Part 1:
The purpose of my game is to achieve 30 points and win. To do this, you have to guide the frog to eat 10 bugs in each level. The first level, set at a frog pond, is the easiest. There are no obstacles and the frog should be able to easily get 10 bugs. But, after you eat 10, the scene changes to a lake and you have to try to get to a score of 20 points while additionally avoiding a hungry duck. If you succeed in obtaining 20 points, the scene will change once more and you will again have to avoid the duck, and a fast-moving hippo. If either the duck or hippo eat the frog first, you lose! But, if you achieve 30 points without being eaten, you win!
Part 2:
http://scratch.mit.edu/projects/23666034/
Part 3:
I started this project by thinking about what kind of game I wanted to create and what kind of characters I wanted to incorporate in the game. Once I figured out the basic purpose of the game, all I had to do was put all the blocks together to create it. To work through problems, I did a lot of "try it and test"...meaning I tried a block I thought would work, then hit the green flag to test it. If it worked with my game, I kept that block! I tested this game at multiple different points during the process, and then finally once more at the end. Once everything worked through the entire game, I knew I had finished.
Tuesday, June 17, 2014
Thursday, June 12, 2014
Debug #2
Debug It! 1
http://scratch.mit.edu/projects/23546031/
Debug It! 2
http://scratch.mit.edu/projects/23546180/
Debug It! 3
http://scratch.mit.edu/projects/23546418/
Debug It! 4
http://scratch.mit.edu/projects/23546513/
Debug It! 5
http://scratch.mit.edu/projects/23546726/
http://scratch.mit.edu/projects/23546031/
Debug It! 2
http://scratch.mit.edu/projects/23546180/
Debug It! 3
http://scratch.mit.edu/projects/23546418/
Debug It! 4
http://scratch.mit.edu/projects/23546513/
Debug It! 5
http://scratch.mit.edu/projects/23546726/
One debugging strategy we used that proved to be effective was to try out different blocks we thought would work and tested them to see if that provided the solution.
We would help someone else learn to debug a project by guiding them through their own remix and tell them the necessary blocks they would need to complete the project. After giving them that hint, they could put the blocks together to fix the remix.
Tuesday, June 10, 2014
Interactions (Try It)
http://scratch.mit.edu/projects/23441456/
The puzzles I worked on were 'whenever you press the B key, the sprite gets a little bigger. Whenever you press the S key, the sprite gets a little smaller,' 'whenever the sprite is in the top 25% of the screen, it says "I like it up here,"' and 'whenever two sprites collide, one of them says: "Excuse me."'
My strategy for solving the puzzles was inserting blocks that helped the sprite do exactly what would help solve them. For instance, since the sprites needed to talk in two of the puzzles, I knew I would have to use the 'say ___ for 2 secs' block at one point or another. Then I just built off of them until they were successful.
The B-key/S-key puzzle helped me think about my game project because it reminded me of a tool that you could use while your project was "playing"--the keyboard. It is helpful because even while your project is "playing", you can change it and the sprites around.
Monday, June 9, 2014
Scenes
http://scratch.mit.edu/projects/23392877/
The stage is similar to the sprites because they both have the option to change how they move in their individual scripts. Although the stage can't "glide", etc., it has block options to wait a few seconds and then switch to a new backdrop.
In a scene, you can initialize sprites by having them move "when sprite clicked" or "when green flag clicked" or "when backdrop changes to..."
Beyond animations, you could use scene changes in plays, films, and projects that require presentation. Changing the scene switches up the project, and makes it more exciting.
The stage is similar to the sprites because they both have the option to change how they move in their individual scripts. Although the stage can't "glide", etc., it has block options to wait a few seconds and then switch to a new backdrop.
In a scene, you can initialize sprites by having them move "when sprite clicked" or "when green flag clicked" or "when backdrop changes to..."
Beyond animations, you could use scene changes in plays, films, and projects that require presentation. Changing the scene switches up the project, and makes it more exciting.
Thursday, June 5, 2014
Conversations
My own: http://scratch.mit.edu/projects/23245504/
Penguin Remix: http://scratch.mit.edu/projects/23247339/
I would describe Broadcast as a more simplified way to create conversations if the conversation is a bit longer than usual. Broadcast is a great way to have Sprites immediately reply to one another using one command block.
