Cambridge Primary Computing Learner's Book Stage 3 9781398368583, 139836858X

Table of contents :
Cover
Book Title
Copyright
Contents
How to use this book
Term 1
Unit 1 Making programs clear
Unit 2 Hardware and software work together
Unit 3 Be a data expert
Unit 4 Be a designer
Term 2
Unit 5 Networks are everywhere
Unit 6 Be a storyteller
Unit 7 Computers and robots
Unit 8 Be a musician
Term 3
Unit 9 Sending secret messages
Unit 10 Be a game developer
Unit 11 Be a data designer
Unit 12 Be a problem solver
Glossary
A
B
C
D
E
F
H
I
L
M
N
O
P
R
S
V
W
Acknowledgements

Citation preview

The Cambridge Primary Computing series consists of a Learner’s Book, Boost eBook and Teacher’s Guide with Boost Subscription for each Cambridge Primary stage. Learner’s Book

Boost eBook

Teacher’s Guide with Boost Subscription

Stage 1 (ages 5–6)

9781398368569

9781398368170

9781398368125

Stage 2 (ages 6–7)

9781398368576

9781398368217

9781398368354

Stage 3 (ages 7–8)

9781398368583

9781398368248

9781398368415

Stage 4 (ages 8–9)

9781398368590

9781398368279

9781398368422

Stage 5 (ages 9–10)

9781398368606

9781398368309

9781398368460

Stage 6 (ages 10–11)

9781398368613

9781398368330

9781398368507

* Age ranges are for guidance only To explore the entire series, visit www.hoddereducation.com/cambridge-primary-computing

Look at the picture on the cover. Work in pairs and answer the questions. Activity box 1 Annay and Elok are looking at a secret code. Can you write the word ‘LEG’ by drawing three pieces of fruit? 2 Maris and Jin are looking at another secret code. Can you write the word ‘BAG’ by drawing three animals? 3 What other pictures could you use for a secret code? Draw and colour in your ideas.

Cambridge Primary

Computing Learner’s Book 31

Roland Birbal Carissa Gookool Michelle Koon Koon Nazreen Mohammed Michele Taylor Series editor:

Roland Birbal

368583_CP_Computing_LB_S3_TP_V1.indd 9781398368583_HCP_Computing_LB3.indb 1

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Endorsement indicates that a resource has passed Cambridge International’s rigorous quality-assurance process and is suitable to support the delivery of a Cambridge International curriculum framework. However, endorsed resources are not the only suitable materials available to support teaching and learning, and are not essential to be used to achieve the qualification. Resource lists found on the Cambridge International website will include this resource and other endorsed resources. Any example answers to questions taken from past question papers, practice questions, accompanying marks and mark schemes included in this resource have been written by the authors and are for guidance only. They do not replicate examination papers. In examinations the way marks are awarded may be different. Any references to assessment and/or assessment preparation are the publisher’s interpretation of the curriculum framework requirements. Examiners will not use endorsed resources as a source of material for any assessment set by Cambridge International. While the publishers have made every attempt to ensure that advice on the qualification and its assessment is accurate, the official curriculum framework, specimen assessment materials and any associated assessment guidance materials produced by the awarding body are the only authoritative source of information and should always be referred to for definitive guidance. Cambridge International recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement of their students’ needs. Cambridge International has not paid for the production of this resource, nor does Cambridge International receive any royalties from its sale. For more information about the endorsement process, please visit www.cambridgeinternational.org/endorsed-resources Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary. Visit www.cambridgeinternational.org/primary to find out more. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.

Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in well-managed forests and other controlled sources. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Orders: please contact Hachette UK Distribution, Hely Hutchinson Centre, Milton Road, Didcot, Oxfordshire, OX11 7HH. Telephone: +44 (0)1235 827827. Email [email protected]. Lines are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message-answering service. You can also order through our website: www.hoddereducation.com © Roland Birbal, Carissa Gookool, Michelle Koon Koon, Nazreen Mohammed, Michele Taylor 2023 First published in 2023 by Hodder Education An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 0DZ www.hoddereducation.com Impression number 10 9 8 7 6 5 4 3 2 1 Year 2027 2026 2025 2024 2023 All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited,www.cla.co.uk Cover illustration by Lisa Hunt from Bright Agency Illustrations by Natalie and Tamsin Hinrichsen, Vian Oelofsen, Stéphan Theron Typeset in FS Albert 15/17 by IO Publishing CC Printed in Slovenia A catalogue record for this title is available from the British Library. ISBN 9781398368583

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Contents How to use this book

4

Term 1 Unit 1 Making programs clear

8

Unit 2 Hardware and software work together

28

Unit 3 Be a data expert

42

Unit 4 Be a designer

60

Term 2 Unit 5 Networks are everywhere

79

Unit 6 Be a storyteller

93

Unit 7 Computers and robots

105

Unit 8 Be a musician

119

Term 3 Unit 9 Sending secret messages

135

Unit 10 Be a game developer

147

Unit 11 Be a data designer

161

Unit 12 Be a problem solver

178

Glossary

194

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How to use this book Get started!

Get started! Talk about the new topic with a partner or small group.

You will learn: A list of things you will learn in the unit.

A computer can run more than one program at the same time. For example, a web browser and a word processing program. Just like a computer, humans can also do more than one thing at the same time. For example, eating a sandwich while watching the television. What other tasks do you perform at the same time? With your partner, discuss some other examples from everyday life.

You will learn: • that efficient algorithms are concise • to identify steps that are repeated in tasks • to create programs running more than one algorithm • to develop programs that reset objects.

In this unit, you will create programs with multiple algorithms in Scratch.

Warm up Work in pairs. The girl below needs to get to her friends. She has to hop, hop, hop, jump, jump, walk, walk. We can use this algorithm:

Warm up: An offline activity to start your learning.

Algorithm Step Instruction ❶

Start

❷

Hop forward

❸

Hop forward

❹

Hop forward

❺

Jump forward

❻

Jump forward

❼

Walk forward

❽

Walk forward

❾

Stop

Is there an easier way to give the instructions?

Hint: Look at the steps that are repeated. See how they can be combined and given as one instruction. For example, “hop forward” occurs three times. We can replace steps 2 to 4 with the instruction “hop forward 3 times”.

Do you remember? Before starting this unit, check that you: • can follow and understand algorithms • can correct an algorithm with an error • know how to write precise instructions • can create algorithms as programs.

In this unit, you will use Scratch. There is an online chapter all about Scratch.

Do you remember? A list of things you should know before you start the unit.

4

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How to use this book Learn Here are some more differences between software and hardware. Hardware

Software

The physical or parts that make up a computer.

The instructions that tell a computer what to do.

Can be dropped or damaged. David has used his computer for a long time. The B, T and J keys on the keyboard have stopped working. He also dropped his mouse and it broke. He will need to replace the keyboard and the mouse.

Learn: Learn new computing skills with your teacher. Look at the instructions to help you.

Cannot be dropped or damaged. Can be affected by bugs (errors in the code). Sanchia bought a computer game. However, the game keeps crashing – that means that it stops working. Sanchia is told that the game has a bug.

Can be replaced with a new part if the part is not working.

Must be reinstalled if it is not working.

Can be touched.

Cannot be touched.

Works once software is installed.

Must be installed onto hardware to run.

Practise 1 State whether a keyboard or pointing device would be best suited to enter the following data: What are you bringing? Water How many stickers do you have?

Snacks Sandwiches

A

Practise: Answer questions to learn more and practice your new skills.

B

Your answer _______________________

C

2 What type of data is collected in A, B and C in question 1 – discrete or categorical? 3 What keys on the keyboard are used to enter discrete data on an electronic form? A Alphabet keys B Number keys C Symbol keys 4 Select the devices that are best suited for recording categorical data on electronic forms with checkboxes.

A

B

C

5 Fill in the blanks with the correct words to complete the sentence. You do not have to use all the given words. pointing

keyboard

mouse

A touchpad, touchscreen and _____________ are known as _____________ devices.

5

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How to use this book Go further 1 Name the parts of the spreadsheet shown by each colour: • Blue • Green • Red 2 Help the bunny to find the carrots. Write the cell addresses of the carrots.

Go further: Activities to make you think carefully about computing.

A

B

C

D

E

1 2 3 4 5 3 Copy the data from this table into a spreadsheet. A B C 1 Beach items Amount sold Date sold 2 Beach bucket 2 18/05/2022 3 Beach ball 3 19/05/2022 4 Surfboard 1 20/05/2022

D Cost $20.00 $10.00 $50.00

4 What will be the format of the data under Remember the the following headings? formats are: Number, a Beach items b Amount sold Date, Text, Currency. c Date sold d Cost Use the answers to help you format the data in your spreadsheet. 5 a What cells need to be selected to find the total number of beach items sold? Discuss with your partner why you chose that data. b Try selecting the data in your spreadsheet. Challenge yourself! 1 The diagram below shows how plain text is converted to ciphertext and then converted back to plain text. Complete the diagram to show the process. Add the missing boxes and words. Plain text

Challenge yourself! A harder activity to test your new skills. Rule

2 Using the simple letter-to-number code on page 142, complete the diagram below by filling in the answers for Box 1 and Box 2. Apply code to plain text

Plain text:

Decode ciphertext Box 1

Start Running

Box 2

3 Look at the table below. The alphabet is split into two lines. Create a code that matches each letter in the first row with a letter in the second row. a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

p

q

r

s

t

u

v

w

x

y

z

a Tell your partner your code. b Use the code to send the following message: the candy is on the top shelf

All links to additional resources can be found at: https://www.hoddereducation. co.uk/cambridgeextras

6

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How to use this book My project

My project: A longer activity at the end of the unit to test the skills you have learnt so far.

Algorithm 1 Work in groups. This is an algorithm to Step Instruction plant seeds. It should match the series of pictures. Is the algorithm correct? Rewrite the ❶ Start ❷ Place pot in sunlight algorithm with any changes. ❸ Fill pot with soil ❹ Throw seeds in soil ❺ Water the pot ➏ Stop 2 Computational thinking ? Pattern recognition Judy is picking some flowers for her mother. Here is the algorithm for Judy to pick the flowers. Are there any steps that can be combined to make Algorithm A shorter? Copy and complete Algorithm B so that it does the same as Algorithm A. Algorithm A Step Instruction ❶ Start ❷ Pick rose ❸ Pick rose ❹ Pick lily ❺ Pick sunflower ❻ Pick sunflower ❼ Pick sunflower ❽ Stop

Did you know? The first time a computer ran software was in 1948 at the University of Manchester in the UK!

Algorithm B Step Instruction ❶ Start ❷ Pick _____ roses ❸ Pick _____ lily ❹ Pick _____ sunflowers ❺ Stop

Did you know? Learn about interesting facts and information.

Hint: Look for steps that are the same and combine them.

What can you do?

What can you do? Find out how much you have learnt and what you can do.

Computational thinking Reading a book 1 Think about the steps you take when reading a book from start to finish. 2 Write these steps in the correct order. 3 Identify the steps that are repeated in this task.

Computational thinking: A task that tests your computational thinking skills.

Awesome job! Now you Read and review what you can do. know how to edit and ✔ I can follow, understand, edit and correct algorithms and make correct algorithms. programs more concise. ✔ I understand that efficient algorithms are concise. ✔ I can edit programs to make them more concise. ✔ I can create programs that reset objects.

?

Keywords efficient: getting a result using the least amount of time or steps concise: short

Keywords: Understand new computing words. The Glossary at the end of the book also lists all of these words. 7

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Unit 1

Making programs clear

Being efficient Get started! Look at the picture below. The duckling usually takes path 1 to get to the mother duck. Discuss the following questions with your partner. 1 How many steps does the duckling take using path 1? 2 Is there a shorter path the duckling can take? 3 How many steps are in the shortest path? 4 Which is the best path to get to the mother duck? Why? Path 3

Path 2

Path 1

You will learn: • to follow, understand, edit and correct algorithms • to edit programs to make them simpler • to create programs that reset objects.

In this unit, you will learn to edit and correct algorithms and make programs more concise.

8

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Unit 1: Making programs clear

Warm up Work in pairs. The girl below needs to get to her friends. She has to hop, hop, hop, jump, jump, walk, walk. We can use this algorithm: Algorithm Step Instruction ❶

Start

❷

Hop forward

❸

Hop forward

❹

Hop forward

❺

Jump forward

❻

Jump forward

❼

Walk forward

❽

Walk forward

❾

Stop

Is there an easier way to give the instructions?

Hint: Look at the steps that are repeated. See how they can be combined and given as one instruction. For example, “hop forward” occurs three times. We can replace steps 2 to 4 with the instruction “hop forward 3 times”. Do you remember? Before starting this unit, check that you: • can follow and understand algorithms • can correct an algorithm with an error • know how to write precise instructions • can create algorithms as programs.

In this unit, you will use Scratch. There is an online chapter all about Scratch.

9

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Unit 1: Making programs clear

Follow, understand, edit and correct algorithms Learn An algorithm is a set of instructions. The steps of the algorithm must be in the right order. We must be able to follow and understand an algorithm. Only then can we tell if the algorithm works properly. If it does not work properly, we need to edit and correct it. Following and understanding an algorithm Look at this problem. The boy needs to get to his friend’s house. Algorithm ❶

Move 3 blocks right

❷

Move 4 blocks forward

❸

Move 2 blocks left

❹

Move 1 block forward

Follow the steps in the algorithm. Which house does the algorithm lead to – the yellow house or the blue house? Understanding an algorithm allows us to check that it Keyword gives the right results. In this case, the boy is able to reach the correct house. edit: to change

10

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Unit 1: Making programs clear

Editing and correcting algorithms Look at this problem. The boy needs to deliver a pizza to this house. He is given this algorithm: Algorithm ❶

Move 3 blocks left

❷

Move 3 blocks forward

❸

Move 2 blocks right

❹

Move 2 blocks forward

❺

Move 2 blocks left

❻

Move 1 block forward

Follow the algorithm to see if he reaches the house. We need to check each instruction. When we follow the instructions, the boy does not reach the house. Some instructions must be wrong. We need to see which steps are wrong and correct them. Algorithm

Algorithm

❶

Move 3 blocks left

❶

Move 3 blocks right

❷

Move 3 blocks forward

❷

Move 3 blocks forward

❸

Move 2 blocks right

❸

Move 1 block right

❹

Move 2 blocks forward

❹

Move 2 blocks forward

❺

Move 2 blocks left

❺

Move 2 blocks left

❻

Move 1 block forward

❻

Move 1 block forward

Two changes were made to the algorithm: 1 The direction was changed from left to right in step 1. 2 The number of blocks was changed from 2 to 1 block in step 3. 11

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Unit 1: Making programs clear

Practise Work in pairs to answer the questions. 1 What does this algorithm do? Algorithm ❶ Wash lettuce, cucumbers, tomatoes ❷ Chop lettuce with knife ❸ Dice tomatoes with knife ❹ Dice cucumbers with knife ❺ Toss lettuce, tomatoes and cucumbers in bowl 2 What does this algorithm do? Algorithm ❶ Write the number 10 ❷ Write the number 15 ❸ Subtract the first number from the second number ❹ Write the answer 3 Here is an algorithm to make a peanut butter and jelly sandwich. Algorithm ❶ Get a piece of bread ❷ Spread butter on it ❸ Get another piece of bread ❹ Place a piece of cheese on it ❺ Put the two pieces of bread together ❻ Eat it a Is the algorithm for making a peanut butter and jelly sandwich correct? Give a reason for your answer. b Which step(s) in the algorithm do we need to edit? c Rewrite the algorithm to show the new algorithm with Algorithm the changes. ❶ Write n 4 Here is an algorithm to spell the word n i c e. ❷ Write 1 a Is the algorithm correct? ❸ Write c b Which step(s) in the algorithm do we need to edit? ❹ Write e c Rewrite the algorithm with the changes. 12

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Unit 1: Making programs clear

Concise programs Learn The best algorithms are efficient. This means they carry out a task using the least number of steps. Efficient algorithms are concise. Efficient algorithms make efficient programs. We can make a program concise by combining repeated code and removing code that is not needed. Combining and removing commands Program A is for a balloon to float up. As the balloon floats higher, it gets smaller.

Program A

Program B

The change y by 30 block is repeated twice in program A. In program B, these two blocks are replaced with the single block change y by 60. The change y by 40 block is also repeated twice. In program B, these two blocks are replaced with the single block change y by 80.

13

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Unit 1: Making programs clear

Program A has 8 blocks of code. By combining the same commands and removing unwanted ones, we now have 6 blocks of code. Program B solves the same problem as program A but is more concise.

Try creating programs A and B in Scratch. 1 Open Scratch to create a new project. 2 Select the Blue Sky backdrop. 3 Select the Balloon sprite. 4 Add the program A blocks of code to the Balloon sprite. 5 Run the program. Does the Balloon float up into the air and shrink as it goes higher? 6 Replace Program A’s blocks of code for steps 2 and 3 with Program B’s block of code for step 2. 7 Replace Program A’s blocks of code for steps 6 and 7 with Program B’s block of code for step 5. 8 Run the program. The Balloon should move Program B just like it did before.

Program A

14

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Unit 1: Making programs clear

9 How is program B the same as program A? 10 How is program B different from program A? 11 Which program is more concise (shorter)? There can be more than one solution to a problem, but one solution may be more concise than the other. The table shows what the blocks mean. The change y by block moves a sprite up or down. Positive numbers move the sprite up and negative numbers move the sprite down. Motion Block

This block causes the sprite to wait or pause for a number of seconds. Control Block

Looks Block

This block changes the size of the sprite. A number with a minus sign makes the sprite smaller. A positive number makes the sprite larger.

Keywords efficient: getting a result using the least amount of time or steps concise: short

15

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Unit 1: Making programs clear

Practise 1 Create a new project in Scratch. Ripley sprite should fall to the ground and get larger as he falls.

When the Green flag is clicked, Ripley: • moves 40 positions down twice • pauses for 1 second • grows by 10 • moves 50 positions down twice • then grows by 15. a Select the Blue Sky backdrop. b Select the Ripley sprite and position it as seen in the picture. c Use the blocks shown to help you create your program. Run the program. Does Ripley fall to the ground and increase in size as he falls? 2 Look at the program you created in question 1. a Can you combine any blocks of code? b Create a more concise program The program that by combining and removing used fewer blocks of any blocks. code and was faster c Run the new program. to create is the more Does Ripley fall to the ground concise program. and increase in size, just like the first program? 16

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Unit 1: Making programs clear

Resetting objects Learn Have you ever played a video game where a character returns to its starting position?

