str: type mismatch' - result: result - cspu5_assess2_appLabError: - 'Line 1 - time should be written in quotation marks like this: “time”': 'Line 1 - time should be written in quotation marks like this: “time”' - Line 2 - The symbol used should be > instead of <: Line 2 - The symbol used should be > instead of < - Line 4 - else must always be followed by another conditional statement: Line 4 - else must always be followed by another conditional statement - Line 5 - It is after 10pm must be written in quotations.: Line 5 - It is after 10pm must be written in quotations. - Line 5 - The setText on line 5 will override the setText on line 3: Line 5 - The setText on line 5 will override the setText on line 3 - cspu5_assess2_boolean: - Any Integer: Any Integer - Any single character: Any single character - Integers between 1 and 10: Integers between 1 and 10 - True/False: True/False - Yes/Maybe/No: Yes/Maybe/No - cspu5_assess2_boolean_2018: - Any Integer: Any Integer - Any single character: Any single character - Integers between 1 and 10: Integers between 1 and 10 - True/False: True/False - Yes/Maybe/No: Yes/Maybe/No - cspu5_assess2_boolean_exam_prep: - Any Integer: Any Integer - Any single character: Any single character - Integers between 1 and 10: Integers between 1 and 10 - True/False: True/False - Yes/Maybe/No: Yes/Maybe/No - cspu5_assess2_combineString: - '10': '10' - '55': '55' - 'error on str1 + str2: type mismatch': 'error on str1 + str2: type mismatch' - result: result - cspu5_assess2_combineString_2018: - '10': '10' - '55': '55' - 'error on str1 + str2: type mismatch': 'error on str1 + str2: type mismatch' - result: result - cspu5_assess2_combineString_exam_prep: - '10': '10' - '55': '55' - 'error on str1 + str2: type mismatch': 'error on str1 + str2: type mismatch' - result: result - cspu5_assess2_false: - A string can be empty, meaning that it contains nothing.: A string can be empty, meaning that it contains nothing. - Strings are indicated by quotation marks.: Strings are indicated by quotation marks. - Strings consist of a sequence of concatenated characters.: Strings consist of a sequence of concatenated characters. - Strings sometimes include spaces.: Strings sometimes include spaces. - Strings with numerical digits in them are invalid.: Strings with numerical digits in them are invalid. - cspu5_assess2_false_2018: - A string can be empty, meaning that it contains nothing.: A string can be empty, meaning that it contains nothing. - Strings are indicated by quotation marks.: Strings are indicated by quotation marks. - Strings consist of a sequence of concatenated characters.: Strings consist of a sequence of concatenated characters. - Strings sometimes include spaces.: Strings sometimes include spaces. - Strings with numerical digits in them are invalid.: Strings with numerical digits in them are invalid. - cspu5_assess2_false_exam_prep: - A string can be empty, meaning that it contains nothing.: A string can be empty, meaning that it contains nothing. - Strings are indicated by quotation marks.: Strings are indicated by quotation marks. - Strings consist of a sequence of concatenated characters.: Strings consist of a sequence of concatenated characters. - Strings sometimes include spaces.: Strings sometimes include spaces. - Strings with numerical digits in them are invalid.: Strings with numerical digits in them are invalid. - cspu5_assess2_goodbye: - Did you say something? That was so short.: Did you say something? That was so short. - I have never heard that before.: I have never heard that before. - Nothing will be printed: Nothing will be printed - Use that word on the SAT.: Use that word on the SAT. - Wow, big word.: Wow, big word. - cspu5_assess2_goodbye_2018: - Did you say something? That was so short.: Did you say something? That was so short. - I have never heard that before.: I have never heard that before. - Nothing will be printed: Nothing will be printed - Use that word on the SAT.: Use that word on the SAT. - Wow, big word.: Wow, big word. - cspu5_assess2_goodbye_exam_prep: - Did you say something? That was so short.: Did you say something? That was so short. - I have never heard that before.: I have never heard that before. - Nothing will be printed: Nothing will be printed - Use that word on the SAT.: Use that word on the SAT. - Wow, big word.: Wow, big word. - cspu5_assess2_hello: - Did you say something? That was so short.: Did you say something? That was so short. - I have never heard that before.: I have never heard that before. - Nothing will be printed.: Nothing will be printed. - Use that word on the SAT.: Use that word on the SAT. - Wow, big word.: Wow, big word. - cspu5_assess2_hello_2018: - Did you say something? That was so short.: Did you say something? That was so short. - I have never heard that before.: I have never heard that before. - Nothing will be printed.: Nothing will be printed. - Use that word on the SAT.: Use that word on the SAT. - Wow, big word.: Wow, big word. - cspu5_assess2_hello_exam_prep: - Did you say something? That was so short.: Did you say something? That was so short. - I have never heard that before.: I have never heard that before. - Nothing will be printed.: Nothing will be printed. - Use that word on the SAT.: Use that word on the SAT. - Wow, big word.: Wow, big word. - cspu5_assess2_numValues: - The code will always display the value stored in variable a: The code will always display the value stored in variable a - The code will display the largest of the three values: The code will display the largest of the three values - The code will display the middle of all three values: The code will display the middle of all three values - The code will display the smallest of the three values: The code will display the smallest of the three values - The code will not display anything due to an error: The code will not display anything due to an error - cspu5_assess2_numValues_2018: - The code will always display the value stored in variable a: The code will always display the value stored in variable a - The code will display the largest of the three values: The code will display the largest of the three values - The code will display the middle of all three values: The code will display the middle of all three values - The code will display the smallest of the three values: The code will display the smallest of the three values - The code will not display anything due to an error: The code will not display anything due to an error - cspu5_assess2_numValues_exam_prep: - The code will always display the value stored in variable a: The code will always display the value stored in variable a - The code will display the largest of the three values: The code will display the largest of the three values - The code will display the middle of all three values: The code will display the middle of all three values - The code will display the smallest of the three values: The code will display the smallest of the three values - The code will not display anything due to an error: The code will not display anything due to an error - cspu5_assess2_oldEnough: - '35': '35' - You are not old enough to be President.: You are not old enough to be President. - You are old enough to be President!: You are old enough to be President! - 'false': 'false' - 'true': 'true' - cspu5_assess2_oldEnough_2018: - '35': '35' - You are not old enough to be President.: You are not old enough to be President. - You are old enough to be President!: You are old enough to be President! - 'false': 'false' - 'true': 'true' - cspu5_assess2_oldEnough_exam_prep: - '35': '35' - You are not old enough to be President.: You are not old enough to be President. - You are old enough to be President!: You are old enough to be President! - 'false': 'false' - 'true': 'true' - cspu5_assess2_pseudoCode: - "Time to start studying again!": "Time to start studying again!" - "You passed!": "You passed!" - "You passed! and Time to start studying again! ": "You passed! and Time to start studying again! " - An error will occur on line 7; you cannot have an IF inside an ELSE statement: An error will occur on line 7; you cannot have an IF inside an ELSE statement - Nothing will be displayed: Nothing will be displayed - cspu5_assess2_pseudoCode_2018: - "Time to start studying again!": "Time to start studying again!" - "You passed!": "You passed!" - "You passed! and Time to start studying again! ": "You passed! and Time to start studying again! " - An error will occur on line 7; you cannot have an IF inside an ELSE statement: An error will occur on line 7; you cannot have an IF inside an ELSE statement - Nothing will be displayed: Nothing will be displayed - cspu5_assess2_pseudoCode_exam_prep: - "Time to start studying again!": "Time to start studying again!" - "You passed!": "You passed!" - "You passed! and Time to start studying again! ": "You passed! and Time to start studying again! " - An error will occur on line 7; you cannot have an IF inside an ELSE statement: An error will occur on line 7; you cannot have an IF inside an ELSE statement - Nothing will be displayed: Nothing will be displayed - cspu5_assess2_setAlarm: - "(day == “Saturday”) && (day == “Sunday”)": "(day == “Saturday”) && (day == “Sunday”)" - "(day == “Saturday”) || (day == “Sunday”)": "(day == “Saturday”) || (day == “Sunday”)" - day != “Monday”: day != “Monday” - day == “Saturday”: day == “Saturday” - day == “Sunday”: day == “Sunday” - cspu5_assess2_setAlarm_2018: - (day == "Saturday") && (day == "Sunday"): (day == "Saturday") && (day == "Sunday") - (day == "Saturday") || (day == "Sunday"): (day == "Saturday") || (day == "Sunday") - day != "Monday": day != "Monday" - day == "Saturday": day == "Saturday" - day == "Sunday": day == "Sunday" - cspu5_assess2_setAlarm_exam_prep: - (day == "Saturday") && (day == "Sunday"): (day == "Saturday") && (day == "Sunday") - (day == "Saturday") || (day == "Sunday"): (day == "Saturday") || (day == "Sunday") - day != "Monday": day != "Monday" - day == "Saturday": day == "Saturday" - day == "Sunday": day == "Sunday" - cspu5_assess2_statementOutput: - console.log(“Hello! \bHow are you?”);: console.log(“Hello! \bHow are you?”); - console.log(“Hello! \nHow are you?”);: console.log(“Hello! \nHow are you?”); - console.log(“Hello! \newLineHow are you?”);: console.log(“Hello! \newLineHow are you?”); - console.log(“Hello! \nlHow are you?”);: console.log(“Hello! \nlHow are you?”); - console.log(“Hello! \tHow are you?”);: console.log(“Hello! \tHow are you?”); - cspu5_assess2_statementOutput_2018: - console.log("Hello! \bHow are you?");: console.log("Hello! \bHow are you?"); - console.log("Hello! \nHow are you?");: console.log("Hello! \nHow are you?"); - console.log("Hello! \newLineHow are you?");: console.log("Hello! \newLineHow are you?"); - console.log("Hello! \nlHow are you?");: console.log("Hello! \nlHow are you?"); - console.log("Hello! \tHow are you?");: console.log("Hello! \tHow are you?"); - cspu5_assess2_statementOutput_exam_prep: - console.log("Hello! \bHow are you?");: console.log("Hello! \bHow are you?"); - console.log("Hello! \nHow are you?");: console.log("Hello! \nHow are you?"); - console.log("Hello! \newLineHow are you?");: console.log("Hello! \newLineHow are you?"); - console.log("Hello! \nlHow are you?");: console.log("Hello! \nlHow are you?"); - console.log("Hello! \tHow are you?");: console.log("Hello! \tHow are you?"); - cspu5_assess2_weight: - '125': '125' - '200': '200' - '30': '30' - '50': '50' - '75': '75' - cspu5_assess2_weight_2018: - '125': '125' - '200': '200' - '30': '30' - '50': '50' - '75': '75' - cspu5_assess2_weight_exam_prep: - '125': '125' - '200': '200' - '30': '30' - '50': '50' - '75': '75' - cspu5_assess2_wrongLogic: - Any time between 0 and 20: Any time between 0 and 20 - Any time between 10 and 19: Any time between 10 and 19 - Any time between 6 and 9: Any time between 6 and 9 - The logic error will cause the program to stop running at line 7.: The logic error will cause the program to stop running at line 7. - There is no value of time that will result in “Good Morning” being displayed: There is no value of time that will result in “Good Morning” being displayed - cspu5_assess2_wrongLogic_2018: - Any time between 0 and 20: Any time between 0 and 20 - Any time between 10 and 19: Any time between 10 and 19 - Any time between 6 and 9: Any time between 6 and 9 - The logic error will cause the program to stop running at line 7.: The logic error will cause the program to stop running at line 7. - There is no value of time that will result in "Good Morning" being displayed: There is no value of time that will result in "Good Morning" being displayed - cspu5_assess2_wrongLogic_exam_prep: - Any time between 0 and 20: Any time between 0 and 20 - Any time between 10 and 19: Any time between 10 and 19 - Any time between 6 and 9: Any time between 6 and 9 - The logic error will cause the program to stop running at line 7.: The logic error will cause the program to stop running at line 7. - There is no value of time that will result in "Good Morning" being displayed: There is no value of time that will result in "Good Morning" being displayed - cspu5_assess3_ageList: - INSERT the value 13 at the index of 2: INSERT the value 13 at the index of 2 - REMOVE the value at the index of 2, then INSERT 13 in the index 2: REMOVE the value at the index of 2, then INSERT 13 in the index 2 - Remove all items from the list and start over: Remove all items from the list and start over - ages[2] = ages[2] + 1: ages[2] = ages[2] + 1 - cspu5_assess3_ageList_2018: - INSERT the value 13 at the index of 2: INSERT the value 13 at the index of 2 - REMOVE the value at the index of 2, then INSERT 13 in the index 2: REMOVE the value at the index of 2, then INSERT 13 in the index 2 - Remove all items from the list and start over: Remove all items from the list and start over - ages[2] = ages[2] + 1: ages[2] = ages[2] + 1 - cspu5_assess3_ageList_exam_prep: - INSERT the value 13 at the index of 2: INSERT the value 13 at the index of 2 - REMOVE the value at the index of 2, then INSERT 13 in the index 2: REMOVE the value at the index of 2, then INSERT 13 in the index 2 - Remove all items from the list and start over: Remove all items from the list and start over - ages[2] = ages[2] + 1: ages[2] = ages[2] + 1 - cspu5_assess3_array1: - '10': '10' - '4': '4' - '7': '7' - '9': '9' - ab: ab - cspu5_assess3_array1_2018: - '10': '10' - '4': '4' - '7': '7' - '9': '9' - ab: ab - cspu5_assess3_array1_exam_prep: - '10': '10' - '4': '4' - '7': '7' - '9': '9' - ab: ab - cspu5_assess3_array2: - '2': '2' - '3': '3' - '4': '4' - '5': '5' - '6': '6' - cspu5_assess3_array2_2018: - '2': '2' - '3': '3' - '4': '4' - '5': '5' - '6': '6' - cspu5_assess3_array2_exam_prep: - '2': '2' - '3': '3' - '4': '4' - '5': '5' - '6': '6' - cspu5_assess3_array3: - : - : - : - : - : - cspu5_assess3_array3_2018: - : - : - : - : - : - cspu5_assess3_array3_exam_prep: - : - : - : - : - : - cspu5_assess3_array4: - '0': '0' - '1': '1' - '2': '2' - '8': '8' - Error. Index 3 does not exist.: Error. Index 3 does not exist. - cspu5_assess3_array4_2018: - '0': '0' - '1': '1' - '2': '2' - '8': '8' - Error. Index 3 does not exist.: Error. Index 3 does not exist. - cspu5_assess3_array4_exam_prep: - '0': '0' - '1': '1' - '2': '2' - '8': '8' - Error. Index 3 does not exist.: Error. Index 3 does not exist. - cspu5_assess3_array5: - : - : - : - : - : - cspu5_assess3_array5_2018: - : - : - : - : - : - cspu5_assess3_array5_exam_prep: - : - : - : - : - : - cspu5_assess3_bakeSale: - 'Add after line 3: 
numItems = numItems - 1;
': 'Add after line 3: 
numItems = numItems - 1;
' - 'Add after line 4: 
numItems = 0;
': 'Add after line 4: 
numItems = 0;
' - 'Change Line 1 to: 
var total = -1;
': 'Change Line 1 to: 
var total = -1;
' - 'Change Line 2 to: 
while (itemsInCart >= 0){
': 'Change Line 2 to: 
while (itemsInCart >= 0){
' - 'Change Line 3 to: 
total = promptNum(“Enter next item price”);
': 'Change Line 3 to: 
total = promptNum(“Enter next item price”);
' - cspu5_assess3_bakeSale_2018: - 'Add after line 3: 
numItems = numItems - 1;
': 'Add after line 3: 
numItems = numItems - 1;
' - 'Add after line 4: 
numItems = 0;
': 'Add after line 4: 
numItems = 0;
' - 'Change Line 1 to: 
var total = -1;
': 'Change Line 1 to: 
var total = -1;
' - 'Change Line 2 to: 
while (itemsInCart >= 0){
': 'Change Line 2 to: 
while (itemsInCart >= 0){
' - 'Change Line 3 to: 
total = promptNum("Enter next item price");
': 'Change Line 3 to: 
total = promptNum("Enter next item price");
' - cspu5_assess3_bakeSale_exam_prep: - 'Add after line 3: 
numItems = numItems - 1;
': 'Add after line 3: 
numItems = numItems - 1;
' - 'Add after line 4: 
numItems = 0;
': 'Add after line 4: 
numItems = 0;
' - 'Change Line 1 to: 
var total = -1;
': 'Change Line 1 to: 
var total = -1;
' - 'Change Line 2 to: 
while (itemsInCart >= 0){
': 'Change Line 2 to: 
while (itemsInCart >= 0){
' - 'Change Line 3 to: 
total = promptNum("Enter next item price");
': 'Change Line 3 to: 
total = promptNum("Enter next item price");
