randomBabies <- function(nBabies) {
# Create a vector representing the parents
parents <- 1:nBabies
# Shuffle the babies randomly
babies <- sample(parents)
# Count how many babies are correctly returned
sum(parents == babies)
}Can you incorporate the context of the data into the table?
Can you incorporate the context of the data into the plot?
The text in orange indicates learning targets that have been covered after the midterm portfolio was submitted!
None of the lab assignments had a setting where a p_map() or a map2() was needed.
Change the using a
map()function with more than one input section to a second example of using amap()function with one input!
We never read in an .xlsx data file for a Lab or Challenge.
You can use a Practice Activity or Check-in to demonstrate this target.
You must use unique examples for the following learning targets:
across() (PE-1, PE-3, DVS-4)map() (PE-1, PE-3)Meaning, all four plots for DVS-1 need to be different! All three examples of across() need to be different, and both examples of map() need to be different.
All other learning targets can use code included in other locations!
the code below could be used to demonstrate proficiency with:
I believe my grade equivalent to course work evidenced below to be an __.
Your goal is to argue, convincingly and with concrete evidence, that you have met the criteria for both content proficiency, evidence of continued learning, and growth as a team member that goes with a particular grade.
Each grade level has a set of criteria.
Higher grades build on lower grades.
You earn a grade only if all criteria for that grade and all lower grades are satisfied.
Missing even one required criterion caps your grade at the highest level where all criteria are met.
This would fall into the bucket of either a C+ or a B-.
For a C+
You’ve met all the criteria for a C along with a large amount, but not all, of the criteria for a B.
For an B-
You’ve met almost all the requirements for a B, except for a small number of minor criteria.
There are two ways this might happen.
You ask for a grade that is higher than the evidence supports.
That is, you grade yourself too highly. For example, you believe you earned an A in the course, but I do not feel the evidence you’ve provided supports this grade.
In this case, I’ll ask you to explain how you would modify a portion of the code you’ve included in your portfolio to be more efficient.
If your response communicates that you understand this key concept, I will take this as evidence in favor of the grade you proposed.
If your response communicates that you do not understand this key concept, I will take this as evidence against the grade you proposed. I will award you the highest grade I believe the evidence in your portfolio supports.
You ask for a grade that was lower than your actual performance indicates.
That is, you “lowball” yourself, for example you say you earned a B+ when in fact I think you earned an A-.
In this case, I will tell you what grade I believe you have earned and why.
Will occur from 9am - 4pm on Saturday, and
9am - 1pm on Monday.
The link to your Final Portfolio repository is due by Friday at 5pm.
Deadline extensions will not be accepted.
If you do not submit a Final Portfolio by the deadline, I will use your Midterm Portfolio as well as completion of assignments from Week 7 - 10 to guide my decision.