We can do this in Scratch by including a block of code to reset the object or character. Reset position Look at this code for the Cat sprite to walk across the screen.

The Cat will move 400 steps forward when the Green flag is clicked. However, if we click the Green flag again, the Cat will walk off the edge of the screen. We must add another block of code to reset the Cat’s starting position.

17

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Unit 1: Making programs clear

We can add the Go To x: −200 y: 0 block of code. This block is placed after the When Green flag is clicked block. The new code will look like this. It resets the position of the Cat each time the Green flag is clicked.

Make sure you include the minus sign if there is one. Otherwise the sprite will be in the wrong place.

We also added the Wait block before the Move block. If we do not do this, the sprite will appear not to move at all. Reset size Look at the code for the Cat sprite to grow when the Green flag is clicked. The sprite grows by 10 three times. However, if we run this code over and over again, the Cat keeps growing until it is too big.

18

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Unit 1: Making programs clear

We need to add a block of code to reset the sprite. The Set the size to ( ) block can be used to reset the sprite to its original size. The block is set at 100% because the original size of the sprite was 100, as seen in Image 3. Image 3

The new code will look like this. When any sprite is added in a program, the size is 100. However, this number can be increased if we want a larger sprite or decreased if we want a smaller sprite.

Try creating and running the programs in the examples. The Cat sprite should return to its original state each time the Green flag is clicked. Your teacher can help you with this exercise.

Keyword reset: to return to the original state

19

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Unit 1: Making programs clear

Practise Work in groups to create the following programs. You can go back to the programs in the Learn panel if you need help. Resetting the size and position of the Bus sprite 1 Add the backdrop Colorful City. 2 Add the Bus sprite. Position the Bus as seen in the red box: x is −167, y is −87. 3 Create the program as shown.

4 What does the Change size by −20 cause the Bus sprite to do? 5 Which of these blocks of code return the Bus sprite to its original size and position?

6 Add the blocks of code you chose in question 5 to the program that you created in question 3. Now run the program. Does the Bus return to its original size and position each time the Green flag is clicked? 20

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Unit 1: Making programs clear

Go further Work in groups. 2 This is an algorithm to stack the 1 There are two paths that lead rings in the order shown in the from the one tree to the other. photograph. a Which path does the algorithm a Is the algorithm correct? represent, path 1 or path 2? b Edit the algorithm to solve the Step Instruction problem. Rewrite the corrected ❶ Start algorithm. ❷ Turn left Step Instruction ❸ Move 2 steps forward ❶ Start ❹ Turn right ❷ Stack green ring ❺ Move 6 steps forward ❸ Stack red ring ❻ Stop ❹ Stack blue ring ❺ Stop path 1 path 2

3 The program on the right is for the Monkey to walk to the Bananas. When he gets to the bananas, he grows in size.

21

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Unit 1: Making programs clear

a Open Scratch to create a new project. b Select the backdrop and the Monkey and Bananas sprites as seen. c Position the Monkey as seen: x is −44, y is −46. d Add these blocks of code to create your program. Run the program to see if the Monkey grows when he reaches the Bananas. e How many blocks of code are in this program? f Which blocks of code can be combined? g How many blocks of code will we end up with when the blocks of code are combined? 4 a Choose the correct blocks of code below to create a more concise program for the Monkey.

b Add these blocks and remove the blocks that are no longer needed. Run the program. Does the Monkey grow when he reaches the Bananas in this program? 5 a Add the three blocks of code on the right to the program you created in question 4. b Which block of code resets the Monkey to its original position? c Which block of code resets the Monkey to its original size? d Run the program several times to see if the Monkey returns to its original size and position each time the Green flag is clicked. 22

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Unit 1: Making programs clear

Challenge yourself! Work in groups to answer all the questions. 1 Tell a classmate what it means to have a concise program. 2 a Here is an algorithm. What does this algorithm do? Step Instruction ❶

Start

❷

Draw red square

❸

Draw blue triangle

❹

Draw yellow circle

❺

Stop

b Here is an algorithm to draw shapes in the order shown. Is the algorithm correct? Give a reason for your answer. Rewrite the algorithm to show the corrections. Step Instruction ❶

Start

❷

Draw square

❸

Draw circle

❹

Draw circle

❺

Draw square

❻

Stop

3 Create a new program in Scratch for the Sun to rise. It must move up and get smaller as it goes higher. a Open Scratch to create a new project. b Select a backdrop and the Sun sprite. c Position the Sun as seen in the image on the next page: x is −2, y is 12. 23

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Unit 1: Making programs clear

d Set the size of the Sun to 80. e Add the blocks of code to create your program. f Run the program to see if it works.

4 a Create a more concise program by combining the repeated blocks of code in question 3. Run the program to see if it works. The Sun should rise and get smaller just like the program in question 3. b How many blocks of code did you use? c Did both programs do the same thing? 5 We want the Sun to return to its original size and position when the Green flag is clicked. You can go back to question 3c and 3d to get the Sun’s original size and coordinates. Three blocks of code must be added • Set Size to • Go To x, y • Wait Add these blocks of code to the program in question 4 to reset the Sun to its original size and position when the Green flag is clicked. Run the program a few times. Does the Sun return to its original size and position each time the Green flag is clicked? 24

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Unit 1: Making programs clear

My project 1 Work in groups. This is an algorithm to Algorithm plant seeds. It should match the series of Step Instruction pictures. Is the algorithm correct? Rewrite the ❶ Start algorithm with any changes. ❷ Place pot in sunlight ❸ Fill pot with soil ❹ Throw seeds in soil ❺ Stop 2 Computational thinking ? Pattern recognition Judy is picking some flowers for her mother. Here is the algorithm for Judy to pick the flowers. Are there any steps that can be combined to make Algorithm A shorter? Copy and complete Algorithm B so that it does the same as Algorithm A. Step ❶ ❷ ❸ ❹ ❺ ❻ ❼ ❽

Algorithm A Instruction Start Pick rose Pick rose Pick lily Pick sunflower Pick sunflower Pick sunflower Stop

Step ❶ ❷ ❸ ❹ ❺

Algorithm B Instruction Start Pick _____ roses Pick _____ lily Pick _____ sunflowers Stop

Hint: Look for steps that are the same and combine them.

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Unit 1: Making programs clear

3 This is the code for a tree to grow in the forest. a Which blocks of code are repeated?

b What block of code will replace the first two Change size by 10 blocks in the program?

c What block of code will replace the last two Change size by 20 blocks in the program?

4 a Use the blocks of code chosen in question 3b and 3c to create a new program in Scratch. The blocks of code that are chosen will replace the blocks of code shown in red on the right. b How many blocks of code are in the new program? c Is your new program more concise than the program in question 2? Why?

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Unit 1: Making programs clear

5 We need to reset the size of the Tree sprite each time the Green flag is clicked. The original size of the Tree sprite is 100. Two blocks of code are to be added to the program: • a block to reset the size of the Tree and • a block to wait 1 second. a Choose the correct blocks of code to add to the program you created in question 3.

b Run the program several times with the added blocks of code. Does the Tree return to its original size each time the Green flag is clicked?

Did you know? You can help to save the planet by writing concise code. Computers use less power and generate less heat when using efficient programs. What can you do? Awesome job! Now you Read and review what you can do. know how to edit and ✔ I can follow, understand, edit and correct algorithms and make correct algorithms. programs more concise. ✔ I understand that efficient algorithms are concise. ✔ I can edit programs to make them more concise. ✔ I can create programs that reset objects.

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Unit 2

Hardware and software work together

Computer hardware and software Get started! Discuss the following with your partner: • What is software? • Can a computer still work without software? • Another name for software is ‘app’. Can you name three apps for a smartphone?

You will learn: • about hardware and software • about a range of manual and automatic input devices.

In this unit, you will learn how hardware and software work together.

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Unit 2: Hardware and software work together

Warm up Work in pairs. 1 Can you name all the hardware devices in this picture?

2 What is hardware? 3 List three other examples of hardware that are not shown in the picture above. Do you remember? Before starting this unit, check that you: • know about the functions of basic hardware and software • know the difference between input and output devices.

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Unit 2: Hardware and software work together

A working system Learn Hardware and software must work together for a computer to function. Hardware is the name for the physical objects that make up a computing device. Hardware includes: • input devices • output devices • storage devices. Software is the set of instructions that a computer follows to perform a task. Software is another name for a computer program. An app is another name for software. A working computer requires: • software to control the hardware and • software to perform specific tasks, for example, to watch videos. Without software, a computer will not do anything. This is because software contains the instructions for hardware. Without hardware, computer software cannot run. For example, a computer monitor is an example of hardware. If there was no software, the monitor would not understand how to show anything on the screen. If there was no hardware – no monitor at all – then we could not see anything! Keywords hardware: physical objects that make up the computer software: a computer program, this is the set of instructions that a computer follows to perform a task app: another name for software

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Unit 2: Hardware and software work together

Practise Work in pairs. 1 State three categories of hardware devices that make up a working computer system. 2 Sort the hardware from the word bank into these three categories.

mouse

printer

monitor

keyboard microphone

speaker

USB drive

hard drive

3 Mia uses a keyboard to type a letter on her computer. She uses writing software. She views the letter on her monitor and saves it to the computer’s hard drive. Later, she prints the letter. With your partner, can you identify the hardware and software that Mia uses? 4 Gina’s dad told her that for a computer to work, it must have both hardware and software. He explained that it is similar to a sport like soccer. Hardware is like the players, the ball and the pitch, while software is like the rules of the game. You can’t play a soccer match without both. 31

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Unit 2: Hardware and software work together

Explain to your partner why you must have both hardware and software for a computer to work. 5 True or false? a We need software to give instructions to the hardware for a computer to work. b There are two categories of hardware for a working computer. c You can physically touch software. d Software and hardware do not work together. Choose the correct answer. 6 Instructions that are given to computer hardware to carry out a task are known as ___________. A software B hardware C keyboard D speaker 7 Which of the following is NOT an example of software? A Microsoft Word B Scanner C Scratch D Chrome™ browser 8 What is another name for software? A App B Hardware C System D Instruction 9 Which is not an example of hardware? A Web browser B Printer C Microphone D Scanner

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Unit 2: Hardware and software work together

Hardware and software roles Learn Here are some more differences between software and hardware. Hardware

Software

The physical or parts that make up a computer.

The instructions that tell a computer what to do.

Can be dropped or damaged.

Cannot be dropped or damaged. Can be affected by bugs (errors in the code).

David has used his computer for a long time. The B, T and J keys on the keyboard have stopped working. He also dropped his mouse and it broke. He will need to replace the keyboard and the mouse.

Sanchia bought a computer game. However, the game keeps crashing – that means that it stops working. Sanchia is told that the game has a bug.

Can be replaced with a new part if the part is not working.

Must be reinstalled if it is not working.

Can be touched.

Cannot be touched.

Works once software is installed.

Must be installed onto hardware to run.

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Unit 2: Hardware and software work together

Practise Work in pairs. 1 List three differences between hardware and software. 2 Saul was told that software cannot be touched. What is meant by this? 3 Explain the main difference between hardware and software. 4 True or false? a Software cannot be reinstalled if it is not working. b Computer hardware can be damaged over time. c Computer software can be affected by viruses. d The role of software is to provide instructions to hardware. e The role of hardware is to perform the task as instructed. f A computer can only work if it has both hardware and software. Did you know? The first time a computer ran software was in 1948 at the University of Manchester in the UK!

Keyword bug: an error in the program

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Unit 2: Hardware and software work together

Manual and automatic input devices Learn There are two types of input devices: manual and automatic. A manual input device needs someone to operate it.

For example, a mouse and a keyboard are manual input devices. • You have to move a mouse with your hand to select things on the screen. • You must use your fingers to press a keyboard. Manual input devices are less accurate than automatic input devices. This is because a person can make errors when inputting data. Examples of manual input devices are:

mouse

keyboard

joystick

touchscreen scanner

digital camera

microphone

An automatic input device works with little or no human input. Examples of automatic input devices are: barcode readers

QR code readers

tracking devices

biometric devices

sensors

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Unit 2: Hardware and software work together

Barcode readers scan barcodes. Barcodes are vertical black lines, found on most products. Barcodes contain information about an item, such as its price. QR codes are very similar to barcodes. However, QR codes can be read using smartphones, unlike barcodes that need special barcode readers. Sensors take in data from their surroundings. This data might be temperature, light, sound, or other things. For example, a fire alarm is a type of sensor. It sounds an alarm automatically if there is a fire. Devices called RFIDs send data to RFID readers. For example, many shops now accept contactless payments. Contactless payment cards use RFID devices to automatically send data about the user’s bank account.

Biometric devices identify a person based on features of their body. For example, Mavis can automatically unlock her smartphone with her fingerprint, or her smartphone can scan her face. Keywords manual: needs human input automatic: collects data with little or no human input RFID: a type of tracking device biometric: measurements of the human body

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Unit 2: Hardware and software work together

Practise 1 Which of the following statements are true and which are false? a Devices that can enter data without humans are called manual devices. b Input devices can be manual or automatic. c Data can be manually input into a computer using a keyboard. d Data that is automatically input is less accurate than data that is input manually. e Manual data input can lead to errors. Choose the correct answer. 2 The features of a person can be identified using: A A biometric device B  An output device C A barcode reader D  A storage device 3 Which of the following devices are automatic input devices? Select all that apply. A Biometric devices B RFID C Keyboard D Sensors 4 Data is entered into a computer in two ways. Select the correct answers. A Manual data output B Manual data input C Virtual data input D Automatic data input E Automatic data output 5 Fill in the blanks using the words below. When Marie looks at her phone, it _________________ her face to unlock. However, Danny said he uses his _________________. This is called _________________ data input, where data is entered into the computer using _________________ human interaction.

fingerprint

 

automatic

 

little or no

 

scans 37

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Unit 2: Hardware and software work together

Go further Choose the correct answer. 1 Instructions that tell hardware to do a specific task are also called: A Systemware B Software C Hardware D Computer ware 2 Complete this sentence. Hardware _________________ A is not physical. B is physical. C can be damaged by a virus. D cannot be replaced if damaged. 3 Complete this sentence. Software _________________ A is not physical. B is physical. C cannot be damaged by a virus. D cannot be reinstalled if damaged. 4 The physical parts of the computer are called _________________. A hardware B software C soft drive D input 5 Jack is asked to select all the manual input devices from a list. He is also asked to explain to the class why they are called manual input devices. His teacher lists the following devices:

keyboard

microphone

mouse

barcode reader

printer

RFID

digital camera

scanner

Help Jack to a) identify the manual input devices from the list and b) explain why they are called manual input devices. 38

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Unit 2: Hardware and software work together

6 Guss is shown a list of devices and asked to choose all the automatic input devices. He is also asked to explain the difference between a manual input device and an automatic input device. Help Guss to identify the automatic input devices and explain the difference between them. Device list:

keyboard

barcode reader

microphone

digital camera

mouse

sensor

RFID

monitor

speakers

fingerprint reader

Challenge yourself! 1 Working in groups of three, read the paragraph below. Identify all the input devices and state which are manual or automatic input devices. Annay has a greenhouse that contains light sensors, water sensors and temperature sensors. He often takes pictures using the camera on his smartphone to show how the plants are growing. He saves these pictures on the phone. Annay hands his smartphone to his mum to show her the pictures, but the phone is locked and requires a passcode to open it. He uses the fingerprint reader to unlock the phone for his mum to see the pictures. 2 List one example from each category of hardware. Hint: Remember the three categories of hardware (input, output and storage). 3 There are two different types of software: application software and systems software. Do some research into the differences between them, and find an example of each. (You will cover this topic in Stage 4.) 39

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Unit 2: Hardware and software work together

My project Work in groups of three. Create a poster to show the difference between hardware and software. • Your poster should specify what is required to have a working computer system. • Use pictures or sketches of hardware and software. Research three examples of automatic input devices that can be used in a computer system. Print or sketch images of all three and add these examples to your poster. • On your poster, state an application where each of the devices can be used.

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Unit 2: Hardware and software work together

What can you do? Read and review what you can do. ✔ I know the differences between hardware and software, and what they do. ✔ I can name some manual and automatic input devices. Good job! Now you know more about hardware and software, and manual and automatic input devices.

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Unit 3

Be a data expert

Understanding data Get started! Work with your partner to solve these problems. Mr Dawson wants to take his family to the beach. He looks at the weather forecast for the week. Monday Tuesday Wednesday Thursday Friday Heavy Light Light rain Windy Warm rain rain and cold and sunny

Saturday Sunday Sunny Warm and sunny

1 Which day(s) should he go to the beach? 2 Which day(s) should he stay indoors? 3 Which day(s) should he take an umbrella?

You will learn: • about problems that can be solved using data • about the different ways of representing data • how to record data using computing devices.

In this unit, you will learn that data can be collected and understood to solve problems.

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Unit 3: Be a data expert

Warm up Work in pairs. BA

Total score

Jessica

4

Mya

2

Navin

10

Savad

8

Savad Student name

Student name

Navin Mya Jessica 0

Number of people

Blonde

2

Black

8

Brown

5

4 6 8 Total score

10

12

A B Hair colour

Hair colour

2

Brown Black Blonde

1 Which chart represents 0 1 2 3 4 5 6 7 8 9 categorical data? Number of people 2 Are A and B bar charts or pie charts? 3 Do you know the names of any other types of graphs or charts? 4 Do you prefer to see this data as a table or as a chart? Explain your answer. Do you remember? Before starting this unit, check that you: • know how to present categorical data • know that data may help to solve problems • know about statistical data.

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Unit 3: Be a data expert

Identifying problems

Collecting and understanding data Learn We are faced with problems every day. Problems are situations or questions that need an answer. In Stage 2, we learnt how data is used to solve some problems. To solve more problems, we need to make sense of data. To do that we need to: 1 Collect data 2 Carefully look at the data 3 Find meaning in the data. Decisions can be made when we understand the meaning of data. Data can be used to solve problems at home, school and in businesses. Here are some problems that can be solved using data. Home Problem: Vanessa needs to save $30.00 by May to buy a book. Follow the steps to help Vanessa decide what to do. 1 Collect data about Vanessa’s pocket money. Jan Feb Mar April May $5.00 $6.00 $5.00 $5.00 $4.00 2 Look at the data. Vanessa was able to save a total of $25.00. 3 Understand the data. $25.00 dollars is less than $30.00. This means Vanessa did not save enough money to buy the book. What can Vanessa do now that she knows she has not saved enough money? • borrow the extra money from her parents, or • wait and save some more money.

