Programming and Probability project
Description: |
Programming and probability, the base for this project. We explored different areas of probability as well as created online video games which we presented to the public. Each group or student chose their own style and type of game, and using our skills of probability to solve for variables that related to each of our games. I was ready to gain new insight on probability and how to solve complex problems.
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Overview: |
Throughout the course of the project we kicked off the project by exploring the basics by programming our own digital game and presenting our work at our "three P's" exhibition. We participated in creating two way tables to better understand complex problems concerning probability. With hands on learning we collected data with dice and learned how to record data and format problems. We worked with star logo nova, an online programming site where we created interactive games that incorporated probability into its code. After we shared our newfound skills with the public we launched into a series of deep thinking problems such as "the dog ate my homework", where we were given a set of data and were tasked with creating a two way tables and figuring out the probabilities that can come out of said table. To wrap up our project, we looked at a problem that connected to the real world: what is the probability that women who test negative for breast cancer actually have cancer?
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Game instructions: |
My game, "tail trail two: sea adventure" starts once the player hits the button labeled "setup". Once pressed, four white lines will outline a box, inside multiple pieces of the game appear. This box is referred to as the "board" where the player will play the game. To start the game, the player selects the button "start". The player is a sea turtle who has the objective of getting to the urchin that is on the other side of the "board". Only theres a catch: in between the turtle and the urchin are three rows of sharks that move up and down at random, who will "eat" the turtle (send the player back to the starting pint) if the turtle touches a shark. The players job is to maneuver the turtle with the keyboards arrow keys and reach the end prize safely. When the player reaches the urchin, they will be sent back to start and points will be added to the score box. If they touch a shark, they will loose points in the score box. To move the turtle forward, players press the right arrow key, to move it backwards they press the left arrow key. To change the direction the turtle is facing, players can press either the up or down arrow keys, the up arrow making the turtle face the top of the "board" and the bottom arrow facing it downwards.
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Game final products:
Reflection: |
Throughout our probability and programming project I feel as if I've gained new skills and have grown in the habits of a mathematician. Going into programming my game, I was unsure that I could present a quality game that also met the criteria since I had never done any programming before. I realized that my biggest obstacle was myself and when I started to become more confident in my abilities to program code I gained new skills such within coding and became proud of my work. I had a positive experience while creating the game and having players like it at our exhibition made me realize that when you set your mind to something you can accomplish it as well as be proud of what you created. I think that through this portion of the project I grew in the habit of staying confident, patient, and persistent. If I had given up on my game then I would of never been able to branch out of my comfort zone and create an interactive game that I coded and wrote probability into. One success I faced during this project was the data we collected as well as the probability hand out I completed in class. I grew in the habits of staying organized as well as "seeking why and prove".To me, I love staying organized and being able to quickly understand the two way tables and how to organize the probabilities (example: pr[ ]) helped be understand the concepts and eventually give me the confidence to take on a challenge option of our problems of the week. Through this project I feel that I not only grew in the content but grew to become a more confident mathematician, and thats something I will carry with me as I wrap up my tenth grade year.
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