Scratch Program – Baseball.sb

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https://scratch.mit.edu/projects/164183823/

What did you do first?

Firstly, I tested out various movement blocks to see what I could do with them, and kept note of the coordinates I needed to use to keep the cat on track in the program.
What did you do next?

Next, I constructed the code and tested the program and fixed any errors that caused the program to not meet the program requirement.s
What did you do last?

Finally, I tested my program to make sure it ran as it should.

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Scratch Program – Build A Band Program

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https://scratch.mit.edu/projects/164178391/

What did you do first?

First I selected all the musical instruments I wanted to use, I chose a singer and two different drums.
What did you do next?

Next, I browsed through the different drum sounds and put them inside repeat loops so that each time the sprite is clicked, it will play it’s sound 10 times in a row before it stops.
What did you do last?

Lastly, I tested the program to make sure that it runs in the way that I want it too, and that there is no bugs in the program.

Deliver Blog

Explain how you know which kinds of energy are at each location.

I know that there is only gravitational potential energy at location A since the marble isn’t moving yet so there is no kinetic energy, and there are no pull or push forces acting on the marble so there is no elastic energy.

I know that there is kinetic, gravitational potential, and dissipated energy at location B since the marble started moving, resulting in some kinetic energy. Also, the marble is inside a loop, which means that the marble is not on ground level, resulting in some gravitational potential energy. Since there is friction between the marble and the track, there is some dissipated energy, resulting in the loss of 55% of our initial energy.

I know that there is kinetic, gravitational potential, and dissipated energy at location C since the marble is moving, resulting in a small amount of kinetic energy, 55% of the kinetic energy at location B. Also, the marble is going over a bump, which means that the marble is not on ground level, resulting in a small amount of gravitational potential energy since the bump is only 2cm tall. Since there is friction between the marble and the track, there is a lot of dissipated energy, resulting in the loss of 55% more energy than at location B.

Describe how energy is transferred between forms from location A to location B, and from location B to location C. Identify the forces responsible for these transfers of energy.

From location A to location B, all of the gravitational potential energy transfers into kinetic, gravitational potential, and dissipated energy. Due to gravity pulling down on the marble, the marble rolls down the ramp, which results in a transfer of gravitational potential energy to kinetic energy. As the marble is rolling down the ramp, friction is causing some of the kinetic energy to be transferred from kinetic energy to dissipated energy.

From location B to location C, 55% of the marble’s kinetic energy is transferred into dissipated energy since friction causes the marble to loose 55% of its energy, and the longer the marble is on the track, the more energy it will loose. The marble’s gravitational potential energy is lowered drastically since the bump it needs to get over is only 2cm in comparison to the 14cm high loop. The difference in gravitational potential energy is transferred into kinetic energy. Since the marble’s kinetic energy is larger, the dissipated energy is also larger.

 

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For our rollercoaster, the scale was 1 box = 2 cm and the mass of the rollercoaster was 500 grams. There were 3 points in the rollercoaster, and different energies used. The initial height of the roller coaster is 70 cm. Then at point B, it’s 14 cm, then at point C, the height was 2 cm. The percent loss of the rollercoaster was 55%. To find the percent loss, we used the equation Position A – Position b/c / Position A.
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While developing our rollercoaster, we had people hold the rollercoaster at different sections to make it more stable. The previous benchmarks helped because we made the equations to find the Ediss. By finding the Ediss we were able to successfully plan a rollercoaster that would work. The percent loss was pretty accurate since we experimented with the same initial height and also went through the whole track.

One way that our group knew that our marble would be able to make it through the whole track was making sure that location B was at least 55% shorter than the initial start height location A. Also location C had to be at least 55% shorter than location B in order for the marble to make it over the hill. Since the initial start height is 70cm and the height of the loop is only 14cm, the marble will be able to go through the loop since 55% of 70 is 38.5, meaning that the marble can go through a loop that is 38.5cm or smaller. The marble will go over the hill since the loop is 14cm, while the hill is 2cm. 55% of 14 is 7.7, meaning that the marble will be able to go over a hill that is 7.7cm or lower.

 

Scratch Program – Alphabet Learning Program

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https://scratch.mit.edu/projects/162882679/

What was surprising about the activity?
Something that was surprising about this activity was the number of times I could put some other words in front of the word cow and still have it meet the project requirements.
What new blocks did you learn in this project?
I didn’t learn any new blocks in this project, but I got to practice using different event blocks to trigger different events when a certain requirement is met. Also, I got to practice with different look blocks and creating and using costumes.
When do you feel most creative?
I feel most creative when I look at other’s work for inspiration since I start to think about different ways I could change that piece of work to make it my own.

Scratch Program – About Me Program

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https://scratch.mit.edu/projects/153473957/#player

What are you most proud of? Why?