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Unit 3: Be a data expert

School Problem: Mr Jensen wants to give points to students with full attendance for a week at school. He needs to: 1 Collect data – the attendance of each student for the week. 2 Look at the data to see who came to school every day. 3 Understand the data. Jim did not Attendance Name get full attendance because he for the week was sick for one day. Sally 5 Mr Jensen can give points to Sally Jim 4 and Kirk based on the data that Kirk 5 he collected.

Comment None Sick 1 day None

Business Problem: Toys Inc. makes toys and games. They need to find out which toys and games are most popular so they can produce more. Toys Inc. must: 1 Collect data about sales from toy stores. Name of toy/game Sales Building blocks 120 Board games 250 Video games 500 2 Look at the data to see which toy sells the most. 3 Understand the data. Video games are the most popular game because the sales number is the highest. Toys Inc. should produce more video games based on the data they collected. Did you know? According to data collected about toys, the most popular toy of all time is LEGO®.

Keyword decision: a choice about something 45

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Unit 3: Be a data expert

Practise 1 Arrange these steps in order by writing the numbers 1, 2 and 3. Data must be:  Understood      Looked at      Collected 2 Look at the scenarios in a, b and c below. For each scenario, discuss with your partner: • What is the problem to be solved? • Use the data to answer the questions. • Explain how you got the answer. a Johnny wants to enter a competition to win a bike. He has to save 10 juice boxes by Friday. Will he be able to enter the competition? Day Sunday Monday Tuesday Wednesday Thursday Friday Number of juice 2 1 1 2 2 3 boxes b Some friends are playing a video game. They must collect at least 5 stars and have at least 300 points to move to the next level. Who is able to move to the next level? Player Leeam Chase Kasey

Stars collected Points 3 300 5 350 6 280

c To get a gold medal, a girl scout must have collected badges in all four areas. Who will get a gold medal? Name

Safety badge

Kenya Amanda Vaneeta Seema

Yes No Yes No

STEM badge Yes No Yes Yes

Environment badge Yes Yes Yes Yes

Good citizen No Yes Yes Yes

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Unit 3: Be a data expert

Presenting data using a digital tool Categorical data Learn Categorical data can be divided into groups or categories. You can create charts from categorical data. You may have used an online chart creator before. Spreadsheets can also be used to create charts and Name of Birthday graphs from categorical data. person month To create a chart or graph using a spreadsheet, the Lexie Jan data has to be in a table. Allan Jan This table shows the birth month of some students. Ken Jan To create a chart in a spreadsheet: Narendra Jan • The data from the table is sorted and grouped Cierra Feb by category • The number of birthdays for each month is counted Sherisse Feb and put into a summary table as shown Barry Feb • The summary data is selected and the chart type Lisa Mar chosen. Bar charts, column charts and pie charts Janelle Mar can all represent categorical data. 1 3

2

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Unit 3: Be a data expert

Let us look at the different types of charts and try to understand them.

Can you match the data in the charts to the summary table?

Number of birthdays in Jan, Feb, Mar Key: Jan

2

4

Feb 3

Mar

Bar chart Number of birthdays in Jan, Feb, Mar

Month

Bar chart The column and bar charts show the same categorical data as the pie chart. Each column or bar represents a month. A bar chart has horizontal bars. The length of each bar shows the number of birthdays. A column chart has vertical columns. The height of each column shows the number of birthdays.

Pie chart

Mar Feb Jan 0

1

2

3

4

5

Number of birthdays Column chart Number of birthdays

Pie chart In the pie chart, you can see there are 3 slices. This means that there are three categories: January, February and March. The labels show the number of people with birthdays in each month: 4, 3, 2. The size of each slice depends on the number of birthdays in each month.

Number of birthdays in Jan, Feb, Mar 6 4 2 0

4

3

2

Jan

Feb Month

Mar

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Unit 3: Be a data expert

Discrete data Learn Discrete data is numerical data that can only be whole numbers. Examples of discrete data include: • the number of students in a class • the number of cars in a car park 1 2 3 4 • the number of people in a family. These are all discrete data because There are four they can only be whole numbers. people in this group. You cannot have five and a half students There cannot be four in a class, or four and a half family members. and a half people! We can use spreadsheets to present discrete data as charts and graphs. Just like for categorical data, the data has to be in a table as seen below. The table shows the number of runs that four boys scored in a cricket match. The number of runs is an Keyword example of discrete data. numerical: made To create a chart, the data in the table has to be of numbers selected and the type of chart chosen.

Data arranged as a table

Type of chart selected

Discrete data

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Unit 3: Be a data expert

Discrete data is best presented in the form of a bar or column chart. As with categorical data, it is important to note the differences between these two types of charts. Column chart This column chart shows the name of each boy and the number of runs.

Number of runs

Number of runs made in game 12 10 8 6 4 2 0

10

8

Jeremy

9

5

Ramon Sid Name

Chart title

Vertical column

Daniel

Axis title

Bar chart This bar chart shows the name of each boy and the number of runs.

Name

Number of runs made in game Daniel Sid Ramon Jeremy

Chart title

9 5

Horizontal bar

8 10

0

2 4 6 8 Number of runs

10

12

Axis title

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Unit 3: Be a data expert

Practise Work with a partner to answer all questions. 1 What is the name of each of these charts? Favourite Favourite Flavour Flavour Ice Ice Cream Cream

A

B

Coconut Coconut Strawberry Strawberry

22 33

Vanilla Vanilla Chocolate Chocolate 00 C

Number Number of of people people in in each sport each sport

22

44

66

88

Key: Key: Soccer Soccer

10 10

33

Swimming Swimming Tennis Tennis

Numberof ofstickers stickers Number

Number of stickers

Number of stickers collected 12 10 Number Number of of stickers stickers collected collected 10 8 6 5 15 5 15 6 10 10 4 10 10 66 2 55 55 0 55 Aashana Jacob Ola Eva 00 Name ofAashana child Jacob Ola Eva Aashana Jacob Ola Eva 2 Which chart(s) show categorical data?Name Giveof a child reason Name of child for your answer.

3 Below are two tables with some data. a What type of data can you see in Table 1? b What type of data can you see in Table 2? c Which table’s data needs to be sorted and grouped by category before presenting it as a chart? d What is the best type of chart you can use to represent the data in each table? You can have more than one chart as your answer. e What digital tools can you use to create these charts? Pet dog cat dog

Name of owner Kimora Jasmine Dexter Table 1

Name of child Tally lllll Rachel ll Caleb l Reese

Number of siblings 5 2 1

Table 2

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Unit 3: Be a data expert

Computing devices

Recording discrete and categorical data Learn Data can be collected by asking questions. Different types of questions are used to collect categorical or discrete data. Data can be recorded directly into a computing device using an input device. This device is used to type or select answers. Typical input devices include a keyboard, a mouse, a touchpad and touchscreen.

Going to the Circus Form description keyboard

Are you going to the circus? Yes No How many tickets do you want

touchscreen touchpad

Short answer text

Look at the electronic form above. The first question has two possible answers: Yes or No. This question will collect categorical data. To answer this question, you must click a box. This can be done with a mouse, touchpad or touchscreen. The second question asks for a number. This question will collect discrete data. To answer this question you must use a keyboard. A keyboard can be used to enter: • discrete data (numbers) • categorical data (words). 52

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Unit 3: Be a data expert

Practise 1 State whether a keyboard or pointing device would be best suited to enter the following data: What are you bringing? Water How many stickers do you have?

Snacks Sandwiches

A

B

Your answer _______________________

C

2 What type of data is collected in A, B and C in question 1 – discrete or categorical? 3 What keys on the keyboard are used to enter discrete data on an electronic form? A Alphabet keys B Number keys C Symbol keys 4 Select the devices that are best suited for recording categorical data on electronic forms with checkboxes.

A

B

C

5 Fill in the blanks with the correct words to complete the sentence. You do not have to use all the given words.

pointing

 

keyboard

 

mouse

A touchpad, touchscreen and _____________ are known as _____________ devices. 53

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Unit 3: Be a data expert

Go further 1 The following swimming clubs have entered a swimming competition. They must get at least 300 points in Round 1 and 250 points in Round 2 to get into the finals. Team

Round 1 score

Round 2 score

Blue Sharks

300

255

Aquakids

200

150

Marine Stars

350

200

a What is the problem to be solved? Choose the correct answer. A We need to find out the number of swim clubs. B We need to find out which team makes it to the finals. C We need to find out the name of the teams. b Use the data in the table to solve the problem. 2 a Look at the data table. What type of chart is best suited to represent the data? You can choose more than one type of chart. Name

Tally

Number of popsicles eaten

Darla

ll

2

Kareem

lll

3

Mandy

l

1

A Bar B Column C Pie

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Unit 3: Be a data expert

b What type of data is seen in the table: categorical or discrete? 3 Look at the two questions on this electronic form. Discuss with a partner. 1. What stationery do you have in your bag? Pencils Crayons Ruler Eraser 2. How many pencils do you have? _______

a What type of data is collected in question 1 and question 2? b What device can be used to record the data for questions 1 and 2?

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Unit 3: Be a data expert

Challenge yourself! 1 a Data can be used to solve problems at home. Where else can data be used to solve problems? b What step is missing in solving a problem using data? • Collect data • Look at the data • _____________________ 2 a Which data table matches the data in the chart? A Flower Number of flowers in garden Tally Number in garden

lllll l

6

Lily

lllll lll

8

Sunflower

lllll ll

7

llll

4

Tulip B Flower

Flower

Rose

Sunflower

7

Lily

8

Rose 0

6 2

4

6

8

10

Number

Tally Number in garden

Rose

lllll l

6

Lily

lllll lll

8

Sunflower

lllll ll

7

b What type of chart is this? c Is the data discrete or categorical? Give a reason for your answer. 3 Which keys on the keyboard will be used to type categorical data? a Number b Alphabet c Symbol 4 Which of these devices is best suited to enter the data in Table A in question 2 above?

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Unit 3: Be a data expert

My project 1 Your teacher is planning a picnic for the class. She needs to prepare drinks and sandwiches for the students. Discuss as a class: • What is the problem to be solved? • What does the teacher need to know?

2 Pretend that you are going to the picnic. Your teacher will create a Google Form like this one and share the link with you. Fill in the Google Form.

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Unit 3: Be a data expert

a What device can be used to select the type of drink you like when using the Google Forms? b What device can be used to enter the number of sandwiches you want on the Google Forms? 3 Work in groups to collect data from five students in your class. Draw and complete a table like this one with the data collected. Name of student

Choice of drink (milk, juice, water, other)

Number of sandwiches for the picnic

a W  hat type of data is collected in the blue column? b  What type of data is collected in the green column? Give a reason for your answer. 4 a What type of chart can be used to represent the data in the blue column? b What type of chart can be used to represent the data in the green column? c What digital tool can be used to create the charts? 5 Following on from question 3, your teacher will create a spreadsheet for you, containing some students’ data. Work in small groups for this activity. Follow your teacher’s instructions to create a chart from a data table like this one: Name of student

Number of sandwiches for the picnic

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Unit 3: Be a data expert

Did you know? Infographics are a popular way to present categorical data. They often use bar charts, column charts, pie charts and pictograms to make data interesting and easy to read.

What can you do? Read and review what you can do. ✔ I know about problems that can be solved using data. ✔ I know how to represent discrete and categorical data. ✔ I know how to record discrete and categorical data using computing devices. Congratulations! Now you know about discrete and categorical data.

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Unit 4

Be a designer

Programs with multiple algorithms Get started! A computer can run more than one program at the same time. For example, a web browser and a word processing program. Just like a computer, humans can also do more than one thing at the same time. For example, eating a sandwich while watching the television. What other tasks do you perform at the same time? With your partner, discuss some other examples from everyday life.

You will learn: • that efficient algorithms are concise • to identify steps that are repeated in tasks • to create programs running more than one algorithm • to develop programs that reset objects.

In this unit, you will create programs with multiple algorithms in Scratch.

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Warm up Jump rope Look at the instructions below for a jumping rope: 1 Hold the rope with both hands at hip level. Ensure the rope is behind your feet. 2 Swing the rope over your head. 3 Jump over the rope with both feet at the same time. 4 Repeat steps 2 and 3.

Step 1

Step 2

Step 3

1 What actions are repeated? 2 Can you think of other activities that have repeated steps? Do you remember? Before starting this unit, check that you: • know an algorithm is a precise set of instructions • can identify the steps in tasks • can create algorithms as programs.

In this unit, you will use Scratch. There is an online chapter all about Scratch.

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Efficient algorithms Learn An algorithm is a series of instructions to solve a problem. Different algorithms can solve the same problem. However, the goal is to create an efficient algorithm. For example, this frog needs to reach the pond.

Algorithm 1 Step Instruction ❶

Start program

❷

Jump 1 step forward

❸

Jump 1 step forward

❹

Jump 1 step forward

❺

Jump 1 step forward

❻

Jump 1 step forward

❼

Stop program

Algorithm 2 Step Instruction ❶

Start program

❷

Jump 3 steps forward

❸

Jump 2 steps forward

❹

Stop program

Algorithm 1 is one solution to move the frog to the pond. This algorithm has a total of 7 steps. Algorithm 1 tells the frog to jump one step at a time.

Algorithm 2 is another solution to move the frog to the pond. This algorithm has a total of 4 steps. Algorithm 2 tells the frog to jump three steps followed by two steps.

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Algorithm 3 Step Instruction

Algorithm 3 is another solution to move the frog to the pond.

❶

Start program

This algorithm has a total of 3 steps.

❷

Move 5 steps forward

❸

Stop program

Algorithm 3 tells the frog to jump five steps at once.

Algorithms 1, 2 and 3 are all different solutions to the same problem. Algorithm 3 is the most efficient algorithm because it only has three steps. Efficient algorithms are concise. This means the algorithm uses the least number of steps to solve the problem. Practise A lion, rabbit and turtle decide to run a race to see who is the fastest. All three animals take different paths through the forest to reach the finish line. The turtle follows the green path, the lion follows the yellow path and the rabbit follows the orange path.

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The algorithms below for the rabbit, lion and turtle are not the most efficient. 1 Rewrite the steps for all three algorithms, to create the most efficient algorithm for each animal. 2 Compare the number of steps in each algorithm with the ones you created. Algorithm for the rabbit Step Instruction

Algorithm for the turtle Step Instruction

❶

Start

❶

Start

❷

Move 1 step forward

❷

Move 1 step forward

❸

Move 1 step forward

❸

Move 1 step forward

❹

Turn right

❹

Turn left

❺

Move 1 step forward

❺

Move 1 step forward

❻

Turn left

❻

Turn right

❼

Move 1 step forward

❼

Move 1 step forward

➑

Move 1 step forward

➑

Move 1 step forward

➒

Move 1 step forward

➒

Turn right

❿

Stop

❿

Move 1 step forward

Algorithm for the lion

⓫

Turn left

⓬

Move 1 step forward

⓭

Stop

Step Instruction ❶

Start

❷

Move 1 step forward

❸

Move 1 step forward

❹

Move 1 step forward

❺

Move 1 step forward

❻

Move 1 step forward

❼

Stop

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Unit 4: Be a designer

Repetition in tasks Learn A repetitive task involves actions that are done more than once. Let’s look at the example of riding a bicycle. Step 1: Put on elbow and knee pads. Step 2: Put on helmet.

Step 3: Get on bicycle. Place left foot Step 4: Use the left foot to push down on left pedal. on the left pedal and push off the ground using the right foot.

Step 5: Use right foot to push down on right pedal.

Step 6: Repeat steps 4 and 5 to continue pedalling to move the bicycle forward.

When riding a bicycle, there are two steps that are repeated: 1 Pushing down using the left foot 2 Pushing down using the right foot The bicycle will come to a stop if these steps are not repeated.

Keyword repetitive: doing the same thing over and over again

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Practise Walking up a staircase Step 1: Lift left foot and place on stair.

Step 2: Step up using the left foot and place right foot on next stair.

Step 3: Step up using right foot and place left foot on next stair.

Step 4: Repeat steps ? to ? until you have reached the top of the staircase.

1 Identify the steps that are repeated when walking up a staircase. Eating a sandwich Step 1: Pick up sandwich Step 2: Take a bite from the sandwich Step 3: Chew and swallow Step 4: Repeat steps ? and ? until sandwich is finished 2 Identify the steps that are repeated when eating a sandwich. 66

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Coding with multiple algorithms Learn We want to create a program for a Batter hitting a baseball. Look at Algorithm A for the Batter: Algorithm A Step Instruction ❶

Start program when up arrow key is pressed

❷

Set batter position to x = 32, y = 69

❸

Switch costume to batter-b

➍

Wait 1 second

➎

Switch costume to batter-c

❻

Stop program

The steps below show how to create the program for Algorithm A: 1 Create a new project on Scratch and delete Sprite 1. 2 Search and select the Baseball 1 backdrop. 3 Search and select the Batter sprite. 4 Under the Events group of blocks, select the when () key pressed block. Click on the dropdown arrow and select up arrow. 5 Under the Motion group of blocks, select the go to x, y block. Change the number for x to 32 and y to 69. 6 Under the Looks group of blocks, select the switch costume to block. Click on the dropdown arrow and select batter-b. 7 Under the Control group of blocks, select the wait () seconds block. The default is 1 second.

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8 Select the switch costume to block. Click on the dropdown arrow and select batter-c. The final code is:

Look at Algorithm B for the Baseball: Algorithm B Step Instruction ❶

Start program when up arrow key is pressed

❷

Set baseball position to x = –6, y = –136

❸

Set size to 70%

❹

Glide 1 second to x = –30, y = 65

➎

Wait 1 second

➏

Glide 1 second to a random position

➐

Stop program

The steps below show how to create the program for Algorithm B: 1 Search and select the Baseball sprite. 2 Select the when () key pressed block. Click on the dropdown arrow and select up arrow. 3 Select the go to x, y block. Change the number for x to −6 and y to −136. 4 Under the Looks group of blocks, select the set size to block. Change the number to 70%. 68

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5 Under the Motion group of blocks, select the glide () secs to x, y block. Change the number for x to −30 and y to 65 6 Select the wait () seconds block. The default is 1 second. 7 Under the Motion group of blocks, select the glide () secs to () block. The default is 1 second to random position. The final code is:

To run the program, press the up arrow. You will notice the following: a The Baseball glides for one second towards the Batter, waits for 1 second and then glides for 1 second to a random position. b The Batter waits 1 second for the ball to reach the bat, then switches to batter-c costume.