' - cspu5_assess3_counter: - '0': '0' - '1': '1' - '2': '2' - '3': '3' - '4': '4' - cspu5_assess3_counter_2018: - '0': '0' - '1': '1' - '2': '2' - '3': '3' - '4': '4' - cspu5_assess3_counter_exam_prep: - '0': '0' - '1': '1' - '2': '2' - '3': '3' - '4': '4' - cspu5_assess3_impossibleOutput: - 0, 0: 0, 0 - 1, 1: 1, 1 - 2, 1: 2, 1 - 2, 2: 2, 2 - 2, 4: 2, 4 - cspu5_assess3_impossibleOutput_2018: - 0, 0: 0, 0 - 1, 1: 1, 1 - 2, 1: 2, 1 - 2, 2: 2, 2 - 2, 4: 2, 4 - cspu5_assess3_impossibleOutput_exam_prep: - 0, 0: 0, 0 - 1, 1: 1, 1 - 2, 1: 2, 1 - 2, 2: 2, 2 - 2, 4: 2, 4 - cspu5_assess3_listAppend: - '1': '1' - '2': '2' - '3': '3' - '6': '6' - Error. There is no index 2.: Error. There is no index 2. - cspu5_assess3_listAppend_2018: - '1': '1' - '2': '2' - '3': '3' - '6': '6' - Error. There is no index 2.: Error. There is no index 2. - cspu5_assess3_listAppend_exam_prep: - '1': '1' - '2': '2' - '3': '3' - '6': '6' - Error. There is no index 2.: Error. There is no index 2. - cspu5_assess3_loopValue1: - '2': '2' - '3': '3' - '4': '4' - '5': '5' - Infinite loop: Infinite loop - cspu5_assess3_loopValue1_2018: - '2': '2' - '3': '3' - '4': '4' - '5': '5' - Infinite loop: Infinite loop - cspu5_assess3_loopValue1_exam_prep: - '2': '2' - '3': '3' - '4': '4' - '5': '5' - Infinite loop: Infinite loop - cspu5_assess3_loopValue2: - '0': '0' - '4': '4' - '5': '5' - '6': '6' - Infinite loop: Infinite loop - cspu5_assess3_loopValue2_2018: - '0': '0' - '4': '4' - '5': '5' - '6': '6' - Infinite loop: Infinite loop - cspu5_assess3_loopValue2_exam_prep: - '0': '0' - '4': '4' - '5': '5' - '6': '6' - Infinite loop: Infinite loop - cspu5_assess3_loopValue3: - '0': '0' - '4': '4' - '5': '5' - '6': '6' - Infinite loop: Infinite loop - cspu5_assess3_loopValue3_2018: - '0': '0' - '4': '4' - '5': '5' - '6': '6' - Infinite loop: Infinite loop - cspu5_assess3_loopValue3_exam_prep: - '0': '0' - '4': '4' - '5': '5' - '6': '6' - Infinite loop: Infinite loop - cspu5_assess3_mysterySwap: - a: a - b: b - c: c - d: d - e: e - cspu5_assess3_mysterySwap_2018: - a: a - b: b - c: c - d: d - e: e - cspu5_assess3_mysterySwap_exam_prep: - a: a - b: b - c: c - d: d - e: e - cspu5_assess3_robot: - : - : - : - : - : - cspu5_assess3_robot_2018: - : - : - : - : - : - cspu5_assess3_robot_exam_prep: - : - : - : - : - : - cspu5_assess3_rollDie: - rolls < 100 && sixes < 25: rolls < 100 && sixes < 25 - rolls < 100 || sixes < 25: rolls < 100 || sixes < 25 - rolls < sixes || sixes > 25: rolls < sixes || sixes > 25 - rolls = 100 || sixes <= 25: rolls = 100 || sixes <= 25 - rolls >= 0 && sixes < 25: rolls >= 0 && sixes < 25 - cspu5_assess3_rollDie_2018: - rolls < 100 && sixes < 25: rolls < 100 && sixes < 25 - rolls < 100 || sixes < 25: rolls < 100 || sixes < 25 - rolls < sixes || sixes > 25: rolls < sixes || sixes > 25 - rolls = 100 || sixes <= 25: rolls = 100 || sixes <= 25 - rolls >= 0 && sixes < 25: rolls >= 0 && sixes < 25 - cspu5_assess3_rollDie_exam_prep: - rolls < 100 && sixes < 25: rolls < 100 && sixes < 25 - rolls < 100 || sixes < 25: rolls < 100 || sixes < 25 - rolls < sixes || sixes > 25: rolls < sixes || sixes > 25 - rolls = 100 || sixes <= 25: rolls = 100 || sixes <= 25 - rolls >= 0 && sixes < 25: rolls >= 0 && sixes < 25 - cspu5_assess3_swap: - : - : - : - : - cspu5_assess3_swap_2018: - : - : - : - : - cspu5_assess3_swap_exam_prep: - : - : - : - : - cspu5_assess3_whileTrue: - While loops are known as “forever loops” and never stop until the program is halted by the user.: While loops are known as “forever loops” and never stop until the program is halted by the user. - While loops run as long as a given boolean condition is false.: While loops run as long as a given boolean condition is false. - While loops run as long as a given boolean condition is true.: While loops run as long as a given boolean condition is true. - While loops terminate after a fixed number of loops that is determined after the loop executes once.: While loops terminate after a fixed number of loops that is determined after the loop executes once. - While loops terminate after a fixed number of loops that is pre-determined: While loops terminate after a fixed number of loops that is pre-determined - cspu5_assess3_whileTrue_2018: - While loops are known as "forever loops" and never stop until the program is halted by the user.: While loops are known as "forever loops" and never stop until the program is halted by the user. - While loops run as long as a given boolean condition is false.: While loops run as long as a given boolean condition is false. - While loops run as long as a given boolean condition is true.: While loops run as long as a given boolean condition is true. - While loops terminate after a fixed number of loops that is determined after the loop executes once.: While loops terminate after a fixed number of loops that is determined after the loop executes once. - While loops terminate after a fixed number of loops that is pre-determined: While loops terminate after a fixed number of loops that is pre-determined - cspu5_assess3_whileTrue_exam_prep: - While loops are known as "forever loops" and never stop until the program is halted by the user.: While loops are known as "forever loops" and never stop until the program is halted by the user. - While loops run as long as a given boolean condition is false.: While loops run as long as a given boolean condition is false. - While loops run as long as a given boolean condition is true.: While loops run as long as a given boolean condition is true. - While loops terminate after a fixed number of loops that is determined after the loop executes once.: While loops terminate after a fixed number of loops that is determined after the loop executes once. - While loops terminate after a fixed number of loops that is pre-determined: While loops terminate after a fixed number of loops that is pre-determined - cspu5_assess4_arrayContains: - : - : - : - : - : - cspu5_assess4_arrayContains_2018: - : - : - : - : - : - cspu5_assess4_arrayContains_exam_prep: - : - : - : - : - : - cspu5_assess4_dataReturns: - '10': '10' - '16': '16' - '3': '3' - '4': '4' - '9': '9' - cspu5_assess4_dataReturns_2018: - '10': '10' - '16': '16' - '3': '3' - '4': '4' - '9': '9' - cspu5_assess4_dataReturns_exam_prep: - '10': '10' - '16': '16' - '3': '3' - '4': '4' - '9': '9' - cspu5_assess4_listContains: - : - : - : - : - cspu5_assess4_listContains_2018: - : - : - : - : - cspu5_assess4_listContains_exam_prep: - : - : - : - : - cspu5_assess4_listOutput: - '17': '17' - '3': '3' - '42': '42' - '9': '9' - Error. Index 1 does not exist.: Error. Index 1 does not exist. - cspu5_assess4_listOutput_2018: - '17': '17' - '3': '3' - '42': '42' - '9': '9' - Error. Index 1 does not exist.: Error. Index 1 does not exist. - cspu5_assess4_listOutput_exam_prep: - '17': '17' - '3': '3' - '42': '42' - '9': '9' - Error. Index 1 does not exist.: Error. Index 1 does not exist. - cspu5_assess4_mysteryMethod: - Mystery displays the index of every occurrence of the value n in the list.: Mystery displays the index of every occurrence of the value n in the list. - Mystery displays the index of the first occurrence of the value n in the list.: Mystery displays the index of the first occurrence of the value n in the list. - Mystery displays the index of the last occurrence of the value n in the list.: Mystery displays the index of the last occurrence of the value n in the list. - Mystery displays the number at index n.: Mystery displays the number at index n. - Mystery displays true if n is in the list.: Mystery displays true if n is in the list. - cspu5_assess4_mysteryMethod_2018: - Mystery displays the index of every occurrence of the value n in the list.: Mystery displays the index of every occurrence of the value n in the list. - Mystery displays the index of the first occurrence of the value n in the list.: Mystery displays the index of the first occurrence of the value n in the list. - Mystery displays the index of the last occurrence of the value n in the list.: Mystery displays the index of the last occurrence of the value n in the list. - Mystery displays the number at index n.: Mystery displays the number at index n. - Mystery displays true if n is in the list.: Mystery displays true if n is in the list. - cspu5_assess4_mysteryMethod_exam_prep: - Mystery displays the index of every occurrence of the value n in the list.: Mystery displays the index of every occurrence of the value n in the list. - Mystery displays the index of the first occurrence of the value n in the list.: Mystery displays the index of the first occurrence of the value n in the list. - Mystery displays the index of the last occurrence of the value n in the list.: Mystery displays the index of the last occurrence of the value n in the list. - Mystery displays the number at index n.: Mystery displays the number at index n. - Mystery displays true if n is in the list.: Mystery displays true if n is in the list. - cspu5_assess4_mysteryResult: - It always returns c: It always returns c - It returns the average of the three input values: It returns the average of the three input values - It returns the