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Play with the Snap! Before starting to program in Snap!

## Unit 5 Lab 3 pt 2

Before building your algorithm in Snap! Use your program to simulate tossing a coin 10 times and record the percentage of heads that is observed. Combine your results as a class to graphically display the distribution of this percentage with a histogram.

Are the results in accordance with what you predicted? If you were to repeat the above experiment but this time tossing the coin times doing toss trialshow would you expect your histogram of percentage of heads to change?

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Test your hypothesis using your simulation and combining the results as a class. It could change by having one side of the coin appearing more than the other side, as the number of flips made is large in comparison to previous amounts, and the number of the times each side appears might not be completely even.

When I used my simulation to flip times, tails appeared more frequently than heads, with the number of heads being 44 times and tails being 56 times.

You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Skip to content. How will the program simulate the coin toss mathematically? How will the program simulate the coin toss visually? What will the user see?

What are the variables to create in order to keep track of the important parameters in the simulation? When should these be initialized?

When should they be updated? Do this on your own but if you get stuck, you can visit this page for hints.

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Use this starter project to build a Snap! If you toss a coin 10 times and repeat this toss trial many times, how likely do you think each possible percentage of heads will be across all trials? Here are two examples of possible distributions of the percentage of heads across many toss trials.After knowing your score with the help of answer key, check the previous year cut off marks to check whether you will qualify or not.

Also, helps the candidates in getting an idea of seeking admissions in the desired colleges and courses. Once the exam is over, the officials will release the answer key. After obtaining SNAP Answer keycandidates have to compare their answers with the key provided to estimate their score in the exam. Answer Key is available in both official and unofficial way. Candidates can refer the answer key for the immediate calculation to know the estimated score in the Entrance Exam.

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While using SNAP Answer Keycandidates have to make sure that the key is according to the set of question paper that you have attempted. While using the wrong set of answer key will leads to the wrong estimation of the score.

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So, candidates have to wait till the release of results by the officials. We will update here the further details of the exam as soon as possible. Get more updates on Entrance Exams by visiting our site entranceexams. Your email address will not be published.

The result was the answer added as an item on the list. It had counted the number of inputs made in a list, then displayed a numerical value of the amount of inputs, such as 8.

This did not change the list block, but the list as displayed on the stage. A: This block will likely report the length of the list without the first input.

This block reported 6 because there were 6 inputs made in the list. This block would likely report zero because there are no inputs made in the list. It had indeed reported zero since the block measures the amount of inputs made to determine the length of the list. This block will likely pick words from the list only if a is their first letter. This block will likely pick out words that are six letters long.

In this section, I had learned how to pick out specific items from a list using other blocks, in order to make specific reports or results. I had used this information to make sentences by picking out items from different lists to make up sentences using verbs, nouns, and other items. I had fixed the expression shown by making a script to make a small, simple sentence composed of different words from different variables.

Finally, I utilized all of the completed phrase blocks in order to make a complete, complex sentence. I put the three block in join, with inputs between each one to indicate spaces. I had found this to be my best achievement as I have correctly figured out how to make clear phrases and then put them together in an order to make a correct, understandable sentence. This block would display the second input on its list, which is the list of This is because this small list fills the second input on the bigger list, and so counts as item.

It is display differently since it is a list and so it shown with all of its items as the second item rather than a single item or input of it. It only identifies inputs made in a list. I have made and altered a range of different blocks in order to make a functional application that was able to archive names with phone numbers and could identify certain contacts using parts of the contact, either the name or phone number. I have, however had to adjust different blocks as I improved the application, since the improvements have caused other functions of the program not to work.

The block also displays a message to click on it in order to clear the information in the contact list. My first improvements include a new area of information to be made and entered on the contact list and blocks to find certain information with only parts of it used. Another improvement made had regarded names. The problem with this block was that it reported the right order of the names in a list, but along with two other items, with which were the separate names of the person.

This lab had consisted of using lists to draw a picture, which in this case, was a letter.