When you press the up arrow, two sets of code (A and B) run at the same time.

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Practise Create a program for Ben to kick a soccer ball into the goal. Algorithm for Ben is: Algorithm C Step Instruction ❶

Start program when the a key is pressed

❷

Set ben’s position to x = –87, y = –75

❸

Switch costume to ben-d

➍

Start sound Referee Whistle

➎

Wait 1 second

➏

Switch costume to ben-a

➐

Move 20 steps forward

➑

Wait 1 second

➒

Switch costume to ben-b

❿

Wait 1 second

⓫

Switch costume to ben-c

⓬

Stop program

Algorithm for the Soccer ball is: Algorithm D Step Instruction ❶

Start program when the a key is pressed

❷

Set soccer ball position to x = –5, y = –128

❸

Wait 2 seconds

➍

Glide 1 second to x = 230, y = –52

➎

Stop program

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1 2 3 4

Create a new project on Scratch and delete Sprite 1. Search and select the Soccer 2 backdrop. Search and select the Ben sprite. In the programming area for the Ben sprite, connect the eleven blocks of code for Algorithm C. 5 Search and select the Soccer Ball sprite. 6 In the programming area for the Soccer ball sprite, connect the four blocks of code for Algorithm D. 7 To run the program, click the Green flag and then press the a key. Explain what happens. The start sound block is found in the Sound group. The move block is found in the Motion group. Change the number to 20 steps.

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Go further Computational thinking Algorithms 4 and 5 show the steps for drinking a glass of juice. 1 Identify the steps that are repeated in this task. 2 Which algorithm is the most efficient? Step ❶ ❷ ❸ ❹ ❺ ❻ ❼ ❽

Algorithm 4 Instruction Pour juice in glass Pick up glass Take a sip of juice Put down glass Pick up glass Take a sip of juice Put down glass Pick up glass

Step ❶ ❷ ❸ ❹ ❺

?

Algorithm 5 Instruction Pour juice in glass Pick up glass Take a sip of juice Put down glass Repeat steps 2 to 4 until juice is finished

Create a program for two children jumping on a trampoline Both Dan and Anina must: go to their starting positions jump at the same time when the space key is pressed. The algorithm for Dan sprite is: Algorithm E Step Instruction ❶ Start program when space key is pressed ❷

Set Dan’s position to x = –85, y = 5

❸

Glide 1 second to x = –85, y = 80

➍

Switch costume to dan-b

➎

Turn right 180 degrees

➏

Wait 1 second

➐

Turn left 180 degrees

➑

Glide 1 second to x = –85, y = 5

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Algorithm E (continued) Step Instruction ➒ Switch costume to dan-a ❿ Stop program Algorithm for Anina Dance sprite is: Algorithm F Step Instruction ❶ Start program when space key is pressed ❷ Set Anina’s position to x = 30, y = 7 ❸ Glide 1 second to x = 30, y = 80 ➍ Switch costume to anina pop front ➎ Wait 1 second ➏ Glide 1 second to x = 30, y = 7 ➐ Switch costume to anina pop stand ➑ Stop program Algorithm for the trampoline Step Instruction ❶ Start program when space key is pressed ❷ Set position to x = −9, y = −109 1 2 3 4 5 6 7 8

Create a new project on Scratch and delete Sprite 1. Search and select the Playing Field Backdrop. Search and select the Trampoline sprite. Add the blocks of code for the trampoline. Search and select the Dan sprite. In the programming area for the Dan sprite, add the code for Algorithm E. Search and select the Anina Dance sprite. In the programming area for the Anina Dance sprite, add the code for Algorithm F. 9 Run the program. Press the space key. 10 Explain what happens. 73

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Challenge yourself! Create a program for a rabbit, lion and zebra racing through the woods. All three animals must go to their starting positions and start the race when any key is pressed. Algorithm M is for the Rabbit Algorithm N is for the Lion Step ❶ ❷ ❸ ➍ ➎ ➏ ➐ ➑ ➒ ❿ ⓫ ⓬ ⓭ ⓮ ⓯ ⓰

1 2 3 4

Algorithm M Instruction Start program when any key is pressed Set Rabbit’s position to x = –190, y = –140 Switch costume to rabbit-a Wait 1 second Move 100 steps Switch costume to rabbit-b Wait 1 second Move 100 steps Switch costume to rabbit-a Wait 1 second Move 100 steps Switch costume to rabbit-b Wait 1 second Move 100 steps Switch costume to rabbit-a Stop program

Step ❶ ❷ ❸ ➍ ➎ ➏ ➐ ➑ ➒ ❿

Algorithm N Instruction Start program when any key is pressed Set Lion’s position to x = –210, y = –60 Switch costume to lion-a Wait 1 second Move 200 steps Switch costume to lion-b Wait 1 second Move 200 steps Switch costume to lion-c Stop program

Create a new project on Scratch and delete Sprite 1. Select the Woods backdrop. Select the Rabbit sprite. In the programming area for the Rabbit sprite, add the code for Algorithm M.

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Algorithm O is for the Zebra Algorithm O Step Instruction ❶

Start program when any key is pressed

❷

Set Zebra’s position to x = –200, y = 10

❸

Switch costume to zebra-b

➍

Wait 1 second

➎

Move 125 steps

➏

Switch costume to zebra-a

➐

Wait 1 second

➑

Move 125 steps

➒

Switch costume to zebra-b

❿

Wait 1 second

⓫

Move 150 steps

⓬

Switch costume to zebra-a

5 Select the Lion sprite. 6 In the programming area for the Lion sprite, add the code for Algorithm N. 7 Select the Zebra sprite. 8 In the programming area for the Zebra sprite, add the code for Algorithm O. 9 Run the program. Press any key. 10 Which animal wins the race? 11 Which animals came 2nd and 3rd? 12 Identify the steps in all three algorithms that move the sprites to their starting position. 13 Identify the algorithm that is the most efficient for running the race. 14 Rewrite Algorithm M to be more efficient.

Computational thinking Reading a book 1 Think about the steps you take when reading a book from start to finish. 2 Write these steps in the correct order. 3 Identify the steps that are repeated in this task.

?

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My project Computational thinking Combing your hair Look at the algorithms below for combing your hair: 1 Identify the algorithm that is efficient. 2 Identify the steps that are repeated. Step ❶ ❷ ❸ ❹ ❺ ❻ ❼

Algorithm 8 Instruction Pick up comb Comb your hair from front to back Move to the next section Comb your hair from front to back Move to the next section Comb your hair from front to back Done

Step ❶ ❷ ❸ ❹

?

Algorithm 9 Instruction Pick up comb Comb your hair from front to back Move to the next section Repeat steps 2 and 3 until done

Coding the program for a Dance Battle Use the following blocks of code to create a dance routine for two sprites. You can choose the sprites and background.

Sound group

Looks group

Motion group

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Events group

Control group

Each block of code can be edited and used many times in the program.

3 4 5 6

Create a new project on Scratch and delete Sprite 1. Search and select a backdrop. Search and select two different sprites. In the programming area for each sprite, add the blocks of code to: a set the sprite’s position b begin the dance routine. The two sprites must start and finish together.

7 Include a static object in the program, for example a speaker. 8 Run the program. Explain what happens. 9 Save your project. 77

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Did you know? Most computer controlled devices can do more than one thing at a time: • Robot vacuum cleaners move and clean at the same time. • Washing machines spin the drum and add water at the same time.

robot vacuum cleaner What can you do? Read and review what you can do. Well done! Now you can create programs with ✔ I know about efficient algorithms. multiple algorithms and ✔ I can identify repeated steps in tasks. reset objects! ✔ I can create programs running multiple algorithms. ✔ I can develop programs that reset objects.

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Unit 5

Networks are everywhere

Networks around us Get started! Walk around your school with your teacher. Look at the computers and other devices in the various rooms. • Write the different types of computers and devices. • Look at how the devices are connected. • Did you see any wires connecting the computers and other devices? Talk with your partner about what you have seen.

You will learn: • about devices connected to networks in school and at home • about things you can do on a network you use • about the advantages and disadvantages of a network.

In this unit, you will learn more about networks.

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Warm up Talk with your partner about the following: • What computing devices are in your home? • Are the devices in your home connected in a network? • If so, are they connected with wires or without wires? • What are the computing devices in your home used for?

Do you remember? Before starting this unit, check that you: • know about devices that can connect to a network • know that two devices can do more things working together • know that there are wired and wireless networks • know when a network is and is not available • know that devices on networks share information • know there are risks with sharing information. 80

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Unit 5: Networks are everywhere

Networks around us Learn Computer networks can be found in homes, schools, hospitals and many other places. The type of hardware devices in each network depends on the needs of the users. Typical network devices found in schools are: • desktop computers • laptops • printers • scanners multifunction scanner • multifunction machine machines (combines photocopier, scanner and printer) • video projectors.

projector

Some schools may also have devices such as tablets, cameras and interactive smartboards. • Does your school have these devices? • What other computing devices do you have at your school? • Are the devices connected to a network? • What are the devices used for? • How are the devices in your school connected? (With wires or without wires?)

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Some common devices connected to a home network are:

Tablets

Gaming consoles

e-readers

Smartphones

Laptops

Security cameras

Desktops

Some homes may also have smart devices such as refrigerators, light bulbs, air conditioners and heaters. These can all connect to the home network. • What computer devices do you have in your home? • How are they connected to the network? • What are they used for? Did you know? Smart devices can be controlled from anywhere in the world using the internet and a smartphone or tablet. Keywords multifunction: does more than one thing interactive smartboard: a whiteboard connected to a computer and a projector e-reader: a device that lets you read electronic books smart device: an electronic device that is connected to other devices via the internet 82

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Unit 5: Networks are everywhere

Practise 1 State whether the following statements are true or false. True

False

a Computer networks can only be found in schools and homes. b The type of hardware in each network remains the same. c A scanner is a typical network device found in a school. d An e-reader is a device that can be part of a home network. e A multimedia projector is a network device found in a school network. f A smart device cannot be part of a home network. 2 Name three smart devices that may be connected to a home network. 3 Choose the device(s) that can be found in a school network. games console

scanner

smartphone

desktop computer

4 Look at the picture below. Which devices in this home could be found in a home network?

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Unit 5: Networks are everywhere

Services available on a network Learn Networks allow computers to work together to do different things. These different things are called services. The four main services available on most networks are: • Sharing digital files • Sharing printers • Communication • Access to the World Wide Web However, some networks can offer other services too. It depends on the needs of the users. Home network services

Sharing digital files: Users on a home network can share files and folders with each other. This means a smartphone, tablet, desktop or laptop can all access the same files, from anywhere in the home. Shared printing: A home network allows different devices to use the same printer. Communication: Users can send and receive emails. They can also chat with other users on the same network using instant messenger services. Access to the World Wide Web: The World Wide Web is a service offered on the internet. A home network can connect to World Wide Web. The World Wide Web gives access websites. 84

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Unit 5: Networks are everywhere

Gaming and entertainment: Home networks can also be used to watch videos online or play online games.

Network in schools

A school network is larger than a home network. This means more devices and users are connected to it. It can offer different services to a home network because it has different uses. Communication: Users on a school network can send and receive emails and chat using instant messenger services. Shared printing: Users can send printing jobs to a printer anywhere in the school. This device is often a multi-function printer. A school normally has more than one printer connected to the network. Shared storage: The school network can store data. This means users do not save files on their own computers. Instead, they can store and access data from the shared location. Sharing digital files: Users can see files and folders on any devices connected to the network. 85

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Shared software: Some software can be shared across a network. This means all users can use it. Access to the World Wide Web: Users on a school network may be able to connect to the World Wide Web. However, the school may restrict access to some websites. Keywords services: things that can be done on a network World Wide Web: a service on the internet to find and show web pages Practise 1 State whether the following statements are true or false. True

False

a File sharing is a type of service available on a network. b A home network provides more services than a school network. c Software sharing and data storage are services available on a school network. d Home networks allow you to print from multiple computers using a single printer. e Communication services are available in networks in homes and schools. f Networks have more than one printer for each computer on the network. 2 Explain the term ‘shared printing’ to your partner. 3 Discuss with your partner the main types of services available on your home network. 4 Explain to your partner how a network makes gaming more interesting. 5 Discuss with your partner two differences between a school network and a home network. 86

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Advantages and disadvantages of networks Learn Advantages Sharing devices Hardware, such as printers, photocopiers and scanners, can be shared on a network. Sharing devices saves money. What devices do you share on your school’s network? Sharing software Running software on a network is simpler than running it on each device on the network. Software on a network is usually cheaper for each computer. Sharing files Digital files such as letters, photographs, videos and other digital documents can easily be shared among users of the network. What documents do you share with your teacher and friends on the school network?

What software do you use on the school network?

Sharing files

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Shared storage All users’ data can be stored in one central location. This means that • data and files are easy to find • it is easy to make a backup copy of data and files. What data do you store on the school’s network? Flexible access School networks let students work anywhere in the school. Students can begin work in their classroom, and finish it in the library after school. Communication Students on a network can easily communicate with each other. This means they can work together even if they are not in the same room. Teachers can also easily communicate with students and other teachers. How do your teachers use the network to communicate with you?

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Disadvantages Expensive to set up The equipment to run a network can be expensive. It includes things like: • cables for wired networks • devices for wireless networks. Running the network Someone has to make sure the network keeps running properly. They also need to fix any problems. It requires lots of time and expertise. Find out about one thing that has to be done to keep a network working. Network failure A broken network can stop users from accessing services. For example, if the network breaks down, users cannot access shared files. Find out about one thing that may cause the network to break down. Computer viruses Computer viruses cause computers to stop working properly. They can easily spread from one computer to another through a computer network. Find out about ways a virus might enter the network and spread.

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Network security is expensive Security measures are needed to: • protect a network from viruses. • protect personal and confidential information. Security measures can be very costly. Find out about one security procedure that is used in your school.

Keywords backup: an exact copy of the original file computer virus: a program written to cause damage to data and software

Practise 1 State which of the following are true or false. a Devices on a network cannot be shared. b I can send emails to my friends on the network. c Keeping a network safe is expensive. d Viruses can easily spread on a network. e Sharing files is not possible on a network. f Having shared software on a school network is more expensive than buying the same software for each computer. g Maintaining a network is very easy. h Disruptions on a network can prevent users from accessing their files. i Setting up a network is quite expensive. 2 Tell your partner why you think viruses can be spread easily on a network. 3 Why do you think security is important in a network? 90

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Go further 1 State whether the following statements are true or false. True False a Gaming consoles are usually found in a school network. b Desktop computers can be used in a bank’s computer network. c A smart security camera can be found in a home network. d A school network is usually smaller than a home network. e It is safe to share files on a school network. f Someone needs to make sure the network keeps running properly. g Information sharing and storing is not allowed on a school’s network. 2 Tell your partner the names of three devices that can be found in both school and home networks. 3 Tell your partner the list of services available on your school network. 4 Tell your partner some of the services that are available in your school network but not in your home network. 5 The cost of setting up a network is considered a disadvantage. a What are two costs that make setting up a network expensive? b How can sharing software on the network reduce the overall cost of software? Challenge yourself! Work in groups of four. Think about a network in an office. 1 Talk in your group and discuss the devices that might be used in an office network. 2 Do you think the devices are connected with wires or without wires? 3 Do you think the network devices in an office are similar to those in a school? 4 What services do you think might be available in an office network? 5 What are some of the disadvantages of having a computer network in an office? 91

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Unit 5: Networks are everywhere

My project Think about a computer network that can be found in a library. 1 What computing devices could be used in a library? 2 Draw the devices and label them. 3 How are these devices connected? 4 What services are available on the network? 5 How are the devices used? 6 What are the advantages of a computer network in a library? 7 Can you think of any disadvantages of having a computer network in a library?

What can you do? Read and review what you can do. ✔ I know about network hardware in the school and home. ✔ I can discuss the services available on networks. ✔ I can explain the advantages and disadvantages of a network.

Congratulations! Now you know about devices, services and advantages and disadvantages of networks.

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Unit 6

Be a storyteller

Creating stories Get started! Work in groups of four. Write a short story that includes the characters and objects seen below.

You will learn: • about logical thinking • how to create programs that contain objects without code • how to change code to get the right result.

In this unit, you will create and make changes to programs in Scratch.

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Warm up Work in pairs. The pictures below tell a story. It is about a bird growing wheat to make bread. • Put the pictures in the correct order. • Fill in the blanks with the correct letter. Some are done for you. • Take turns to tell the full story to your partner.

1: Picture c 3: Picture h 5: Picture b 7: Picture d

2: Picture _____ 4: Picture _____ 6: Picture a 8: Picture _____

a

b

c

d

e

f

g

h

Do you remember? Before starting this unit, check that you: • understand that efficient algorithms are concise • can identify steps that are repeated in tasks • know how to create programs running more than one algorithm. In this unit, you will use Scratch. There is an online chapter all about Scratch.

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Algorithm to code Logical thinking Learn We create algorithms to help solve a problem or perform a task. To write an algorithm, we must understand the problem and come up with a solution that makes sense. Keyword We can use logical thinking to: • break down a problem into smaller pieces logical thinking: to understand a • look at each piece and think about the steps that problem and come give us the results we need up with a solution • arrange the steps in an order that makes sense. that makes sense Algorithm to make pancakes To create an algorithm to make pancakes, we use logical thinking to break the task into steps. These steps are: • Mixing all the ingredients together • Measuring out 1 cup of pancake mix • Measuring out 1 cup of water • Pouring the mixture into a pan • Flipping and cooking the pancakes • Adding extra water if the mixture is too thick. Then we put the steps in the right order. Step Instruction ❶

Measure out 1 cup of pancake mix

❷

Measure out 1 cup of water

❸

Mix all the ingredients together

❹

Add extra water if the mixture is too thick

❺

Pour the mixture into the heated pan

❻

Flip and cook the pancakes

We use logical thinking again to put the steps for making pancakes in the correct order.

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Practise Logical thinking should be used when creating an algorithm! You need to create two algorithms: (1) to solve a problem and (2) to perform a task. 1 The cat needs to walk through and get out of the maze below to find food. Complete the algorithm in the table below. The first step is done for you.