largest of the three input values: It returns the largest of the three input values - It returns the middle of the three input values: It returns the middle of the three input values - mystery returns the smallest of the three input values: mystery returns the smallest of the three input values - cspu5_assess4_mysteryResult_2018: - It always returns c: It always returns c - It returns the average of the three input values: It returns the average of the three input values - It returns the largest of the three input values: It returns the largest of the three input values - It returns the middle of the three input values: It returns the middle of the three input values - mystery returns the smallest of the three input values: mystery returns the smallest of the three input values - cspu5_assess4_mysteryResult_exam_prep: - It always returns c: It always returns c - It returns the average of the three input values: It returns the average of the three input values - It returns the largest of the three input values: It returns the largest of the three input values - It returns the middle of the three input values: It returns the middle of the three input values - mystery returns the smallest of the three input values: mystery returns the smallest of the three input values - cspu5_assess4_mysteryReturn: - The procedure counts how long it takes to find two numbers in descending order and returns that number: The procedure counts how long it takes to find two numbers in descending order and returns that number - The procedure returns false when data is in descending order: The procedure returns false when data is in descending order - The procedure returns how long it takes to find two numbers in ascending order: The procedure returns how long it takes to find two numbers in ascending order - The procedure returns the number of times adjacent items are in ascending order: The procedure returns the number of times adjacent items are in ascending order - The procedure returns true when data is in ascending order: The procedure returns true when data is in ascending order - cspu5_assess4_mysteryReturn_2018: - The procedure counts how long it takes to find two numbers in descending order and returns that number: The procedure counts how long it takes to find two numbers in descending order and returns that number - The procedure returns false when data is in descending order: The procedure returns false when data is in descending order - The procedure returns how long it takes to find two numbers in ascending order: The procedure returns how long it takes to find two numbers in ascending order - The procedure returns the number of times adjacent items are in ascending order: The procedure returns the number of times adjacent items are in ascending order - The procedure returns true when data is in ascending order: The procedure returns true when data is in ascending order - cspu5_assess4_mysteryReturn_exam_prep: - The procedure counts how long it takes to find two numbers in descending order and returns that number: The procedure counts how long it takes to find two numbers in descending order and returns that number - The procedure returns false when data is in descending order: The procedure returns false when data is in descending order - The procedure returns how long it takes to find two numbers in ascending order: The procedure returns how long it takes to find two numbers in ascending order - The procedure returns the number of times adjacent items are in ascending order: The procedure returns the number of times adjacent items are in ascending order - The procedure returns true when data is in ascending order: The procedure returns true when data is in ascending order - cspu5_assess4_playGame: - DISPLAY (count): DISPLAY (count) - DISPLAY (“game over”): DISPLAY (“game over”) - Nothing. Procedure works as is.: Nothing. Procedure works as is. - RETURN (count): RETURN (count) - RETURN (“game over”): RETURN (“game over”) - cspu5_assess4_playGame_2018: - DISPLAY ("game over"): DISPLAY ("game over") - DISPLAY (count): DISPLAY (count) - Nothing. Procedure works as is.: Nothing. Procedure works as is. - RETURN ("game over"): RETURN ("game over") - RETURN (count): RETURN (count) - cspu5_assess4_playGame_exam_prep: - DISPLAY ("game over"): DISPLAY ("game over") - DISPLAY (count): DISPLAY (count) - Nothing. Procedure works as is.: Nothing. Procedure works as is. - RETURN ("game over"): RETURN ("game over") - RETURN (count): RETURN (count) - cspu5_assess4_robot: - : - : - : - : - : - cspu5_assess4_robot_2018: - : - : - : - : - : - cspu5_assess4_robot_exam_prep: - : - : - : - : - : grade2_multi_collector_A_predict1: Correct!: Correct! I don't know.: I don't know. @@ -15735,963 +1215,3 @@ en: Laurel will try to collect treasure where there is not any and it causes an error.: Laurel will try to collect treasure where there is not any and it causes an error. ? Look closely at the code below. If the code were to run to the end (ignoring any errors) how many pieces of treasure would Laurel collect? : Look closely at the code below. If the code were to run to the end (ignoring any errors) how many pieces of treasure would Laurel collect? - image code from circle: - (rectangle (+ 8 2) (- 7 5) "solid" "red"): (rectangle (+ 8 2) (- 7 5) "solid" "red") - "(rectangle (+ 8 2) (- 7 5) solid red)": "(rectangle (+ 8 2) (- 7 5) solid red)" - (rectangle (10) (2) "solid" "red"): (rectangle (10) (2) "solid" "red") - (rectangle 10 2 "solid" "red"): (rectangle 10 2 "solid" "red") - "/script_assets/msm/Unit%202/exercise_5.png": "/script_assets/msm/Unit%202/exercise_5.png" - Code from Circle: Code from Circle - Pick the Racket code that comes from the circle of evaluation!: Pick the Racket code that comes from the circle of evaluation! - kiki_multi_test: - The bird will crash immediately into a wall: The bird will crash immediately into a wall - The bird will not move at all: The bird will not move at all - The bird will reach the pig: The bird will reach the pig - The bird will stop one space short of the pig: The bird will stop one space short of the pig - What will happen when you run this code?: What will happen when you run this code? - msm variables multi 1: - '15': '15' - What is the value of x?: What is the value of x? - a function: a function - x: x - x = 15
a = 2
b = 6: x = 15
a = 2
b = 6 - msm variables multi 10: - "/script_assets/msm/define_f.png, 300": "/script_assets/msm/define_f.png, 300" - '17': '17' - What is the name of the function?: What is the name of the function? - f: f - x: x - msm variables multi 11: - "/script_assets/msm/define_f.png, 300": "/script_assets/msm/define_f.png, 300" - '17': '17' - What is the name of the parameter?: What is the name of the parameter? - f: f - x: x - msm variables multi 12: - "(define (f x) (*x 17))": "(define (f x) (*x 17))" - '17': '17' - What is the name of the variable?: What is the name of the variable? - f: f - x: x - msm variables multi 13: - "/script_assets/msm/define_f.png, 300": "/script_assets/msm/define_f.png, 300" - '117': '117' - '17': '17' - What should f(1) produce?: What should f(1) produce? - x: x - msm variables multi 2: - '8': '8' - What is the value of a + b?: What is the value of a + b? - a function: a function - ab: ab - x = 15
a = 2
b = 6: x = 15
a = 2
b = 6 - msm variables multi 3: - '5': '5' - What is the value of x-10?: What is the value of x-10? - a function: a function - x: x - x = 15
a = 2
b = 6: x = 15
a = 2
