L4- Guess the word code

import random
vChoices = ("red", "gold", "orange", "green", "aquamarine", "lavender", "fuchsia")
vWord = (random.choice(vChoices))
vName=input("Hi there. What's your name?")


vGuess = input("I have one of the following colours in mind:red, gold, orange, green, aquamarine, lavender, fuchsia . Can you guess which colour?")
vAnswer = len(vWord)
vGuessNumber = len(vGuess)
vCounter = 0
print (vWord)
while vGuess != vWord:
   if vGuessNumber > vAnswer:
       print("This word has less letters than your guess")
       vGuess = input("Try again!")
       vCounter = vCounter + 1

elif vGuessNumber < vAnswer:
       print("This word has more letters than your guess")
       vGuess = input("Try again!")
       vCounter = vCounter + 1
else :
      print("You got it! Well done,", vName, "!")
      print ("You used", vCounter , "guesses!!")

banana="Banana"
print("There are" ,banana.count('a'), "a's in the word banana")

L4-Guess the letter/word game

L4- Python

Today in class we learnt about different ways to apply the knowledge we learnt from previous classes into other classes.

Since we completed the guess the number project last class, we tried to make a guess the word game. The idea is similar to hangman, but is sort of an automated version played with the computer. We first started with the pseudo code, so that we had sme sort of idea of what we wanted to code. Here is our pseudo code:

Choose a random word from the list given of the words below.

Set vChoices is equal to the list of words that the computer is going to choose from

Set vGuess as the input for the question  “I have one of the seven colours in my mind. Can you guess?”

If the color guessed is not correct print, “ This is not the right answer. Guess again.”

The guesses so far is 0,

Print “This word has…  letters.”

Create a loop, a while loop.

While the guess is not equal to word:

print “guess a letter”

input guess

If guess in Vword then

print  “yes.. That letter.. Is the word”

“that  letter is in position”
Else print, “No, that letter is not in the word.”

We re-enforced the right way to code while loops, and if and else statements. Furthermore, we looked at the way to use the elif code. Basically the elif make the options and are similar to the else and if function. By using the elif, it helps our brains wrap around the idea of options selected. Each of the options then have a task to do. So for example when we gave the audience the option of 1, 2 or three, the elif was used as an if, but  is a way to better organise.

Our practice with the elif statements looked something like this:

vchoice= input ("enter number 1 to 3:")

#so the elif are the different choices, so if u chose one of the statements. GIves the audience a choice
if vchoice  == "1": #first choice
print ("Chosen Item 1")

elif vchoice== "2": #the other choices otherwise if
print ("Chosen  Item 2")

elif vchoice== "3":
    print ("Chosen  Item 3")

We then applied what we had learnt into the guess the letter/name game! It was exciting to see how the application of elif was really easy, and we soon all managed to grasp the concept.

import random

vChoices = ("red", "gold", "orange", "green", "aquamarine", "lavender", "fuchsia")
vWord = (random.choice(vChoices))

Here is the rest of the code:
import random
vChoices = ("red", "gold", "orange", "green", "aquamarine", "lavender", "fuchsia")
vWord = (random.choice(vChoices))
vName=input("Hi there. What's your name?")

vGuess = input("I have one of the following colours in mind:red, gold, orange, green, aquamarine, lavender, fuchsia . Can you guess which colour?")
vAnswer = len(vWord)
vGuessNumber = len(vGuess)
while vGuess != vWord:
   if vGuessNumber > vAnswer:
       print("This word has less letters than your guess")
       vGuess = input("Try again!")
   elif vGuessNumber < vAnswer:
       print("This word has more letters than your guess")
       vGuess = input("Try again!")
   elif vGuessNumber == vAnswer:
       print("You got it! Well done,", vName, "!")

We then started to make the actual game. We worked in pairs, so Sonia and I managed to be able to write the pseudo code, and code at the same time to see if we were heading in the right direction. The first thing we did was made an objective list. So this list had things that we wanted our code to include. One of the things we really wanted to include was making a list, and for the computer to choose from the list randomly. By doing this, the user wasn’t guessing some really random answer, and it was contained in a topic. In order to make the computer pick one randomly we used: To break down the code for you. At the beginning we made the computer choose a random color from the list. After, we started to make variables such as the vGuess (an input that would be stored based on what their guess of color  was) After we made a while loop. The while loop was used in order to make the computer write whether the person guessing was close or not. To do this, the computer took the length of each color, and tried to tell the audience that their guess had too many letters, or too little. the only problem with this  is that you can’t have blue and gold together because they both have the same letter amount. So we had to do a little bit of research in order to find seven colors that all had different names.

