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Unit 2 Lab Assignment answers
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Lab 1: Games
Developers, see Unit 2 Lab 1 Pages 1-2 tips and videos on Piazza .
Lab pages have been renumbered (pg 1 split into two and page 4 dropped). Need to adjust TG. --MF, 3/21/19
Students build a number-guessing game in which the player tries to guess the computer's secret number, and the computer responds with as human-like dialog as the programmer can build. abstraction to serve the goals or writing clear, debuggable, improvable code—essential for developing complex programs.--> Students gain more experience with conditionals and predicates, preparing them to refine and deepen their understanding in lab 3.
This game comes back more than once in later units, because it's the canonical example of a binary search strategy. If you notice that some students always guess 5 first, while other kids start with 1 or 10, and if there's time at the end of the week, consider a class discussion of strategies.
Students take time to debug each portion of their project. They get suggestions for features to add but are on their own to think about how to structure these extensions and modifications so that the code works and remains clear.
- 10–20 minutes (<1 class period) on Starting a Number Guessing Game
- 15–30 minutes (<1 class period) on Checking the Player's Guess
- 15–30 minutes (<1 class period) on Debugging and Extending Your Number Guessing Game
- 15–30 minutes (<1 class period) on Keeping Score with Global Variables
- 20–40 minutes (<1 class period) on Choosing a Costume
- Create a script variable to store temporary data.
- Understand that programmers can assign values to variables, more than once to the same variable, unlike students' previous experience with variables in algebra.
- There is an introductory offline activity suggested for this page included in the Engaging Students in Building Algorithms Offline section of the introduction to this Teacher Guide.
- Use the repeat until conditional to control program flow.
- Use the ask and answer blocks to manage text input.
- Analyze and debug existing code.
- Implement additional conditions using predicates.
- The bug in the Number guessing game block is in the predicate of the repeat until , that is, in answer = secret number . If the same number is randomly chosen twice in a row, the player's last guess will be saved in answer , and therefore without asking the player to guess, the program will match the secret number and the player will be congratulated. A good strategy to avoid this is to save answer to a variable and make sure to clear that variable's value every time the game starts again or to reset it to something that is definitely not the right answer (such as a word or a negative number).
- Debugging is a skill to refine over time. To support its development, analyze and debug projects together as a class. You may also have students share bugs they have encountered either to solicit suggestions from the class or to share a successful debugging approach. Make "Cherish your bugs" a classroom slogan. If students keep journals, ask them to record every bug: the symptom, the error in the code, how they found the error, and how they fixed it.
- Create and use a global variable to keep track of a game score.
- Use conditionals to end the game when the player reaches a target score.
- Use stop blocks to manage program flow.
- Note that this page is about the Click Alonzo game from U1L1, not about the number guessing game!
- The student page urges students to get in the habit of saving an old project under a new name before they change anything in the project.
- Manipulate list items.
- This page is only superficially about costumes. It's about assigning a list value to a variable, about selecting an item from a list, and about the syntax of dropping an expression over a menu-type input slot.
This was cut from the student pages. I agree that too-complicated stuff shouldn't be there, but I think it's ok to share with teachers. That being said, the manual has been updated, and these search terms no longer work, so I will cut this. --MF
- There are, in fact, two different ways in Snap ! to avoid using a global variable for revisiting a value with the same script; look up "block variables" and "object oriented programming with lambda" in the Snap ! Reference Manual if you or your students want to know more. (But both of those techniques are a little too complicated for this introductory course.)
Correlation with 2020 AP CS Principles Framework
Computational thinking practices: skills.
- 2.B: Implement an algorithm in a program.
- 3.A: Generalize data sources through variables.
- 4.B: Determine the result of code segments.
Learning Objectives:
- AAP-1.A: Represent a value with a variable. (3.A)
- AAP-1.B: Determine the value of a variable as a result of an assignment. (4.B)
- AAP-2.B: Represent a step-by-step algorithmic process using sequential code statements. (2.B)
- Write expressions that use list indexing and list procedures. (2.B)
- Evaluate expressions that use list indexing and list procedures. (4.B)
- Write expressions to generate possible values. (2.B)
Essential Knowledge:
- AAP-1.A.1: A variable is an abstraction inside a program that can hold a value. Each variable has associated data storage that represents one value at a time, but that value can be a list or other collection that in turn contains multiple values.
- AAP-1.B.1: The assignment operator allows a program to change the value represented by a variable.
- AAP-1.B.2: The exam reference sheet provides the " ← " operator to use for assignment. For example, a ← expression evaluates expression and then assigns a copy of the result to the variable a .
- AAP-1.B.3: The value stored in a variable will be the most recent value assigned. For example: a ← 1 b ← a a ← 2 display(b) still displays 1 .
- AAP-1.C.3: An index is a common method for referencing the elements in a list or string using natural numbers.
- AAP-1.D.8: The exam reference sheet describes a list structure whose index values are 1 through the number of elements in the list, inclusive. For all list operations, if a list index is less than 1 or greater than the length of the list, an error message is produced and the program will terminate.
- AAP-2.E.1: A Boolean value is either true or false.
- accessing an element by index: aList[i] accesses the element of aList at index i . The first element of aList is at index 1 and accessed using the notation aList[1] .
- determining the length of a list: LENGTH(aList) evaluates to the number of elements currently in aList .
- AAP-3.A.8: The exam reference sheet provides result ← procName(arg1, arg2, …) to assign to result the “value of the procedure” being returned by calling PROCEDURE procName(parameter1, parameter2, …) { <block of statements> RETURN(expression) }
- AAP-3.A.9: The exam reference sheet provides procedure INPUT() , which accepts a value from the user and returns the input value.
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