b = 6 - msm variables multi 4: - "/script_assets/msm/define_xpq.png, 600": "/script_assets/msm/define_xpq.png, 600" - '15': '15' - '3': '3' - '8': '8' - What is the value of x?: What is the value of x? - string: string - msm variables multi 5: - "/script_assets/msm/define_xpq.png, 600": "/script_assets/msm/define_xpq.png, 600" - '3': '3' - '5': '5' - What is the value of (p - x)?: What is the value of (p - x)? - q: q - msm variables multi 6: - "/script_assets/msm/define_xpq.png, 600": "/script_assets/msm/define_xpq.png, 600" - '1': '1' - '5': '5' - What is the value of string-length(q)?: What is the value of string-length(q)? - hello: hello - msm variables multi 7: - '3': '3' - What is the name of the function?: What is the name of the function? - f: f - f(x) = x + 3: f(x) = x + 3 - x: x - msm variables multi 8: - '3': '3' - What is the name of the variable?: What is the name of the variable? - f: f - f(x) = x + 3: f(x) = x + 3 - x: x - msm variables multi 9: - '5': '5' - '6': '6' - What is f(2)?: What is f(2)? - f(x) = x + 3: f(x) = x + 3 - x: x - post-assessment survey q1: - Agree: Agree - Disagree: Disagree - I have the ability to do my schoolwork: I have the ability to do my schoolwork - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q10: - Agree: Agree - Disagree: Disagree - I think I am better at computer science than most of the other kids at my school.: I think I am better at computer science than most of the other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q11: - Agree: Agree - Disagree: Disagree - I think I am very good at computer science.: I think I am very good at computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q12: - Agree: Agree - Disagree: Disagree - I can figure out how to solve the most difficult problems in my computer science class if I try.: I can figure out how to solve the most difficult problems in my computer science class if I try. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q13: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q14: - Agree: Agree - Disagree: Disagree - I think computer science is interesting.: I think computer science is interesting. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q15: - Agree: Agree - Disagree: Disagree - I like doing computer science activities.: I like doing computer science activities. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q16: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q17: - Agree: Agree - Disagree: Disagree - Kids like me do computer science.: Kids like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q18: - Agree: Agree - Disagree: Disagree - I like computer science more than other kids at my school.: I like computer science more than other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q19: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q2: - Agree: Agree - Disagree: Disagree - I am better at schoolwork than most of the other kids at my school.: I am better at schoolwork than most of the other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q20: - Agree: Agree - Disagree: Disagree - I do computer science in my free time.: I do computer science in my free time. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q21: - Agree: Agree - Computer science applies to most aspects of real life.: Computer science applies to most aspects of real life. - Disagree: Disagree - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q22: - Agree: Agree - Disagree: Disagree - Learning computer science helps me in my other school subjects.: Learning computer science helps me in my other school subjects. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q23: - Agree: Agree - Disagree: Disagree - I am interested in learning more computer science.: I am interested in learning more computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q24: - Agree: Agree - Disagree: Disagree - I am interested in taking more computer science classes (in high school or after high school).: I am interested in taking more computer science classes (in high school or after high school). - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q24-a: - Agree: Agree - Disagree: Disagree - ? QUESTION REMOVED AND REPLACED BECAUSE OF INCORRECT ANSWER ORDER I am interested in studying computer science after I graduate high school. - : QUESTION REMOVED AND REPLACED BECAUSE OF INCORRECT ANSWER ORDER I am interested in studying computer science after I graduate high school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q24-a-2017b: - Agree: Agree - Disagree: Disagree - I am interested in studying computer science after I graduate high school.: I am interested in studying computer science after I graduate high school. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q25: - Agree: Agree - Disagree: Disagree - I am interested in doing computer science outside of school time.: I am interested in doing computer science outside of school time. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q26: - Agree: Agree - Disagree: Disagree - I feel that I am accepted in this computer science class.: I feel that I am accepted in this computer science class. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q27: - Agree: Agree - Disagree: Disagree - I feel comfortable in this computer science class.: I feel comfortable in this computer science class. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q28: - Agree: Agree - Disagree: Disagree - I like my computer science class.: I like my computer science class. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q29: - Agree: Agree - Disagree: Disagree - I think my computer science class is interesting.: I think my computer science class is interesting. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q3: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q30: - Agree: Agree - Disagree: Disagree - I enjoy my time in computer science class.: I enjoy my time in computer science class. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q31: - Agree: Agree - Disagree: Disagree - I like doing the activities we do in my computer science class.: I like doing the activities we do in my computer science class. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q31-a: - Agree: Agree - Disagree: Disagree - ? QUESTION REMOVED AND REPLACED BECAUSE OF INCORRECT ANSWER ORDER I would recommend this computer science class to another student. - : QUESTION REMOVED AND REPLACED BECAUSE OF INCORRECT ANSWER ORDER I would recommend this computer science class to another student. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q31-a-2017b: - Agree: Agree - Disagree: Disagree - I would recommend this computer science class to another student.: I would recommend this computer science class to another student. - Neither: Neither - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q33: - ok: ok - post-assessment survey q34: - Easy: Easy - Hard: Hard - I did not take the CS Principles AP Exam: I did not take the CS Principles AP Exam - If you DID take the CS Principles AP exam, please rate how easy or hard you thought the exam was: If you DID take the CS Principles AP exam, please rate how easy or hard you thought the exam was - Sort of Easy: Sort of Easy - Sort of hard: Sort of hard - Very easy: Very easy - Very hard: Very hard - post-assessment survey q35: - "...I didn't get any questions right": "...I didn't get any questions right" - "...I got a lot of questions right, but some wrong": "...I got a lot of questions right, but some wrong" - "...I got about half right and half wrong": "...I got about half right and half wrong" - "...I got most of the questions right": "...I got most of the questions right" - "...I only got a few right": "...I only got a few right" - I did not take the CS Principles AP Exam: I did not take the CS Principles AP Exam - If you DID take the CS Principles AP exam, how do you think you did? I feel like...: If you DID take the CS Principles AP exam, how do you think you did? I feel like... - post-assessment survey q36: - A friend recommended I not take the exam: A friend recommended I not take the exam - Another person at my school recommended I not take the exam: Another person at my school recommended I not take the exam - Cost of exam: Cost of exam - I didn't know it was an option: I didn't know it was an option - I didn't think I'd do well: I didn't think I'd do well - If you DID NOT take the CS Principles AP exam, why not?: If you DID NOT take the CS Principles AP exam, why not? - Not applicable. I DID take the exam: Not applicable. I DID take the exam - Wasn't offered at my school: Wasn't offered at my school - post-assessment survey q4: - Agree: Agree - Disagree: Disagree - I can figure out how to solve the most difficult problems in school if I try.: I can figure out how to solve the most difficult problems in school if I try. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q5: - Agree: Agree - Disagree: Disagree - I like my schoolwork.: I like my schoolwork. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q6: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q7: - Agree: Agree - Disagree: Disagree - I enjoy my time at school.: I enjoy my time at school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q8: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my school work.: It is important for me to be good at my school work. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - post-assessment survey q9: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q1: - Agree: Agree - Disagree: Disagree - I have the ability to do my schoolwork: I have the ability to do my schoolwork - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q10: - Agree: Agree - Disagree: Disagree - I think I will be better at computer science than most of the other kids at my school.: I think I will be better at computer science than most of the other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q11: - Agree: Agree - Disagree: Disagree - I think I will be very good at computer science.: I think I will be very good at computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q12: - Agree: Agree - Disagree: Disagree - I think I will be able to figure out how to solve the most difficult problems in my computer science class if I try.: I think I will be able to figure out how to solve the most difficult problems in my computer science class if I try. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q13: - Agree: Agree - Disagree: Disagree - I like computer science.: I like computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q14: - Agree: Agree - Disagree: Disagree - I think computer science is interesting.: I think computer science is interesting. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q15: - Agree: Agree - Disagree: Disagree - I like (or think I will like) doing computer science activities.: I like (or think I will like) doing computer science activities. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q16: - Agree: Agree - Disagree: Disagree - It is important to me to be good at computer science.: It is important to me to be good at computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q17: - Agree: Agree - Disagree: Disagree - Kids like me do computer science.: Kids like me do computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q18: - Agree: Agree - Disagree: Disagree - I like (or think I will like) computer science more than other kids at my school.: I like (or think I will like) computer science more than other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q19: - Agree: Agree - Disagree: Disagree - I think I could become a computer scientist one day.: I think I could become a computer scientist one day. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q2: - Agree: Agree - Disagree: Disagree - I am better at schoolwork than most of the other kids at my school.: I am better at schoolwork than most of the other kids at my school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q20: - Agree: Agree - Disagree: Disagree - I do computer science in my free time.: I do computer science in my free time. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q21: - Agree: Agree - Disagree: Disagree - I use computer science skills in my daily life.: I use computer science skills in my daily life. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q22: - Agree: Agree - 'Computer science applies to most aspects of real life. ': 'Computer science applies to most aspects of real life. ' - Disagree: Disagree - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q23: - Agree: Agree - Disagree: Disagree - Learning computer science helps me in my other school subjects.: Learning computer science helps me in my other school subjects. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q24: - Before your current computer science class, had you taken any other computer science classes at school?: Before your current computer science class, had you taken any other computer science classes at school? - 'No': 'No' - 'Yes': 'Yes' - pre-assessment survey q26: - ? Have you ever participated in computer science activities or programs somewhere outside of school hours (such as at an after school program, online, or at a camp or summer program)? - : Have you ever participated in computer science activities or programs somewhere outside of school hours (such as at an after school program, online, or at a camp or summer program)? - 'No': 'No' - 'Yes': 'Yes' - pre-assessment survey q27: - After school program at my school: After school program at my school - After school program somewhere else (e.g., Boys and Girls Club, etc.): After school program somewhere else (e.g., Boys and Girls Club, etc.) - ? If yes, where did you previously take a computer science class or program outside of school hours? If you have participated in more than one program, please select the program where you have spent most of your time. - : If yes, where did you previously take a computer science class or program outside of school hours? If you have participated in more than one program, please select the program where you have spent most of your time. - N/A: N/A - Online program: Online program - Other: Other - Summer program/camp: Summer program/camp - pre-assessment survey q28: - '10': '10' - '11': '11' - '12': '12' - '8': '8' - '9': '9' - Other: Other - What grade are you in?: What grade are you in? - pre-assessment survey q29: - Female: Female - 'I identify my gender as:': 'I identify my gender as:' - Male: Male - Other: Other - Prefer not to answer: Prefer not to answer - pre-assessment survey q3: - Agree: Agree - Disagree: Disagree - I am very good at school.: I am very good at school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q30: - American Indian or Alaska Native: American Indian or Alaska Native - Asian: Asian - Black or African American: Black or African American - Hispanic or Latino/Latina: Hispanic or Latino/Latina - Native Hawaiian or Other Pacific Islander: Native Hawaiian or Other Pacific Islander - Other: Other - Prefer not to answer: Prefer not to answer - Two or more races: Two or more races - Which of the following best represents your racial and/or ethnic identity?: Which of the following best represents your racial and/or ethnic identity? - White: White - pre-assessment survey q4: - Agree: Agree - Disagree: Disagree - I can figure out how to solve the most difficult problems in school if I try.: I can figure out how to solve the most difficult problems in school if I try. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q5: - Agree: Agree - Disagree: Disagree - I like my schoolwork.: I like my schoolwork. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q6: - Agree: Agree - Disagree: Disagree - I think my schoolwork is interesting.: I think my schoolwork is interesting. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q7: - Agree: Agree - Disagree: Disagree - I enjoy my time at school.: I enjoy my time at school. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q8: - Agree: Agree - Disagree: Disagree - It is important for me to be good at my school work.: It is important for me to be good at my school work. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - pre-assessment survey q9: - Agree: Agree - Disagree: Disagree - I have the ability to learn computer science.: I have the ability to learn computer science. - Slightly agree: Slightly agree - Slightly disagree: Slightly disagree - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - sarah_test_maggie: - : - Question: Question - right answer: right answer - test: test - sciPD PreQ 1: - Before now, have you ever participated in an online PD program?: Before now, have you ever participated in an online PD program? - 'No': 'No' - Pre-Survey Question 1: Pre-Survey Question 1 - 'Yes': 'Yes' - sciPD PreQ 2: - Before now, have you ever taken an Online Course (through a platform like Coursera, edX, Udacity, Khan Academy, etc)?: Before now, have you ever taken an Online Course (through a platform like Coursera, edX, Udacity, Khan Academy, etc)? - 'No': 'No' - Pre-Survey Question 2: Pre-Survey Question 2 - 'Yes': 'Yes' - sciPD agent based 1: - Multiple Choice - Interactions In Agent-based Models: Multiple Choice - Interactions In Agent-based Models - What types of interactions can occur in agent-based models?: What types of interactions can occur in agent-based models? - agents interact with both their environment and other agents: agents interact with both their environment and other agents - agents interact with other agents: agents interact with other agents - agents interact with their environment: agents interact with their environment - sciPD agent based 2: - Multiple Choice - Agent-based Models: Multiple Choice - Agent-based Models - What type of systems are agent-based models suitable for modeling?: What type of systems are agent-based models suitable for modeling? - all of the above: all of the above - complex adaptive systems: complex adaptive systems - simple mechanical systems: simple mechanical systems - systems of mathematical equations: systems of mathematical equations - sciPD attendance commitment: - I have read and agree to the Attendance Policy: I have read and agree to the Attendance Policy - Please confirm that you have read the Attendance Policy and will work to follow it.: Please confirm that you have read the Attendance Policy and will work to follow it. - sciPD class models 1: - Using Models in the Classroom: Using Models in the Classroom - Which of the following is not a tenet of Papert's theory of Constructionism?: Which of the following is not a tenet of Papert's theory of Constructionism? - building relationships between old and new knowledge: building relationships between