I was most proud of how I improvised and problem solved to combine all of the blocks to make one full project talking all about me.
What did you get stuck on? How did you get unstuck?

I got stuck on the part which talks about my interests and things I like as I did not know how to display all of them. I got unstuck by making all of them costumes and using the changing costumes block to show my interests and hobbies.
What might you want to do next?

What I would do next is see what options I can take and use the most sensible one. I can figure out what problems I have a pathways to get out of them.
What did you discover from looking at others’ About Me projects?

What I discovered by looking at other About Me projects is that you should talk about general facts that appeal to others and make them interested in what you are saying which I tried to input into my About Me project as much as I could.

Scratch Program – First Name Program

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https://scratch.mit.edu/projects/150822703/

What was surprising about the activity?

I think something that was surprising about the activity is the simplicity of the program.
What new blocks did you learn in this project?

To be honest, I didn’t really learn any new blocks during this project.
When do you feel most creative?

I think I feel the most creative, when I’m at the beginning stages of developing a program, since I’m still trying to figure things out.

Scratch Program – Dancing Sprite

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https://scratch.mit.edu/projects/150378061/

What was surprising about the activity?
I think something that was surprising about this activity was how straight forward the program was. It was basically two move blocks and two sound blocks into side a repeat loop. The change color was achieved through a when space key pressed, change color effect block.
How did it feel to be led step-by-step through the activity?
I feel like being led step by step thought the activity was really straight forward, and simple.
When do you feel most creative?
I think I’m most creative when I’m at home listening to music, either alone, or while texting some friends.

Computer Infographic Project

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https://www.powtoon.com/online-presentation/gdHDVNTrm7S/?mode=movie#/

What is the difference between the RAM memory and Hard Drive?

There are many differences between RAM memory and the hard drive, one of them is that RAM is volatile memory, meaning that once power to the RAM is cut, all the information will be lost. Hard drive memory on the other hand, is non-volatile, so it will continue to store the information even when power to the hard drive is cut. Another difference between RAM and hard drive, is that RAM is way faster than a hard drive, thus running applications, and the information that currently running applications need will be stored in RAM instead of the hard drive. Another difference between RAM and a hard drive is the cost difference. On average, RAM costs $4.37 dollars per gigabyte. On the other hand, hard drive space is only $0.05 dollars per gigabyte.

What did you learn about computers from the project?

I think something that this project showed me was an analogy between computers and humans. For example, the heart was like the power supply, the speakers were the mouth and the brain was the operating system.

04-02 Discover Blog

Formulate the Problem

  • What is the problem/task you need to solve in this project?

The problem/task we need to solve in this project, is to be able to construct a computer model using conservations of momentum to represent the motion of 2 objects before and after a collision.

    • What are the most important “knows” about this project?

I think the most important knows about this project is that we will conduct two labs to discover the equation for momentum and verify that momentum is conserved in various forms of collisions. we will complete problem sets in class to practice using conservation of momentum. We will choose one of these problems to model and use that problem to define the variables in our code. We will create a storyboard to outline our model. In our code, we will first create your objects and display their initial values. Then, we will learn ow to use if () else () statements to determine when the collision occurs and the motion after the collision. We will test our computer models to see if it detects the collision and compare the velocity after the collision with the solution you calculated in the problem set. We will finally submit our final, and revised collision model in our last blog post.

    • What are the important “need-to-Knows”?

I think some of the important need to knows is are we limited to a certain amount of objects in the model? How do you calculated conservation of momentum?

    • What are your next steps for solving this task?

I think some of the next steps for solving this task is to plan out how we’re going to make the computer model by creating a storyboard, and to learn more about calculating conservation of momentum. We also have to conduct the two labs, and to create the actual program.

Awareness of Constraints

  • What are the constraints (limitations/requirements) of the collision model? (such as time, design specs, etc)

The constraints (limitations/requirements) of the collision model is the time that we will have to create the model. Also I think the creation of the storyboard might be a bit of a constraint since I don’t really plan too far ahead when coding, but instead rather do it as I go, and debug when exceptions show up.

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Organizing a Human Computer Reflection Blog Post

What did you learn about computers from this project ?

Throughout lesson 1, I learned that computers are very complex and contain many vital parts just like the human body. When we were organizing human body parts with computer parts, there was a correlation between human body parts and computer parts. For example, the heart was like the hard drive, the speakers were the mouth and the brain was the operating system.

How do you now think computers work ?

Computers work by combining parts and matching each other to create certain functions such as producing music, photoshop and whatever you want to do. These different parts send information to each other in the form of binary code, and small voltages of electricity. It’s similar to the human body since everything must work together and combine to live, play and work. Also, the human body also uses electricity to send information to different neurons.