Criteria D - Evaluating the Solution

Criteria D – Creating the Solution

Task 1

	Design Specification	Met/Not and How do you know?	Reasons not met
Background	Classroom, place filled with litter, beautiful place	Met, I used all the backgrounds I planned I would in my Scratch.
Sprite Used	Teachers and students	Met, I know I have met it as I had several students and a teacher like I planned I would.
Music	Background music	Not met	Scratch didn’t have suitable background music.
Speech	Lesson about litter and why it’s awful for the environment.	Met as I wrote in vivid detail about the effect litter has on the environment, as well as how to use recycling bins effectively.
Action taking place	Teacher showing them around their field trip and all the locations.	Met as all my scenes showed the teacher leading them around their field trip and talking about each location.
Sense of Appeal	It is appealing due to the fact that it is interactive and colorful and has a range of coding.	Met as I used a lot of interaction with the user in the lesson.

Task 2

	Design Specification	Met/Not and How do you know?	Improvements
Background	Classroom, place filled with litter, beautiful place	Met
Sprite Used	Teachers and students	Met
Music	Background music	Not met	Add in music like stated in original plan and storyboard.
Speech	Lesson about litter and why it’s awful for the environment.	Met
Action taking place	Teacher showing them around their field trip and all the locations.	Met
Sense of Appeal	It is appealing due to the fact that it is interactive and colorful and has a range of coding.	Met

Peer Assessed By Evrard 9c

Task 3

Strengths	Weaknesses	Improvements
In my scratch, I spoke about my chosen topic, Litter and Recycling in vivid detail which is something that I consider a strength as any person who watches my scratch can learn a lot from it, especially if the person didn’t have any prior knowledge on litter and recycling. I also used a range of coding blocks, I used a lot of motion as the students and teacher were constantly moving around throughout their field trip. I used a lot of speech when explaining the lesson and between the students when having general conversation. I also had to use coding when I had an interactive part in my Scratch, as to ensure the user understood how to use a recycling bin, there would be a specific piece of rubbish that you’d have to throw in the correct bin, it wouldn’t go in unless it was put in the correct bin.	In my scratch, my weakness was that I couldn’t follow a plan. The original plan I had did not have a part where’d you have to put the correct thing in the correct bin. Instead, it was supposed to be that the teacher would ask a question to the user and the user would have to type in the answer but I ended up changing my mind and used what is now on my actual Scratch product. Another weakness I had was using background music in my Scratch so that it would be more interesting than just watching the project in silence. Also, as I am a fast reader I don’t need as much time to read text, however to others my Scratch’s speech is quite fast paced and hard to catch up with as I put the number of seconds each person talks to what is a normal pace for me but is quite fast to anyone else.	To improve, I would ensure that when planning out how I would want a project to look like I would plan realistically so that I wouldn’t have to come up with new ideas in order to use for the project as it can be quite difficult to think of something completely different to do when you ignore the plan you had originally prepared.  Another improvement I would do is use appropriate music such as soft, classic sounds in the background just so that there would be something to listen to when watching the project so that it wouldn’t be boring as watching something with nice music in the background is quite entertaining. I would also think about the target audience when picking the number of seconds a speech should go on for so that it would be a lot easier to read.

Task 4

The problem of littering and lack of recycling could be easily solved with my Scratch project so I feel it was quite beneficial to the client. For example, in my scratch, I show an image that is actually what that location looks like in real life so it really sinks in that this is the impact of littering and teaches people what could possibly happen if littering were to continue. I also teach how to effectively use recycling bins which is quite beneficial as people now know how to use it appropriately and correctly which will have a range of benefits such as saving raw materials and reduces greenhouse gas emissions. This improve the target audience’s situation as they now know how to keep their community and school clean and well-kept and they now know not to litter as they know how harmful it is to the community. My design brief has been met as I followed exactly what I said I would which is create a Scratch game that would teach people how to dispose of their trash correctly in a fun and interactive way, I know I accomplished this as I had an interactive part in my Scratch which really helps people practice in a game so that they will be able to replicate in real life and follow the same lifestyle. I also showed how much of a positive impact not littering and recycling has which really helped people realize how beneficial throwing things in the bin is. By showing how awful littering can be, it has taught people not to litter which I also mentioned I would do in my design brief. I planned I would various backgrounds that are free of litter and other area that are filled with litter and compare them which I followed and replicated in my final Scratch project. I don’t believe there are any negative effects to my solution as there is nothing wrong with not littering and picking up litter to dispose into garbage bins and recycling bins.

