Special activity- Canva

 CLASS OBJECTIVE

Create an Instagram post for the School of Rock Musical event using Canva web service.

CANVA.COM (http://canva.com)

Elements that will be requested for the design of the Instagram post in Canva

Do not use templates, each publication must be original.

Each student will make a design for Social Network posting, specifically Instagram (due to its size 1080x1350 and preference for use in the educational community)

• Post Name: Registration + Full Name
• Change of background, solid or gradient.
• Upload the IdeC shield
• Insert at least a couple of elements directly related to the musical (School of Rock), such as Shapes or Frames or images from different categories. They can also upload photos, if you already have them.

Informative texts:

• Title of the musical (School of Rock)
• Date and time of the event (Mayo 22 y 23 del 2026. Horarios 4:00 y 8:00 p.m.)
• Where to buy tickets (Online platform pending)
• Teatro Diana (Av. 16 de Septiembre 710, Guadalajara, Jal.)

Week 25 - Selections and loops practice

CLASS OBJECTIVE

Reinforce the use of the SI ENTONCES and the REPETIR commands by creating algorithms by yourself, just knowing the final result of the program.

INTRODUCTION

Last class you learned the use of SI ENTONCES to create multiple paths in an algorithm. By the analysis of  variables content the procedure can change and produce different outcomes.

Today you'll create by your self a program to analyze a word's length, obviously using SI ENTONCES, and after this you'll adapt the program to be repeated until the user chooses to exit.

Remember, you won't get any help from your teacher.

ACTIVITY 1

Remember, the activity's purpose is that you create the algorithm all by yourself so, you'll receive a just a couple of guidelines.

1. Name the algorithm LONGITUD_DE_TEXTO
2. Declare 1 variable to save a word
3. Ask the user for a word (or phrase) to save it into the variable
4. Tell the user if the word's length has more than 15 characters (tip: you'll also have to use LONGITUD() function)
• Otherwise, tell the user the word is smaller than 15 characters.

Look at the examples:

ACTIVITY 2

Now you have to add a loop to your first algorithm to repeat over and over until the user decides to finish it.

1. Declare another variable to save a text
2. You'll have to add the REPETIR/HASTA QUE command to wrap the last procedure.
3. Inside the loop you'll have to ask the user if he wants to "try with another word", receive his answer and save it to the new variable.
4. The algorithm will continue until the user types some letter different to the "s" letter.

Look at the examples:

If you need one last resource to finish your algorithm, look at the next flowchart:

CLASS NOTES

Write down in your notebook the title of the class, the objective and follow the instruction.

1. What kind of data type you choose to save the user's incoming words? why?
2. What does the LONGITUD() function do?
3. Nested IF is a programing resource to add more answers to a SI-ENTONCES instruction,  Would it be possible to create a Nested IF in PSeInt? How?
4. How did you indicate the "different to" comparison symbol?

Show your answers to your teacher.

Week 24 - Combined Loops and selections

 CLASS OBJECTIVE

Relate PseInt Loops and Selections, from the last class, into some new proyects where we can combine the use of both resources

ACTIVITY 1

Last class we created two algorithms, the fist using "Selections" and the second using a "Loop". Today we'll start with a combined algorithm.

Open PseInt and type the next algorithm. Save the file using the same algorithm's name, into the "Documentos" folder.

Execute the algorithm, test it and personalize it, try to understand it deeply. After this, you'll add comments in every code line explaing what does it do. To do this, use the double slash simbol.

Watch the example in the image below.

Save your file once again and up load it to Classroom.

ACTIVITY 2

Now, this is your turn to create an algorith completely by yourself, in this case, a simple game. Use the paramethers listed below.

• Use the name Guess_number for the algorithm and the file.
• User will have only 4 tries. After the fourth, the program ends.
• The hidden number must be in between 1 and 10 (including them)
• Look at the last algorithm and make the necessary adjustments.

Upload the file to the same Week 24 post in Classroom.

CLASS NOTES

As always, start writting the class title and objective

•     Just draw the game flowchart in your notebook

Week 23 - Selections and Loops using PSeInt

 CLASS OBJECTIVE

Create in PSeInt an algorithm that uses selections and loops (programming structures) by analyzing a flow chart that describes every step of process.