This short game was produced based on a point system. So there were two main parts to this mini game before we started the actual name game. For this one, the user would input a name, and the computer would then give you points for how many vowels and which vowels were used. For this short game, we used the elif a lot, which was good practice and an objective for the lesson .

vword= input ("Enter a word:")
 #conver the word into lowercase
vword= vword.lower()
score=0
for letter in vword:
    if letter == "a":
        score= score+5
print (letter,"is worth 5")
    elif letter == "e":
        score = score + 4
print (letter,"is worth 4")
    elif letter == "i":
        score = score + 3
print (letter,"is worth 3")
    elif letter == "o":
        score = score +2
print (letter,"is worth 2")
    elif letter == "u":
        score = score +1
print (letter,"is worth 1")
    elif letter == "y":
        score = score +1
print (letter,"is worth 1")
        #if there are no vowels

Overall, I really enjoyed today’s class, and found it interesting how we progressed from the guess the number to something a little bit more advanced. Also, it got us to take a step back and see how much we have learnt over the few lessons we have had so far. It is amazing that I have never properly learnt code but have managed to learn so much in the past few weeks. I am excited to apply all of these things into a project that I might actually use.


 


 

I2P- L3- Guess the Number Game

Screen recording of what we did this lesson.

Today we learnt how to code a game known as the guess the number game. Some of the things we learnt specifically included:

While loops: While loops are repeating sections of code, but it can be quite a slow testing process. Furthermore, indenting claimed to be very important in the while loop; not only to keep things organised, but also was crucial in making the code work properly.

When not equal to: This is shown with an exclamation point and equal sign. By using this it allowed us to create a while variable is not equal to loop.

We also learnt about having the computer generate random integers.

The guess the number game was an interesting game that put together all of our skills together and make a fun short little game. We started by making a pseudo code, the form of code that is made for humans to comprehend. After doing this, we then decided to start by having the code get a random integer between 1-100. By generating the random integer, it allows the game to be played between the computer and the user. The computer after generating the random integer, can be stored as a input variable.

After doing this,  we stored the variable of their name. By doing this we made the game more personal to our user. This applies back to the entire empathy unit we did in the beginning. By doing the simple line of code that allows us to store the name of the user, and using the name throughout, it allows the audience to feel as if the game was made just for them. It allows them to have more of a personal connection to the game.

After making the different variables we started to make a while loop. While loops are good to keep the code running until something is true. In this case we asked the user to input a guess. After giving the guess, the while loop helps make the program responsive to the integer given.

While variable != variable answer:

#Using this != it allows the code to realise that when the integer Is not equal to the random integer generated, then the program can do two of three things, both of which are if statements within the while loop.

Depending on whether the guess is above or below the random integer, the program will tell you whether the integer you guessed is too much or too low.

I actually had quite a lot of challenges with this, as I kept getting syntax errors, due to the fact that my inequality signs were opposite from each other. This meant that when I typed in 0, it would tell me it was more even when the smallest random integer for the program was 0. I worked with some of my classmates to solve this issue, and we found that problem lied in our carelessness.

After we created the if statements for both the lower and higher number, we then created a if statement for when the user guesses the number correctly.  This statement I also had some challenges with, because I had forgotten that in order to make the equal statement you need == for the equal sign. ‘

Overall, today’s lesson was a fun yet interesting learning experience, that helped us to create a game that combined all of the skills we learned so far. I enjoy this sort of lesson and unit, where we learn some small skills, and at the end we get to create a final product that require all of the skills we had learnt so far. I hope that we can continue doing things like this after we learnt more. Furthermore, I was also noticing how we used empathy even to create such a basic code. We used their name to make the code more personal. I noticed how the fundamental of programming is not the code itself, but actually using the code as a tool to create empathy for the audience.

 

 

 

Python Lesson 3, Reflection

Here are two videos on the process that we went through today (they are screen recordings of my computer throughout the coding lesson, so that you can see exactly what I did throughout the lesson)

Reflection:
Today’s lesson was really fun in general, where we were able to learn a lot about pseudo code, and  more about different statements that we can use. We found the importance of flow charts, and did a fun exercise on how to feed a dog using one. After, we started to start the game production of “Guess the number”. This small game combines all the skills that we learned so  far into a fun entertaining game. I’m excited to see the final product later on!
-If, While, For in range statements
Statements are crucial to any part of programming. Here is a short review of each statement we learned in this class.
If- these statements are the one corresponding to the first true condition, or if all conditions are false, then it will go to the final end line.
While- The condition keeps looping as long as the while is true.
 Image result
For- In this specific  example we used the for statement as in if i is in this given range, then we can print this value “i”.
vnumber1= 5
vnumber2= 2
if vnumber1 > vnumber2 :
    print (vnumber1, "is bigger")

vnumber3= 0
while vnumber3 <10:
    print (vnumber3)
    vnumber3 = vnumber3+ 1
for i in range (0,20,2):
    print (i)