### Lesson 1.1: Welcome to SNAP

The blocks does this same process for each item until it has completed the entire list. The shape made with the coordinates given in this lab was an A, though it had some problems. First, the pen was down when it moved from an original position to the position where it starts drawing the shape, creating an unnecessary line. Second, the script did not connect the first and last points of the shape together when it was finished.

I had also made more significant improvements to the shape-drawing program after I had solved its issues.

These adjustments were mainly for understanding how they program had worked better, and to use less complicated blocks.SNAP is a programming language, which you can use to tell a computer what to do.

A program is a particular set of instructions for the computer to follow. Programs in most languages use only letters and punctuationbut SNAP is different: it's a visual language.

Instead of writing a program only using the keyboard, you will drag pictures of blocks and click them together. SNAP is different than many other languages in another way— you run it in a web browser like Firefox or Chrome. The url that you can use to always get to SNAP! In order to save your programs, the first thing you'll need to do is make an account.

In the SNAP browser window, Find the cloud-shaped button in the top toolbar on the upper left corner of the window:. Click it, select the "sign up" option in the menu, and follow the instructions there. You will need to check your email after creating your account to get your initial password. You may have noticed that there are a few main sections of the SNAP! These regions are named as shown below. The area at the left edge of the window is the palette. As you see in the picture, it contains tabs for eight different-color block categories.

In this lab, we will focus on the Motion, Sound, Pen, and Sensing tabs. You will learn about the other tabs in the next few labs. These tabs are an important organizational structure in SNAP because they are home to the various blocks that you will use to tell the computer what to do.

The blocks are categorized under each tab based on what kind of thing each block does. Look at the Motion tab. Under this tab you will find a bunch of blocks that correspond to motion-like actions.

For example, click on the block, drag it to the scripting area, and drop it anywhere in the scripting area. The block that you just dragged and dropped into the scripting area controls something that we call a sprite, which is the arrowhead-looking thing in the middle of the stage the white part of the window.Descriptions of each lab and their activities and how they touch upon programming, big ideas of computing, social implications, computational thinking, enduring understandings, and learning objectives.

This document lists the eligibility criteria for joining a BJC PD session, what we expect from your participation, and the cost. Forum for all BJC teachers to ask each other for help, share best practices and knowledge, and to lean on each other. For access, please email us. A monthly hour-long seminar to discuss BJC teaching tips and to collaborate and share knowledge with other BJC teachers about best practices. Links to join in the meeting minutes above.

## Lab 1.1 - Welcome To SNAP!

This Snap! CSTA provides opportunities for K—12 teachers and their students to better understand computer science and to more successfully prepare themselves to teach and learn.

A free one-day event in December every year at UC Berkeley designed to inspire and motivate Bay Area students to learn more about computer science, the opportunities it affords them, and exciting research and educational activities occurring on the UC Berkeley campus. The goals of CSEd Day are 1 describe the myriad of opportunities for which computer science education prepares K students, into higher education and their careers; 2 provide information and activities for students, educators, parents, and IT professionals to advocate for computer science education at all levels, and 3 eliminate misperceptions about computer science and computing careers.

BJC uses Blown to Bits to teach the social implications of computing. This guide is designed to support high school CSP teachers with timing and activities for the BJC student materials to teach important ideas of programming and the social implications of computing and to prepare students for the AP CSP Exam that launches Spring SPOC stands for small private online course.

We currently offer BJC to the world on edX edx. Creative teaching resources, lesson plans, and practical strategies. Helping CSP teachers plan lessons on the global impact of computing. This is good to use when internet connection is intermittent in the short term. However in the long term, this is not a recommended practice because this standalone version will not automatically update whenever our Snap!

See the Grading, Solutions, and Assessments section for the rubric. BJC's Hour of Code tutorial is here. S NAP! Manual — part reference, part advanced tutorial PDF. Fractal Fruit Tree by Josh Paley, created using recursion. Toggle navigation. Filter: All Snap Students. Sign up for PD for Summer information. Learning Scale Link. Scratch at MIT Link. BJC Monthly Seminars.