INTRODUCTION

Any programming language must have the selections and loops programming structures because ane procedure has to make decisions or to repeat procedures. Obviously PSeInt has this two resources among others. The name of this two command are: SI-ENTONCES and  REPETIR

 

SI-ENTONCES

I'm sure it'll be difficult to understand the "written" version of this commands, but I'm sure you'll get use to it. Look at the SI-ENTONCES examples:

In the flowchart it looks like:

Indentation 

As you can see, it's not as difficult as it looked. To keep it simple you must always use the indentation to show the inner step of the procedure on the right.

ACTIVITY 1

Now open PseInt and type the next algorithm. What does it do?

REPETIR

REPETIR is a command to create a loop, in other words, the repetition of a list of actions. In the next example, a message will be shown over and over until the variable div decreases until cero.

Now in a flowchart look:

Never forget to use the indentation to identify the procedures in the selections or in the loops structures.

ACTIVITY 2

Now open PseInt once again and type the next algorithm. What does it do? Have you done something like this before?

Upload the two files (SI_ENTONCES y REPETIR_HASTA QUE) to the Classroom post.

CLASS NOTES

Write down in your notebook the title of this class and the objective. Using Raptor symbols, draw the next flow charts.

• Draw the flow chart for the Activity 1
• Draw the flow chart for the Activity 2

Show your answers to your teacher.

Week 22 - PseInt, Programming learning tool

CLASS OBJECTIVE

To know for the first time the programming learning tool named PSeInt and its working environment by creating two algorithms using different data types: characters and floating point numbers.

INTRODUCTION

As you learned last class, before you start programming you have to know some basic rules of the programming languages: declare different variables types, the using of delimiters, the recongnition of sentences or code lines.

Today we'll start using PSeInt which is a very helpful tool to start learning programming languages. By the way, it works in spanish.

This is the PSeInt main window.

1. This is the tool bar. In here you'll find tools like the save, save as, new, do and undo buttons. There are also two very important buttons here, the execute and the flowchart buttons.
2. The main working area. This is where you're going to create the program by typing commands or operation names, right between the start and end algorithm points.
3. The list of the available operations for data processing. For example: the basic mathematical operators, comparison operators, character operators, etc.
4. The commands and programming structures. This is a helpful guide to remember how to interact with the user, how to analyze the information and how to use selections or loops in an algorithm.

To create an algorithm you'll have to type every sentence (code line) between "Algoritmo" and "Fin Algoritmo". Don't forget to name your program where the algorithm starts.

Variables

When using PSeInt, before you use variables you'll have to declare them. This means you have to reserve and name a memory space before you use it. How to do it? You´ll use the word "Definir", type the name and select data type.

• Caracter is used to save letters and some symbols.
• Entero is used to save integer numbers.
• Lógico is used to save "true" or "false" answers.
• Real is used to save decimal numbers.

There's only one way to learn how to use PSeInt, by creating programs.

ACTIVITY 1

Start naming the algorithm, its name will be Contador_de_caracteres. As you can see, you can´t use spaces.

Now try to type the next algorithm, I'm sure you'll have to correct some mistakes, it always happen the first time. For example, if you miss the semi-colon delimiter or the quotation marks PSeInt will inform you.

• Escribir and Leer are "well known for you" commands (reserved words), to show information or to ask for information to the user.
• Longitud is an operator to count letters in a string.

After you finish, press the "play" button to test it.

Save the file and, before you turn it in,  press the "flowchart" button. I hope it could be familiar for you.

ACTIVITY 2

For the second activity, you'll try to create the next by your self. 

The only different thing you'll need is a small arrow in the assignment formula. 

To get it, type <- (less than and dash)

Once again, after you finish, press the "play" button to test it.

Save the file and, before you turn it in,  press the "flowchart" button.

CLASS NOTES

Write down in your notebook the title of the class, the objective and answer the next questions.

• What does "declare variables" means?
• What are the four data types in PSeInt?
• Which of those were used in today's activities?
• What is the semicolon used for?
• What are the Quotation marks used for?
• How did you type the assignment arrow?

