Unit 2. Developing Programming ToolsRevision Date: Jul 27, 2017 (Version 2.1.1)
In the first portion of this lesson, students continue their inquiry into the properties of functions, with a focus on communication to and from other functions. In the lab portion of the lesson, students develop three Python modules using both Runestone Interactive and their Python IDE. Students use their own functions to perform calculations and draw a variety of polygons and a circle using turtle graphics.
Student computer usage for this lesson is: required
In the Lesson Resources folder:
Use of a format such as Google forms is sugggested for collecting student responses to the questions for each activity. It is important to keep this portion of the class moving so students have enough time for the labs. Have students work with partners during their program development so they will have someone to share their progress with. Use a timer and have students briefly share their progress roughly every 10 minutes. This will not only help them understand an iterative development process, but also gives students practice with a collaborative development style.
powerinside the function?
powergiven that value?
drawOctagon, along with main module code that calls each function.
drawPolygonfunction code and finish implementing the
drawCirclefunction in Finally a Circle (the second half of the Lessons from a Triangle lab).
Iterative development works by developing, then sharing, programs at many points during the development process. Students should work in pairs as they create their programs and share the work through various completion stages.
Students who are completing projects quickly should be introduced to the Python turtle API at (https://docs.python.org/3.4/library/turtle.html). Students can investigate and implement such methods as
speed and others as described by the API documentation.
Check for understanding by assessing student performance on the Runestone Interactive questions. Students should first try to resolve any difficulties with their partners and groups.
Students should be able to make suggestions for creating and using functions.
Identify and address any areas discovered that students have been unable to come to a consensus understanding.
Have students reflect on the pair programming process as prompted in the lesson.
Create functions that receive parameters, perform calculations using those parameters, and return a value.
Write a function to return the slope and y-intercept of a function of the line through two points.
Write functions to create a variety of polygons and a circle.