AP CSP CodeX - Unit 4 Remix & Assessment

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Unit 4 Remix & Assessment

Unit 4 Remix & Assessment

Students combine the concepts and code from Missions 10-14 to plan, build, and improve an original CodeX program, then show what they know on the Kahoot! reviews and unit tests.

⏰ 2-3 class periods 🎯 Grades 9-12 💻 CodeSpace 🎮 CodeX 🐍 Python
View Lesson Outline
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Overview

This page closes out Unit 4 with two paired components: the Unit 4 Remix Project and the Unit 4 Assessment. The remix gives students a chance to practice and apply what they learned in a program that interests them. Students review their Reaction_Time, Spirit_Level, NightLight, Race_Control, and LineArt programs, plan an original program, code it in the CodeSpace sandbox, and get feedback from classmates. Kahoot! reviews and unit tests cover the vocabulary and coding concepts.

🎯 Remix Project Goal: Students will create an original program for CodeX that uses the concepts from Missions 10-14.

✅ Assessment Goal: Students will show what they know about the vocabulary, coding, and concepts from Unit 3 and Unit 4 through the Kahoot! reviews and the unit tests.

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Learning Targets

  • I can summarize the programs from Mission 10-14.
  • I can plan a program.
  • I can create an original program using concepts and code from programs in Mission 10-14.
  • I can get feedback on my project.
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Assessment Opportunities

  • Unit 4 Remix Planning Guide
  • Unit 4 Remix Project
  • Unit 3 Vocabulary Kahoot! Review
  • Unit 3 Coding & Concepts Kahoot! Review
  • Unit 3 Vocabulary Test
  • Unit 3 Coding & Concepts Test
  • Unit 4 Vocabulary Kahoot! Review
  • Unit 4 Coding & Concepts Kahoot! Review
  • Unit 4 Vocabulary Test
  • Unit 4 Coding & Concepts Test
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Success Criteria

Include as many of these requirements as you can.

  • Descriptive variable and function names
  • Use a list
  • Use buttons for input
  • Use a random function
  • Use a conditional if statement
  • Use a loop
  • Use the CodeX internal clock or a sensor
  • Add non-blocking music or sound effects
  • Add readability to your program by adding blank lines and comments
  • Use strategies to debug the code
  • Program should work correctly and without any errors
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Remix Resources

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Assessment Resources

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Remix Project Ideas

The slides give suggestions for each mission, rated Mild, Medium, Spicy, or Challenge. They are meant to prompt students with their own ideas and are not required. Let students pick their own projects, and use these for students who are drawing a complete blank.

Mission 10 ideas

  • Mild: Create a function that will give an introduction and wait to start the game (use the wait() function).
  • Medium: Create a list of colors and select a random color for the display screen. Use the screen as the indicator instead of pixels.
  • Spicy: Make the reaction tester into a game. Use the average time of your reactions as the deciding value. If your time is better than average, add a point. As an option, also subtract a point for slower times.
  • Spicy: Use two images: one to indicate BTN_A and a different one to indicate BTN_B. Select a random image and see if the player presses the correct button. If so, add a point to the score.
  • Challenge: Add functionality to the first Spicy idea. Choose a way to win or lose the game. For example, run the test 20 times. If the player scores at least 15 points, they win. Another example: the player wins if they get five points, or loses if they get -5 points.
  • Challenge: Use BTN_L, BTN_R and BTN_U to determine which indicator to use. For example, BTN_L for pixels, BTN_R for images and BTN_U for sounds. BTN_D can be a random selection.

Mission 11 ideas

  • Mild: Change the horizontal bubble to a vertical bubble (use y instead of x).
  • Medium: Change the circle to a filled-in circle when CodeX is level. Include an intro and ending.
  • Medium: Change the spirit level to check both horizontal and vertical positions (use x and y).
  • Spicy: Make the spirit level into a game. Award a point for going close to the edge but not touching. Get four points to win the game. Touch an edge and the game ends.
  • Spicy: Change the spirit level to a spirograph. Instead of erasing the circle, let it continue to draw on the screen. Choose a random color after every 20 circles.

