Shorr 2023-24 PLTW CSP Fall-Per 6 Assignments

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Fall Final in Google Classroom

Fall Final

Answer this question before watching the videos. 

1. When you think of disability, what comes to your mind? Write at least a few sentences.

Video 1  

Questions for during the video:
2. What is the difference between someone with synthetic limbs and a cyborg?

3. What is proprioception?

4. Why do traditional prostheses break one's proprioception of the limb?

5. What is an AMI and what does it enable?

Video 2 

Questions for during the video:
6. What is Angel's fun party trick?

7. What are some ways Angel customized her prosthestic to make it more her?

Video 3

Questions for during the video:
8. Why did stella's parents think she shouldn't get a community achievement award?

9. What does stella say the purpose of "inspirational images of people with disabilities" really is?

10. What is the social model of disability?

11. What are the three examples of accessiblity that Stella said no amount of smiling or a positive attitude can provide?

Questions for after the videos (These should reflect a good amount of thought and explanation of your reasoning):
12. Hugh Herr has said, “Humans are not disabled. A person can never be broken. Our built environment, our technologies, are broken and disabled. We the people need not accept our limitations, but can transcend disability through technological innovation.” This is a way of describing the social model of disability. Is the social model of disability a new concept for you? What do you think about it? Why?

13. Roughly 185,000 amputations occur annually in the United States. Additionally, up to 4,500 babies have congenital limb amputations.  According to an article in the AMA Journal of Ethics linked below, "Perhaps the greatest cause of prosthesis- and rehabilitation-related disparities in outcomes for those who have had amputations is cost, and there are also, in some cases, drastic limitations on insurance coverage of the necessary prosthetic devices and services." Angel's Bebionic hand costs roughly $30,000. Should socioeconomic disparities (differences in how much money people have) determine who does and doesn't get advanced prostheses? Why or why not?

14. Recently, a lawsuit was filed against the health insurance company Cigna claiming that they used AI algorithms to wrongfully deny insurance claims for patients. According to the ProPublica article linked below, this algorithm allowed the human doctor who is supposed to review these claims individually to spend less than 10 seconds determining that 50 claims at a time were medically unnecessary. What role should society play in preventing harm to individuals from the way advances in technology are used? Why?

15. Disability justice advocate Javed Abidi said in an interview, "We need to shift our mindset, and the world needs to catch-up. The past cannot be wiped-away, but the future can be written. We have to make a pledge that no building in the world will ever be constructed without considering access. It doesn’t cost a single penny extra, it’s a design issue… The world, and our world leaders and opinion makers are yet to realise the full potential of universal design. We need to have a world with infrastructure, built environment and services that all of us whether old, young, tall, short, man, woman or otherwise can use with dignity and safety." Apply this idea to computing and the internet. What considerations should be made when designing websites or programs that involve text, audio, and video? Why?

An earlier ted talk from Hugh Herr showing an earlier version of the bionic legs:
Created by Garrett Shorr: Thursday, December 21 12:38 PM


Modulus Towers in Google Classroom

Modulus Towers

starter code:

Submit the following:
a screenshot of the completed picture
your python file

######################## ASSIGNMENT #############################
# Put your code for each part below the related comment         
# 1. make the tower rotate through 3 colors all the way up      
# 2. make a 2nd and 3rd tower to the right of the first that    
#    also rotates through 4 and 5 colors respectively.          
# 3. Make a 4th tower to the right of the others. However,      
# this one is a pyramid of random colors.                       
# Hint: in the loop, shorten the width and adjust the start     
# location                                                      
# BONUS:                                                        
# 1. Make the buildings have an outline (1 pixel of a different 
# color all the way around them).                               
# 2. Make an Hourglass. (think pyramid, but with an inverse     
# pyramid on top of it)  Give it an outline. Make it look like  
# sand is dripping out of it and.                               
#              ######                           
#                #      #                                        
#                 #...#                                         
#                  #.#                                          
#                   #                                          
#                  #.#                                          
#                 # . #                                         
#                #.....#                                        
#               #####                                       
Created by Garrett Shorr: Thursday, December 7 8:40 AM


Writing & Using Functions Review in Google Classroom

Writing & Using Functions Review

1. Fill out the google form. You can use your project, notes, or previous google classroom posts as references.
2. Review your answers.
3. In a google doc, explain what you missed and why. Write out the definition of the term you missed with an example from your turtle art code.
4. Submit that google doc here.
Created by Garrett Shorr: Friday, December 1 8:41 AM