Show your answers to your teacher.

HOMEWORK

THIRD PERIOD COVER
To get started, you'll create the cover for Period 3, in no more than 10 minutes. The requirements are the following:

• Period III written in  large size font
• Technology III written below the period title
• Your name, list number and group
• A drawing allusive to Programming languages

Week 21 - Pseudocode practice

CLASS OBJECTIVE

Create and execute a program using pseudocode (algorithm written in your own words) to perform a specific task inside the classroom, so we can write our first program using words and statements.

To reinforce the concepts from our last class, today we'll begin creating our first programs. Before you start, there are a few key points and guidelines to understand.

• First, you need to know the goal of the task—what the program is supposed to accomplish.
• Next, take a sheet of paper and design the procedure, using program structures such as decision-making statements and loops, with a minimal set of instructions. Keep in mind that you should only include actions the program is capable of performing.
• Once you've completed your program, you won’t be running it yourself; another entity, the Interpreter, will handle its execution.

ACTIVITY

PHASE 1. PROGRAMMER

1. Pick a sheet of paper, select one of the next goals and write it on the paper as a title.
• Open/Close window. Select the windows by its number.
• Turn on/off the fan.
2. Now, write the pseudocode using natural English, but structured in a way that reflects programming logic. Use the next reserved words list:
• START
• END
• ACTIONS
• Step_forward
• Step_back
• Turn_left
• Turn_Right
• Switch_on
• Switch_off
• Open
• Close
• IF condition DO
• Action 1
  
• Action 2
• Action n
• ELSE
• Action 1
• Action 2
• Action n
• (LOOP) WHILE condition DO
• Action 1
• Action 2
• Action n
• (LOOP) REPEAT UNTIL
• Action 1
• Action 2
• Action n

1. You can stand up (respectfully) to test your program
2. Once it's finished, write your name and student number and give it to your teacher.

PHASE 2. INTERPRETER

To grade the pseudocodes, some students will take on the role of an Interpreter. This means they will follow the program’s instructions to evaluate its design.

• The teacher will call on students one by one to stand up and execute a randomly selected program.
• If the program doesn’t achieve the desired goal, the sheet will be returned to the programmer for corrections. 
• If it works as expected, the programmer will simply add their name.

CLASS NOTES

As usual, write down the class title, the class objective, and answer the following questions:

• Is this activity written in a programming language? Why or why not? What’s the difference?
• When writing the program, did you use statements and delimiters? Provide an example.
• Did you identify any reserved words? If so, name three of them.
• Were there any variables in this activity? Was any data necessary to complete the task? If so, list it.

Week 20- Programming Languajes Theory

 CLASS OBJECTIVE 

Establish the bases for the work of the next phase, whose main topic will be the Programming Languages, through a research that will be resumed in plenary with brainstorming.

RESEARCH ACTIVITY

THEORY OF PROGRAMMING LANGUAGES
You'll research the following concepts on the Internet and later we will return them in plenary with brainstorming.

In Classroom you will receive a document to recover the investigated information .

• What does pseudocode mean?
• What are programming languages?
• What are statements in a programming language?
• What are delimiters in a programming language?
• What are "reserved words" in a programming language?
• What is a variable in programming?
• What are the data types in programming?

CLASS NOTES
As always, you will write down the title of this class, the objective and the above questions, but in this activity you will use your own words to describe what you understood about each concept.

HOMEWORK
Write down the answers to the following instructions in your notebook:

• Research on the Internet What is PseInt?
• Also look for an image of the main PseInt work screen and draw it.

Weeks 17/18 - Boxes practice in Raptor

CLASS OBJECTIVE

Learn to use the DRAW_BOX() call and practice the loop programming structure, using the graph window in Raptor, by creating given images, using boxes.

INTRODUCTION

Today, you'll learn how to use the draw_box() function and create two different products, the first with some assistance and the second completely alone.    

draw_box(x1,y1,x2,y2,color,filled/unfilled)

• x1,y1 are the coordinates for the first corner of the box. (left lower corner)

• x2,y2  are the coordinates for the opposite corner of the box. (right upper corner)

 

For example, in a 500x500 graph windows we can use the draw_box Call like this:

draw_box(150,150,350,350,blue,1)

and the result should look like:

So far, we’ve been referring to the colors using their names, but you can also refer to them using numbers between 0 and 15. Click here to see the complete list of colors.