vnumber4=  10
while vnumber4 < 6:
    print (vnumber4, "is less than 6")
-The need for planning, using flow charts and pseudo code
Flow charts- Flow charts are used to help map out different loops, and are crucial in programming for many reasons. For the loop for “how to feed a dog” here is the two functions we used.
Decisions- Shown as a diamond- this shows the true or false, in which if it is false then it loops to somewhere, and if it is true, something else happens.
Process- Shown as a rectangle- this shows the process, so simple actions, usually the result of a decision, but can be just simple an action that occurs in the code.
What is a pseudo code?
Pseudo code is used to communicate what the computer is doing, using words and sentences. These occur in # because they are telling the reader what to do, rather than the computer what to do. The pseudo code is a way for coders to communicate what their code does. It is alike to the speech of the code. In other words it is a notation of the simplified programming.
-Include the ‘feed your pet’ algorithm.
We tried to apply both the pseudo and the flow  charts to our own little example. This was using the example on how to feed a dog. Sonia and I first started with making a flow chart, and soon proceeded in creating a pseudo code for it.
WhatsApp Image 2016-10-07 at 11.32.00 AM WhatsApp Image 2016-10-07 at 2.53.44 PM
The beginning of the game making is really interesting so far. After making a pseudo code for this, we managed to have a plan on how to make the code. The parts we have tackled so far is creating a random number generator, in which the computer will generate a number and you will have to guess the number using the guesses that the computer gives you.
Here is the code that we have so far.
import rand.num(1,50)
print("I chose a random number between 1-50, can you guess the number I chose? ")
vnumberguess1= input ("You have five guesses. What is your first guess?")


 Here is the code that we did in this entire class.
#If vnum1 is less than vnum2 then, print vnum 1 is smaller
#pseudo code - comment something, comment, speech, thought process
#while count is less than 6, then  print count is less than 6
# If it says "if" then it is an if statement
vnumber1= 5
vnumber2= 2
if vnumber1 > vnumber2 :
    print (vnumber1, "is bigger")

vnumber3= 0
while vnumber3 <10:
    print (vnumber3)
    vnumber3 = vnumber3+ 1
for i in range (0,20,2):
    print (i)

vnumber4=  10
while vnumber4 < 6:
    print (vnumber4, "is less than 6")
#i=0
#vname1 = input ("What is your name?")
#print (vname1)
#for i in range (vname1[0-12]):
    #print (i) this doesn't work
    #for each letter in "your name" print  each letter
#how to do it?
vname6= input ("What is your name? ") #characters of the name, calling for each
vletter= vname6
print (vletter)
i=0
for letter in vname6:
    print (vname6 [i])
    i=i+1
# vname7= input ("What is your name? ")
#vletter1= vname7
#print (vletter1)
#i=0
#for letter in vname7:
    #print (vname7 [:]) #this means that it prints your name, as many times as there are letters in your name
    #i=i+1
print ("I chose a random number between 1-50, can you guess the number I chose? ")
vnumberguess1= input ("You have five guesses. What is your first guess?")

import rand.num(1,50)
print("I chose a random number between 1-50, can you guess the number I chose? ")
vnumberguess1= input ("You have five guesses. What is your first guess?")

I2P- Programming Lesson 2

Here is a screen recording of all of the code we did today in class. 

Today in class we learned a lot about defining integers and floats. We also looked at concantenating strings and slicing length. Furthermore, through all of these tasks we managed to find out more about error handling.

At the beginning of class we looked at how we could print a quotation. This was interesting because  you had to put in quotation marks, which are usually used for simply printing the actual function.

After making the quote, we then tried to print ASCii art. I chose to print a penguin. This was more than just copying and pasting, because we had to remember to put the print function before inserting the ASCii art. At the beginning of the insert, we had to use three apostrophes, to start out the ASCii art.

We next learned how to make the computer print lowercase, and uppercase. Remember that it is variable.lower, or variable.upper, not .uppercase, or .lowercase.

Integers and floats- In today’s class we looked at the integers and floats, as well as their differences. An integer function helps make the variable into a whole number. A float makes the variable a decimal, or keeps it in a decimal.

Loop: A loop tells the program to do the code until it finishes finding the correct answer. The first statement in a function is executed, then followed by the second, and so on. 

This shows how loops work. So its similar to feeding a dog. ” Are you hungry?”

If yes, then you give the dog something to eat. If no, then nothing happens.

Slicing: Slicing helps with breaking apart different strings. It helps take out certain letters and numbers.

#slicing- to take out numbers/letters
print (vmonth[3:6])
print (vmonth [:6])#if we do print (month [:6 ]) It prints the entire thing until the sixth character
print (vmonth[1:]) #prints the entire thing except for the first character
print (vmonth[:]) #prints the entire thing, because there is nothing to splice

Find: Finding helps find the starting letter of a sub-string. 
#find () method returns an integer that represents the starting position of where a sub-string occurs in a string.

Strings: Strings are a group of letters and numbers.

Lengths: It helps find how long the string is.

Range:

while number<10:
    print (vnumber2)
    vnumber2=vnumber1+1
for i in range (0.20,2) :
    print (i)

While loops: A while loop statement in programming is when the computer repeatedly executes a target statement, as long as the statement is true.

For loops:

if statement: If something is true, then something happens.

Concatenating statements:

#concatenation- adding two strings together
vstring1="Weilyn "
vstring2= "Chong"
print(vstring1+vstring2)
print(vstring1,+3) #adds three to the end
#strings that are numbers into integers to whole number, but if you have words you can't change it into an integer

Reflection:

Overall, I found today’s lesson really fast paced and exciting. I really enjoyed everything we did, and find that my foundation for code is a lot stronger now. Furthermore, I am excited to see how I can apply this in our next lesson to make our very own game.

 

Down below is part of the code, as well as my comments throughout the code:

#vmonth= "October" #this is setting up the variable used
#print(vmonth) #print the variable
#print (vmonth.upper()) # This prints in uppercase
#print (vmonth.lower()) # This prints in lowercase
#integers is one of the three numeric types in python ( int, float, complex)
#We can find out the type of any object in python by using the type () function
x= int(34)
y=int(24.9) #int changes it into a whole number
print (x,y,x-y)


x= float(34)
y=float(24.9) #float changes it into a decimal
print (x,y,x-y)

#loop
vmonth= "October_Yo!" #variables are always on the top of the code
vletter= vmonth [2] #the [1] is the first letter that is going to be printed
print (vletter)
i=0
for letter in vmonth:
    print (vmonth[i])
    i=i+1
#loops, goes to the end and finishes
vmonth="September"
#print(vmonth[10]) #looking for the tenth character, so it didn't work "syntax error"
#slicing- to take out numbers/letters
print (vmonth[3:6])
print (vmonth [:6])#if we do print (month [:6 ]) It prints the entire thing until the sixth character
print (vmonth[1:]) #prints the entire thing except for the first character
print (vmonth[:]) #prints the entire thing, because there is nothing to splice
#find () method returns an integer that represents the starting position of where a sub-string occurs in a string.
vmessage= "Life is a beach and then you die"
print (vmessage)
print (vmessage.find ('beach'))#finds the first letter of the string
print (vmessage. find ('bench')) #it doesn't exist, so if they have -1 as a answer, it is not there
#first letter is always 0
#concatenation- adding two strings together
vstring1="Weilyn "
vstring2= "Chong"
print(vstring1+vstring2)
print(vstring1,+3) #adds three to the end
#strings that are numbers into integers to whole number, but if you have words you can't change it into an integer.
vinteger=10 #variable integer
print(vinteger) #print this integer
vfloat= float(vinteger) #change the integer into a float (a decimal)
print (vfloat) #print the decimal number
vage=14
vyear= 12
print (vage)
vfloat1= float(vage)
vmonth= (vage*vyear)
vday= 30
vanswer1= (vday*vmonth)
print(vanswer1)
vhours=24
vanswer2=(vhours*vanswer1)
print (vanswer2 )

#length
#print(len(vname))
vnumber1= 5
vnumber2= 2
if vnumber1 > vnumber2:
    print (vnumber2, "is bigger")

while number<10:
    print (vnumber2)
    vnumber2=vnumber1+1
for i in range (0.20,2) :
    print (i)

#range is very useful with the for loop and is used to iterate over a sequence of humbers

 

Python Lesson 1, Reflection

Here is a video of my code so far. (It shows how it works so far)
https://www.youtube.com/watch?v=n4qRPs7KvlY&feature=youtu.be
First parts of the coding process
Screen Shot 2016-10-03 at 2.12.08 PM Screen Shot 2016-10-03 at 2.12.19 PM
For the worksheet
Screen Shot 2016-10-03 at 3.05.39 PM
Lesson objectives:
  • Learn how the print function works
  • Defining a variable
  • Using an input function
  • The differences between ‘Integers’ and ‘strings’

Today was the first day of coding, and we started to learn about how to print functions, as well as integers and strings. By doing this, it was a nice introduction to the entire programming unit, and we were able to make a timestable. By making a working timestable (so by asking the user which number timestable they wanted to learn, and by pressing enter having the program write the timestable until 12)

The print function works by writing print, then brackets.

After you write the brackets you could perform two different tasks. One is that you could start off with quotation and ask the program to “speak”. Or you can put a equation eg. 5+3, and ask the program to perform this task.

A variable in programming is a container. You can put the variables into the program as storage containers, to store either words, or numbers.

An input function is basically where they ask the user to input an answer to the prompt. For example, variabled=input (“Where is the kitchen?”) This input would allow us to enable the audience to be able to respond to the prompt.

Integers and strings are different in many ways. A string is for storing words, where integers are a number that the computer recognizes as a number.

I found today’s lesson really helpful, as it was a nice easy way into programming as a whole. By learning more about the strings, and integers, we could apply these to make a simple task. I hope that by learning these simple tasks I can apply them in the future to more complicated tasks.

 

I2P- Summative- Prototype

WhatsApp Image 2016-09-23 at 3.21.23 PMWhatsApp Image 2016-09-23 at 3.21.23 PM (1)

  1. Describe the problem in less than 3 sentences, explaining the what, why, who, how of the problem. Mash together two ideas and create a catchy slogan that sums up your ideas.

The problem is that many are avoiding organization because they find it inconvenient, and they can’t find a planner that suits them . Many people, especially students, are not organizing, and using a planner.
“UR LIFE, UR PLANNER”

Our ad video:

  1. What is the vision and mission of your solution?

Our vision for the planner was to have a planner that suited everyone. Both the design, and the template was made centred around what people wanted. We wanted to make a planner that was easy to use to the point where they would use it. Our end vision was to have a planner that everyone, our entire audience, enjoys the planner that they are using. Our mission for the planner was to make a planner that was simple to use, and customisable to what our audience wanted. We wanted to take the ideas that people wanted, and incorporate it into a planner for them.