Step Instruction ❶ Move 4 blocks to the right ❷

Use logical thinking to write an algorithm to get the cat to the food.

❸ ❹ ❺

2 Put the steps below in the correct order to make cookies: • Add the dry ingredients (baking powder, flour, chocolate chips) to the wet mixture. • Place all of the balls on a baking tray and bake for 15 minutes. • Heat the oven to 170 degrees. • Mix the wet ingredients together: butter, sugar, 1 egg. • Divide the mixture into 12 balls of dough. 96

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Creating programs Learn We can develop programs that contain more than one character or object. Not every character in a program needs to have code. For example, there may be a character that does not move. These are called static objects. We can develop programs that contain characters with code and static objects. Developing a program for a story In this story, a girl walks to a radio and turns it on. The girl should move right every time the space key is pressed. When the girl touches the radio, music should start to play. In this example, we want to write a program for one character and one object. We first write the algorithm for the character, Anina Dance, as shown in the tables. Step Instruction (Part 1) ❶

When the Green flag is clicked

❷

Say “A radio!” for 2 seconds

❸

Wait until touching Radio

❹

Switch to next costume

❶

When space key is pressed

❺

Start Dance Celebrate sound

❷

Move 20 steps

Step Instruction (Part 2)

Keyword static objects: sprites that do not have any code 97

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Unit 6: Be a storyteller

We then write the code for each line in the algorithm. The complete code for Anina Dance is shown on page 97. The second sprite in this program is a Radio. The Radio does not move or change. It is a static object. It does not have any code. We have developed a program that contains two characters. One character has code and one character does not have code. Practise Create a program for a story as follows: 1 Open a new project in Scratch. 2 Select the Room 2 Backdrop. 3 Add the Anina Dance and Radio sprites. 4 Position these two sprites as seen in the picture below. 5 Add the program on the previous page to the Anina Dance sprite.

Hint: Get the touching mouse-pointer block from the Sensing group of blocks, click its dropdown arrow and change mouse-pointer to Radio.

6 Add a third sprite, Champ99, to your project. 7 Add code to your third sprite to match the algorithm in the table below. 8 Click the Green flag to test your complete program. Step Instruction ❶

When this sprite is clicked

❷

Switch to next costume

❸

Wait 1 second

❹

Switch to next costume

❺

Wait 1 second

❻

Switch to next costume

❼

Wait 1 second

❽

Switch to next costume

Champ99 should dance when you click on him.

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Making changes to code Learn We can make changes to code to get different outcomes. For example, we can change the number of steps a sprite moves. Changing the Move block from 150 steps to 300 steps would make the sprite move further – two times the original distance. Can you think of any other coding blocks that you can make changes to?

Sprite that moves 150 steps

Sprite that moves 300 steps

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Unit 6: Be a storyteller

Practise Create a Birthday Story in Scratch as follows: 1 Open a new project and add the Party Backdrop. 2 Add the Princess sprite and add the code below to this character. Step Cake Instruction (Part 1) ❶ When the Green flag is clicked ❷ Switch costume to cake-a Step Cake Instruction (Part 2) ❶ When this sprite is clicked ❷ Switch costume to cake-b 3 Add the Cake sprite and create code for this object to match the algorithm in the tables above. 4 Add the Balloon1 sprite and add the code on the right to this sprite. 5 Click the Green flag to test all your code. Now we want to change the code. 6 We want the balloon to take twice as long to change costume. What changes should you make to the code? 7 Change the code. Run the program to see what happens. Did you make the right changes?

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Unit 6: Be a storyteller

Go further Computational thinking ? 1 The algorithms in the tables below are not correct. Devin Character Abby Character ❶ When Green flag is clicked ❶ When Green flag is clicked ❷ Switch to next costume ❷ Wait 3 seconds Say “What’s its name?” Say “I have a pet owl” ❸ ❸ for 2 seconds for 2 seconds ❹ Wait 3 seconds ❹ Say “Its name is Sammy” Use logical thinking to rearrange the steps above. The two characters should talk to each other in turns. Create a program for the corrected algorithm above. 2 Open a new project in Scratch and select the Wall 1 Backdrop. 3 Add the Abby and Devin sprites. Add code to both characters to match the corrected algorithm. Hint: You should 4 Add the Owl sprite with no code. be making a total 5 Change your program so that the characters talk of four changes in to each other faster. your program for 6 Click the Green flag to test your complete program. your characters to talk faster. 7 Check that you get the desired results.

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Challenge yourself! Continue creating the story from the Go further activity. 1 Add another backdrop, Wall 2. 2 Click on the backdrop thumbnail and add the code shown below. This code makes your first backdrop change to the second backdrop after eight seconds.

3 Add code to the Abby sprite so it disappears when the first backdrop switches to the second backdrop. An example of this in algorithm form can be seen below. Algorithm for Abby sprite ❶ When backdrop switches to Wall 2 ❷ Hide 4 Copy the code created for Abby in part 3 to the Devin sprite. 5 Add the code below to the Owl sprite. 6 Run your program to check if you get the correct results. (Click the Show button to have sprites reappear after running your code.)

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Unit 6: Be a storyteller

My project 1 Put the steps in the algorithm below in the correct order. The algorithm is for a conversation between two characters. The Prince should speak first, then change costume. The Horse should then reply. Prince Character ❶ When Green flag is clicked ❷ Next costume Say “Where are you going?” ❸ for 2 seconds

Horse Character ❶ Wait 2 seconds ❷ When Green flag is clicked Say “To the forest!” for ❸ 2 seconds

2 Create a program to match the corrected algorithms above. 3 Add two Backdrops to your project: Castle 1 and Woods. 4 Click on the Backdrop thumbnail and add code so that: • When the Green flag is clicked, the backdrop switches to the Castle 1 Backdrop. • After five seconds, the backdrop switches to the Woods Backdrop. 5 Add the Tree1 sprite as a static object. 6 Change the code created in part 2 so the Horse speaks for twice as long. 7 Add the code on the right to the Horse sprite. Run your final program. In this story, the Prince and Horse talk to each other. When you click the Horse it moves. When it touches the Tree, its costume changes. The backdrop changes 5 seconds after the program starts.

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8 Once you have finished, you can extend the story. You could: a add extra lines of conversation. b get the Horse and Prince to move. c change the backdrops and continue the story. Did you know? You can use a storyboard to plan stories. • A storyboard shows examples of what you want to make before they are created. • It can let you organise your stories in Scratch before you write any code.

Listen up! We have a big problem.

What can you do? Great! Now you can Read and review what you can do. create stories and make changes to programs. ✔ I can use logical thinking when creating algorithms. ✔ I can create programs with static objects. ✔ I can make changes to code to get the right results.

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Unit 7

Computers and robots

Computers control many devices Get started! Many common items in the home now have computers inside in them. With a partner, list some devices in the home with computers inside them.

You will learn: • about different types of files • that computers can control machines • about ‘Internet of Things’ devices • that robots can make things. In this unit, you will learn about file types and the different ways computers can control other machines.

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Unit 7: Computers and robots

Warm up Work in pairs. Have you heard of Siri® or Alexa? You may have heard someone on their phone say • “Siri®, what’s the weather like today?” • or “Alexa, play music.” Alexa and Siri® are digital voice assistants. They can control devices that are connected to the internet. Can you point to the devices below that Siri or Alexa can control? C

A B

E

D

G F H

Do you remember? Before starting this unit, check that you: • know that computers can run different programs • know there are many everyday devices that use computers • know what makes digital devices easy to use • know what a robot is • know that different devices can connect to networks. 106

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Unit 7: Computers and robots

File types Learn Paper documents are often stored together in folders. The folders are named so you know what documents they contain. Different folders may be stored in different places – for instance in your desk or a filing cabinet.

Files on a computer are stored on the computer’s hard drive. Just like paper documents, files on a computer are stored in folders. These folders have different names. Different folders can be in different places on the hard drive. Each file has its own name so it can be easily found. There many different types of files on a computer. These file types include: • text   • audio   • image   • video   • games. Text: Vita types a letter on her computer. This is an example of a text file. Text files can contain text or numbers, or both.

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Unit 7: Computers and robots

Audio: Music, sounds and voices can be stored on a computer. You can store your favourite songs or a voice note from your teacher.

Image: Pictures, photographs and drawings can be stored on a computer. You can store photographs of your family and friends.

Video: Movies or video recordings can be stored on a computer. When Sanchia goes on vacation, she makes short videos. She stores the videos on her computer’s hard drive.

Games: These are apps or programs which allow you to play a game. For example, Ralph has several educational games stored on his computer.

Did you know? The most popular audio file type is called MP3. The most popular video file type is called MP4.

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Unit 7: Computers and robots

Practise Choose the correct answer(s). 1 Certain types of file are saved when Pia uses her digital camera. A Text B Audio C Video D Game E Image 2 Maris wants to record the songs she created. She knows that it will be saved as _______ files on her computer. A Text B Audio C Video D Game E Image 3 Banko downloads a few of these to play with his friends. Some of them need a joystick or controller. A Text

B Audio

C Video

D Game

E Image 4 Match the following with the particular file type. A Text

1 Moving pictures with sound captured with a camcorder

B Audio

2 Apps and programs that we play and allow us to have fun

C Video

3 Music, sound or voice stored on the computer

D Game

4 Photographs, pictures and drawings

E Image

5 A combination of letters and numbers 109

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Unit 7: Computers and robots

Computers control devices Learn Computers can control other machines. Keyword These machines can be in the home, in computer-controlled device: school, in the street or in a factory. a machine that inputs data, A computer-controlled device inputs data and performs a specific task and produces an output. The output controls the machine. It causes the machine to do something – such as open a door or turn on a light. The computer program controls the output. A different program can cause different outputs from the same inputs. Here are some examples of computer-controlled devices. Computers are programmed to control machines that make things in factories. The same machine can be programmed to make different things.

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Unit 7: Computers and robots

Computers are programmed to control gates and barriers in car parks.

Computers are programmed to control vending machines. A vending machine can be programmed for different items. The price of items can be changed by changing the program. Computers are programmed to control toys for children. This toy does different things when a child presses different buttons.

In our home, there are many devices that are controlled by computers. For instance, computers can control a garden sprinkler system.

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Unit 7: Computers and robots

The Internet of Things Learn You already know that the internet is a large collection of computers that are all connected together. The Internet of Things (IoT) is a term which means connecting lots of everyday devices to the internet. The Internet of Things means that not only computers are connected to the internet.

Internet of Things devices are not like computers you use every day, such as tablets, laptops and smartphones. They are things such as lightbulbs and TVs which have a computer inside them. This allows them to send and receive data. Devices like this are called smart devices. Smart devices can be found in the home, school or in industries. You can find smart devices in: • lightbulbs • refrigerators • mirrors • washing machines • faucets. • drying machines Smart devices connect to the internet. They can be controlled by smartphones, tablets or computers that are also connected to the internet. Smart refrigerators can reorder food when they run out. Smart home security systems can alert the police if someone Smart security breaks into a house. system Smart refrigerator 112

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Unit 7: Computers and robots

Smart printers can reorder ink when the ink cartridge is empty.

Smart printer Smart bathroom scales can record your mass and send it to your doctor. Smartwatches can record your heart rate and send it to your doctor.

Smartwatch Some cars have computers connected to the internet. They can be locked and opened using a smartphone app.

Smart car They can also alert the police if the car has an accident. Some farms use smart tags on animals Keywords to keep track of where they are. The Internet of Things: smart farmer can see where the animals are devices connected to the internet using a smartphone.

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Unit 7: Computers and robots

Practise 1 State which of the following statements are true or false. a Farmers use smart tags on animals – the tag is an Internet of Things device. b A printer that can reorder ink cartridges is not an Internet of Things device. c A fire/smoke alarm that can call the fire station is an Internet of Things device. d All home appliances can connect to the internet. e Smart mirrors can display the time by connecting to the internet. f Computers control other devices. g A tablet is an Internet of Things device. 2 Maris is asked to list the smart devices she has at home. She says that her smart television can connect to the internet. a With a partner, can you think of any other devices in your home that can connect to the internet? List at least four devices. b List two devices in your home that are NOT Internet of Things devices. 3 Jason says that his aunt has a smart speaker that can tell the time, play music and turn on the lights. a Jason says this is an Internet of Things device. Explain to your partner what an Internet of Things device is. b Can you think of other devices a smart speaker can connect to? 4 Copy the sentences below and fill in the blanks. A computer-controlled device takes an _________. It then produces an _________, which causes the device to _________ something.

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Unit 7: Computers and robots

The role of robots Learn Robots are examples of computer-controlled devices. They are programmed to perform particular tasks. Robots are often used to make things. Robots have three main roles when making things. Robots handle materials Robots can move materials from one location to another. For example, robots are used in factories to unload and load boxes.

Robots build things Robots can perform a particular task when building things in a factory. For example, in a car factory: • robots can use a screwdriver to connect parts together • robots can use a welding torch to join parts together.

Robots inspect Robots can examine finished products. They can check if the product is safe and of a high standard.

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Unit 7: Computers and robots

Practise 1 Work with a partner to answer the following: a Identify three roles of robots in a factory. b Give one other example of each role that can be performed by robots in the factory. 2 Is each sentence below true or false? a Robots are not controlled by computers. b Robots can build other devices. c Robots cannot examine a product in a factory. d Robots can lift boxes. 3 Copy the sentences and fill in the blanks using the words below.

assemble

 

unloading

 

build

 

robots

 

inspect

 

loading

Mark visited a factory and learnt that ________ can do many things. They can ________ an object to see if it is up to standard. They can move objects by ________ or ________ them from shelves. They can also ________ and ________ an object by putting the parts together. Go further 1 True or false? a Video files are the only file type that can be saved to a computer. b Image and video files are the same. c A text file does not contain any numbers. d A computer-controlled device can be found at a supermarket. e The Internet of Things is a place on the internet to purchase things. f Robots in a factory can build items. 2 Work in groups of four to complete the following: a List three computer-controlled devices. b List four Internet of Things devices.

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Unit 7: Computers and robots

c Research with your group members to find three computer-controlled devices that are not part of the Internet of Things. d Pia thinks that robots in factories cannot connect to the Internet of Things. Do some research to find out if she is right or not. Make sure you give some examples. e An industrial robot is good at assembling cars. Give one reason for this. Challenge yourself! Work with a partner. Replace the underlined phrases with the best match in the phrase bank below. Jamie runs 2 miles every day. His smartwatch records his route, speed and heart rate and sends it to his computer at home. He listens to music saved as a file on his watch while he runs. His class decides to visit the factory where his watch was made. He notices boxes being loaded and unloaded. He is told that these boxes are to be sent to shops to be sold. The class also visits a part of the factory where the watch is being checked. He is told by his teacher that the watch can send and receive information from the internet. robots lifting the material an audio file

 

 

is an Internet of Things device

inspected by robots

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Unit 7: Computers and robots

My project Work in groups of three. 1 Design a poster to show three roles of robots when making things. Your poster should also explain what a computer-controlled device is. 2 Do some research to find out if there are any Internet of Things devices to be used in an emergency. For instance, they might alert the police, hospital or fire services. 3 Create a review chart to be displayed in your classroom that shows the different types of files that can be saved on your computer. 4 Draw a map of your school. See how many computer-controlled devices you can find in school. Add them to your map, with a description of what they do. 5 Do some research to find out how Internet of Things devices are different from a desktop computer. What can you do? Great work! You now Read and review what you can do. know about file types, the Internet of Things, ✔ I know the different types of files and what robots do when that can be stored on a computer’s making things. hard drive. ✔ I know that computers can control other machines. ✔ I can name some common ‘Internet of Things’ devices. ✔ I know what robots do when making things.

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Unit 8

Be a musician

Making music Get started! Sports such as cricket and football are played in teams. Each team is led by a captain. Every person on the team has a part to play in the team. 1 Can you list other sports that are played in teams? 2 Can you identify jobs where teamwork is needed? For example, firefighters. 3 Why do you think it is important for people to work together?

You will learn to: • predict the outcome of a change to an algorithm • create programs to produce an output from an input device • outline the benefits of working with others when creating programs • develop programs for the micro:bit to produce outputs.

In this unit, you will play music with the micro:bit.

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Unit 8: Be a musician

Warm up The symbols below are different sounds you can make with your body.

clap your hands

stomp your feet

snap your fingers

slap your thigh

In pairs, take turns to follow the patterns below to make different sounds. a

b

c Try creating some of your own sounds. Do you remember? Before starting this unit, check that you: • can predict the outputs of algorithms • know how to make a change within a block of code • understand the benefits of working with others when debugging programs.

In this unit, you will use MakeCode for micro:bit. There is an online chapter all about MakeCode for micro:bit.

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Algorithm to code Predicting outcomes

Keyword volume: how loudly or quietly a sound is played

Learn

In MakeCode for micro:bit we will use the following blocks from the Music group: 1 The start melody () repeating () block is used to select a melody and the number of times it is repeated. Here, the melody ‘dadadum’ is repeated once.

2 The set volume block controls how loud a sound is played. It ranges from 0 to 255. A volume of 0 means no sound. A volume of 255 means the sound is very loud.

