14-20 January 2013

This week, we delved further into Python, despite an interruption from the symphony.  This interruption led to us concluding only one lesson in two days, namely functions.  Functions are the same as Jeroo methods- a few lines of code that are first defined and can later be called on multiple times.  I do not, however, understand the value of- as in our examples- putting everything in functions and then calling the main function once; it seems unnecessarily confusing, even if it does hold some value for error detection.  Still, if it stood the test of time….

I will not go into the mechanics and syntax of how functions work, but I will note that, unlike in Jeroo, functions can be of variables.  That is, a function can have inputs and an output both, as well as doing something in its body whenever called.  The indent of three spaces reappeared, symbolizing organization- an indented line might be part of a function’s definition, etc..  Finally, we “wrote” a program that calculated the heat index and then printed out a string based on its numerical value.

Overall, we seem to be progressing quickly towards the parts of Python with no Jeroo analogues.  That seems like a good thing.

7-13 January 2013

This week marked a return to Computer Programming.  We started Python in earnest; I think I didn't understand, before, that Jeroo was an entirely separate thing from Python; either way, we've started a new unit.  There are similarities in syntax, but Python is more general.  We learned, also, about the varied types of objects in Python including floating point numbers (with a decimal point) against integers.

3-9 December 2012

                I finished Jeroo this week.  That is, I am now done with the projects within the unit, and theoretically ready for the final exam.

                Overall, I found Jeroo simple enough (simple=! easy, though), but I also understood that Jeroo is not the beginning of our study of Python, as I had thought, but rather a separate unit to function as an introduction to programming.  I’m not sure whether such a unit was required, given we did recently finish Scratch, but I suppose there’s a natural progression.  Jeroo was definitely better at making us solve problems than Scratch.

                Also, we talked about the university course, but I’m not allowed to further discuss that.

                Finishing Jeroo has left me with free time in class, which I don’t think I’m using usefully enough.  Actually, I think the Jeroo unit revealed the great problem of timing.   Students work at different speeds.  Therefore, we have people finishing days apart in a unit that only lasted a few days.  It’s fine for a very unstructured class, of for a short unit like Jeroo, but timing was a problem in the university course and it’s a problem now.

26 November-2 December 2012

                After Thanksgiving break, this week marked the return of Computer Programming, now with Jeroo replacing Scratch.  I’m not sure how to classify Jeroo, exactly; basically, it uses the bases of a programming language (in our case Python) to allow one to control kangaroo-like creatures on islands and their encounters with nets, flowers, water, and each other.

                The basic types of command are name.action().  The name must be that of an existing Jeroo, which are defined at the program’s start; the actions can be predetermined, or they can be methods one defines in a separate screen from these predetermined actions such as hopping and picking flowers.  “If” and “while” are also adjustable.

                In sum, we have now officially moved away from the university course, after a total of two people raised official objections (I think it was two).  It’s too early to judge the move, though.

12-18 November 2012

Hooray for confusion?!

I still don’t know if we’re staying on the university track or switching to Python, and (probably) won’t until after Thanksgiving Break.  Either way, we didn’t switch to anything this week.  We continued programming in Scratch instead.

The main focuses this week, if I remember correctly, were Loops and Lists.  Loops in Scratch are chunks of code that are repeated multiple times- effectively a space-saving measure.  Additionally, the “forever” block can be used to repeat something forever, and similarly the “forever if” and “repeat until” blocks can be used to repeat something depending on external conditions.

Lists are basically a type of variable.  Unlike standard variables, which contain an element (perhaps a word) that is basically indivisible, lists contain several elements (perhaps letters) that can be manipulated individually.  Another way, then, of looking at lists is as a collection of variables, a “basket” that variables can be added to and modified within; this is the more intuitive way of looking of lists.  In any case, lists can be used to store actual lists (such as a group of players) or- like variables- to keep track of something within a more complex system.

5-11 November 2012

                This was a week of Scratch.  As I gain more experience with the visual programming language, I’ve started to like it more.  Liking it, admittedly, is not the same as thinking highly of it.  One can create a stopwatch in Scratch, sure, albeit with some difficulty; perhaps one can create almost anything in Scratch.  But I’m not sure it’s a good educational tool.  Then again, I know very little about programming….

                The other big news this week is that we might be switching away from the university-credit coursework because it’s too easy.  There’s reason in this argument- this has been, probably, the easiest course I’m currently taking, and not the most interesting, though it’s had its ups.  At the same time, I’m rather worried for what such a turnaround might do.  Time will tell, I suppose.

29 October- 4 November 2012

                This week in brief: Test, survey, programming.

                I suppose that’s not enough detail, though.

                The test was like any test.  The fact that it didn’t impact our grade made it pass by quicker, and by decreasing the stress probably improved my result.  That being said, the class day was a waste by most standards: we didn’t learn anything, and we didn’t get graded on what we already knew.

                Day 2 brought the survey.  It consisted of a bunch of pointless questions on whether we are interested in CompSci, whether we’re sexist, whether we’re scared of bullies, etc..  I hope we won’t have to do this often.  We also started the programming unit.

                I’m not sure how I feel about using Scratch.  On the one hand, it’s apparently capable of doing plenty of actions, and it’s easier to use than a text-based programming language.  On the other hand, it’s a visual language that seems to oversimplify a complex topic.  Maybe it is fitting for a Computer Science- not Computer Programming- course, but I can’t get that excited about it.  (And we don’t have a project.  How in the world do we not have a project for the PROGRAMMING unit?)