  1. Who are the stakeholders? What will be the impact your solution make to them?

The stakeholders for our planner were mostly HKIS students, but it can also be used for any working adults. The impact of our solution would be that they start to more frequently use their planners, instead of using it once in a blue moon.

After talking to the dragon shop ladies, we changed our stakeholders, and targeted a more broad audience, including parents. We made a planner very specific to high school students, and students in general, where a lot of the ladies there could see their kids using the planner, but not them. So we decided to try to make our planner more open to everyone, instead of just one specific audience.

  1. Review the possible solutions, rate and analyze the pros and cons of each of them.

1. Problem #1 – Customisable style

People wanted a planner that would suit their style, instead of being simply a generic planner. It was common that people would have the same planner, and feel like they’re organisation was no longer unique.

Solution #1- To combat this problem we tried to come up with cover designs that oculd be suited for different audiences. So we made one that suited the glamorous, and ones that suited the simplistic person. This gave people the option, and the choice of what type of planner they wanted.

WhatsApp Image 2016-09-26 at 8.50.06 PM (1)

Pros- People would be able to have different styles of planners, and different designs suited to what they want

Cons- In order to make the planner customizable, we would have to individually talk to everyone to see what each person wanted with their cover design.

2. Problem #2- Layout problems

A lot of people wanted different layouts. Some preferred having the weekly planner, so that they could see every week clearly, and some preferred monthly, or even daily planners. These all came with their strengths, and targeted different audiences.

Solution #2- To solve this problem, we made a standardized planner with every month starting with a month on two pages, and the next few were split up into week on two pages.

This allowed us to have both weekly, and a almost daily weekly planner. With the week on two pages it was easy to see everything for each day, but also clearly showed the week plan. Each day divided up into different parts, or sub-boxes. At the top, there is a small square, which indicates the day ( day 1, day 2, etc). Next to it, is the day of the week (monday, tuesday, etc), after this, came a small box with events. This is a place where people can write down after school activities, and other things that occur. The two main sections were split further, with the box on the eft dedicated to quick scrawls of the homework, the and right sub-parted into upcoming, and now. This allowed for prioritization and a organized to-do list.

However, we realised that this may not apply to all the people in our audience. For example, the older adults preferred having each day laid out, with the times of each hour, so that they could plan their events and meetings. This did not apply for students, as usually they didn’t need to plan out their everyday hour to hour.

We decided to solve this problem, we could make insert pages, or special requests. These inserts could be catered to different people and what they needed. So we would have pages like the hour to hour of everyday, which could be used for busy working adults.

Pros- People had more freedom, and could perhaps find a layout that suited them

Cons- It may not suit what everyone wants. So some people may not like making lists, in which the to-do list part would be completely useless.

WhatsApp Image 2016-09-23 at 3.17.19 PM

3. Paper planner vs Electronic planner

People couldn’t decide which one they liked better, as they saw benefits between both of them.Some people even used both, but couldn’t find away to connect the two different methods.

Solution #3- To make a planner that is interchangeable, between both  paper and electronic. Alike to the Evernote notebook we hope to create a planner that could be both online and offline, easily accessible for anyone.

Pros- The concept would be interesting to implement, and it would definitely be convenient to have both accessible, and for it to be interchangeable.

Cons- The planner may be hard to create. You also would have to take pictures and scan it everytime, as well as upload it to the app, which can be considered as a lot of work.

  1. What are the potential challenges you may face?

One of the potential challenges that we might face in the future is making the planner interchangeable. Since we all haven’t had experience with coding, it would be hard for us to make a program that would allow us to make a planner that could be interchangeable.

  1. Tasks to complete the solution and possible prototypes you can make.
There was a lot that went into the process of making this planner. 
The first step was coming up with the layout, so we had to gather ideas from the internet, and what we found that people wanted from our surveys. Next, we started to create a template on the different designs, and chose the best one. 
After we chose on the layout, and the template, we started to make our prototype. 
This included a rough draft of the monthly page, as well as a overview of what a month would look like. 
We then, started to design a logo, and cover page. 
After the prototype was all sketched out, we then decided to ink some of the pages, to see somewhat what the product would look like. We, as a group, debated on whether a printed version of the pages would be better, or whether the hand made one was better. We decided, that it could be the person’s choice on which one they prefer. 
After we finished the prototyping, we were able to start the “selling” points, featuring the ad we made for the planner. This allowed us to see what the marketing of the planner would look like. 

WhatsApp Image 2016-09-26 at 8.51.13 PMWhatsApp Image 2016-09-27 at 5.03.34 PM

  1. Come up with something you can test and prototype. Break it down into small pieces

We had two prototypes. One was a paper planner, and the other was an electronic planner. With the paper planner there are many interesting functions, and we styled it based on what the people wanted. 