old and new knowledge - constructing social relationships: constructing social relationships - creating artifacts of social relevance: creating artifacts of social relevance - interacting with others: interacting with others - sciPD class models 2: - Constructionism: Constructionism - Constructionism focuses on how learning is constructed during the...: Constructionism focuses on how learning is constructed during the... - all of the above: all of the above - creation of learning artifacts: creation of learning artifacts - design of learning artifacts: design of learning artifacts - discussion of learning artifacts: discussion of learning artifacts - sciPD complex adaptive 1: - Intro to Complex Adaptive Systems: Intro to Complex Adaptive Systems - Which of the following IS a characteristic of a complex adaptive system?: Which of the following IS a characteristic of a complex adaptive system? - generates emergent patterns: generates emergent patterns - has a leader: has a leader - has centralized control: has centralized control - is predictable: is predictable - sciPD complex adaptive 2: - Examples of Complex Adaptive Systems: Examples of Complex Adaptive Systems - Which of the following is NOT an example of a complex adaptive system?: Which of the following is NOT an example of a complex adaptive system? - a bee hive: a bee hive - a traffic jam: a traffic jam - a wall clock: a wall clock - the internet: the internet - sciPD computer models 1: - It can be easily automated: It can be easily automated - It has fixed percentages of different elements: It has fixed percentages of different elements - It includes some randomness: It includes some randomness - It is predictable: It is predictable - Multiple Choice - Stochastic Models: Multiple Choice - Stochastic Models - What does it mean for a model to be stochastic?: What does it mean for a model to be stochastic? - sciPD computer models 2: - Multiple Choice - Common Features Of Lab And Computational Science Experiments: Multiple Choice - Common Features Of Lab And Computational Science Experiments - Which of the following are common to both lab experiments and computational science experiments?: Which of the following are common to both lab experiments and computational science experiments? - automation of experiments is easy: automation of experiments is easy - changing physical properties like the gravitational constant: changing physical properties like the gravitational constant - sweeping a set of variables: sweeping a set of variables - the need for controlled experiments: the need for controlled experiments - sciPD culture 1: - Multiple Choice - Getting Unstuck: Multiple Choice - Getting Unstuck - Which of the following was NOT suggested as a way to get unstuck?: Which of the following was NOT suggested as a way to get unstuck? - looking at other similar pieces of code: looking at other similar pieces of code - meditating: meditating - reading through your code line by line: reading through your code line by line - taking a break: taking a break - sciPD culture 2: - Multiple Choice - Role Of Teacher: Multiple Choice - Role Of Teacher - What role for a teacher incorporating models and simulations into the classroom was proposed?: What role for a teacher incorporating models and simulations into the classroom was proposed? - classroom manager: classroom manager - engaging lecturer: engaging lecturer - expert in a computer language: expert in a computer language - learning coach or guide: learning coach or guide - sciPD framework 1: - 'Computational Thinking was referred to in the video as:': 'Computational Thinking was referred to in the video as:' - Multiple Choice - Computational Thinking 1: Multiple Choice - Computational Thinking 1 - a human thought process: a human thought process - a process that computers use to think: a process that computers use to think - a subfield of computer science: a subfield of computer science - a way of communicating with a computer: a way of communicating with a computer - sciPD framework 2: - Comparing outcomes with what is known about the real world falls under which pillar of computational thinking?: Comparing outcomes with what is known about the real world falls under which pillar of computational thinking? - Multiple Choice - Computational Thinking 2: Multiple Choice - Computational Thinking 2 - abstraction: abstraction - algorithms: algorithms - analysis: analysis - automation: automation - sciPD intro to CS 1: - 'Computer modeling is used to study problems that are:': 'Computer modeling is used to study problems that are:' - Intro to Computational Science: Intro to Computational Science - all of the above: all of the above - too dangerous to study in the real world: too dangerous to study in the real world - too expensive to study in the real world: too expensive to study in the real world - too time consuming to study in the real world: too time consuming to study in the real world - sciPD intro to CS 2: - Intro to Computational Science: Intro to Computational Science - What is computational science good for?: What is computational science good for? - 'it complements lab and theoretical science ': 'it complements lab and theoretical science ' - it replaces traditional science labs: it replaces traditional science labs - it slows the process of discovery: it slows the process of discovery - nothing at all: nothing at all - test anonymous student survey educational: - Do you think computer science is educational?: Do you think computer science is educational? - Maybe: Maybe - 'No': 'No' - 'Yes': 'Yes' - test anonymous student survey fun: - Agree: Agree - Computer science is fun.: Computer science is fun. - Disagree: Disagree - Neutral: Neutral - Strongly agree: Strongly agree - Strongly disagree: Strongly disagree - test me: - Question: Question - description here: description here - right answer: right answer - title: title - wrong answer: wrong answer - test multi text: - Fred Flintstone: Fred Flintstone - George Jetson: George Jetson - George Washington: George Washington - Martha Washington: Martha Washington - Presidents: Presidents - This multiple choice is all about the presidents of the United States.: This multiple choice is all about the presidents of the United States. - Who was the first president of the USA?: Who was the first president of the USA? - unique level name here: - Question: Question - description here: description here - right answer: right answer - title: title - wrong answer: wrong answer - valid contracts multi: - Pick the best answer to the question.: Pick the best answer to the question. - Valid Contracts: Valid Contracts - Which of these is a valid contract for the function circle?: Which of these is a valid contract for the function circle? - 'circle: 5 solid blue -> circle ': 'circle: 5 solid blue -> circle ' - 'circle: number string string -> image': 'circle: number string string -> image' - 'circle: number string string -> shape': 'circle: number string string -> shape' - 'circle: size style color -> image': 'circle: size style color -> image' - text_match: - Blocks to Bools 1: - "((4+5) > 9)": "((4+5) > 9)" - "(4+5) > 9": "(4+5) > 9" - "/script_assets/msm/unit6/blockstomath1.png, 300": "/script_assets/msm/unit6/blockstomath1.png, 300" - 4+5 > 9: 4+5 > 9 - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Bools 2: - "(10 > 11) OR (7 <= 9)": "(10 > 11) OR (7 <= 9)" - "(10 > 11) or (7 <= 9)": "(10 > 11) or (7 <= 9)" - "(10 > 11) || (7 <= 9)": "(10 > 11) || (7 <= 9)" - "/script_assets/msm/unit6/blockstomath2.png, 500": "/script_assets/msm/unit6/blockstomath2.png, 500" - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Bools 3: - "((5 < 10 < 15))": "((5 < 10 < 15))" - "((5 < 10) & (10 < 15))": "((5 < 10) & (10 < 15))" - "((5 < 10) && (10 < 15))": "((5 < 10) && (10 < 15))" - "((5 < 10) AND (10 < 15))": "((5 < 10) AND (10 < 15))" - "((5 < 10) And (10 < 15))": "((5 < 10) And (10 < 15))" - "((5 < 10) and (10 < 15))": "((5 < 10) and (10 < 15))" - "(5 < 10 < 15)": "(5 < 10 < 15)" - "(5 < 10) & (10 < 15)": "(5 < 10) & (10 < 15)" - "(5 < 10) && (10 < 15)": "(5 < 10) && (10 < 15)" - "(5 < 10) AND (10 < 15)": "(5 < 10) AND (10 < 15)" - "(5 < 10) And (10 < 15)": "(5 < 10) And (10 < 15)" - "(5 < 10) and (10 < 15)": "(5 < 10) and (10 < 15)" - "/script_assets/msm/unit6/blockstomath3.png, 500": "/script_assets/msm/unit6/blockstomath3.png, 500" - 5 < 10 < 15: 5 < 10 < 15 - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Bools 4: - "(((1 < X) & (X < 5)) || ((8 < X) & (X < 10)))": "(((1 < X) & (X < 5)) || ((8 < X) & (X < 10)))" - "(((1 < X) && (X < 5)) || ((8 < X) && (X < 10)))": "(((1 < X) && (X < 5)) || ((8 < X) && (X < 10)))" - "(((1 < X) AND (X < 5)) OR ((8 < X) AND (X < 