Syllabus


 * Course Description:**

Identify and explain the steps of the software engineering design process for gaming theory and design. The design process steps are identify the problem; research the problem; develop possible solutions; select the best possible solution(s); code prototypes and/or models; test and evaluate; communicate the solutions; and redesign. Using Scratch, a graphical programming language developed by MIT, students will learn basic programming concepts. These concepts include linear breakdown of sequences; event handling such as what happens when the ball reaches the edge of the screen; looping events (while or for x times); cause and effect; and use of variables.


 * Goals & Science/Technology Standards Addressed:**

1. Identify the need or problem 2. Research the need or problem 3. Develop possible solution(s) 4. Select the best possible solution(s) 5. Construct one or more prototypes and/or models 6. Test and evaluate the solution(s) 7. Communicate the solution(s) 8. Redesign
 * Brainstorm possible solutions
 * Draw on mathematics and science
 * Articulate the possible solutions in two and three dimensions
 * Refine the possible solutions
 * Determine which solution(s) best meet(s) the original requirements
 * Model the selected solution(s) in two and three dimensions
 * Does it work?
 * Does it meet the original design constraints?
 * Make an engineering presentation that includes a discussion of how the solution(s) best meet(s) the needs of the initial problem, opportunity, or need
 * Modify the solution(s) based on information gathered during the tests and presentation

create interactive games and multimedia presentations.
 * Expected Outcomes:** Students will appropriately use Scratch, a programming language, to


 * Assessment/Grading Policy:** This course will be graded based on discussion participation (40%), assignment submission (40%) and collaboration/support of peers (20%).


 * Other Expectations:** Students must respect everyone in the room, try their best on every assignment, and let the teacher know if information is not clear or need assistance.


 * Extra Help Schedule:** By appointment.


 * Tips for Parents:** Communicate questions, comments, and concerns to the teacher; be encouraging and supportive of your child’s skill development; if possible, allow the student to use technology at home. A CD-ROM is available for home installation.


 * No required text.**


 * References:**

Ford, J. (2008). Scratch programming for teens. Boston: Course Technology. NETS National Education Technology Standards (NETS.S). Retrieved December 2008 from, [] Richardson, W., (2006). Blogs, wikis and podcasts and other powerful web tools for classrooms. California: Corwin Press. Rusk, N., Resnick, M., Berg, R., & Pezall-Grannlund, M. (2008). New Pathways into Robotics: Strategies for Broadening Participation. //Journal of Science Education and Technology//, []