[x] Add classOf attribute to define year of graduation
[x] Add dob attribute to define date of birth
[x] Add instance variable for age, make sure if dob changes age changes
[x] Update and format tester function to work with changes
[x] Use new code cell in this notebook
Output
here you can see how I used my understanding of JSON, and the json.dumps function. I created the class and added more info to it including a function that generates the age based on the birthday. I created my own json function that converts a python object into json format so the code will work. I then outputted my data using the class.
Timer Progress and frontend:
Student Grading
Grading Student 1
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] input
- [x] program functionality
- [x] output
- [x] explains the main goal of the program
- [x] functionality of program is demonstrated in video
- [x] input and outputs are explained in video
1
0
Data Abstraction
- [x] includes two program code segments:
- [x] one shows how data has been stored in this list (or other collection type).
- [x] other shows the data in this same list is used as part of fulfilling the program’s purpose.
- [x] identifies name of variable representing list being used
- [x] describes what the data contained in this list is representing in the program.
1
1
Managing Complexity
- [ ] includes a program code segment that shows a list being used to manage complexity in the program.
- [ ] explains how the named selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list.
0
0
Procedural Abstraction
- [x] has two program code segments:
- [x] one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.
- [x] other showing where the student-developed procedure is being called.
- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.
1
1
Algorithm Implementation
- [x] includes a program code segment of a student-developed algorithm that includes
- [x] sequencing
- [x] selection
- [x] iteration
- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.
1
1
Testing
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.
- [x] describes the condition(s) being tested by each call to the procedure.
- [x] identifies the result of each call.
1
1
Explaination:
I think my grading is similar to Collegeboard's standards, but there is a difference in the first section of the rubric. I believe it is good to include extra elements in order to show a deeper understanding and not just try to pass the class. I gave the student a 5/6 for this assignment, but Collegeboard gave a 4/6 due to a lack of description in one section of the rubric
Grading Student 2
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] input
- [x] program functionality
- [x] output
- [x] describes the overall purpose of the program.
- [x] describes what functionality of the program is demonstrated in the video.
- [x] describes the input and output of the program demonstrated in the video.
1
1
Data Abstraction
- [x] includes two program code segments:
- [x] one that shows how data has been stored in this list (or other collection type).
- [x] one that shows the data in this same list being used as part of fulfilling the program’s purpose.
- [x] identifies the name of the variable representing the list being used in this response.
- [x] describes what the data contained in this list is representing in the program.
1
1
Managing Complexity
- [x] includes a program code segment that shows a list being used to manage complexity in the program.
- [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list.
1
1
comments
Procedural Abstraction
- [x] includes two program code segments:
- [x] one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.
- [x] one showing where the student-developed procedure is being called.
- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.
1
1
Algorithm Implementation
- [x] includes a program code segment of a student-developed algorithm that includes
- [x] sequencing
- [x] selection
- [x] iteration
- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.
1
1
Testing
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.
- [x] describes the condition(s) being tested by each call to the procedure.
- [x] identifies the result of each call.
1
1
Reflection: I believed that the student was thorough in meeting all requirements and in describing the code segments in the necessary categories. This will help me become more successful because I will know what I need to do and I can use this person's example as to what a perfect score would look like. This person had a great project and explained his code really in depth and this is why I Think that college board gave them the score that they got.
Grading Student 3
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] input
- [x] program functionality
- [x] output
- [x] explains the main goal of the program
- [x] functionality of program is demonstrated in video
- [x] input and outputs are explained in video
1
0
Data Abstraction
- [x] includes two program code segments:
- [x] one shows how data has been stored in this list (or other collection type).
- [x] other shows the data in this same list is used as part of fulfilling the program’s purpose.
- [x] identifies name of variable representing list being used
- [x] describes what the data contained in this list is representing in the program.
1
1
Managing Complexity
- [ ] includes a program code segment that shows a list being used to manage complexity in the program.
- [ ] explains how the named selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list.
0
0
Procedural Abstraction
- [x] has two program code segments:
- [x] one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.
- [x] other showing where the student-developed procedure is being called.
- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.
1
1
Algorithm Implementation
- [x] includes a program code segment of a student-developed algorithm that includes
- [x] sequencing
- [x] selection
- [x] iteration
- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.
1
1
Testing
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.
- [x] describes the condition(s) being tested by each call to the procedure.
- [x] identifies the result of each call.
1
1
Explaination:
I think my grading is similar to Collegeboard's standards, but there is a difference in the first section of the rubric. I believe it is good to include extra elements in order to show a deeper understanding and not just try to pass the class. I gave the student a 5/6 for this assignment, but Collegeboard gave a 4/6 due to a lack of description in one section of the rubric
Grading Student 4
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] input
- [x] program functionality
- [x] output
- [x] describes the overall purpose of the program.
- [x] describes what functionality of the program is demonstrated in the video.
- [x] describes the input and output of the program demonstrated in the video.
1
1
Data Abstraction
- [x] includes two program code segments:
- [x] one that shows how data has been stored in this list (or other collection type).
- [x] one that shows the data in this same list being used as part of fulfilling the program’s purpose.
- [x] identifies the name of the variable representing the list being used in this response.
- [x] describes what the data contained in this list is representing in the program.
1
1
Managing Complexity
- [x] includes a program code segment that shows a list being used to manage complexity in the program.
- [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list.
1
1
comments
Procedural Abstraction
- [x] includes two program code segments:
- [x] one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.
- [x] one showing where the student-developed procedure is being called.
- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.
1
1
Algorithm Implementation
- [x] includes a program code segment of a student-developed algorithm that includes
- [x] sequencing
- [x] selection
- [x] iteration
- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.
1
1
Testing
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.
- [x] describes the condition(s) being tested by each call to the procedure.
- [x] identifies the result of each call.
1
1
Reflection: I believed that the student was thorough in meeting all requirements and in describing the code segments in the necessary categories. This will help me become more successful because I will know what I need to do and I can use this person's example as to what a perfect score would look like. This person had a great project and explained his code really in depth and this is why I Think that college board gave them the score that they got.
Model and Object-Oriented Programming Hacks:
Output
Timer Progress and frontend:
Student Grading
Grading Student 1
Explaination: I think my grading is similar to Collegeboard's standards, but there is a difference in the first section of the rubric. I believe it is good to include extra elements in order to show a deeper understanding and not just try to pass the class. I gave the student a 5/6 for this assignment, but Collegeboard gave a 4/6 due to a lack of description in one section of the rubric
Grading Student 2
Reflection: I believed that the student was thorough in meeting all requirements and in describing the code segments in the necessary categories. This will help me become more successful because I will know what I need to do and I can use this person's example as to what a perfect score would look like. This person had a great project and explained his code really in depth and this is why I Think that college board gave them the score that they got.
Grading Student 3
Explaination: I think my grading is similar to Collegeboard's standards, but there is a difference in the first section of the rubric. I believe it is good to include extra elements in order to show a deeper understanding and not just try to pass the class. I gave the student a 5/6 for this assignment, but Collegeboard gave a 4/6 due to a lack of description in one section of the rubric
Grading Student 4
Reflection: I believed that the student was thorough in meeting all requirements and in describing the code segments in the necessary categories. This will help me become more successful because I will know what I need to do and I can use this person's example as to what a perfect score would look like. This person had a great project and explained his code really in depth and this is why I Think that college board gave them the score that they got.