Criteria C - Creating the Solution

Criteria C - Creating the Solution

Strand 1

Strand 2

Strand 3 - Process Journal

I have used a variety of codes to demonstrate my technical skills. The following images are the coding of each of my sprites. This will also explain how I created my product. I began this on Monday, 13th November and completed this on Friday, 17th November. Overall, it took a span of 2 days to complete this. 

The sprite I used the most was the teacher in my project named Avery. She has the longest script as she explains everything about littering and recycling. 

In the above image, you can see the various coding blocks I used for Avery. I had to get the timings exactly right so that the project would flow well when the flag was clicked because Avery wasn't the only person speaking which is why I have so many control blocks that are the wait code block. I also have various motion blocks as the teacher moved around a lot to explain things. All the coding blocks from the Looks section was the speech she spoke which was a lot as she explained everything in the lesson. I used the 'when flag clicked' button so that there wouldn't be many controls for the user to control as instead, all the user has to do is click the flag button to watch the project.

The above picture is the coding for one of the students, Devin. His script isn't very long as he says very few things due to there being 3 other students to talk to. The majority of the time, the students are just witnessing the lesson along with the user, so that the user feels he is on the field trip with them. The coding is very similar to the teacher's as its only motion, speech and the wait coding blocks.

The above three images are for the three remaining students, I put them all in one as the coding is almost identical. The first image belongs to the other male student, Dee. The second image belongs to the female student, Abby. The above image belongs to Ruby, the other female student. Ruby speaks the most as she answers a question about recycling bins and gives a full explanation. However, all the students have the typical motion blocks that signify where they should go for a specific scene and the speech coding block so that they can converse with the teacher and the wait coding block so that the project can flow. 

The above two images belong to the two remaining sprites, the Pepsi can and the poster. They're used for the interactive part of my Scratch Project. To ensure that the students (aka the audience) understand how to use recycling bins, two random pieces of litter appear so that the user can insert it into the correct bin. Its the same coding I used when labelling a flower, For example, the Pepsi can was the mouse pointer and it could move around the screen as the mouse cursor, if you picked the correct bin the Pepsi can was supposed to be in, with the coding blocks used, it would recognise the color if it was correct and state the bin it was in and then go into the bin. The coding I used for this was the hide button as it couldn't appear until the teacher got to the part where you were supposed to throw the litter in the correct bin. I used the forever loop and then added a motion block inside it to make it the mouse cursor. Then I used the touching color sensor and added it into one of the control coding blocks. For the touching color sensor, I made it recognize the color of the metal bin as the can was made out of metal. This is so when the user puts it in the metal bin (the correct bin) it would say, this goes in the metal bin and then disappear using the hide button.

Strand 4

My original plan and storyboard differed from my final product as I had to think realistically how I would be able to create it on Scratch. For example, in my plan for the third scene, I was supposed to use a code in Scratch where I ask the audience a question and they have to answer it or the game would not continue. I didn't end up doing that, however, I still made it interactive which was still my original plan. I didn't end up doing my original plan because the coding available on Scratch wasn't how I had envisioned it to look like, as even if I asked the question, they could leave the answer blank and the project would continue unanswered, it was too messy for my liking. Instead, I brought out a piece of litter and made the audience figure out which bin it was supposed to be put in and once they got the answer correct, it would go inside the bin/disappear. Also, in several of my scenes, I had planned to put in background music, however, I didn't end up doing that as there wasn't any suitable music available from the Scratch library that I wanted to insert. In my second scene, I was supposed to show a place filled with garbage bins and recycling bins, however, in my final product, I only put in a place with recycling bins as I couldn't find any other suitable backgrounds. Other than that, I didn't make many changes to it except for the fact that I had originally wanted to add more students but only ended up adding 4 as I knew that it would have been harder and more complicated to manage more than that.