I would use timing when it is required to create a shorter conversation, maybe with only one or two replies, or when there is only one character saying something. I would use broadcasting between two characters, or when the conversation is lengthier.
Tuesday, June 3, 2014
Character Block Activity
Character Block Activity:
http://scratch.mit.edu/projects/22978087/
If I were to explain "Make a Block" to someone else, I would show that it is a way to simplify a collection of blocks to make the entire project simpler and laid out in a neater way.
You might use "Make a Block" when there are parts of your project that are extended and you can use the "Make a Block" block to shorten them. Longer projects will be easier to handle if you use the "Make a Block" option.
http://scratch.mit.edu/projects/22978087/
If I were to explain "Make a Block" to someone else, I would show that it is a way to simplify a collection of blocks to make the entire project simpler and laid out in a neater way.
You might use "Make a Block" when there are parts of your project that are extended and you can use the "Make a Block" block to shorten them. Longer projects will be easier to handle if you use the "Make a Block" option.
Thursday, May 29, 2014
Debug-It Remixes
1.1 Remix
http://scratch.mit.edu/projects/22924037/
1.2 Remix
http://scratch.mit.edu/projects/22924246/
1.3 Remix
http://scratch.mit.edu/projects/22924380/
1.4 Remix
http://scratch.mit.edu/projects/22924471/
1.5 Remix
http://scratch.mit.edu/projects/22924747/
One debugging strategy that I used was to test out a bunch of the blocks until one of them worked to solve my issue. If I could help someone else I would suggest to take your time and go through a bunch of blocks that could be possible to work and try/rearrange them until they do.
http://scratch.mit.edu/projects/22924037/
1.2 Remix
http://scratch.mit.edu/projects/22924246/
1.3 Remix
http://scratch.mit.edu/projects/22924380/
1.4 Remix
http://scratch.mit.edu/projects/22924471/
1.5 Remix
http://scratch.mit.edu/projects/22924747/
One debugging strategy that I used was to test out a bunch of the blocks until one of them worked to solve my issue. If I could help someone else I would suggest to take your time and go through a bunch of blocks that could be possible to work and try/rearrange them until they do.
Wednesday, May 28, 2014
10 Blocks Challenge
http://scratch.mit.edu/projects/22868320/
This activity helped me learn Scratch because it helped me get comfortable with all the block options so I could learn what action each of them could carry out.
The 10 block restraint impacted my ideas because I was limited to those 10, meaning I couldn't use any more or any less. By being able to limit my work to the 10, I was able to figure out how to create a project with just that amount, even though I probably could have kept building off of it if I wanted to.
Tuesday, May 27, 2014
Scratch Beginning Questions
The most surprising thing about this activity was how easy it was to follow the directions and continue with the tutorial. If the computer said to grab a block, it was simple to do so and make the cat either turn colors, or make noise, etc.
Although it was slightly frustrating to be lead very slowly through this activity, it was helpful to learn about the website.
As a learner, I like having more structure in assignments that require a step by step process, so when using Scratch, for example. I like having more freedom when assignments are more casual, open-minded, and don't always require a right answer. I feel the most creative when I have ideas set in front of me and I am able to pursue and explore them. I also usually feel creative when I am introduced to a new website and am allowed to explore.
Wednesday, May 14, 2014
Webpage
All About Me
My Favorites
Favorite Dog
Favorite Place
Introduction:
→This is a representation of my first attempt to successfully use and create an HTML code, so I decided to make it all about me. In this webpage, I have included some facts about myself, as well as shared my most-used links and my color preferences. Some of my recently-used websites are as follows:
Favorites:
→The column to the left includes a few of my favorite things. My favorite type of dog is a husky because they are beautiful animals and extremely friendly and loyal. My favorite place would have to be the beach because that is where everything is care-free and you don't have anything to worry about besides whether the tide will reach your chair.
Athletics:
→The sport I participate in, track and field, is very rigorous. Track is a very competitive sport that is thrilling to both watch and take part in.
More Info: