Welcome to Math 8 Remedial with Mr. Kam at Van Tech. Math 8 Remedial is a fast-paced course intended to cover the major topics from Math 8 so that students could be adequately prepared for Math 9 upon successful completion.
A Rube Goldberg device is a deliberately over-engineered machine that performs a very simple task in a very complex fashion. For this project, you will be using Flash to design and animate a Rube Goldberg device involving 5 or more transformations.
Create an account on Career Cruising. The teacher will give you in-class information on creating an account.
Start by completing the Matchmaker & My Skills assessments.
The Matchmaker assessment provides a list of careers that might interest you based on the results of your assessment. After the first set of questions, you will likely need to answer more questions to improve and narrow down your results. The jobs are ranked based on your interest.
The My Skills assessment assigns a letter grade to each of the careers in the first section based on your skills and ability. The careers with “A” and “B” grades are the ones that are worthwhile to be explored further.
Executable and code files are uploaded; walk-thru video is also uploaded (link to YouTube video is acceptable).
Game has a title, game-over, and congrats screens.
Game has at least 3 stages.
Player is controlled by arrow keys; gravity pulls down the player unless on platform.
Player starts with 3 lives and can be killed by spikes, pits, enemies, timer, etc. (at least 2 ways); restarts level if killed.
Player can shoot after power-up or step on enemies.
Gameplay (3 marks):
0 – minimal quality
1 – satisfactory quality
2 – good quality
3 – excellent quality
Assignment 6: Portfolio Game (10 marks)
Gameplay (7 marks) includes graphics, creativity, controls, story-line, etc. This is the fun factor. It is marked using the scale below:
Reflection (3 marks) is either a video recorded or written piece describing what you have learned when creating this assignment, describing what the challenges were and how you were able to over come those challenges, and highlighting any areas that you are particularly proud of.
I would like to take this time to welcome you back to a new school year and to welcome you to our course website.
This year, I am extremely excited to teach Business 8, Programming 10-12, and Planning 10 and to learn the names of all the new faces at Kitsilano Secondary! 😮 This is my first year at this school but I have over 10 years of classroom teaching experience from John Oliver and Windermere Secondary School, where I have taught business education, computer science, digital media and mathematics. I look forward to get to know all of you better.
In addition, if you are interested in starting a school club or team, come see me. I am a strong believer of building strong student leadership through community involvements and initiatives. In the mean time, please make sure to bookmark and check this website regularly because its contents get updated regularly. 🙂
Imagine that you and your business partners inherited $100,000 from one of your distant relatives. In the will, it states that the money must go towards starting your own business. In trios (or pairs in exceptional cases), generate a couple of business ideas for a retail store across from the school. It should cater to other high-school students (or specific groups of high school students). Continue reading →
The portfolio will be submitted onto Google Drive. You may use content from your portfolio on your 1-page “cheat sheet” that you take to your test. The cheat sheet has to be printed out on paper.
Part 1: Vocabulary and Key Ideas (5 marks)
Summarize the key ideas for each lesson using point form. Approximately 2 to 5 key ideas for each lesson. This may include definitions and/or examples that you might find useful.
Part 2: Exercise Problems (15 marks)
Select five problems from the Exercises or Projects that you have made an error or found challenging. Five in total, not five from each lesson.
Copy the question and provide your original solution. If you have difficulties starting the problem, get a hint from a peer or from the teacher.
State what your mistake was in a line or two. If you made no mistakes, explain why it was challenging and then provide a detailed solution
If you made no mistakes, explain why it was challenging and then provide a detailed solution.
If it was a logic error, state what you were thinking and what you needed to think to answer the problem correctly.
If it was a syntax, point out where the mistake was made. In either case, be specific and state what your answer should have been to receive full credit.
Part 3: Peer Problem (5 marks)
Create a problem drawn from something you were asked to learn in this unit. You should make the problem challenging but not absurdly difficult. The peer problem should have some depth and be a multiple-points question (i.e. non-trivial).
Provide a detailed solution to your own problem. A solution is not merely the answer but rather an explanation leading to the answer.
Ask a peer to solve it. If the person is struggling, offer hints or clues to help. When the problem is solved, give the response a letter grade and provide written feedback.
Part 4: Reflection (3 marks)
Summarize your most common ‘error types’ and your strategies for correcting them, i.e. what should you look for so that you would not consistently make the same mistakes?
Miscellaneous: Communication (2 marks)
Check for spelling and grammatical errors.
Format the layout so that it is consistent and easy to read.