Turtle Art Submission in Google Classroom

Turtle Art Submission

Classwork Instructions:
If you were having trouble getting started with the art, I have provided starter code for you here that has all of the shape functions completed:

Once again, just like Monday, keep working on your turtle art. There is always more detail to add, so continue to add things to it today and Wednesday. Dr. Hendricks will be checking to see who is wasting time in class and that will affect your grade on this project.
There are two acceptable uses of your time in class today:
1. Working on your own art project.
2. Helping others with their art projects (and that means actually helping, not just socializing).

Submission Instructions:Submit a google doc with TWO things in it:
1. Your full code.
2. A screenshot of your finished picture.
To take a screenshot:
Take a screenshot by pressing CMD+SHIFT+4
Use the crosshairs to click and drag to select the area you want to screenshot
The screenshot appears on the desktop with the title "Screenshot on" and then a timestamp.
Rename the file by clicking on the file, pressing return once, and then giving it a relevant name that describes your drawing with .png at the end
Created by Garrett Shorr: Wednesday, November 29 8:38 AM


Making Shape Functions in Google Classroom

Making Shape Functions

Follow along with the videos below. After, you will need to make triangle, rectangle, and circle functions based on the square function below. They should have all the same attributes, including the optional parameters, except rectangles have length & width instead of side and circle will have radius instead of side. At the bottom of this post, there is code that will use your functions to draw a house with a moon above it. Due end of class on Thursday. To submit, make a google doc with the following:
Your code for your functions
A screenshot pasted into the google doc of the working house & moon image.

Code for a square:

# by default, pensize will be 1. If I don't specify it, it will stay 1
# default color is black, default fill is empty string which means no fill
# default angle is 0 which is east
def square(x, y, side, pensize=1, color="black", fill_color="", angle=0):
    # make the turtle face the angle they specify

    koopa.goto(x, y)

    # check if they chose a custom fill_color
    # fill_color would be something other than ""
    if fill_color != "":   # != means it is true if the two are different


    if fill_color != "":

Using the above as a guide, make the following functions:
triangle  with a length to make an equilateral triangle with the x,y being in the bottom left corner
rectangle with a length and width and the x,y coordinate being the top left corner just like the square. 
circle with a radius and the x,y coordinate being the center of the circle. Circle does not need the optional angle parameter. Just set the heading to 0 to begin with. To make the x,y the center of the circle, you will have to shift the whole circle down by the value of the radius. To do that, when you call your goto function, instead of goto(x,y), it needs to be goto(x, y-radius).
Paste the following code below your shape function definitions and above the window.mainloop() line. This should draw a house with a black background and a yellow crescent moon.

If your triangle for the roof appears upside down and shifted over a little, that's okay. Your triangle function works but we just chose different directions to turn. I turned right for all my functions.

If it says that pensize, or fill_color, or any of the other optional parameters can't be found, then double check your function headers to see if you either don't have them or you have them but they aren't named differently. If you don't have them, add them. If you do have something named differently, change the code below to match the name you used.

# background
square(-600, 600, 1200, fill_color="black")

# moon
circle(350, 350, 50, fill_color="yellow", color="yellow")
circle(330, 350, 40, fill_color="black", color="black")

# house
square(-100,100, 200, fill_color="blue", color="blue")
triangle(100, 100, 200, fill_color="brown", color="black", pensize=2, angle=180)
rectangle(-25, -10, 50, 90, fill_color="brown")
Created by Garrett Shorr: Tuesday, November 7 8:38 AM


Python with Turtle Vocabulary in Google Classroom

Python with Turtle Vocabulary

Note from Mr. Shorr 11/3/23:
1. To do this lesson, first open and watch the video "intro to python terminology p6". 
2. Open the google doc file attached "Python Turtle Academy" and try to start filling in the blanks.

 The file "terminology_code.png" has the correct line numbers that match the google doc.
3. If you get stuck or after you've tried filling in a few blanks, watch the video file "terminology hints p4"
4. Finish filling out the all the blanks in the google doc.
5. Review your answers by watching "Vocab Review p6".
6. At the bottom of the google doc, for each question you missed, write what you thought the answer was initially and explain what the right answer is and why. This will help you solidify the knowledge.
7. Submit the completed google doc file including the corrections. Feel free to talk to neighbors around you for help.