One of the problems people had: They liked all of the formats for different various reasons. Some preferred a daily planner, so that they could write in detail what they needed. Some preferred a weekly planner, where they could see that week. And some preferred the monthly, so that they could take a look at the month and know, at a glance, what they needed to do for that month. 

So we decided to come up with a solution for this, to combine all of these in one easy to use design. So in our planner, we included all of these different things, daily, weekly, and monthly in one planner. 

Another one of the problems people faced was not having enough space for their homework, and we saw that a lot of people enjoyed making lists. 

So we decided to include in our planner, both a space that people could write a to do list, events, as well as other homework that they needed to do. 

We also wanted to make the planner customizable, and suited for what you wanted. So we came up with multiple different designs. Here are a few of the cover designs that we made.

In order to see what other people thought of our planner, we then had to bring our prototype around and ask people what they thought about it, and whether it accounted for their needs. In order to do this successfully, we had  to first make a survey with questions that provoked people.
A lot of the results were really interesting, and we saw overall that a lot of people liked  what we produced, but it, of course, could use some improvements. Through asking people, we then can take our planner, and improve it to what people want.
Overall people liked the format of our planner, but thought that the layout and themes could use more effort.

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Here are some of the results:

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Here you can see that a lot of people like the universal planner design, with the runners up being the glamorous and the nature lover design.

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We see that from the people we interviewed, a lot of people preferred the paper planner over the electronic one.

 

 

 

 

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Most people were willing to pay under 100 dollars for the planner, and a little more after we started to develop the idea.

Through these results, our next steps could include:

1. Designing more planner covers, especially ones that cater towards boys, and other age groups.

2. To perhaps change the inserts so that an option could be hour by hour per day.

3. Start to make the draft two of prototype!

4. Improve more!

Reflection: Overall the prototyping was really fun, and an exciting process! Since we had all of the problems that people had laid out, I was already itching to start to create a solution for it. I loved testing it out, and using my calligraphy to make various different colour designs. It was also really interesting to see what other people thought about it, especially when we interviewed people that had problems with their organisation in the beginning ( their problems they mentioned, helped  create our prototype) I do wish, however, that we had a way to create a drag and  drop type of planner, where people could drag and drop what tools they wanted  in their planner, and print it out so it was really customisable. Even though I do wish we could have done this, I am proud  of the work we managed to accomplish!

Our presentation:

 

1. Summary of your testing results

The testing results were really interesting, and gave us the insight of what people wanted in their planner. One of the most important facts we learned throughout the testing of our prototype was finding out the pros and cons of the prototype we made. For a long time we were only seeing the perspectives of five people. After we went out and surveyed, we were able to find out so many more perspectives.

For example, the one of the cons we saw before the testing:

1. The book looked unprofessional

However, this wasn’t a prominent problem that we saw when we asked people what they thought about the planner. They didn’t bring it up as much because they knew that this was only one of the many prototypes we were going to produce. However, without the survey, we wouldn’t have realised that some people believed that the homework box, and the priority box was redundant and not needed.

Besides finding out the different pros and cons, we also were able to ask people we surveyed before, so that we could see how well they thought we applied the problems they had in our prototype. It was also essential as we managed to see further steps of how we could take this and apply it further.

Through this, we were able to find out that we could take this a little bit further, and actually start to consider making a planner for the next school year. As a team we are discussing about how to improve our designs, and perhaps come up with one for next year.

2. Answer this question..“What does Design Thinking process have to do with programming?”

Design thinking process actually has a lot to do with programming, and could be the fundamental of programming. At first, I didn’t see the connection and found it completely irrelevant, but then after talking to my dad, and researching online, I saw that the design process was essential to programming.

Now, anyone can learn to program, and can learn to code. But the people who make successful products are not people who know how to code the most beautiful lines, but are successful because they use the codes to make beautiful products. Learning to code is another skill that helps you build your ideas. Without thinking of the idea, and going through the design process, the product would have been something that people don’t care about, or no product at all.

You could have all the tools in the world, but with no idea, there is no point. Finding the “point” is finding how to empathise with people, and finding what the people need in their lives. From there, we can take that and create a product people can actually use.

3. Create three:

 “I can..” statements from this process

I can empathise with my audience, and step in their shoes through surveys that are open ended.

I can create and brainstorm prototypes that are fundamentally trying to fix the problems that people had, and adjusting our prototype based on what the people wanted.

I can present my ideas and understand the meaning behind the design thinking process, as well as how it connected back to coding and programming as a whole.

 

 

I2P – Formative- Development of Pecha Kucha

1. Coming up with our questions, and empathy statement

The first step in the entire process was coming up with the empathy statement, and coming up with an issue that is effecting our everyday lives. By doing this, we started off with writing things that irritate us through post it notes. After we wrote them down, we looked at them, and started to take the feasible ideas.

We realised that it was important to be open to all sorts of ideas. As a group we found that organisation was something that was very important to us personally. For me, organisation is something that i could not live without. I was drawn towards this problem, because it is one that needs to be fixed, especially for school students. Organisation can play such a key role in making it easier for us to do things to our best potential, and yet many just don’t put in the effort of organising.

