Programming Question

I’m seeking assistance with a project that involves creating an Interactive Infographic. This assignment requires using https://snap.berkeley.edu/snap/snap.html# to craft a visually appealing and interactive infographic. The goal is to create an infographic that presents data, trends, and potential solutions engagingly and interactively. Also to incorporate information from Blown to Bits: Chapter 5: ‘Secret Bits – How Code Becomes Unbreakable.

https://www.bitsbook.com/wp-content/uploads/2021/0…

Computers, Society and Programming
Unit 2 Summative Assessment
Abstraction
Haseler – M1 – P2 & P5
Introduction
This is the final summative assessment of the course. It is here that you will showcase
your knowledge of your programming skills and incorporate a social event/topic. This
assessment will focus on the Abstraction unit that has covered variables, functions and lists.
Requirements
Create one of the following:
1. Interactive Infographics: Create an infographic that presents data, trends, and potential
solutions in an engaging and interactive way.
2. Data-driven News Apps: Develop a news “app” that focuses on a specific current event or
social issue. The app can aggregate news articles, videos, and relevant data, presenting
information in an organized and user-friendly format.
3. Educational Games: Design an educational game that raises awareness about a particular
issue or event.
And incorporate content from Blown to Bits Your Life, Liberty,
and Happiness After the Digital Explosion from either
1. Chapter 5 – Secret Bits – How code becomes unbreakable
2. Chapter 6 – Balanced Toppled – Who owns the bits
3. Chapter 9 – The Next Frontier – Ai and the Bits World of the Future
The program should meet all of the following specifications:
1. Has a theme that matches your chosen task and topic.
○ Introduce the topic that your assignment is addressing
○ Provide specific content details from the chapter and possibly outside resources.
(The content from the chapter doesn’t need to be a whole chapter’s worth of stuff.
2.
3.
4.
5.
6.
7.
It could discuss a single subsection but I strongly recommend that you have read
the whole chapter).
Has a background image on the stage(s) and sprite costumes
Works properly (is not buggy) and is interactive
Includes a named list. The list must store some kind of information that is accessed
during the running of the program
Has a function which has a name, return value, contains and uses one or more
parameters that have an effect on the functionality of the procedure, as well as,
implements an algorithm that includes sequencing, selection and iteration
Has both local and global variables.
Required blocks to use throughout the program:
○ Local, global and script variable(s)
○ If and if/else
○ forever, repeat, repeat until, for, and for each
○ List and at least three other list related blocks (the red ones!)
*Be sure to create a program that can answer all the questions within the Altitude card
Power Standards and Learning Outcomes
(CS1) Computational Thinking: Create a computational model, webpage, game or
simulation.
(CS1.1) The student can design, pilot, and assess algorithms within programs.I can write
an algorithm without using a programming language.
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I can use the syntax and structure of a computing language to create an algorithm.
I can use the syntax and structure of a computing language to decipher an algorithm.
I can implement algorithms.
I can determine the effect of individual coding segments within an algorithm.
I can identify and correct (debug) errors within algorithms.
I can develop and apply technical programming to build games, websites, and other
programming products.
(CS1.2) The student can develop programs that incorporate abstractions.
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I can design and implement variables.
I can use abstraction to manage the complexity in a program.
I can explain how abstractions manage complexity.
(CS1.3) The student can manipulate digital information.
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I can manipulate data to make it easier to understand and visualize.
(CS2) Scientific Inquiry: Define a design problem and evaluate the suitability of the
design.
(CS2.2) The student can contribute to an inclusive, safe, collaborative, and ethical
computing culture.
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I can collaborate in the development of solutions.
I can cite the intellectual property of others.
I can analyze and determine the impact of computing on society, the economy, and
culture.
Rubric – TBD