Selected Resources
[Q2.3.1]: Could you further simplify the code in this method?
[A2.3.1]: You could take the code tiles out of the Do In Order tile and then delete the Do In Order tile.
[Q2.2.1] Can you think of anything that will make this code simpler, yet still do the same actions?
[A2.2.1]: Divide the code into 'pieces' or methods that can be called easily. Students don't necessarily need to come up...
No supporting teacher material for this part yet.
11. Animation Details: Sub-Parts (part 1)
[Q 1.11.1] For this question, we don't expect you to know the answer for SURE. But, based on your experiences to now, if you had to GUESS, how do you predict the turn method will behave?...
[Q 1.1.1]: How is the first video different from the second video -- you will probably want to run the two videos again?
[A 1.1.1]:
The first video is "Do in order"
The second video is "Do together"
...
Instructor Resources
If you want to see what the completed code for the module should look like, download the file named "Module 1 Completed" from the bottom of the page.
After your students finish the exploration assignment "...
10. Reflecting...
[Q1.10.1]: Watch this movie [in class you would be shown an Alice movie clip] and write down the plan that someone might have used to create it.
[A1.10.1]: The plan:
The snowman moves up....
9. Together & in order
[Q1.9.1]: Does it matter where the Do in order tile is dropped when placing it into the Do together tile (that is, before the say tile or after the say tile)? Why?
Does it matter what order we...
7. Prediction
[Q1.7.1] What do you THINK would happen?
[A1.7.1]: Example Answer: First he would spin around, then he'd scream/say Aiii, then he'd jump/move backward.
[Q1.7.2]: Do you think that the...
8. Do it Together
[Q1.8.1]: Do you think this will work as we hope, with the guy spinning around then moving back at the same time as he says "Aiii!"?
[A1.8.1]: No
[Q1.8.2]: Why did the guy not move...