Some definitions:

module: python code from another file that can be run in your program. it's what you import.
object: something that has attributes and functions
function: a set of steps that a program can execute. You can tell something is a function by seeing () next to it. 
argument: arguments go inside parentheses. These are the information that someone using the function enters to make the function work. If a function doesn't need any information, the parentheses are empty and we say it has no arguments.
ex: painter.fd(100) --> 100 is the argument. the fd function needs to know how far forward to go.
parameter: when writing a function, we set up variables that will store the information that the user enters to make the function work.
ex: def fd(distance) --> distance is the parameter that will store the value of how far forward a turtle will go. When we entered 100 as the argument above, that value 100 is stored in the parameter distance.

Common datatypes:
String: Text in quotes like "red"
Integer: Whole numbers, positive, negative, or zero
Float: Numbers with decimals
List: A group of values contained in [].  Ex: [10, 20, 30]  or  [“dog”, “cat”]
Tuple: Similar to a list but can’t be changed once created. Contained in (). Example: (10, 20, 30)

Copy the code and paste it starting at line 1. Call the file
# imports the turtle library
import turtle as trtl

# creates a screen object and assigns it to the wn variable
window = trtl.Screen()

# creates a Turtle object and assigns it to the painter variable
painter = trtl.Turtle()


painter.goto(200, 300)
painter.color((0, 100, 255))

# keeps the window open when we run the code (bottom of your code)

Created by Garrett Shorr: Friday, November 3 8:39 AM


Ethical Questions about Generative AI in Google Classroom

Ethical Questions about Generative AI

Video Part 1: (timestamps 0:00 to 8:20)
Questions for during part 1 of video 1:
1. In what ways did Marques describe using generative AIs as a tool?

2. What is the first danger Marques describes in using generative AIs? What were two examples of this?

For after the video:

Consider the following scenarios: 

     A. Amina is assigned to write a short persuasive essay on any topic of her choosing. She wanted to argue for holding the World Cup only in countries that don't have recent records of human rights abuses. So she asked a generative AI to list the pros and cons of holding the World Cup only in countries with good track records on human rights. After seeing several arguments for and against, she wrote her essay and submitted it.

     B. Liam is given the same assignment. They didn't know what topic to write about, so they asked the AI to list 10 random topics. They saw climate change as a suggestion, and they asked the AI to list 10 topics within climate change. They saw "the role of the individual and collective action in addressing climate change" and decided arguing for more collective action would be a good topic. They did some more research on the topic, wrote their essay, and submitted it.

     C. Arthur is on the swim team and he had a big meet the weekend before the persuasive essay was due. He earned A's in English every year and felt that he knew how to write a good persuasive essay if he had the time. He asked the generative AI to write an essay arguing for less homework in high school. He looked over the output, rewrote a couple of awkward sentences, and submitted it.

3. For each of the scenarios above, address the following:

     a. Did the student cross an ethical line? What specific action crossed the line? Why?

     b. If they did cross an ethical line, what could they have done differently to behave ethically? Be specific.

Video Part 2: (timestamps 8:20 to 14:08)

Questions for during part 2 of video 1:

4. What are you consenting to do when you use Lensa or Avatar AI?

5. Whose consent has not been considered in the creation of these apps?

6. What is the loophole with the LAION-5B dataset?

For after the video:
7. Many artists are upset about AI generated art for a variety of reasons, but central to their concerns is their artwork being used in the training data for these AIs without their consent. Supporters of AI art often cite that this is no different from a human being inspired by existing art or training to draw or paint in someone's style. The rebuttal is that the AI can do this training many, many orders of magnitude faster than humans, so the situations are incomparable.
a. Should artists explicitly have to consent to have their artwork used in AI training sets? Why or why not?
b. Some AI companies have acknowledged the potential issues and have provided a way for artists to opt-out, removing their art from the dataset. Is having the ability to opt-out the equivalent of consent? Why or why not?

