Miscellaneous changes. (#475)

* Miscellaneous changes.

Replaced images with hand-drawn, added cover photos, corrected wording
in rubric.

* Small edits to 'Iteration' changes.

docs/courses/csintro/iteration.md

@@ -1,5 +1,7 @@
 # Iteration & Looping
 
+![Guitar Picture](/static/courses/csintro/iteration/guitar.jpg)
+
 This lesson introduces the concept of looping and iteration. Presents the 'While' block as a combination of an iteration and a conditional statement.
 
 ## Lesson objectives

docs/courses/csintro/iteration/activity.md

@@ -79,7 +79,7 @@ A helpful feature of Microsoft MakeCode is "Slo-Mo", or slow-motion mode.
 * Click on the snail icon under the micro:bit simulator. 
 This will slow down the execution (running) of the program, and highlight parts of your code so you can see step-by-step, which line of code is being processed.
 
-![micro:bit sim in slo-mo](/static/courses/csintro/iteration/microbit-slo-mo.png)
+![micro:bit sim in slo-mo](/static/courses/csintro/iteration/slo-mo.gif)
 
 Now run your program several more times. Do you see the different lines of your code highlighted as the program runs? Do you see the sprite move?
 
@@ -189,6 +189,8 @@ We can use the default values for the rest of the parameters.
 
 You should now see a light moving from left to right along the top row of the micro:bit simulator.
 
+![Moving Dot Top Row](/static/courses/csintro/iteration/moving-dot.gif)
+
 To make our pattern continue through all the leds, we can change the value of the y coordinate as well.
 
 To do this efficiently, using the fewest lines of code, we can even put a loop inside a loop. Loops inside other loops are known as **nested loops**.
@@ -216,6 +218,8 @@ basic.forever(() => {
 
 There! With only a half dozen or so lines of code, we have made our light travel through all the coordinates on the micro:bit screen.
 
+![Moving Dot All](/static/courses/csintro/iteration/moving-dot-all.gif)
+
 **Check:** Make sure the students can read this code.
 
 Here is what is happening to the values of the x & y coordinates as the program steps through each line and loop inside the forever block:

docs/courses/csintro/iteration/project.md

@@ -1,5 +1,7 @@
 # Project: Get loopy!
 
+![Birthday Card Project](/static/courses/csintro/iteration/birthday-card.jpg)
+
 There are many different ways to use the three types of loop blocks.
 
 Recall the different common repetitive actions you thought of back at the beginning of this lesson.
@@ -26,7 +28,7 @@ https://youtu.be/Xvybu_T5IL8
 
 [**micro:bit Hat Man - inside view**](https://youtu.be/ZfKgFQjygQQ)
 https://youtu.be/ZfKgFQjygQQ
-
+<br/>
 This project uses the micro:bit light sensor to display a happy face when it is sunny, and a frowning face when it is dark. The micro:bit is connected to a servo mounted on the inside of the container, and the smile and frown are attached to plastic coffee stirrers with tape and hot glue.
 
 ## Reflection
@@ -53,14 +55,14 @@ Have students write a reflection of about 150–300 words, addressing the follow
 
 **4 =** All variable names are unique and clearly describe what information values the variables hold<br/>
 **3 =** The majority of variable names are unique and clearly describe what information values the variables hold.<br/>
-**2 =** A minority of variable names are unique and clearly describe what information values the variables hold.<br/>
+**2 =** Few variable names are unique or clearly describe what information values the variables hold.<br/>
 **1 =** None of the variable names clearly describe what information values the variables hold.
 
 ### Sound, display, and motion
 
 **4 =** Uses sound, display, and motion in a way that is integral to the program.<br/>
-**3 =** Uses a only two of the required element in a way that is integral to the program.<br/>
+**3 =** Uses only two of the required elements in a way that is integral to the program.<br/>
-**2 =** Uses a only one of the required element in a way that is integral to the program.<br/>
+**2 =** Uses only one of the required elements in a way that is integral to the program.<br/>
 **1 =** None of the required elements are used.
 
 ### micro:bit program

docs/courses/csintro/iteration/unplugged.md

@@ -1,13 +1,13 @@
 # Unplugged: Walk a square
 
+![Chair with Pseudocode on the board.](/static/courses/csintro/iteration/chair-pseudo.png)
+
 ## Objective
 To reinforce the concept of iteration by having students act out the repeated steps of an algorithm in real life.
 
 ## Overview
 Students will give the teacher instructions to do a simple activity, then look for places where using iteration could shorten their code and make it more efficient.
 
-![Chair](/static/courses/csintro/iteration/chair.jpg)
-
 ## Process
 
 * Place a chair in the front of the room.
@@ -41,7 +41,7 @@ This is a great opportunity to have the students think of the benefits of having
 ## Notes
 * Depending on the particular class, you can make this exercise more challenging, by requiring the students to be more specific in their instructions. 
 
-For example: Step forward 14 inches (you can have students actually measure the exact distance), turn left 90 degrees...
+**Example:** Step forward 14 inches (you can have students actually measure the exact distance), turn left 90 degrees...