Meeting Notes A monthly hour-long seminar to discuss BJC teaching tips and to collaborate and share knowledge with other BJC teachers about best practices. Email any problems to Dan ddgarcia cs. CS Teaching Tips Link. Offers user-submitted ideas for improving CS classroom teaching. CS Unplugged Link. Learn computing concepts without a computer. Pair Programming Link. Learn the benefits of pair programming and how to incorporate it in your lesson plans.

Content Resources Blown to Bits.

APCS U3L5

BJC Labs Link. Please note this is different from regular edx.Lab 1. Zoom Blocks are a useful tool to increase the readability of code in Snap. To access the Zoom Blocks feature, simply go up to settings in the upper right, and select the second option in the list, Zoom Blocks.

Once selected, an interface pops up which allows you to increase the zoom on your code and shows you a preview.

Lesson 1. Define and identify "blocks," "scripts," "sprites," and "the stage" in SNAP. Read through the lab so that you are familiar with the requirements and can assist students as needed Pacing Guide Duration Description Day 1 5 minutes Welcome, attendance, bell work, announcements 10 minutes Introductory discussion 10 minutes Lab walkthrough 20 minutes "Welcome to SNAP!

Instructor's Notes Day 1 Introductory discussion Review the definitions of "algorithm" and "program" developed in lesson 0. Students should answer all questions and complete all activities and turn them in using your chosen turn-in procedure. For written questions, either have students hand-write answers and turn in the hard copies or set up an electronic submission system of some kind. For SNAP programs, including the Kaleidoscope program, students should save the program to the cloud and share a link with you Students should aim to get through at least part 6 by the end of Day 1 Throughout the period, you can pause class to discuss each numbered part of the lab before moving on Circulate while students are working and try to judge when the majority of the class has finished each part Try to check in at least every 10 minutes Turn-in procedures Demonstrate the turn-in procedure you will use for student work throughout the semester, and have students follow along to turn in their work from the lab.

Ensure that each student is able to turn in their work before the class period ends. Day 2 Review Go over answers to the questions from the parts of the lab completed on day 1 ideally, at least through part 6 Include the parts completed as a class parts Ask questions along the way to assess students' understanding of concepts.

Describing the coordinate system used in SNAP Continue lab Students should continue working through the lab, aiming to finish all parts by the end of the day As before, students should turn in all answers using your chosen turn-in procedure. Pause class at least once to verify understanding of parts 7 and 8 before students move on to the Kaleidoscope program Judge the appropriate time based on observing student progress, but ensure that you break in with at least 10 minutes remaining so students have enough time to work through the program Debrief and wrap-up Discuss the challenges in the Kaleidoscope program Ask students how the challenges were similar to or different from those they encountered when playing LightBot in Lesson 0.

No parts of this lab can be easily skipped without impacting learning objectives, so provide as much support or scaffolding as you can to ensure all students are able to complete the lab. Add days to the lesson if needed. No results matching " ".All lab check-off deadlines are at PM. However, you need to get checked off by a TA or lab assistant, so you last chance to get checked off is during lab or office hours.

To get checked off, you should prepare answers to the specific questions for each lab. For each lab the first questions are the biggest ideas, and the later questions are for your own benefit and review. Past Webcasts. Course Policies. Lab Check-Off Questions. Check Your Slip Days. Practice Exams. Directions All lab check-off deadlines are at PM. Week 1: Lab 1: No check-off needed! Lab 1: Welcome to Snap!

No questions for this lab! Show us the Draw Flower block. More Self-Check Questions What are some different ways to achieve repetition? Why would you use one way over another? Lab 3: Conditionals and Variables Required Why are script variables useful? How do we create a script variable?

More Self-Check Questions What is the difference between if and if-else blocks? For the Leap Year example, explain which code was easiest to read and which code was easiest to debug. More Self-Check Questions What are different ways to broadcast between sprites? What are their domains and ranges? What is the difference between the for and for each blocks?

More Self-Check Questions Lets look at swap. Why do we need a temp variable? What are lists? How are they represented in Snap? What are some operations you can perform on lists? How are lists different from variables? How are they similar? How do you create a temporary list for use in a block definition?