Read this article about Nightshade:

8. Describe what Nightshade does. How does it "poison" the generative AI model?

9.  Why do Nightshade's creators believe this tool will help protect artists? Do you believe this is an ethical approach? Why or why not?
Created by Garrett Shorr: Friday, October 27 12:37 PM


AI Weirdness #1 Wed 10/25 Sub Plans in Google Classroom

AI Weirdness #1 Wed 10/25 Sub Plans

For everyone in class on Wednesday, it is due at the end of the period. 1. Read the attached excerpt from chapter 1 of Janelle Shane's "You Look Like a Thing and I Love You".  (Start with the paragraph right above the section SOMETIMES ITS RULES ARE BAD) In a Google Doc... 2. Generally reflect on what you've read. What new things did you learn? What new questions did it inspire in you? If you are having trouble getting started, write 4 statements. 2 of the statements should start with "I noticed..." and the other 2 statements should start with "I wonder..." 3. Think about the AI focusing on the rolling green hills when learning how to identify sheep. What's something else that an AI might learn to recognize incorrectly from an image? What mistake do you anticipate it making? 4. Search the internet for real instances of AIs going wrong. Pick one that you find interesting. a. Describe the situation, and then think about the Four Signs of AI Doom you read about from the excerpt of chapter 1. b. Which warning sign(s) do you think, in hindsight, applied to the problem? Why? Cite specific sentences from the reading to support why the warning sign(s) apply. Example: I believe that falls under the warning sign "The problem is Too Hard" because involves understanding humor. According to the reading, "It's nearly impossible for AI to understand the nuances of jokes or tone or cultural references." If you have some extra time, feel free to browse some of Janelle Shane's blog about AI misadventures: This is google's deep dream generator: it will take a photo and make it in the style of a particular artist. You can log in with your google account. This is google's quick draw. You train an AI to recognize doodles. A list of other AI experiments:
Created by Garrett Shorr: Wednesday, October 25 12:38 PM


Interactive Fiction Final Submission in Google Classroom

Interactive Fiction Final Submission

Due end of class on Thursday 10/19

Your stories will get posted two places:
Paste a link to your repl into a google doc and submit it here.
TBD for the second one
You should have in your stories the following:

work that represents an appropriate investment of effort relative to the amount of class time given
at least 4 decisions
custom line wrapping using \n
emoji OR ascii art
Reminder: If you want examples of how to have multiple potential responses to a single question (like they could type "small" or "really small" and both work), see this file:
Created by Garrett Shorr: Friday, October 13 4:36 PM


Interactive Fiction Part II in Google Classroom

Interactive Fiction Part II

You will be making a flowchart of the decision space of your interactive fiction story using

1. Think about all the places in your story where the main character could have made a choice. Decide what happens if they choose to do something that's not part of your original plot. The choice could cause the story to end there, merely delay the plot, or cause a whole new plot branch to develop.

2. Create a google drawing using flowchart symbols to map out the decision-space of your interactive fiction. See example attached.
Remember that decisions are represented by diamonds rectangles are for story exposition without choices, and rounded rectangles for starting and ending points (terminators). See attached screenshot for example.

Submit your google drawing. You should be able to finish this today (Tue Oct 3) but you can turn it in on Thursday Oct 5.
Created by Garrett Shorr: Tuesday, October 3 4:36 PM


Interactive Fiction Part III  in Google Classroom

Interactive Fiction Part III

Take your story and start breaking it up into smaller scenes to fit the interactive nature of the
story. Include the text of the questions you will ask to give the player choices and what choices
are acceptable. Make a separate google doc for this or add it to the bottom of the original story
google doc.  Example follows.

Original Story Example:
You find yourself in a forest and you don't know who you are or why you are here. You see a path
heading off to the west and a note on the ground next to you. You pick up the note and read it, eyes
growing wide, and immediately start running down the path to the west.

Flowchart Version is attached (from part II)

Broken up into a scene format:

Scene Number: Title
Question to Player [choice1, choice2, etc...]
[choice 1]: Text response for picking this choice
result: which scene you go to or if the game ends here
[choice 2]: Text response for picking this choice
result: which scene you go to or if the game ends here

Scene 1: Forest
You find yourself in a forest and you don't know who you are or why you are here. You see a path
heading off to the west and a note on the ground next to you.
What do you want to do? [read note, go west, go back to sleep]

[read note] : Run! Run west now! Go! Don't delay! You are in grave danger! Why are you still reading
this note? Start running! Go! Hurry up!
result : Stay in Scene 1

[go west] : You bolt west as fast as you can!
result : Start Scene 2

[go back to sleep] : You go back to sleep. You wake up feeling hot breath on your face. You open your
eyes and the last thing you ever see is the gaping maw of a tyrannosaur. *Chomp*
result: Game over. Try again?

Continue this style for each scene in your story. This will be due end of class on Thursday.


If you are done with this, make a Python project on and make sure that your scenes' text isn't too

Example for making sure no text is too long:

If the text looks like this:

You find yourself in a forest and you don't know who you are or why you are here. You see a path heading off to the west and a note on the ground next to you.

It will automatically wrap in a word processor at the end of a word. But in python, we will want to put in manual line breaks so the text isn't too wide because it can wrap in the middle of a word.

You find yourself in a forest and you don't know who\nyou are or why you are here. You see a\n path heading off
to the west and a note on the\nground next to you.

To make a line break, you use the symbol: \n

In the python project, I would write:

print("You find yourself in a forest and you don't know who\nyou are or why you are here. You see a\n path
heading off to the west and a note on the\nground next to you.")

Wherever there's a \n, it will skip down to the next line and continue from there. Run the repl and see the output wrapping appropriately.
Created by Garrett Shorr: Tuesday, October 3 4:36 PM


Interactive Fiction Part 1 in Google Classroom

Interactive Fiction Part 1

Part 1:

1. All stories start with a plot, read through The Seven Basic Plots. Choose a plot for your story and write it it down.

2. Choose a setting and write it down.

3. Choose the character your user will play as, you may also have other characters your user interacts with. Write down your characters.

4. Now the fun part! Using your plot, setting and characters write a short story. Here is a suggestion from author Rebecca Makkai.

Most stories we tell in real life are under 500 words. You're at a party and suddenly you have the floor. You throw out your little story like a grenade. “Once I knew a guy who...” And if you have any social graces at all, you probably keep it under 500 words. So my advice would be this: Just tell a story, quick while they're still listening.

Fill out the google form that's attached once you've done everything above in a google doc.

Tentatively due end of class Tuesday.

Mark this assignment complete after submitting the form.
Created by Garrett Shorr: Thursday, September 28 4:34 PM


Common Social Engineering Scams in Google Classroom

Common Social Engineering Scams

Answer the questions using the links provided in the document. Use a different color when writing your answers. Due partly through class on Thursday.
Created by Garrett Shorr: Tuesday, September 26 4:33 PM


Vulnerable User Part III & IV Post Your Slide Narrations in Google Classroom

Vulnerable User Part III & IV Post Your Slide Narrations

Post them here. Put the name of your partner at the top and then paste your text.
Created by Garrett Shorr: Tuesday, September 26 4:33 PM


The Vulnerable User Part III & IV in Google Classroom

The Vulnerable User Part III & IV

You will be assigned a virus or slide(s) from the pdfs below. 

If you were assigned a virus, answer these in a google doc and be ready to present that to the class:

1.Who/what does it affect? Include major victim organizations if applicable.

2. How does it get installed?

3. What vulnerability did it exploit in the platform?

4. What was the timeline/did it get fixed & how?

If you were assigned one or more slides:
Write a 30 - 60 second narration of the slide in a google doc. You can say the bullet points but then do additional research to add context to it. Find specific examples.

Write out the speaker notes in a google doc that you can read from when I have the slide on the screen. 

Each group should submit their google doc.

Chloe & Lacie: iloveyou virus & stuxnet   (worms)
Ben & Olivia: trojan horse viruses in general.  specifically: remcos
Ian & Ishaan: Rootkit in general.  specifically: ZeroAccess
Tyler: Ransomware in general. specifically: Clop

Protecting Identity Slides:
Alex & Daxton: page 2 Why Protect public persona, private data
Angelos & Qiran: page 3 Why Protect Devices & Software
Joshua & Brayden: pp4-5 How to protect privacy, safety social sites
Samantha & Cadence: pp6-7 Good Passwords, Respect Passwords
Gavin & Ethan W: pp8-9 Monitor Identity Theft, Safe Shopping

Social Engineering
Pasha & Deccan: page 3 Phising (examples)
Jacob & Nikki: page 4 Targeted Attacks (examples)
Kayla, Erin, Samantha K: page 5 Rogue Security Software (examples),  page 6 & 7 Malicious Websites (typosquatting)
                                         Hoaxes & Chain letters