3 The play sound () until done block is used to select a sound. The entire sound is played until it is finished.

Predicting the outcome of changes to an algorithm Algorithm A Step Instruction ❶ Start program when button B is pressed ❷

Show icon happy

❸

Set volume to 255

❹

Play sound giggle until done

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Unit 8: Be a musician

❺

Pause 1 second

❻

Play sound hello until done

❼

Clear screen

❽

Stop program

For Algorithm A when button B is pressed: • the micro:bit shows a happy icon • it plays the giggle sound then pauses for one second • plays the hello sound at a volume of 255 • clears the icon from the display. Some changes are made to Algorithm A to create Algorithm B. We can predict what these changes will do. Algorithm B Step Instruction ❶

Start program when buttons A and B are pressed

❷

Show icon confused

❸

Set volume to 255

❹

Play sound soaring until done

❺

Pause 2 seconds

❻

Play sound hello until done

❼

Clear screen

❽

Stop program

For Algorithm B, when buttons A and B are pressed: • the micro:bit shows a confused icon on the display • it plays the soaring sound then pauses for two seconds • plays the hello sound at a volume of 255 • clears the icon from the display. In Algorithm B, both buttons A and B were pressed, the icon and giggle sound were changed, and a longer pause was added. 122

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Practise 1 In MakeCode for micro:bit: a Which block is used to set how loud or soft a note is played? b Which block is used to select a melody? c Which block is used to select a sound? 2 Look at the steps for Algorithms C and D. a Predict the outcome of Algorithm C. b Predict the outcome of Algorithm D. Algorithm C Step Instruction ❶ Start program when button B is pressed ❷ Set volume to 100 ❸ Start melody entertainer repeating forever ❹ Stop program Algorithm D Step Instruction ❶ Start program when button A is pressed ❷

Set volume to 220

❸

Play sound slide until done

❹

Show icon surprised

❺

Pause 5 seconds

❻

Play sound yawn until done

❼

Clear screen

❽

Stop program

3 a Algorithm C is changed so the volume is set to 255. Predict the outcome of Algorithm C. b The icon in Algorithm D is changed to angry. Predict the outcome of Algorithm D. 123

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Unit 8: Be a musician

Coding on micro:bit Output from an input Learn We will use Microsoft MakeCode for micro:bit to create the program for Algorithm B on page 122. 1 Create a new project named Algorithm B. 2 Delete the on start and forever blocks from the programming area. 3 Go to the Input group. Add the on button pressed block to the programming area. Click the dropdown arrow. Select ‘A+B’. 4 Go to the Basic group. Add the show icon block to the on button pressed block. Click the dropdown arrow. Select the confused icon. 5 From the Music group, add the set volume block. Change the number from 127 to 255.

6 From the Music group, add the play sound () until done block. Select ‘soaring’ from the dropdown arrow. 7 From the Basic group, add the pause (ms) block. Select ‘2 seconds’ from the dropdown arrow. 8 From the Music group, add the play sound () until done block. Select ‘hello’ from the dropdown arrow. 9 From the Basic group, add the clear screen block. The final code is shown on the next page. 124

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10 Click Play to start the simulator. You will see the A+B button appear on the micro:bit.

11 Click on the A+B button to run the program. The A+B button represents the input to the program. The different sounds and the icon represent the output. 12 Save your project. 13 If you have a physical micro:bit, download the program onto it. Press both buttons A and B at the same time to hear your micro:bit play sounds. The micro:bit will not play the sounds and show the icon until the correct input is detected.

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Unit 8: Be a musician

Practise 1 Which groups do the following blocks belong to in MakeCode for micro:bit? a clear screen b pause (ms) c set volume d play sound () until done e on button pressed f show icon 2 Create the program for Algorithm D on page 123. a Create a new project named Algorithm D. b Delete the on start and forever blocks from The on button pressed the programming area. block is the input to the c Add the on button pressed block to the program. All the other programming area. Select ‘A’ from the blocks should be placed dropdown arrow. within this block. d Go to the Music group. Add the set volume block. Change the number from 127 to 220. e Add the play sound () until done block. Select ‘slide’ from the dropdown arrow. f Add the show icon block. Click the dropdown arrow. Select the surprised icon. g Add the pause (ms) block. Select ‘5 seconds’ from the dropdown arrow. h Add the play sound () until done block. Select ‘yawn’ from the dropdown arrow. i Add the clear screen block. The final code is on the right: j Click Play to start the simulator. k Click on button A to run the program. Save your project. 3 Work in pairs. Use MakeCode for micro:bit to create the programs for the following algorithms: a Algorithm A b Algorithm C 126

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Unit 8: Be a musician

Coding as a team Learn Programs can be written by many people working together as a team. There are many benefits of working as a team to create code. They include: Learning from each other Members in a team share knowledge with each other. They also learn new skills from each other. These skills include using software, programming language rules and design skills. Encourages problem solving A team uses logical thinking to solve problems. If there is an error in the code, members share their ideas to try and solve the problem. Fewer coding errors Working in a team results in better code with fewer errors. This is because different people look at the code. This means errors are more likely to be seen and fixed. For example, one person writes some code while others review it for errors. Developing social skills Members of a team develop skills such as communication, teamwork, listening, leadership and creative thinking. Working together also encourages understanding and kindness.

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Practise 1 Fill in the blanks using the words below. The following highlights the benefits of working with others to create programs.

fewer errors

social skills     solve coding problems

learn from each other

a Team members can ____________ by sharing their knowledge. b Team members can develop ____________ through communication and teamwork. c Working with others to code a program results in code with ____________. d Team members can work together to ____________ that arise in the program. 2 Work in pairs. Create a program on micro:bit that does the following: • plays the ringtone melody once at a volume of 180 • displays the heart icon • clears the screen after 2 seconds. a Copy and complete the algorithm for the program. Step Instruction ❶ Start program when ________ is pressed ❷ Set volume to ________ ❸ Start melody ________ repeating ________ ❹ Show icon ________ ❺ Pause ________ seconds ❻ ________ screen ❼ Stop program b Code the program on micro:bit. c Run the code to see if it works. 3 Did you learn anything new from your partner? 4 Were you faced with any challenges? If yes, how did you solve it as a team? 5 Was it easier to code the program working with a partner? 128

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Go further Computational thinking 1 Predict the outcome of Algorithm E. 2 Work in groups of three. Use MakeCode to code the program. a Create a new project and give it a name. b Add and connect all the blocks of code in the programming area. c Run your code. Describe what happens. d Was your prediction from question 1 correct? The on logo () block is found in the Input group. It starts a program by pressing, touching or releasing the logo.

? Algorithm E Step Instruction Start program ❶ when logo is touched Show string ❷ “Happy Birthday” ❸ Set volume to 255 Start melody birthday ❹ repeating forever ❺ Pause 1 second ❻

Show icon eighth note

❼

Stop program

The show string () block is found in the Basic group. You can replace the word ‘Hello’ with other words.

3 a Predict what would happen if the volume was set to 100 and the melody was repeated once. b Make the changes to your code. Run the code to see if you are correct. c Save your project. 4 Describe how you worked together to code the program. What did you learn from working together as a team?

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Challenge yourself! Look at the two sections of code below. 1 Use Code F to complete Algorithm F. Code F

Algorithm F Step Instruction ❶

Start program when logo is ______

❷

Set volume ______

❸

Play sound ______ until done

❹

Show string ______

❺

Stop program

2 Use Code G to complete Algorithm G. Code G

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Unit 8: Be a musician

Algorithm G Step Instruction ❶

Start program when micro:bit is ______

❷

Show icon ______

❸

Set volume ______

❹

Start melody ______ repeating ______

❺

______ screen

❻

Stop program This project has two algorithms that are represented as two sections of code on MakeCode.

3 Use MakeCode to recreate the program: a Create a new project and give it a name. b Add the blocks for Code F. c Add the blocks for Code G. d Run your code. Press the logo, then the shake button on the simulator. e Save your project. 4 Predict what would happen to Code F if the volume was changed to 255. Make the change to your code to see if you are correct. 5 Change your program for Code G so the melody chase is repeated forever. What difference do you notice? 6 What challenges did you face when recreating the code on your own? How did you overcome them? 7 Do you prefer to work alone or in a group to create programs? Give a reason for your answer. 131

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My project 1 Create a music playlist using micro:bit. • The playlist must have four different inputs. • Each input results in a different icon and tune being played. You are free to choose the inputs, icons and tunes. To create the program, follow these steps: • Create a new project and name it Playlist. • Add the blocks of code for your first tune. • Add the blocks of code for your second tune. • Add the blocks of code for your third tune. • Add the blocks of code for your fourth tune. • Run your code. 2 If you have a physical micro:bit device, do the following: a Connect the micro:bit to your computer via USB and download the program onto it. b Test your code using the micro:bit. 3 Make the following changes to your code: a Increase the volume of a tune. b Change an icon to display a word for one of the tunes. Run the code. 4 Did you have any problems creating the program on your own? If yes, what did you do to solve them? 5 Why would it be easier to code the program with other people? 6 Write the algorithm for each tune you created on micro:bit.

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To create a music playlist, follow these steps: 1 Create a new project and name it Playlist. 2 Add the blocks of code for the Ode melody. 3 Add the blocks of code for the Happy sound. 4 Run your code. 5 If you have a physical micro:bit device, do the following: a Connect the micro:bit to your computer via USB and download the program onto it. b Press button A. Explain what happens. c Press button B. Explain what happens. 6 Predict what would happen if the volume for the Ode melody was set to 100. 7 Predict what would happen if there was a change to the pause (ms) block from 2 seconds to 5 seconds. 8 Make these changes to your code. Run the code to see if your predictions are correct. 9 Did you have any problems creating the program on your own? If yes, what did you do to solve them? 10 Why would it be easier to code the program with other people?

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Did you know? An orchestra is a group of people who play music together using different instruments. Some of these instruments include: • violin • bass drum • clarinet • trumpet • piano. Every person in the band must work with one another to successfully play a piece of music.

What can you do? Well done! Now Read and review what you can do. you can create ✔ I can predict the outcome of a change to music on micro:bit! an algorithm. ✔ I can create programs to produce an output from an input device. ✔ I know about the benefits of working with others when creating programs. 134

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Unit 9

Sending secret messages

Ciphers and codes Get started! Speaking in a secret language with friends is fun. Ubbi dubbi is a language game. It works by adding ub before each vowel sound in a word. Here are some examples of words written in Ubbi dubbi: Hello → “hubellubo” Good day → “Gubood dubay” “Hi, how are you?” → “Hubi, hubow ubarube yubou?” Work with your partner to write the following sentence in Ubbi dubbi: ‘What are you doing after school today?’ Try saying the sentence to yourself. Tell your friend what you will be doing after school today in Ubbi dubbi.

In this unit, you will learn about ciphers and how to write and decode messages.

You will learn: • about ciphers • how to write messages using a simple code.

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Warm up Work with your partner to create a new secret language to write and speak to your friend. You can create a language similar to Ubbi dubbi where you add iz before each vowel. Write a note in your new secret language. Pass it to another pair of students and ask them if they understand the message. Speak to your friend using your new language. Ask another pair if they understand what you and your partner are speaking about.

Do you remember? Before starting this unit, check that you: • know that devices can connect to a network • know that the internet is made of many connected computers • can name some devices that can connect to a network • know that networks share information, which has risks.

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Ciphers and codes Ciphers Learn People use networks every day. For example, networks are used to: • send emails • send messages • access files • buy things using the World Wide Web. Any information sent over a network might be seen by other people. These people may not be supposed to see this information. Here are some examples of information that might be seen: • Home address • Birthday • Bank account If a criminal sees this information, they can steal money or cause harm. Information on a network can be kept safe by using ciphers.

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A cipher is a set of instructions or rules. It is used to turn plain text into ciphertext. Plain text

Rule

Ciphertext

Rule

Plain text

• Plain text is the original message. It is normally made up of letters or numbers. Anyone can read and understand plain text. • Ciphertext can be made up of letters, numbers or pictures. Ciphertext is unreadable to anyone who does not know the cipher. The rules are known by the person sending information and the person receiving it. Only someone with the cipher can turn ciphertext back into plain text. A simple cipher is the flip text cipher. It can be created by writing the letters in a sentence backwards. This makes it hard to read unless you know the cipher. An example of the flip text cipher is as follows: • For the plain text: ‘hide the gems’ • The ciphertext is: ‘smeg eht edih’. The cipher rule is used to turn ciphertext back into plain text. Try using the flip text cipher for the following words: ‘How are you’.

Keywords cipher: a set of rules to convert plain text to ciphertext plain text: any set of letters, words or numbers that anyone can understand ciphertext: text that only people with the cipher can understand

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Unit 9: Sending secret messages

Practise 1 State which of the following statements are true or false. a Lots of personal information travels over the internet. b Information sent over the internet is totally safe. c Information sent across a network can be accessed by people who do not have permission. d Ciphers can be used to keep information secret. e A cipher is a set of instructions to turn plain text into ciphertext. f Ciphertext has to be turned back to plain text to be understood. g The sender of the information is the only person that needs to know the cipher. 2 Tell your partner why ciphers are used to send information over a network. 3 a Tell your partner what ‘plain text’ is. b Give an example of plain text to your partner. 4 Explain the term ‘ciphertext’ to your partner. 5 Tell your partner how a rule is used in ciphers.

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Unit 9: Sending secret messages

Codes

Creating and decoding codes Learn One way to create ciphertext is to use codes. Codes have been used throughout history to keep messages secret. Codes can be formed by replacing the letters in a word, or words in a sentence, with different letters, words or symbols. We can create our own simple codes. For instance, we can replace the letters of a word with different types of fruit.

Look at the chart. Each type of fruit can be used to represent a different letter of the alphabet. For example, the code for the word ‘hello’ would be: h

e

l

l

o

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Unit 9: Sending secret messages

Look at this secret message written using fruit:

What is the secret message?

Look at the animal chart below. We can create another code by using pictures of different animals to represent the different letters of the alphabet.

For example, the word ‘pet’ can be coded as:

The code for the words ‘pet cat’ is:

What would be the code for the words ‘run now’? 141

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Letters to numbers A code can also be created by converting letters to numbers. For example, every letter of the alphabet can be assigned a number: A = 1, B = 2, C = 3, and so on. We can make a rule that says that each letter has to be represented by 2 digits. For example: A = 01, B = 02, and so on. a 1

b 2

c 3

d 4

e 5

f 6

g 7

h 8

i 9

j 10

k 11

l 12

m 13

n 14

o 15

p 16

q 17

r 18

s 19

t 20

u 21

v 22

w 23

x 24

y 25

z 26

Using this letter-to-number code, each of the letters in the word ‘hello’ would be written as: h – 08 e – 05 l – 12 l – 12 o – 15 Putting these numbers together, the code for ‘hello’ is: 08 05 12 12 15. Letters to letters In another code, each letter of the alphabet is matched with another letter. For example, each letter of the alphabet can be matched with the letter of the alphabet written in reverse. So, the letter a = z, b = y, c = x, and so on. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Z Y X W V U T S R Q P O N M L K J I H G F E D C B A In this code: • Plain text: hello • Ciphertext: svool Did you know? The ancient Greeks used codes to send secret messages.

Using the letter-to-letter code above, what would be the ciphertext for the following phrase? Plain text: how are you

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Practise 1 Use the fruit chart to write the following message in fruit code:

Cats make good pets.

2 Use the animal chart to write the following message in animal code:

I love fruit.

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3 Here is a simple letter-to-number code. a

b

c

d

e

f

g

h

i

j

k

l

m

01

02

03

04

05

06

07

08

09

10

11

12

13

n

o

p

q

r

s

t

u

v

w

x

y

z

14

15

16

17

18

19

20

21

22

23

24

25

26

Use the letter-to-number code to convert the following plain text to ciphertext. a Big b Bad c Wolf d  Happy e  Red riding hood Capital letters and common letters use the same numbers. 4 Use the simple letter-to-number code in question 3 to send the following message to a friend: I got a pet cat today.

Go further 1 Give two examples of information sent over a network that can be kept safe by using ciphers. 2 Discuss with your partner a reason for using a cipher in the examples in question 1. 3 Give one example of a code that you have used. 4 Write a message to your partner using the code from question 3. 5 Using the letter-to-number code on page 142, send the following message to a friend: I need help as I lost my bicycle.

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Challenge yourself! 1 The diagram below shows how plain text is converted to ciphertext and then converted back to plain text. Complete the diagram to show the process. Add the missing boxes and words. Plain text

Rule 2 Using the simple letter-to-number code on page 142, complete the diagram below by filling in the answers for Box 1 and Box 2. Apply code to plain text

Plain text:

Decode ciphertext Box 1

Start Running

Box 2

3 Look at the table below. The alphabet is split into two lines. Create a code that matches each letter in the first row with a letter in the second row. a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

p

q

r

s

t

u

v

w

x

y

z

a Tell your partner your code. b Use the code to send the following message: the candy is on the top shelf

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Unit 9: Sending secret messages

My project Imagine you are part of a secret team working to protect animals in your neighbourhood. You would like to send secret messages to your friends in the team. As the leader of the group, you have been asked to do the following: 1 Create a code to communicate with your friends in secret. 2 Explain to your friends how your code works. 3 Create the ciphertext for the following message using your code: meet me at the park under the old oak tree at five 4 You find out that your code has been revealed to people outside your team. You must now create a new code to communicate with your friends in secret. a Explain to your friends how your new code works. b Create the ciphertext for the same message in question 3, using the new code you created. What can you do? Read and review what you can do. ✔ I can explain what ciphers are. ✔ I can write and decode messages using simple codes. Well done! You now understand how to create ciphertext by using simple codes!

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Unit 10 Be a game developer Creating games Get started! Play charades in groups of three by following the instructions below: • One player thinks of a movie. • They write it on paper and then act out each word in the movie to other players. • The other players try to guess the word. • The first person to guess the movie gets a point. • Each person in the group gets a turn to act out a movie.

You will learn: • that tasks can be broken down into smaller tasks • that programmers learn from their mistakes • how to test and debug programs.

In this unit, you will create games and debug programs in Scratch.

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Warm up .

Put these instructions for having breakfast in the correct order. A

B

Wash hands with soap. D

C

Add milk to the bowl. E

Take a spoon.

Take an empty bowl. F

Put cereal in the bowl.

Eat the cereal.

Step Instruction ❶

Compare your answer with your partner.

❷ ❸ ❹ ❺ ❻

Do you remember? Before starting this unit, check that you: • can predict the outcome of a change to an algorithm • can develop programs with more than one sprite. In this unit, you will use Scratch. There is an online chapter all about Scratch.

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Unit 10: Be a game developer

Algorithm to code Dividing tasks

Keyword sub-task: a task that is part of a more complex task

Learn

Many tasks can be broken into smaller sections called sub-tasks. Each sub-task is easier to follow and edit. For example, a task such as getting ready to go to school can be broken down into several sub-tasks: Getting ready for school

Brush teeth

Bathe

Change clothes

Another example is the task of creating a computer game. Imagine we are asked to create a game as follows: • when the Green flag is clicked a character says “Hello” and makes a meow sound • when the character is clicked on, it moves 10 steps, changes its costume, glides to a random position and thinks ‘Hmm …’ for 2 seconds. We can break this task into two sub-tasks: 1 Sub-task when the game starts. 2 Sub-task when you click on a character in the game. Each sub-task has its own algorithm. Creating a computer game Tasks when the game starts

Say hello

Meow sound

Tasks when you click on a character

Move 10 steps

Switch costume

Glide random

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The tables below show the sub-tasks in this computer game example. Sub-task 1 When the Green ❶ flag is clicked ❷ Say ‘Hello’ for 2 seconds ❸ Start Meow sound

Sub-task 2 ❶ When this sprite is clicked ❷ Move 10 steps ❸ Switch to next costume ➍ Glide 1 second to a random position ➎ Think ‘Hmm …’ for 2 seconds

We can edit each sub-task without affecting the other sub-task. Dividing the task into smaller sections makes the algorithm easier to understand and follow. It is also easier to edit instructions. Programs, just like algorithms, can be divided into smaller sections to make them easier to follow and to edit. Practise Part A 1 Why should you break a problem into parts? 2 Use the hints below to solve the question of what toy Jim wants for his birthday. Crack the code by breaking down the task into parts. ?

