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Throughout the entirety of this project, my class and I discussed/learned how much at risk the children of this world are whenever they are online. These risks involve "cyberbullying, cyberpredators, posting private information, phishing, falling for scams, accidentally downloading malware, and posts that come back to haunt you." We researched ways in which children can avoid these risks as well as how these risks put children in harms way.

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Within this project, students identify the true meaning of fair use when using the computer through a crossword puzzle where there are multiple words that involve the using of fair use. Moreover, this project help us understand the definition of fair use as stated, "the doctrine that brief excerpts of copyright material may, under certain circumstances, be quoted verbatim for purposes such as criticism, news reporting, teaching, and research, without the need for permission from or payment to the copyright holder."

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During the process of this project, students understood the definition of binary code which is stated as, a coding system using the binary digits 0 and 1 to represent a letter, digit, or other character in a computer or other electronic device. In addition, we used binary code to write our names as well as number 1 through 10.

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Throughout this project, students learn the means of problem solving in order to solve a series of clues   to unlock locks, similar to a physical lock. However, this process uses the device, in this case a computer rather than equipment, that is connected to the Internet to unlock a digital breakout.

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During this section of the curriculum, students learn the actual meaning and usage of hardware and software that is built into the computer. Furthermore, students learned of the peripheral devices that are connected to the Internet and what devices are connected to the computer in general.

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This project discusses the terms needed to fully understand what makes up the programming world. The 14 words we learned involved algorithm, bug, conditionals, coding, debugging, decompose, event, function, loop, parameters, pattern matching, persistence, program, and variable.

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This project practically discusses the more advanced graphing calculator implemented as a web application and a mobile application. Students learned that this program is another use of an online graphing calculator to help further your progression in times of aid.

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A graphing calculator is referred to as a handheld computer that is capable of plotting graphs, solving simultaneous equations, and performing other tasks with variables. Students learn how to operate the graphing calculator to help them in their future.

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Within this project, students learned the basics of using Microsoft Excel by copying and pasting a chart into the paper, placing a page break, how to properly cite a URL, and more. Bread, Cereal, Salt is the project that makes students analyze where to implement certain tools in order to make their paper look as clean as possible, if instructed by higher authority.

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The project Maze further instructs students to implement a proper URL when citing a picture. Moreover, this project enhances a students capability of creativity because it makes the student to create a maze from scratch rather than a direct copy from instruction. Within the project, we use our imagination of what theme we should use from beginning to end such as a garden theme or so on.

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Within this project, students learn how to properly use MLA format throughout their writing of literature and decipher what is considered a part of the evidence, analysis, quotation. In addition, we learned how to grab information from the text that is given in order to write a proper essay (based of what was written of course) whilst choosing what piece of writing is worth using.

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Within this project, the students learn how to create a graph, table, and chart, given the information we found from the instruction sheet. However, before creating the table or chart, students how to figure out how to convert a whole number into a percentage using the Microsoft Excel tools given. Moreover, this project teaches us the basics and enhances what we may or may not have known prior to the creation of this project.

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Throughout this project, we used our memory to try and create a graph. After that, we then counted how many M&M's each we had in our bag and then compared with four other students around us. Using this information, students implemented it into their table to fill in the slots that we were not already filled. Students then find the total of each color and bag, as well as the median, mode, and mean plus the percentage later on of all the information we received. Later, we then used the percentages to create a pie chart and a line chart that is used to describe the amount of each color there is compared to the overall total.

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Obviously, given the title of this project, we created a slide show that had information on us as a person and our means/goals in life. We implemented the use of buttons to get us in and out of each slide individually. Then we had to present in front of the class about ourselves using the slide shows with pictures, animations, buttons, etc.

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Throughout this project, the student has to choose a word relative to the topic of the curriculum of the class and make an animation using said word. As a result, I chose "resolution" and had to make a slide that takes away one letter until done, and then adding one letter until done.

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For this project, I had to create a game where a rocket ship had to fire at a moving object that is gliding down. I am to avoid that object at all costs whilst firing at it to assure myself that I won't get hit. The goal is to survive for as long as possible until hit by that object.

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For this Scratch Project, students had to create a game where a sprite (character) had to ask you two questions and wait until you respond or get a right answer. Here students learned how to use "Say" coding blocks and broadcasting blocks.

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The last PowerPoint Project we completed in this class happens to be Frame Animation Part 2. This project is similar to Part 1 (the word), except this time, students have to choose a picture and make an animation that shows what that object in the picture is doing. I chose a cannon, so ultimately it would fire a cannonball ad that is what I did. I made the fuse travel all the way to the cannon and made it fire, and then I looped the cannonball around to hit the cannon from behind.

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Within this project, we had to choose at least two challenge programs to create in order to compete the project. I made it so that you could see a crystal when clicked on the backdrop, make it so that by pressing b or s keys the sprite would get larger or smaller, and make it so that the sprites dance once clicked on.