Use Safe Software
Zoe: page 3 Use Antivirus Programs (examples)
Lana & Parya: page 4 Use Firewall (how to turn them on for windows & mac)
Nic & Noah: page 5 Public Wifi (what are the dangers?)
Ash & Luke: page 6 Downloading Software
Zion & Ethan B: page 7 USB Drives

For those Absent, submit a doc with explanations of these viruses:
Grace - Shlayer Trojan
Robert - Coinminer Virus
Created by Garrett Shorr: Friday, September 22 1:32 PM


URLs & Cookies Wrap-up in Google Classroom

URLs & Cookies Wrap-up
Created by Garrett Shorr: Wednesday, September 20 4:32 PM


Rise of the Internet Questions in Google Classroom

Rise of the Internet Questions

Use the notes you took to answer the following questions in this form:

Mark this complete when you have submitted it.
Created by Garrett Shorr: Monday, September 18 4:33 PM


Hobby Website Submission & Requirements in Google Classroom

Hobby Website Submission & Requirements

Due end of class on Wednesday 9/6.

Requirements Checklist:
Have at least 3 individual pages + 1 bibliography/sources page (or sources can be at the bottom of each page without a separate page)
Have a navigation menu to link them together
      *Try clicking each link on the navigation menu FROM EACH PAGE to make sure you don't have any broken links and all destinations are correct
Include images (anything you find online that you didn't make yourself should be credited on the bibliography page which is a list of links)
Have CSS formatting site-wide on the style.css page
Have at least 1 custom font
Each page should have its own title (look in the head tag for the title tag)
Each page should have a favicon
Have at least one CSS attribute we didn't go over together in class that you found on the web. If you need help finding something not too challenging, I'd recommend going to: and looking at the navigation menu on the left and looking at CSS Text->Decoration or Shadow, CSS Fonts->Font Style, or CSS Borders.

When complete, submit three things IN A GOOGLE DOC (please don't submit the links directly, it's kind of annoying on the teacher side of google classroom):
The link to the code (looks like this:
The link to your website (looks like this:
Write what CSS attribute you used that we didn't cover explicitly in class. Explain where you used it and what it does.
Created by Garrett Shorr: Friday, September 1 4:28 PM


Working with navigation bars in Google Classroom

Working with navigation bars

1. Change the text color of the links

2. Change the background color of the entire nav bar

3. Change the hover color

4. Change the active color

5. Change the font size of the links

6. Make the reptiles page work

7. Take a screenshot while on the reptiles page hovering over the birds link and we will submit that.  CMD+SHIFT+4 lets you take a screenshot.
Created by Garrett Shorr: Monday, August 28 4:28 PM


Top 5 List Submission in Google Classroom

Top 5 List Submission

Due Thursday near the end of class.


ordered/unordered list of 5 things
5 images
5 hyperlinks
change at least one font color somewhere
change at least one font somewhere
Submission Instructions:

Make a google doc with the following links (see the attached screenshot):
The link to your repl from the url bar at the top of the browser
The link to the standalone site from the preview section in the upper right corner of the repl
Created by Garrett Shorr: Tuesday, August 22 4:26 PM


Top 5 List Prep in Google Classroom

Top 5 List Prep

HTML -> Hypertext Markup Language

*Choose One:

Top 5 Things you did over the summer

Top 5 Favorite animals

*Open Textedit (Command + Space: TextEdit)
1. Pick the list topic
2. List your 5 things
3. Find an image representing each thing online along with a citation link (jpg or png format)
        a. google search the name of your animal or activity
     b. click on images
        c. when you find an image you like, click on it and then right click (or control-click) the preview and select open in new window/tab
     d. go to the new tab and hit command + s to save it.
     e. navigate to your top 5 list folder and hit save as long as the filetype is jpg, jpeg, png, or gif
      f. go back to the google images search and click the visit button to find the website you took the image from and paste that in your list as well
4. Find a website url (link) describing that thing

Finally, make a google doc and copy all the your text and paste it in there and submit that.
Created by Garrett Shorr: Wednesday, August 16 4:26 PM


First Day Survey in Google Classroom

First Day Survey

Complete the attached survey and then mark this assignment complete.
Created by Garrett Shorr: Tuesday, March 12 6:43 PM