2x1

?

10 + 5

?

7–6

Code Key

?

A–1

J – 10

S – 19

B–2

K – 11

T – 20

C–3

L – 12

U – 21

D–4

M – 13

V – 22

E–5

N – 14

W – 23

F–6

O – 15

X – 24

G–7

P – 16

Y – 25

H–8

Q – 17

Z – 26

I–9

R – 18

5x4

The number result for each box can be matched to a letter to form a word. 150

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Part B Create a program for the sub-tasks in the Learn panel as follows: 1 Open a new project in Scratch. 2 Search and select the Cat sprite. 3 Add a backdrop of your choice. 4 Add the two sets of code below to the Cat sprite. Sub-task 1 ❶

When the Green flag is clicked

❷

Say ‘Hello’ for 2 seconds

❸

Start Meow sound

Sub-task 2 ❶

When this sprite is clicked

❷

Move 10 steps

❸

Switch to next costume

❹

Glide 1 second to a random position

❺

Think ‘Hmm...’ for 2 seconds

5 Run your program and check that you get the required results. Part C Compare your answer Create a computer game with two with your partner. characters: a Frog and a Beetle. • Both the Frog and the Beetle say “Hi friend” and move 10 steps when the game starts. • The Beetle turns a quarter turn right when clicked on. • The Frog changes costume and glides 1 second to a random position when clicked on. 6 Break this computer game into sub-tasks. 151

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Making mistakes Learn Testing programs helps us to find mistakes or errors. We can learn from our errors. This can stop mistakes from being repeated when writing new code or programs.

Keyword error: a mistake

Example of a program with an error We want to create a game where a letter changes colour when you click on it. The algorithm for this game is shown in the table. Step Instruction ❶

When this sprite is clicked

❷

Change colour effect by 25

The program created for this algorithm can be seen below. We can create this program in Scratch by doing the following: 1 Open a new project. 2 Search and select the Block-A sprite. 3 Add the code above to the Block-A sprite. 4 Test the code by clicking on the sprite. After testing, you will notice that this code has an error. Clicking the sprite does not change the colour. This is because the change color effect block does not have a number. This mistake will help us remember that we need to enter a number in the change color effect by code block. 152

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Practise Create the programs below in Scratch. Algorithm A We want to make a letter turn right when you click on it. The algorithm and created code is shown below.

Turn 90 degrees means the same as turn a quarter turn.

Step Instruction ❶

When this sprite is clicked

❷

Turn a quarter turn right

1 Open a new project. 2 Search and select the Block-B sprite. 3 Add the code above to the Block-B sprite. 4 Test the code by clicking on the sprite. 5 What is the error in this code? Algorithm B We want to make a letter change colour and turn right when you click on it. The algorithm and created code is shown below. Step Instruction ❶

When this sprite is clicked

❷

Change colour effect by 50

❸

Turn a quarter turn right

1 There are errors in the code. You have seen these errors before. Can you say what they are? 2 Search and select the Block-C sprite to add this sprite to your current project. 3 Add the code above to the Block-C sprite. 4 Test the code by clicking on the sprite. Did you notice any errors? 153

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Debugging programs Learn Programs may have errors. We can find and fix the errors in a program. This is called debugging. To debug a program, we: • test the code to see if it works • find which part of the code does not give the correct result • change the code so that it matches the algorithm • test it again to see if it gives the right results. Look at the algorithms created for two sprites shown below. Block-D Sprite ❶ When this sprite is clicked ❷ Change size by −10

The result we want is for the letter E to move to a meow sound when clicked and for the letter D to get smaller when clicked.

Block-E Sprite ❶ When this sprite is clicked ❷ Move 10 steps ➌ Play meow sound until done The program created from this algorithm is seen on the left below.

When you test this program, you should notice there is an error. We can fix this error by changing 10 to –10 in the change size by block. Now the code matches the algorithm. 154

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Practise Now you will practice creating programs to produce a desired output. 1 2 3 4

Open a new project in Scratch. Add a Background of your choice. Add the Block-D and Block-E sprites. Add the correct code for the algorithms on the previous page to these sprites. 5 Add the Block-F and Block-G sprites. 6 Look at the algorithm below for the Block-F sprite. Block-F Sprite ❶ When the space key is pressed ❷ Turn a quarter turn right ❸ Change colour effect by 25 6 Add the code below to the Block-F sprite.

Does this code match the algorithm above? 7 Debug the code above. 8 Add code to the Block-G sprite to match the algorithm below. Block-G Sprite ❶ When this sprite is clicked ❷ Glide 1 second to random position ❸ Move 50 steps 9 Test and debug the whole program. 10 Compare your completed program with your partner. 155

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Go further Create a program in Scratch as follows. 1 Open a new project. 2 Search and select the Horse sprite. 3 Add code to match the algorithm below. Step Instruction ❶

When this sprite is clicked

❷

Move 10 steps

❸

Start horse gallop sound

❹

Move 10 steps

Explain to your partner what this algorithm does.

4 Test the code by clicking on the sprite.

? Computational thinking We want to add a Drum sprite to the program above. It should: • change costumes when the program starts. • play a Low Tom, wait 1 second and then play a High Tom sound when clicked on. 5 Draw a diagram to show how you would divide the task into sub-tasks. Then write the algorithm for the sprite. The algorithm below makes the Horse sprite change its look. 6 Compare the code on the right with the algorithm. What is the error in the code? Horse Sprite ❶

When the space key is pressed

❷

Switch costume to horse-b

❸

Wait 1 second

❹

Switch costume to horse-a

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7 What can you learn from finding the mistake in question 6? 8 Fix the error. Add the corrected code to the Horse sprite. 9 Add the Elephant sprite and the code below.

10 Test and debug the whole program. Challenge yourself! Open a new project and create a program as follows. 1 Search and select the Theater Backdrop. 2 Search and select the Drum sprite. 3 Add the code below to the Drum sprite.

4 Search and select the Speaker sprite. 5 Add code to match the algorithm below. Step Instruction ❶ When this sprite is clicked ❷ Wait 2 seconds ❸ Start Drum Funky sound ❹ Wait 2 seconds ❺ Start Drum Jam sound ❻ Wait 2 seconds ➐ Start Scratchy Beat sound ❽ Wait 2 seconds ❾ Start Kick Back sound

speaker

Can you explain what should happen with the Drum and Speaker sprites when the program starts?

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6 Search and select the Radio sprite. 7 The code below was created for the Radio sprite to match the algorithm on the left. Add the code to your project. Step Instruction ❶ When the Green flag is clicked ❷ Start snare beatbox 2 sound ❸ Next costume ❹ Wait 1 second ❺ Start bass beatbox sound ❻ Next costume ➐ Wait 1 second ❽ Start scratch beatbox sound ❾ Next costume ❿ Wait 1 second ⓫ Start wah beatbox sound ⓬ Next costume 8 Test and debug the whole program. My project Create a computer game in Scratch as follows. 1 Open a new project. 2 Search and select the Tree Backdrop. 3 Add the Cat 2 sprite. 4 Add the code below to this sprite. Run your program to check what results you get.

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5 The code should match the algorithm below. Debug your code. Cat 2 Sprite ❶ When this sprite is clicked ❷ Glide 1s to random position ❸ Start meow2 sound ❹ Say ‘Meow’ for 4 seconds What can you learn from finding the mistake in question 5? 6 Search and select the Dinosaur2 sprite. 7 Add code to the Dinosaur2 sprite to match the algorithm below. Dinosaur2 Sprite ❶ When the space key is pressed ❷ Next costume ❸ Start pop sound ❹ Next costume ➎ Say ‘Roar!’ for 4 seconds ❻ Next costume 8 Test and debug your whole program. We want to add another sprite to the program. The Mouse sprite should say: • “You can’t catch me!” when the program starts • Move 10 steps and play a pop sound when the space key is pressed • Turn a quarter turn left, glide to a random position for 1 second and change its costume when clicked on. 9 Divide this task into sub-tasks. Write algorithms for the Mouse sprite with sub-tasks. 159

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10 Design and create a new chase scene between two sprites. You will need to: • choose a background • choose two sprites • identify the features of the chase (for instance, the movements of each sprite) • choose animations for each sprite. Write the algorithms for each sprite before creating any code. Divide the task into sub-tasks such as: • What a sprite does when the program starts. • What a sprite does when a certain key is pressed. • What a sprite does when it is clicked on. • What backdrop is shown at the start of the program. Once you have written your algorithms, you should create your code. Debug your code and evaluate your program against your algorithms to check you completed all tasks. Were your algorithms correct? Do the algorithms and final program match? Did you know? Did you know that there are different types of software bugs? One type of bug is a Collision Detection Problem. It happens when a sprite passes through a wall that it was not meant to. This is a very common bug found throughout many video games. What can you do? Read and review what you can do. ✔ I can divide tasks into smaller sections. ✔ I can learn from my mistakes in programs. ✔ I can test and debug programs.

Good job! Now you can create games and debug programs.

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Unit 11 Be a data designer Tables Get started! Work in pairs. Look at the data in the box.

Jill, 5

Shawn, 10

Camille, 6

Sameera, 8

What do you think the data means? Now look at the table below. Name Age Jill 5 Shawn 10 Camille 6 Sameera 8 Now what do you think the data means? Which data was easier to understand? Tell your partner why. You will learn: • about spreadsheets • how to format cells in a spreadsheet • to select data to solve problems. In this unit, you will learn about spreadsheet software.

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Warm up This is a grid of squares. Each square is represented by a letter and number. For example, the smiley face is in the square A1. Your teacher will give you a sheet of paper with grid squares like the one below. Find the following squares and shade them with a coloured pencil or crayon to see the secret message. B1, B2, B3, B4, B5, C3, D1, D2, D3, D4, D5, F1, F3, F4, F5

A

B

C

D

E

F

G

H

1 2 3 4 5 What is the secret message? Do you remember? Before starting this unit, check that you: • know about discrete and categorical data • understand how data may help to solve problems. 162

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Unit 11: Be a data designer

Spreadsheets

Rows and columns of cells Learn A spreadsheet is software that shows data in the form of a table. A spreadsheet is made up of rows and columns. • Rows go left to right. A row is identified by a number. • Columns go up and down. A column is identified by a letter. When a row and column cross, they form a cell. Data is entered within a cell. c o l u m n

A cell is formed

Data in cell

row

The table from the Get started! activity has 5 rows and 2 columns. The first row in a table usually shows the headings. The headings are labels for the different items of data. In this table, the headings are Name and Age. 2 columns

5 rows

Name Jill Shawn Camille Sameera

Age 5 10 6 8

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Unit 11: Be a data designer

Data is entered into a spreadsheet. Data can be text or numbers. Text

Number

In this table the text data are: Jill, Shawn, Camille, Sameera. The number data are: 5, 10, 6, 8. In a spreadsheet, each cell has an address. The cell address is the column letter and row number. For example, the cell address of the number 8, under the Age heading in the spreadsheet, is B5. The active cell in a spreadsheet usually looks like it is highlighted with a border. The Name box in a spreadsheet shows the cell address of the active cell. The image below shows that the cell address of the active cell is A1. There are many different spreadsheet programs but they all work in a similar way. name box with cell column active cell row

Can you give the cell addresses of the cells in grey?

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Entering data in a spreadsheet Learn Name Age You will need spreadsheet software and a computer. Jill 5 Copy the data from the table into the spreadsheet. Shawn 10 1 Open the spreadsheet software. Camille 6 2 Click on cell A1. Sameera 8 3 Type the word ‘Name’. 4 Press the Enter key or down arrow key to go to a new cell in the same column. Enter each name in a new cell in column A.

5 6 7 8

Click on cell B1. Type the word ‘Age’. Press the Enter key or down arrow key to go to a new cell in column B. Enter each age in a new cell in column B.

Awesome, you just entered your first set of data in a spreadsheet!

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Practise 1 Match the words with the parts of the spreadsheet labelled A, B, C, D. row

active cell

column

name box

A

C

B D

2 What part of the spreadsheet shows the cell address? A Column B Row C Name Box 3 Which of these is a correct cell address? A 5A   B A5   C A   D 5 4 What is the cell address of the red cell?

5 Look at the table. Copy the data from the table to your spreadsheet software. Start from cell A1. Month Number of birthdays October 10 November 8 December 7 166

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Unit 11: Be a data designer

Formatting cells Data formats Learn

A spreadsheet allows us to choose how data looks. Data can be formatted in different ways. Here are some ways to format data: • Text – this format is used for words or letters or numbers. Text data cannot be used in a calculation. • Number – this format is used for numbers used in calculations. • Date – this automatically shows data using a date format, such as 02/09/2024. • Currency – this automatically adds a symbol such as $ to any number. Look at this spreadsheet. It has four rows and five columns. The data stored is formatted as follows: Column A: Order Code – this is formatted as Text. The Text format can be a combination of letters and numbers like the Order Code. Column C: Number of pizzas – this is formatted as Number. Number values can be used in calculations. 167

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Column D: Date Ordered – this is formatted as Date. The data in these cells look like dates. Column E: Total cost of pizzas – this is formatted as Currency. This data includes, a dollar sign ($). Can you guess the format of data in Column B: Name of Customer? How to format data in a range of cells in one column 1 Select the cells you would like to format. In this case, we want to format cells E2, E3 and E4. The cells should be highlighted in grey. 2 Go to the Number group in the Home Ribbon. 3 Click the drop-down arrow. 4 Choose the format of the data you want: number, text, date or currency. Drop-down arrow

Range of cells is E2, E3, E4

Keywords format: the way something looks range: a group of selected cells

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Practise Work in groups to answer the questions. 1 Match the data with the correct format. 18

Date

29/06/2022

Currency

Maria

Number

$5.00

Text

2 Jayden tells Tai that data formatted as text can be used in a calculation but Tai thinks that Jayden is wrong. a Is Jayden right? b Give a reason for your answer. 3 Look at the table. Club name

Registration date

Registration fee

Number of members

Book

01/09/2022

$5.00

15

Drama

10/09/2022

$10.00

20

Science

26/09/2022

$10.00

25

What is the format of the data under the following headings? a Club name b Registration date c Registration fee d Number of members 4 Copy the data from the table in question 3 into a spreadsheet. Choose the correct format for the data under the headings: a Club name b Registration date c Registration fee d Number of members

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Science club

Book club

Drama club

Math club

5 A Club code has been added to the table in a new column. What is the best format for the Club code data? A Number B Text C Currency Club code

Club name

Registration date

Registration fee

Number of members

BOOK001

Book

01/09/2022

$5.00

15

DRAM002

Drama

10/09/2022

$10.00

20

SCIE003

Science

26/09/2022

$10.00

25

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Choosing the right data Solving problems Learn Data is used to solve problems. Different data can solve different problems. We need to choose the right data to solve a problem. The format of data tells us what can be done with that data. For example, calculations can be performed on data formatted as number or currency. However, calculations cannot be performed on data that is formatted as text or date. Let us choose the correct data in the table to solve the following problems. Problem: Find the total number of club members at school.

What do we know about the data we need? • The data should be formatted as Number. • The data falls under the heading Number of members. • A calculation needs to be performed on the data. Which set of data has those characteristics? • The answer is Column D. All the data we need for this problem is in Column D. We can add the cells D2, D3 and D4 together to find the total number of club members.

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Problem: Make a list of the registration fees. What do we know about the data we need? • A ‘fee’ is a money value, so we need to find data formatted as Currency. • The data falls under the heading Registration fees. Which set of data has those characteristics? • The data in cells C2, C3 and C4 will be selected to find the Registration fees.

Problem: Make a list of the registration dates for the different clubs. What do we know about the data we need? • Dates would be in the Date format. • The data falls under the heading Registration date. Which set of data has those characteristics? • The data in cells B2, B3 and B4 will be selected to view the registration dates. Can you state the range of cells that will be selected to find the names of the clubs? Think about what you are looking for in the data.

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Practise Work with a partner to select the correct data from Sal’s Bakery sales spreadsheet. A B C D 1 Name of Amount Date sold Total cost dessert sold 2 Cupcakes 6 05/04/2022 $ 30.00 3 Muffins 12 05/04/2022 $ 48.00 4 Scones 6 06/04/2022 $ 36.00 1 We need to get a list of desserts that were sold at Sal’s Bakery. What range of cells should be selected? A B2:B4 B  A2:A4 C C2:C4 D D2:D4 2 We need to find out the cost of the desserts. What range of cells should be selected? A D2:D4 B  A2:A4 C C2:C4 D B2:B4 3 We need to find out the days the desserts were sold. What range of cells should be selected? A D2:D4 B  B2:B4 C A2:A4 D C2:C4 4 We need to look at the number of desserts that were sold. What range of cells should be selected? A A2:A4 B  B2:B4 C D2:D4 D C2:C4 5 Copy the data from the table above into a spreadsheet. Try selecting the ranges you chose as your answers in questions 1 to 4. 6 Which characteristic is true of the data in the Name of dessert column in the table above? A The data are numbers B The data are text C The data can be added together 173

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Go further 1 Name the parts of the spreadsheet shown by each colour: • Blue • Green • Red 2 Help the bunny to find the carrots. Write the cell addresses of the carrots. A

B

C

D

E

1 2 3 4 5 3 Copy the data from this table into a spreadsheet. A B C 1 Beach items Amount sold Date sold 2 Beach bucket 2 18/05/2022 3 Beach ball 3 19/05/2022 4 Surfboard 1 20/05/2022 4 What will be the format of the data under the following headings? a Beach items b Amount sold c Date sold d Cost

D Cost $20.00 $10.00 $50.00 Remember the formats are: Number, Date, Text, Currency.