We developed our empathy statement in many ways. The first was by using the problem to help guide our  research. The problem : people weren’t using any sort of organisation, and if they did, they often didn’t believe that it could be both stylish and functional, sacrificing one for the other.

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This is just one of the many brainframes we did to help us brainstorm about a problem at hand.

2.  The google form

We had to send out the google form to our class members, and friends, to get their take on the idea and what they felt like. We first had to develop questions around the idea of organisation and planner use. We wanted to make the questions open ended, so that people didn’t feel obligated to say only one answer. This allowed them to have an option of saying other answers that truly expressed what they felt.  We tried to interview people as well, but we started off with sending the form to our friends.

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These pictures are screenshots of the form that we made. Using this form, we tried to make questions that got the responder thinking and reflecting.

3. Personalisation

Sending out a form can only get you so much information, so the next step for us was to get the different answers through asking different people. We did this through an interview guided by the questions, but we tried to make it more personal through changing the question to fit their personality.

Also more people were willing to talk, and answer the questions if we asked them rather than just giving them the form. We could also stylise the questions to fit them after we talked to them, and record exactly what they wanted to say.

4. Some of our responses

Through the data collected we were able to see a wide range of different age groups, and respondents, as well as trends between these groups. Some of the data we collected was different from our first predictions. For example, almost 71% of the people we interviewed preferred function over style.

Form responses

5. Pecha Kucha building

For the presentation of all of this data, we did it through a pecha kucha. This presentation is slightly different from most due to the fact that you have 20 seconds for every slide, and you have 20 slides total. It was interesting to develop a Pecha Kucha for many reasons, the first is that we had to think of a way to connect with the audience, to ensure that it wasn’t a boring presentation.

 

Overall I really enjoyed this project, and found it interesting to connect with an audience through a topic I felt was important. It was intriguing to have a glimpse into other people’s lives, and be able to talk to them about how organisation effected their lives.

I made an outline of a script for the Pecha Kucha, centralising the main idea of what I should cover:

Organization is like sweeping up the dirt from the floor. When you see dirt on the floor, you feel lazy to pick up the broom and start sweeping. Whilst in the process, you feel reluctant to doing it, but you know it would help clean up your life. Only after, is the sweeping or organizing rewarding. The after feeling of finally being able to see everything clearly, or being able to do everything efficiently is rewarding, and irreplaceable.

Alike to sweeping, gathering the initial momentum for doing the chore can be quite a long one. People are reluctant to starting to organize, which leads to more of a spiral downhill, than a rewarding finish. Organization is such a large problem on such a large scale, so as a group we zoomed in to the use of planners. We realized that people are reluctant to use planners. There is no perfect planner for everyone, that works for everyone. There is no time, planners are inconvenient. These were only a few of the excuses we heard when we asked around.

Through asking people, we developed an empathy statement. Our empathy statement was based around the idea that people 1. Do not have time to use a planner, 2. Can’t find a planner that is suitable for them, 3. Find no use for a planner, and 4. They simply don’t see the functionality of planners. Our empathy statement was: People are frustrated with finding a planner that is both functional and stylish, without compensating the uniqueness of the planner used.

We did many activities and actions surrounding the idea of organization. The first was brainstorming the problems we had. We took sticky notes and as a group started to look at problems we had in our school, or in the world. By brainstorming we could look at all of the problems we had and tackle them easily. Putting them on sticky notes allowed us to look at the different problems, and aspects of the world that we had issues with, and what really bothered us as a whole.

Our next step after brainstorming was choosing the issue we found hit home. We wanted to center our project around something we actually cared about, instead of something that we were forced to do. So we decided to narrow it down into planners, and finding the perfect planner for everyone, or one that is customizable. We decided that it was important for everyone to be organized, and planners seemed to be the most convenient way, and most accessible way to do so.

After we decided on our topic, we went and made a survey. We made our survey one that was open ended so that people weren’t answering yes or no, but instead were allowed to say whatever they want. We made a survey of around 10 questions, that really let us connect to our audience through the survey, and understand where they stood in terms of planner usage. We tried to interview a varying amount of people so that we could get multiple responses.

We found a lot about what people think. We see that people who are slightly older enjoyed paper planners better than the electronic ones. Surprisingly people who were older, or at least those we interviewed relied on their planners more than those who attended school. We found this surprising, because j we expected to have the results to turn out the opposite way.

Emily. We interviewed many people, but her interview was one of the most interesting/ She had such a positive vibe, and really shared her opinion on the planner, and what worked best for her. At this moment she uses an excel sheet to organize her homework. However, she was feeling like it was too generic, and not stylish enough.

Maxwell surprisingly didn’t use a planner, and it was astonishing. He gave us the insight that people wanted to use planners, but were lazy to do so. It takes too much effort to do so.To take the planner out of your bag for the split second to write your homework down.

Frustration, agony, and irritation were some of the common feelings that people felt when we brought up the use of the planner. People associated these words with not only planners but also organization in general. These feelings of planners are something that we need to change.  Organization is something that is important aspect of life, and can really reduce stress. But the use of planners can sometimes be stressful process.