10)))": "(((1 < X) AND (X < 5)) OR ((8 < X) AND (X < 10)))" - "(((1 < X) And (X < 5)) Or ((8 < X) And (X < 10)))": "(((1 < X) And (X < 5)) Or ((8 < X) And (X < 10)))" - "(((1 < X) and (X < 5)) or ((8 < X) and (X < 10)))": "(((1 < X) and (X < 5)) or ((8 < X) and (X < 10)))" - "(((1 < x) & (x < 5)) || ((8 < x) & (x < 10)))": "(((1 < x) & (x < 5)) || ((8 < x) & (x < 10)))" - "(((1 < x) && (x < 5)) || ((8 < x) && (x < 10)))": "(((1 < x) && (x < 5)) || ((8 < x) && (x < 10)))" - "(((1 < x) AND (x < 5)) OR ((8 < x) AND (x < 10)))": "(((1 < x) AND (x < 5)) OR ((8 < x) AND (x < 10)))" - "(((1 < x) And (x < 5)) Or ((8 < x) And (x < 10)))": "(((1 < x) And (x < 5)) Or ((8 < x) And (x < 10)))" - "(((1 < x) and (x < 5)) or ((8 < x) and (x < 10)))": "(((1 < x) and (x < 5)) or ((8 < x) and (x < 10)))" - "((1 < X) & (X < 5) || (8 < X) & (X < 10))": "((1 < X) & (X < 5) || (8 < X) & (X < 10))" - "((1 < X) & (X < 5)) || ((8 < X) & (X < 10))": "((1 < X) & (X < 5)) || ((8 < X) & (X < 10))" - "((1 < X) && (X < 5) || (8 < X) && (X < 10))": "((1 < X) && (X < 5) || (8 < X) && (X < 10))" - "((1 < X) && (X < 5)) || ((8 < X) && (X < 10))": "((1 < X) && (X < 5)) || ((8 < X) && (X < 10))" - "((1 < X) AND (X < 5) OR (8 < X) AND (X < 10))": "((1 < X) AND (X < 5) OR (8 < X) AND (X < 10))" - "((1 < X) AND (X < 5)) OR ((8 < X) AND (X < 10))": "((1 < X) AND (X < 5)) OR ((8 < X) AND (X < 10))" - "((1 < X) And (X < 5) Or (8 < X) And (X < 10))": "((1 < X) And (X < 5) Or (8 < X) And (X < 10))" - "((1 < X) And (X < 5)) Or ((8 < X) And (X < 10))": "((1 < X) And (X < 5)) Or ((8 < X) And (X < 10))" - "((1 < X) and (X < 5) or (8 < X) and (X < 10))": "((1 < X) and (X < 5) or (8 < X) and (X < 10))" - "((1 < X) and (X < 5)) or ((8 < X) and (X < 10))": "((1 < X) and (X < 5)) or ((8 < X) and (X < 10))" - "((1 < x) & (x < 5) || (8 < x) & (x < 10))": "((1 < x) & (x < 5) || (8 < x) & (x < 10))" - "((1 < x) & (x < 5)) || ((8 < x) & (x < 10))": "((1 < x) & (x < 5)) || ((8 < x) & (x < 10))" - "((1 < x) && (x < 5) || (8 < x) && (x < 10))": "((1 < x) && (x < 5) || (8 < x) && (x < 10))" - "((1 < x) && (x < 5)) || ((8 < x) && (x < 10))": "((1 < x) && (x < 5)) || ((8 < x) && (x < 10))" - "((1 < x) AND (x < 5) OR (8 < x) AND (x < 10))": "((1 < x) AND (x < 5) OR (8 < x) AND (x < 10))" - "((1 < x) AND (x < 5)) OR ((8 < x) AND (x < 10))": "((1 < x) AND (x < 5)) OR ((8 < x) AND (x < 10))" - "((1 < x) And (x < 5) Or (8 < x) And (x < 10))": "((1 < x) And (x < 5) Or (8 < x) And (x < 10))" - "((1 < x) And (x < 5)) Or ((8 < x) And (x < 10))": "((1 < x) And (x < 5)) Or ((8 < x) And (x < 10))" - "((1 < x) and (x < 5) or (8 < x) and (x < 10))": "((1 < x) and (x < 5) or (8 < x) and (x < 10))" - "((1 < x) and (x < 5)) or ((8 < x) and (x < 10))": "((1 < x) and (x < 5)) or ((8 < x) and (x < 10))" - "(1 < X < 5) OR (8 < X < 10)": "(1 < X < 5) OR (8 < X < 10)" - "(1 < X < 5) Or (8 < X < 10)": "(1 < X < 5) Or (8 < X < 10)" - "(1 < X < 5) or (8 < X < 10)": "(1 < X < 5) or (8 < X < 10)" - "(1 < X < 5) || (8 < X < 10)": "(1 < X < 5) || (8 < X < 10)" - "(1 < X) & (X < 5) || (8 < X) & (X < 10)": "(1 < X) & (X < 5) || (8 < X) & (X < 10)" - "(1 < X) && (X < 5) || (8 < X) && (X < 10)": "(1 < X) && (X < 5) || (8 < X) && (X < 10)" - "(1 < X) AND (X < 5) OR (8 < X) AND (X < 10)": "(1 < X) AND (X < 5) OR (8 < X) AND (X < 10)" - "(1 < X) And (X < 5) Or (8 < X) And (X < 10)": "(1 < X) And (X < 5) Or (8 < X) And (X < 10)" - "(1 < X) and (X < 5) or (8 < X) and (X < 10)": "(1 < X) and (X < 5) or (8 < X) and (X < 10)" - "(1 < x < 5) OR (8 < x < 10)": "(1 < x < 5) OR (8 < x < 10)" - "(1 < x < 5) Or (8 < x < 10)": "(1 < x < 5) Or (8 < x < 10)" - "(1 < x < 5) or (8 < x < 10)": "(1 < x < 5) or (8 < x < 10)" - "(1 < x < 5) || (8 < x < 10)": "(1 < x < 5) || (8 < x < 10)" - "(1 < x) & (x < 5) || (8 < x) & (x < 10)": "(1 < x) & (x < 5) || (8 < x) & (x < 10)" - "(1 < x) && (x < 5) || (8 < x) && (x < 10)": "(1 < x) && (x < 5) || (8 < x) && (x < 10)" - "(1 < x) AND (x < 5) OR (8 < x) AND (x < 10)": "(1 < x) AND (x < 5) OR (8 < x) AND (x < 10)" - "(1 < x) And (x < 5) Or (8 < x) And (x < 10)": "(1 < x) And (x < 5) Or (8 < x) And (x < 10)" - "(1 < x) and (x < 5) or (8 < x) and (x < 10)": "(1 < x) and (x < 5) or (8 < x) and (x < 10)" - "/script_assets/msm/unit6/blockstomath4.png, 500": "/script_assets/msm/unit6/blockstomath4.png, 500" - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 1: - "(4+5)": "(4+5)" - 4 + 5: 4 + 5 - Blocks to Math 1.blocks.start_blocks, 200: Blocks to Math 1.blocks.start_blocks, 200 - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 2: - "(7 * 6)": "(7 * 6)" - 7 * 6: 7 * 6 - Blocks to Math 2.blocks.start_blocks, 200: Blocks to Math 2.blocks.start_blocks, 200 - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 3: - "((2 * 3) - (1 + 0))": "((2 * 3) - (1 + 0))" - "(2 * 3) - (1 + 0)": "(2 * 3) - (1 + 0)" - "(2 * 3) - 1 + 0": "(2 * 3) - 1 + 0" - 2 * 3 - (1 + 0): 2 * 3 - (1 + 0) - 2 * 3 - 1 + 0: 2 * 3 - 1 + 0 - Blocks to Math 3.blocks.start_blocks: Blocks to Math 3.blocks.start_blocks - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 4: - "((5 + 8) - 12)": "((5 + 8) - 12)" - "(5 + 8) - 12": "(5 + 8) - 12" - 5 + 8 - 12: 5 + 8 - 12 - Blocks to Math 4.blocks.start_blocks: Blocks to Math 4.blocks.start_blocks - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 5: - "((-2) * (-6))": "((-2) * (-6))" - "(-2) * (-6)": "(-2) * (-6)" - "-2 * -6": "-2 * -6" - Blocks to Math 5.blocks.start_blocks: Blocks to Math 5.blocks.start_blocks - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 6: - "((4 - 1) * (-2)) + 12": "((4 - 1) * (-2)) + 12" - "((4 - 1) * (-2)) + 12)": "((4 - 1) * (-2)) + 12)" - "((4 - 1) * -2) + 12": "((4 - 1) * -2) + 12" - "(4 - 1) * (-2) + 12": "(4 - 1) * (-2) + 12" - "(4 - 1) * -2 + 12": "(4 - 1) * -2 + 12" - Blocks to Math 6.blocks.start_blocks: Blocks to Math 6.blocks.start_blocks - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - Blocks to Math 7: - "(10 / (2 * (3 + 1))": "(10 / (2 * (3 + 1))" - 10 / (2 * (3 + 1)): 10 / (2 * (3 + 1)) - Blocks to Math 7.blocks.start_blocks: Blocks to Math 7.blocks.start_blocks - Convert Blocks to Math: Convert Blocks to Math - Type out the arithmetic expression that matches this code: Type out the arithmetic expression that matches this code - Type the arithmetic expression here: Type the arithmetic expression here - CSD U3 Counters explaining counters contained: {} - 'CSP U4L04 Assessment 2 ': - Enter answer here: Enter answer here - Enter prompt here: Enter prompt here - Enter title here: Enter title here - ECSPD1 background reflection: {} - ECSPD1 computational thinker: {} - ECSPD1 video reflection: {} - PS U3 Q1-7: - Enter answer here: Enter answer here - Enter prompt here: Enter prompt here - U1L13 - Assess Text Compression reverse process: - Act as the computer!: Act as the computer! - the_big_bug_bit_the_bull_but_the_bull_bit_the_big_bug_back: the_big_bug_bit_the_bull_but_the_bull_bit_the_big_bug_back - U1L13 - Assess Text Compression reverse process_2018: - Act as the computer!: Act as the computer! - the_big_bug_bit_the_bull_but_the_bull_bit_the_big_bug_back: the_big_bug_bit_the_bull_but_the_bull_bit_the_big_bug_back - U2L07 Assessment4: - '43': '43' - Question 4: Question 4 - text match test: - "(9-3)+(4*7)": "(9-3)+(4*7)" - "(9-3)+4*7": "(9-3)+4*7" - "/script_assets/msm/Unit 1/Exercise_5_question_2.png": "/script_assets/msm/Unit 1/Exercise_5_question_2.png" - 9-3+4*7: 9-3+4*7 - Mathematical Expression Assessment: Mathematical Expression Assessment - Type out the arithmetic expression that this circle of evaluation evaluates to: Type out the arithmetic expression that this circle of evaluation evaluates to - Type the arithmetic expression here: Type the arithmetic expression here diff --git a/dashboard/lib/tasks/seed.rake b/dashboard/lib/tasks/seed.rake index a817594ae0d60..a41c80ac73f45 100644 --- a/dashboard/lib/tasks/seed.rake +++ b/dashboard/lib/tasks/seed.rake @@ -148,22 +148,17 @@ namespace :seed do # explicit execution of "seed:dsls" task dsls: :environment do DSLDefined.transaction do - i18n_strings = {} # Parse each .[dsl] file and setup its model. DSLS_GLOB.each do |filename| dsl_class = DSL_TYPES.detect {|type| filename.include?(".#{type.underscore}")}.try(:constantize) begin - data, i18n = dsl_class.parse_file(filename) + data, _i18n = dsl_class.parse_file(filename) dsl_class.setup data - i18n_strings.deep_merge! i18n rescue Exception puts "Error parsing #{filename}" raise end end - # Rewrite autogenerated 'dsls.en.yml' i18n file with new master-copy English strings - i18n_warning = "# Autogenerated English-language level-definition locale file. Do not edit by hand or commit to version control.\n" - File.write('config/locales/dsls.en.yml', i18n_warning + i18n_strings.deep_sort.to_yaml(line_width: -1)) end end