• Black (0), Blue (1), Green (2), Cyan (3), Red (4), Magenta (5), Brown (6), Light_Gray (7), Dark_Gray (8), Light_Blue (9), Light_Green (10), Light_Cyan (11), Light_Red (12), Light_Magenta (13), Yellow (14), Pink (15)

FIRST PRACTICE

Read the instructions to create the next logo. Obviously you'll have to remember how to create the circles and practice the DRAW_BOX command to create the boxes.

• File name: Green Lantern
• Window dimensions: 400x400
• There are 3 circles and 2 boxes so you'll use the DRAW_BOX and DRAW_CIRCLE instuctions. Find out the coordinates by your self.
• You'll need the FLOOD_FILL instruction.

CLASS ACTIVITIES

First activity

Now, you'll have to create a program, using boxes and loops, to draw an image like the one below.

• In order to get the center of the boxes to be the same (250,250), we’re going to set coordinates (x,y) the same values.
• First we declare variables x and y with  a value of 25, this value is going to increase by 15 in each iteration. We are not creating x2 and y2 variables, instead we are going to set x2=500-x and y2=500-y.
• To paint every box with a different color, we need to create a variable named color with an initial value of 0, this value will increase by 1 in each iteration.

  

Second activity

Now you'll use boxes and loops once again to create the next product, in the graph window, by your self.

Consider that the graphic window is not a square this time so its dimensions are 400 x 200.

CLASS NOTES

Write down in your notebook the title of the class, the objective and follow the instructions.

• Draw the second and third draw_box() instructions from the Loops program in your notebook.

• Using your own words, explain in detail the six parameters of the draw_box() functions: location, size, color, and the filled selector.

Week 16 - Raptor graphic window functions recovery

CLASS OBJECTIVE

Remember the main topics from the Second Period content, in order to be prepared for the forthcoming assessment 

SESSION 1

By this time, you should be very capable to create simple graphic algorithms in Raptor. You´ve learned to open  graphic windows in different sizes, draw lines, draw circles and fill closed spaces with colors, plus seize the Loop structures to create patterns.

In this first session you'll work in your notebook and in the second you're going to create an algorithm in Raptor.

Activity 1

As always, take out your notebook and write down the class title and objective. Then, write the questions and answer them. Please do not copy from another classmate; instead, make a genuine effort to understand and complete the work yourself.

Questionnaire

1. What line of code should you type in a Call to open a graphics window that is 300 pixels high and 200 pixels wide?
2. In a Cartesian plane, dimensions are always indicated in order. Is the first dimension the vertical (y) or the horizontal (x)?
3. So, if you´d had to draw a purple filled circle exactly in the middle of the window mentioned in the first question, what line of code would you type in the Call symbol? (50 pixels radius)
4. Regarding lines, how would you create two black intersecting lines in front of the circle? The first line goes from the upper-left corner of the window to the lower-right corner. The second goes from the lower-left corner to the upper-right corner. Write the two lines code.
5. And regarding fill colors, how would you fill the four remaining white areas with yellow? Write the four lines of code

Do you need visual support? Watch the next image that shows the final outcome.

Once you finish, ask your first session teacher to check and sign this notes.

SESSION 2

Activity 2

Now, the next level challenge. Open Raptor and create the next image using Raptor. As usual, you´ll upload the final algorithm file to the Classroom post, but you'll also have to draw the image and the Raptor flowchart in your notebook.

• First, draw the hand-made version of the image in your notebook before creating the Raptor file.
• Use a 400x400 graphic window
• Start by filling the window with black, then proceed to draw the lines
• Leave the circle for last. You'll need the next info, but you'll have to understand what does it mean.
• (200,142,92,yellow,0)
• Analyze the final result and compare it with your own product
• Once finished, save your file and upload it to Classroom

Don't forget to copy the flowchart form Raptor to your notebook.

Ask your second session teacher to check and sign this notes.

Good luck!