I, for one, have had many frustrating experiences with my planner. Sometimes in the planner there are certain parts that I never use, and there are some parts where there is not enough space for me to use. Another frustrating experience I have encountered was during class when a teacher tells us the homework and my planner is at the bottom of my bag. I then spend a good five minutes getting out my planner from the bottom of my bag.

Another, more positive feeling we got from the audience was ones of satisfaction. Almost everyone we talked to at the end liked the idea of having a planner. They saw it as a good way for them to organize themselves, and make themselves more efficient. Many people we talked to were convinced that organization was helpful, and could be beneficial, they were just sometimes blinded by the idea of putting the effort in finding a good planner

Throughout the process we were faced with many problems, and uncovered more and more problems along the way with organization in the school. We realized that majority of the population didn’t use planners, or any sort of organization because they found it inconvenient, or they couldn’t find a planner that was useful to them.

Imagine being able to be organized, and keep track of everything that was going on. To be able to not worry about keeping organized, and be in a minimal effort. This is a wolrd we all want to live in, and it no longer has to be a fantasy. We can be more organized and not compensate style or function.

Another problem we tried to fix was hwo to make it both functional and stylish, or how to make the planner suitable to what you needed. We started to brainstorm some ideas, but none of them seemed to be the bets solution. We brainstormed ways that we could perhaps go to everyone and interview them, then taking the results and making a planner for them based on what they said. However, we noticed how this wasn’t a feasible solution.

The purpose is a simple one. To simply allow people to be more organized, without having to feel like it’s a chore. We want organizing to be something that appeals to the audience, instead of one that makes people groan in agony when hearing the word. By doing this, it could actually help our society in general. It is one that also has a feasible solution.

Another conflict we realized people had was when they went out and bought their planner. Whilst buying a planner, people tend to go with the more stylish planner, or more functional depending on what they are looking for in the planner. Whilst shopping for the planner they never realize that a planner can be both stylish and functional, so they tend to sacrifice one over the other.

We saw that through our problems we could find a solution. We knew after collecting data that there was a solution that was implanted between the problems. We started to modify our solutions based on what people wanted. For example, when peope told us that they wanted a planner that was online, and some told us they wanted a planner that was offline, we decided on making a feature where if you wanted a version of the planner we could print it in a neat format.

However not all has failed. We have come up with a solution to all of these problems. Your Life Your Plan. This planner is an online platform that allows you to create your own planner. With the simple drag and drop of different tools such as to do lists, and calendars, you can customize the planner so its both cute and functional. This planner design then can be used like google calendar on your computer, or the design can be printed into a offline planner. By using the drag and drop, you can put in the necessary components to your planner, and leave out anything that is unnecessary.

The last and final meaning through this project was to simply connect with the people through a topic that mattered to us. We wanted to see the ideas, and what people thought on the problems we encountered. Instead of interviewing them through normal questions, we decided to do so through a series of questions about something we thought was important. Also, we could connect, and see into their lives a little bit more through this connecting window.

 

 

I2P-Empathy Stories

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“My Father Died”

“When my kids were born”

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“The first time my dad scolded me”

” I don’t have a happiest moment, because every moment is a happy one.”

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“I have no sad moments”

“When I gave birth to my children”

 

What did you find out about them vs what you saw in the picture.

I was surprised to find out a lot about different people based on just one single sentence. It emphasised a lot on the fact that one single sentence, and one photograph can show a meaning that wasn’t discovered before. I walked into the office before, but never really got to know anyone from within the office. By asking them one simple question, I could connect with them more. I learnt more about the people who helped among the school community.  I feel like the picture can only capture so much of a person’s life, yet sometimes with a quote it can become a larger picture. We see the people’s workplace, and see where their most sad and most happy places fall.

 

 

Backpack prototype- Intro to Programming

Olivia wanted a bag that was both stylish and had many functional uses, as well as a lot of space.

Was your initial design the sam or different than your final design?

Our initial design changed throughout the process, based on whether it was realistic, or whether we could actually make it, and whether it was practical. Based on these guidelines, we changed our outcome, to fit specific and more important needs. We managed to include some important aspects such as making a small bag that is detachable, as well as making comfortable bag straps. We also ensured that there was a lot of space, and compartments, that could be used for many different things, and was very versatile with the design.

Where did you get stuck?

We sometimes got stuck with including certain elements, and prioritising our time with which elements were more important than others. We got stuck with the bag straps, especially with making them comfortable as well as practical. We had to eliminate many ideas during the process, in order to make it more practical. The hardest part in general was picking the ideas that we were going to go out with, and which ones we wouldn’t carry through.

When did you get your best idea?

We got our best idea when we were under the pressure of finishing, even though we may have gotten sloppy throughout. However, the best idea came at the last, in which we added the umbrella. This was the last idea, that really made our bag unique, and even more functional than it already was. The umbrella was practical for many reasons, in which it not only shades the backpack, but also the user.

How well did you capture your partner’s needs?

Olivia wanted a bag that was both stylish and had many functional uses, as well as a lot of space. I feel like through this design, we managed to capture what she wanted into a very stylish bag, that is functional in many ways.

 

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