Mission 12 ideas

  • Mild: Add another level variable of light intensity to the program, for bright light or very dark light. This will give CodeX three options for the light sensor reading.
  • Medium: Change CodeX to an alarm. When room light is detected instead of dark, sound the alarm! Otherwise, display a peaceful image.
  • Spicy: Add more level variables for CodeX, with each variation of light intensity displaying a different picture and pixel color. Try five levels.
  • Spicy: Use CodeX's internal clock as a timer. Use the timer to turn on the light, and turn it off.

Mission 13 ideas

  • Mild: Add non-blocking music and sounds to a program from an earlier mission.
  • Medium: Create your own musical instruments. Use a GUI to represent different instruments or controls. Use the buttons to play music or sound effects.
  • Medium: Using a program from an earlier mission, add a toggle for a two-player experience. For example, two different people could have their own billboard. Or make the reaction tester into a 2-player game.
  • Spicy: Using a program from an earlier mission, create a graphical user interface for the program.

Mission 14 ideas

  • Mild: Use the CodeX graph paper to design an original small picture using circles, rectangles and lines. Use the "CodeX and Drawing Images" slides for additional help.
  • Medium: Create your own ASCII art (bitmap image). Use the "CodeX and ASCII Art" slides or the "CodeX and ASCII Art" PDF instructions for help. Use buttons to display a bitmap image or web design.
  • Spicy: Create a set of predefined envelopes like a wave, a bulge or a twist that a user can choose from. Show a menu of options and use button presses (or a GUI) to display the chosen envelope.

Combined ideas

  • Combine remix ideas from the different missions into your own original program.
  • Create a dice roller, with a graphical representation for the pips using circles. Add a more realistic roll by "rolling" three times, and maybe even a sound effect before the die roll appears. After a delay, clear the screen so it is ready for the next roll.
  • Create your own art (ASCII art, bitmaps, or line drawings). Use a GUI to give options of different original art. Add the ability to play music in the background.
  • Think of your own creative project. Maybe it will be a game. Maybe it will solve a problem. Maybe it will incorporate science, math or language arts. What you do is up to you!
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Standards

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The Unit 4 Remix Project covers the standards for Missions 10-14. In addition, the remix gives students an opportunity to work collaboratively in a team. These additional standards are met when students work collaboratively in teams and incorporate feedback from users.

CSTA Standards - Grades 9-10

3A-AP-19Systematically design and develop programs for broad audiences by incorporating feedback from users.
3A-AP-22Design and develop computational artifacts working in team roles using collaborative tools.
3A-AP-23Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.

CSTA Standards - Grades 11-12

3B-AP-17Plan and develop programs for broad audiences using a software life cycle process.
3B-AP-20Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (code documentation) in a group software project.

AP CSP Framework

CRD-1.AExplain how computing innovations are improved through collaboration.
CRD-1.CDemonstrate effective interpersonal skills during collaboration.
CRD-2.EDevelop a program using a development process.

AP CSP Framework - Computational Thinking Practices

1Computational Solution Design: Design and evaluate computational solutions for a purpose.
2Algorithms and Program Development: Develop and implement algorithms.
3.BUse abstraction to manage complexity in a program.
4.CIdentify and correct errors in algorithms and programs, including error discovery through testing.
6.ACollaborate in the development of solutions.
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Preparing for the Lesson
  • Use the slides to explain the project and give students step by step guidance. The slides also give some suggestions for the project.
  • Give the planning guide to students digitally so they can expand the tables if needed and have enough space for all the reflection questions.
  • You can modify the planning guide by changing or adding to the questions. You can also modify the Requirement Checklist to include specific coding concepts that you want to emphasize.
  • Select a rubric for the remix project. You can use one of the rubrics provided, use the success criteria checklist, or develop your own. You can modify the rubrics as needed.
  • Consider how you want to end the remix project. You can have students present them to the class, have a gallery walk of projects, have students create a slide show about the project, and so on.
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Teacher Notes
  • The remix project gives students an opportunity to practice and apply what they have learned in a program that interests them.
  • We highly recommend using pair programming for this project, especially if students have been working individually during the missions. Collaboration is an important skill.
  • The suggestions in the slides are meant to prompt students with their own ideas and should not be required. It is important to let students pick their own projects, but the suggestions can be used for students who are drawing a complete blank.
  • Kahoot! Reviews are available for each mission, Missions 10-14. They can be given in class any time or assigned for individual review.
  • Consider having reviews throughout the remix project as a way to start or end the class period. This can help students prepare for the unit tests and also become familiar with the format of multiple choice questions.
  • Two separate unit tests are available, Unit 3 and Unit 4. Each is divided into two exams: vocabulary and coding concepts. Use the questions in the way that fits your classroom procedures best. The tests are given as Microsoft Forms.
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Lesson Outline

