Friday, June 20, 2014
Final Project: Final Reflection (Part 3)
Overall, I found the scratch final project to fun interesting and fun. I learned a lot about scratch in general from completing the project. I started my final project by using the Fish Chomp Starter Project for guidance. I realized that I really liked the idea of the fish, so I decided to keep the fish, but add on more levels, sprites, and conversations. As the levels, increased my idea was to add on more sprites as I went. At first, some of the sprites that I added, including the diver and crab, weren't moving when I wanted them too. So, I had to figure out how to tell them to move. I realized that I was missing a few blocks that are essential to getting your sprite to do what you want. I also used my past projects to help guide me into how to add conversation, sound, and backgrounds. I also found the videos to be quite helpful. I had to watch the levels videos a few times, because the first time I didn't understand it. My main goal was to produce a game that was fun and easy at the same time. I didn't want it to become too complicated, to where I would become confused. I liked the idea of always keeping the same score throughout the game, unless the big fish came in contact with the diver. Sometimes, specific blocks weren't working, but it was simply because I hadn't put a "When I receive" block or a "When the green flag is clicked". In order to test my game, every time I added something substantial, such as new movement, I started the game from the beginning, and made sure that it worked properly. Overall, I believe that this project was extremely helpful in understanding how to navigate scratch, and all it has to offer.
Tuesday, June 17, 2014
Part 1: Purpose of My Game
For my project, I decided the use the Fish Chomp Starter project. I thought that this would be the best choice because I am not that confident about making my own game. The purpose of the game is to catch as many fish as you can. Once the player reaches 20 fish, they are moved to the next level. So basically, the goal is to catch as many fish as possible. However, there is a catch. In the bottom of the screen, there is an evil crab that dances and if you hit him, you go back to the corner and your score is pushed back to zero. So, its important not to touch the crab. Once you get to the next level, there are more crabs present, which ultimately makes it harder.
Monday, June 16, 2014
Levels Reflection
What are different ways of increasing difficulty in a game?
You can increase the difficulty by adding levels to your project. You can do this by increasing the speed or points added.
What blocks are used to implement levels?
" Switch Back drop to", "If...then", "If..else"
You can increase the difficulty by adding levels to your project. You can do this by increasing the speed or points added.
What blocks are used to implement levels?
" Switch Back drop to", "If...then", "If..else"
Scoring Relflection
What is a variable?
A variable is something that can be altered or changed, like a score on a game.
How would you explain variables to young learners?
To young learners, I would describe variables as a score or speed in a game that can be changed.
A variable is something that can be altered or changed, like a score on a game.
How would you explain variables to young learners?
To young learners, I would describe variables as a score or speed in a game that can be changed.
Thursday, June 12, 2014
Try It #1
When B is pressed the sprite becomes bigger. When S is pressed the sprite becomes smaller.
Week 2: Debug it Reflection
What is one debugging strategy that you used?
During the debug it activities, I used all the techniques that I have learned in earlier units and lessons. Therefore, I was able to apply what I already knew to the problem that I was facing.
How would you help someone else learn how to debug a project?I would tell them to use all the blocks and strategies that they know. Also, I would tell them to try multiple fixes because not every block will work the first time, each activity takes patience.
Changing Background Reflection
What does the Stage have in common with sprites?
Just like the Sprites, you can change the backdrop as well. There are many different backgrounds, just like there are many different sprites to chose from.
How do you initialize sprites in a scene?
You initialize a sprite in a scene by adding "When green flag is clicked". Therefore, any other block that you add under it will be demonstrated by the sprite.
What other types of projects (beyond animations) would use scene changes?
You can use scene changes in school projects, slideshows, and games that may be on the internet, such as website.
Other students used backdrops when switching to their next joke that they had in their project. After a joke ended, a new backdrop is shown.
Wednesday, June 11, 2014
Tuesday, June 10, 2014
Broadcasting Reflection
How would you describe Broadcast to someone else?
I would describe broadcasting as a cue to tell someone or something to say something to someone else. Broadcasting is basically a dialogue between two people or more.
I would use timing in a project when I want someone to say something at a specific point in time. I would use broadcasting when I want a conversation to be like an actual conversation that you would have with someone.
My Own Broadcasting Project
Here is a link to my own broadcasting Project:
http://scratch.mit.edu/projects/23478685/
http://scratch.mit.edu/projects/23478685/
Friday, June 6, 2014
Make a Block Scratch Activity
Link to my Make a Block Project:
http://scratch.mit.edu/projects/23138593/
1.How would you explain "Make a Block" to someone else?
If I were explaining make a block to someone else, I would tell them the basic information that they would need to know to start the project. I would describe make a block as a way to tell the computer exactly what you want to it to do. For instance, if I wanted to make the sprite dance, I would have to create a block called "dance". This is because, there isn't a specific block that already tells the sprite to dance. Once the person has created the new make a block, I would tell them to add whatever motions or other blocks that they want.
2. When might you use "Make a Block"?
I might use "Make a Block" if I wanted something, such as a sprite, to do an action multiple times. This may be when I am working on a school project.
http://scratch.mit.edu/projects/23138593/
1.How would you explain "Make a Block" to someone else?
If I were explaining make a block to someone else, I would tell them the basic information that they would need to know to start the project. I would describe make a block as a way to tell the computer exactly what you want to it to do. For instance, if I wanted to make the sprite dance, I would have to create a block called "dance". This is because, there isn't a specific block that already tells the sprite to dance. Once the person has created the new make a block, I would tell them to add whatever motions or other blocks that they want.
2. When might you use "Make a Block"?
I might use "Make a Block" if I wanted something, such as a sprite, to do an action multiple times. This may be when I am working on a school project.
Tuesday, June 3, 2014
Debug it! Reflection
1. What is one debugging strategy that you used?
One debugging strategy that I used was trying each individual block first, before putting all of them together. I tried a bunch of different options before finding the one that worked.
2. How would you help someone else learn to debug a project?
I would help someone by having them try a few blocks and not just one. I would advise them to do this because some people only try one block and then give up, but it is important to try many at once.
Monday, June 2, 2014
Sunday, June 1, 2014
10 blocks Activity.
Below, I have provided the link to my 10 blocks activity.
http://scratch.mit.edu/projects/22936757/#editor
Reflection Questions
1. How does this activity help you to learn scratch?
This activity has helped me to better understand scratch by allowing me to see exactly what you have to do to get the program to work properly. Also, It helps me to learn the basics of scratch, by using basic blocks.
2. How does the 10 block restraint impact your ideas?
The 10 block restraint deeply impacts my ideas. As I am only allowed to use these specific blocks, I am not allowed a lot of room for creativity, which I would like more.
http://scratch.mit.edu/projects/22936757/#editor
Reflection Questions
1. How does this activity help you to learn scratch?
This activity has helped me to better understand scratch by allowing me to see exactly what you have to do to get the program to work properly. Also, It helps me to learn the basics of scratch, by using basic blocks.
2. How does the 10 block restraint impact your ideas?
The 10 block restraint deeply impacts my ideas. As I am only allowed to use these specific blocks, I am not allowed a lot of room for creativity, which I would like more.
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