The unit gives this project 2-3 class periods. Use the flow below as a starting point and adjust it to fit your class.

🗣️Warm-up / Hook

Introduce the idea of a coding remix.

  • Explain that a new program is created by adding new code and parts of code from programs students already created, or by using a similar idea in a different way.
  • Share what a remix lets students do: improve their skills and practice the concepts from the missions, be creative, remember code from earlier programs and missions, work with other students, and design an original program and write the code on their own.
📖Introduce the Remix Project

Give students the Unit 4 Remix Planning Guide and walk through Step 1 using the slides.

  • Students open their programs from Mission 10, Mission 11, and Mission 12: Reaction_Time, Spirit_Level (with functions), and NightLight (with functions).
  • Students open their programs from Mission 13 and Mission 14: Race_Control and LineArt.
  • Students review what each program does and the concepts and skills it uses, and fill out Step 1 of the planning guide.
  • Walk through the Requirement Checklist (the success criteria) so students know what the finished project should include.
💻Coding Time

Students work through Steps 2-5 of the remix, filling out the planning guide as they go.

  1. Brainstorm ideas. Students read through the remix ideas for each mission and the Unit 4 remix suggestions, then decide with their partner what project to do. They can use one of the ideas or come up with their own. Students describe the project in Step 2 of the planning guide.
  2. Make a plan. Students decide what variables and list they need, which functions they can define, what each button will do, what text they will display or print, and which images, pixels, or audio files they will use. They fill out Step 3 of the planning guide and write an algorithm on paper: what to import, which variables to define at the beginning, which functions to program first, and what happens in the main program and in the button presses.
  3. Code the project. Students go to the sandbox in CodeSpace, start a new file with a descriptive name (like Remix4), and import their modules. They define variables, write functions near the top of the code, and write function calls and other instructions in the main program. Remind students to write a little bit at a time and test frequently. They can keep other programs open as a guide.
  4. Document, get feedback, and revise. Students add blank lines and comments so their code is readable. When the program is finished, they show it to other students. The planning guide has space for two peer reviews, which can come from two peers or one peer and the student. Students use the feedback to improve their project.
Teaching tip: Pair programming works well for this project, especially if students worked individually during the missions. Remind students to stop and test often: just get one thing to work, then move on. If there is an error, fix it before continuing, and ask others for help.
🧑‍🤝‍🧑Class Debrief

Students share their projects and run projects from other students. You can have students present to the class, hold a gallery walk, or have students create a slide show about their project.

Students complete the Post-Remix Reflection in the planning guide:

  • What did you change in your project after reading the feedback?
  • How did collaboration affect the development of your program?
  • What did you learn about programming from completing this project?
✏️Assessment

Close out the unit with reviews and the unit tests.

  • Review with the Kahoot! reviews for Missions 10-14 and the Unit 3 and Unit 4 vocabulary and coding reviews. They can start or end class periods throughout the remix.
  • Give the Unit 3 and Unit 4 Vocabulary Tests and Coding & Concepts Tests. All four are provided as MS Forms.
  • Collect the remix program and score it with the rubric or the success criteria checklist you selected.
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