Use the answers to help you format the data in your spreadsheet. 5 a What cells need to be selected to find the total number of beach items sold? Discuss with your partner why you chose that data. b Try selecting the data in your spreadsheet. 174

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Challenge yourself! Work in groups. 1 Copy and complete the sentences in your notebook using the correct words. A word can be used more than once. cell column spreadsheet       a A _______ is made up of rows and columns. b A _______ goes left to right. c A _______ goes up and down. d Each _______ is where a row and column cross. e Data is entered in a _______. 2 What is the correct cell address A B C of the data ‘Jennifer’? 1 Name Age Hair Colour A B3 2 Seema 8 Brown B A1 3 Jennifer 9 Blonde C A3 4 David 8 Black D 3A 3 a Enter this data into a spreadsheet. b Write the format for each set of data: Name, Date of Birth, Age, School House Colour, Amount paid for field trip. c Use the answers from 3b to format the data in your spreadsheet. 4 a What data should you choose to make a list of the school’s house colours? Select the data in your spreadsheet. b What data should you choose to find the total spent on the field trip. Select the data in your spreadsheet.

rows

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My project Work in groups. 1 Copy this table on a sheet of paper. Fill in the table by collecting data from five students in your class.

2 a What are the best formats for data in each of these columns? • Name • Date of Birth • Age • Eye Colour • Amount of money spent on candy. Remember the data formats are: Text, Number, Date, Currency. b Copy the data into a spreadsheet. Start from cell A1. c Use the answers from question 2a to format the data as Text, Number, Date or Currency. 3 a What is the cell address of the heading ‘Age’? b What is the cell address of the 5th person’s name? 4 a What data should we select to know the eye colours of students? Select the data in your spreadsheet. b What data should we select to find how much money was spent on candy? Select the data in your spreadsheet.

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c In your notebook, write the things you were looking for in the data in questions 4a and 4b. 5 a Draw a spreadsheet on a sheet of paper. Show the following parts: Row, column, cell, active cell b Label the different parts of the spreadsheet. c Use your drawing to explain the different parts of the spreadsheet to the class. Did you know? Daniel Bricklin and Bob Frankston created the first electronic spreadsheet, VisiCalc, in 1979!

What can you do?

Great work! Now you know how to use a spreadsheet.

Read and review what you can do. ✔ I know that spreadsheets have rows, columns and cells. ✔ I know how to format cells. ✔ I can choose the right data solve problems.

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Unit 12 Be a problem solver Input and output Get started! Inputs and outputs can be found in everyday activities. For example, using a remote control to change the channel on a television: Input: The user presses the keys on the remote. Output: The television changes channel. Think about the following activities. Can you identify the input, and output for each activity? 1

2

Brushing teeth

Sharpening a pencil 3

Drawing a picture You will learn: • to identify the inputs to algorithms • to create algorithms to give an output from an input • to code programs in Scratch that reset objects to their original state.

In this unit, you will use Scratch to code programs.

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Unit 12: Be a problem solver

Warm up Look at the pictures of the different processes below. Match the inputs, and outputs by adding the right letter. The first one is done for you. Input

Output

A Fruits in blender

Toast

B Bread in toaster C

Ice A

Water in freezer

Smoothie

D Dirty clothes in washing machine

Cake

E Cake mix in oven Do you remember?

Clean clothes There is an online chapter all about Scratch.

Before starting this unit, check that you: • can follow and understand algorithms • can identify the steps in tasks and create algorithms • can create programs with more than one algorithm running at the same time.

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Identifying inputs Learn An algorithm is a set of instructions to complete a task. There are two parts to any algorithm: an input and output. Input

Output

Keywords input: data that is given to an algorithm output: the result of processing the input

An algorithm can have one or more inputs. Algorithm for making juice The algorithm below shows the step-by-step instructions for making orange juice.

+ Water

+ Juice concentrate

= Sugar

Orange juice

Step Instruction ❶ Start ❷ Gather the ingredients: water, sugar and orange juice concentrate ❸ Add water to jug ❹ Add juice concentrate to jug ❺ Add sugar to jug ❻ Mix all ingredients together with a spoon ➐ Serve juice in a glass ❽ Stop The inputs to this algorithm are the ingredients, which are: • water • sugar • orange juice concentrate. The output of the algorithm is the finished orange juice. 180

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Algorithm for adding two numbers The algorithm below shows the step-by-step instructions for adding two numbers. Step Instruction Steps 2 and 3 are the input statements. ❶ Start Step 5 is the output statement. ❷ Enter first number Let’s see how this will work: ❸ Enter second number Enter first number: 2 Input Let answer = first Enter second number: 5 ❹ number + second number Output: Answer = 7 Output ❺ Show the answer ❻ Stop Practise 1 In pairs, look at the algorithms below and identify the statements that represent inputs and outputs. Algorithm for making pancakes Step Instruction ❶ Start Gather the ingredients: milk, egg, ❷ oil, flour, salt, baking powder, sugar ❸ Mix dry ingredients together in a bowl Mix wet ingredients together in ❹ another bowl ❺ Combine wet and dry ingredients ❻ Cook in a hot pan ➐ Serve pancakes on a plate ❽ Stop

Algorithm for subtracting two numbers Step Instruction ❶ Start ❷ Enter number 20 ❸ Enter number 8 Subtract ❹ number 8 from number 20 ❺ Output number 12 ❻ Stop

2 Write an algorithm to make a peanut butter and jelly sandwich. Identify the following: Input statements and Output statement. 3 Write an algorithm to enter two numbers, multiply the numbers and then output the answer.

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Linear algorithms Learn Creating linear algorithms We want to create two algorithms for a horse to move. Each algorithm must have an input and an output. Algorithm A resets the horse to its starting position: • The input for this algorithm is clicking the Green flag • The output is setting the horse position to x = −100, y = −45 Using the above information, we can create the following algorithm: Algorithm A Step Instruction ❶

Start program when Green Flag is clicked

❷

Set horse position to x = −100, y = −45

❸

Stop program

Algorithm B moves the horse to a random location: • The input for this algorithm is clicking on the horse. • The outputs are: a the horse switches costume after one second b the horse moves to a random position on the screen. Using the above information, we can create the following algorithm: Algorithm B Step Instruction ❶

Start program when sprite is clicked

❷

Switch costume to horse-b

❸

Wait 1 second

❹

Switch costume to horse-a

❺

Go to random position

❻

Stop program

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Practise Create the algorithms for a frog eating a fly Use the information below to fill in the blanks for Algorithms C and D: Algorithm C resets the frog to its starting position: • The input for this algorithm is clicking the Green flag • The output is setting the frog’s position to x = 72, y = −40. Algorithm D moves the frog: • The input for this algorithm is pressing the space key • The outputs are: a the frog switches from costume frog 2-b to costume frog 2-c, then to costume frog 2-a in 2 second intervals. b the frog moves to position x = 194, y = 3. Algorithm C Step Instruction ❶

Start program when _______ is clicked

❷

Set Frog position to x = _____, y = _____

❸

Stop program Algorithm D

Step Instruction ❶

Start program when _______ key is pressed

❷

Switch costume to _______

❸

Wait _______ seconds

➍

Switch costume to _______

➎

Wait _______ seconds

❻

Switch costume to _______

❼

Go to x = _____, y = _____

❽

Stop program

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Unit 12: Be a problem solver

Coding linear algorithms Learn Creating the program for a Horse The steps below show how to create the program for Algorithm A on page 182. 1 Create a new project in Scratch and delete Sprite 1. 2 Search and select the Farm backdrop. 3 Search and select the Horse sprite. 4 Under the Events group of blocks, select the when Green flag clicked block. 5 Under the Motion group of blocks, select the go to x, y block. Change the number for x to −100 and y to −45. The final code is shown. It resets the sprite.

Keep the existing code. We are going to create a second set of code for the Horse sprite. The steps below show how to create the program for Algorithm B on page 182. 1 Under the Events group of blocks, select the when this sprite clicked block. 2 Under the Looks group of blocks, select the switch costume to block. Click on the dropdown arrow and select horse-b. 3 Under the Control group of blocks, select the wait () seconds block. The default is 1 second. 4 Under the Looks group of blocks, select the switch costume to block. Click on the dropdown arrow and select horse-a. 5 Under the Motion group of blocks, select the go to () block. The default is random position. 184

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The final code is shown.

The steps below show how to run the program: 1 Click the Green flag. The Horse will go to its starting position as shown below:

2 Click on the Horse. You will notice the following:

• The Horse switches to horse-b costume and waits one second. • The Horse moves to a random position and at the same time switches to horse-a costume. 185

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Practise Use Algorithm C on page 183 to create the program for the Frog. 1 Create a new project in Scratch and delete Sprite 1. 2 Search and select the Tree backdrop. 3 Search and select the Frog 2 sprite. 4 Add the when Green flag clicked block. 5 Add the go to x, y block. Change the number for x to 72 and y to −40. Now you will add a second set of code using Algorithm D: 6 From the Events group, add the when () key pressed block. Select space from the dropdown menu.

7 8 9 10 11 12 13

Add the switch costume to block. Select Frog 2-b. Add the wait block. Change the number from 1 to 2. Add another switch costume to block. Select Frog 2-c. Add the wait block. Change the number from 1 to 2. Add another switch costume to block. Select Frog 2-a. Add the go to x, y block. Change the number for x to 194 and y to 3. To run the program, do the following: a Click the Green flag. Explain what happens. b Press the space key. Explain what happens.

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Go further Algorithms for making pizza Look at the three algorithms for making the pizza dough, adding the vegetables, and baking the pizza. Algorithm for adding the vegetables Algorithm for making pizza dough Step Instruction Step Instruction ❶ Start ❶ Start Gather the ingredients: Gather the ingredients: ❷ pizza sauce, tomatoes, flour, sugar, yeast, salt, water, oil ❷ mushrooms, green peppers, Mix the dry ingredients in ❸ cheese a bowl ❸ Add pizza sauce to dough Add the water and oil into ❹ ❹ Slice tomatoes the bowl while mixing ❺ Cut green peppers Mix until the dough forms ❺ into a ball ❻ Cut mushrooms Let dough sit for 1 hour ➐ Grate cheese ❻ until it doubles in size Place all vegetables on ❽ Roll out the dough with a top of dough ➐ rolling pin ➒ Stop ❽ Place dough into pan ❾ Stop Algorithm for baking the pizza Step Instruction ❶

Start

❷

Set the oven to 425 degrees

❸

Add uncooked pizza to oven

❹

Bake for 15 minutes

❺

Remove cooked pizza from oven

❻

Stop

Work in pairs to do the following: 1 Identify the input(s) for each algorithm. 2 Identify the output for each algorithm.

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3 Use the information below to fill in the blanks for Algorithms E and F: Algorithm E resets the Radio to its starting position: • The input for this algorithm is clicking the Green flag • The outputs are: a the Radio switches to costume Radio-a b setting the Radio position to x = −50, y = −111. Algorithm F plays music: • The input for this algorithm is clicking the Radio • The outputs are: a the Radio switches to costume Radio-b b the Radio plays the sound scratch beatbox. Algorithm E Step Instruction ❶

Start program when __________ is clicked

❷

Switch costume to _____

❸

Set Radio position to x = _____, y = _____

❹

Stop program

Algorithm F Step Instruction ❶

Start program when __________ is clicked

❷

Switch costume to _____

❸

Play sound _____ until done

❹

Stop program

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Unit 12: Be a problem solver

4 Code the program for the Radio. Follow the steps below: a Create a new project on Scratch and delete Sprite 1. b Search and select the Spotlight backdrop. c Search and select the Radio sprite. d Add and connect the three blocks of code for Algorithm E. e Add and connect the three blocks of code for Algorithm F. f Click the Green flag. g Click on the Radio. h Did the Radio play the scratch beatbox sound? If not, check your algorithm and code for any errors. Correct it. Run your code again. i Save your project. The play sound () until done block is found under the Sound group of blocks.

Challenge yourself! 1 Identify the input and output for Algorithm G. 2 Identify the input and outputs for Algorithm H. Algorithm G Step Instruction ❶

Start program when this sprite is clicked

❷

Set parrot to position x = −153, y = −139

❸

Stop program

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Unit 12: Be a problem solver

Algorithm H Step Instruction ❶ Start program when any key is pressed ❷

Start bird sound

❸

Switch costume to parrot-b

➍

Glide 1 second to position x = 119, y = 64

➎

Switch costume to parrot-a

❻

Stop program

3 Use Scratch to create the code for both algorithms. a Create a new project on Scratch and delete Sprite 1. b Search and select the Blue Sky backdrop. c Search and select the Parrot sprite. d Add and connect the two blocks of code for Algorithm G. e Add and connect the five blocks of code for Algorithm H. f Click on the Parrot to set it to its starting position. g Press any key. Describe what happens. h Did the Parrot make a bird sound? If not, check your algorithm and code for any errors. Correct it. Run your code again. i Save your project. The start sound () block is found under the Sound group of blocks.

The glide () seconds to x,y block is found under the Motion group of blocks.

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Unit 12: Be a problem solver

My project Computational thinking ? Program for a Batter and Pitcher 1 Use the information below to fill in the blanks for Algorithms J and K: Algorithm J resets the Pitcher to his starting position: • The input for this algorithm is clicking the Green flag • The outputs are: a the Pitcher switches to costume pitcher-a b set the Pitcher position to x = −200, y = 10 Algorithm K moves the Pitcher to throw the ball: • The input for this algorithm is pressing the number 1 key • The outputs are: a the Pitcher glides to position x = −110 and y = 17 for 1 second b he then switches costumes to pitcher-b and pitcher-c in 2 second intervals c the Pitcher switches to costume pitcher-d. Pitcher Step ❶ ❷ ❸ ➍

Algorithm J Instruction Start program when _____ is pressed Switch costume to _____ Set pitcher to position x = _____, y = _____ Stop program

❸

Algorithm K Instruction Start program when _____ key is pressed Glide _____ second to x = _____, y = _____ Switch costume to _____

➍

Wait _____

➎

Switch costume to _____

❻

Wait _____

❼

Switch costume to _____

❽

Stop program

Step ❶ ❷

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Unit 12: Be a problem solver

2 Identify the input and outputs for Algorithm L. 3 Identify the input and outputs for Algorithm M. Batter Algorithm L Step Instruction ❶ Start program when Green flag is pressed ❷ Switch costume to batter-a ❸ Set batter to position x = 146, y = 50 ➍ Stop program Algorithm M Step Instruction ❶ Start program when number 1 key is pressed ❷ Wait 5 seconds ❸ Switch costume to batter-d ➍ Start basketball bounce sound ➎ Stop program 4 Using Scratch, create the program for the Batter and Pitcher. a Create a new project and delete Sprite 1. b Search and select the Baseball 2 backdrop. c Search and select the Pitcher sprite. d Add and connect the blocks of code for Algorithms J and K. e Search and select the Batter sprite. f Add and connect the blocks of code for Algorithms L and M. g Click the Green flag. Describe what happens. h Press the number 1 key. Describe what happens. i Did the program run as you expected? If not, check your algorithms and code for any errors. Correct it. Run your code again. j Save your project. 192

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Unit 12: Be a problem solver

5 If you finish queston 1, you could write an algorithm and code so it looks like the baseball is thrown by the Pitcher and then hit by the Batter. You will need to experiment with coordinates and sizes to make this look realistic. To find the Basketball bounce sound: Click the Sounds tab. Click on Choose a sound. Search for Basketball bounce. Click on it to select the sound. It will appear in the dropdown list for the play sound () until done block.

Did you know? Inputs and outputs are everywhere! For example, think about your own body: • Inputs: food and water • Output: energy powers your body – it allows you to move, to think and to keep your heart beating! These are all outputs! What can you do? Read and review what you can do. ✔ I can identify the inputs to algorithms. ✔ I can create algorithms to give an output from an input. ✔ I can reset objects in Scratch.

Well done! Now you can use Scratch to code programs!

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Glossary A app: another name for software automatic: collects data with little or no human input

computer virus: a program written to cause damage to data and software

B backup: an exact copy of the original file biometric: measurements of the human body concise: short D decision: a choice about something

bug: an error in the program C cipher: a set of rules to convert plain text to ciphertext ciphertext: text that only people with the cipher can understand computer-controlled device: a machine that inputs data, and performs a specific task

E edit: to change efficient: getting a result using the least amount of time or steps e-reader: a device that lets you read electronic books

error: a mistake F format: the way something looks

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Glossary

H hardware: physical objects that make up the computer

I input: data that is given to an algorithm interactive smartboard: a whiteboard connected to a computer and a projector Internet of Things: smart devices connected to the internet

M manual: needs human input multifunction: does more than one thing

N numerical: made of numbers O output: the result of processing the input P plain text: any set of letters, words or numbers that anyone can understand

L logical thinking: to understand a problem and come up with a solution that makes sense

R range: a group of selected cells repetitive: doing the same thing over and over again reset: to return to the original state

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Glossary

RFID: a type of tracking device

S services: things that can be done on a network smart device: an electronic device that is connected to other devices via the internet

software: a computer program, this is the set of instructions that a computer follows to perform a task

static objects: sprites that do not have any code sub-task: a task that is part of a more complex task V volume: how loudly or quietly a sound is played W World Wide Web: a service on the internet to find and show web pages

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Acknowledgements The Publishers would like to thank the following for permission to reproduce copyright material. Every effort has been made to trace or contact all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity. Text acknowledgements pp. 4, 9, 13–27, 32, 60–61, 67–77, 93–94, 97–104, 147–159, 178–179, 182–193 © Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu. Licensed under a Creative Commons AttributionShareAlike 2.0 Generic license (CC BY-SA 2.0); pp. 120–131 © Used with permission from Microsoft; pp. 119–134 © Copyright Micro:bit Educational Foundation or Foundation partners. Photo acknowledgements p. 4 cc, p. 118 br © Ourson/Adobe Stack Photo; p. 5 tl, p. 33 cl, p. 195 cl © Roy Fenton Wylam/Adobe Stock Photo; p. 5 tc, p. 33 cr, p, 196 cl © Sergey/Adobe Stock Photo; p. 5 bc, p. 53 bl © Oatawa/Adobe Stock Photo; p. 5 bc, p. 53 bl © Teerasan/ Adobe Stock Photo; p. 5 br, p. 53 br © Syda Productions/Adobe Stock Photo; p. 7 cr, p. 34 bc © John Keates/Alamy Stock Photo; p. 12 tr © Natika/Adobe Stock Photo; p. 12 cr © Michael Flippo/Adobe Stock Photo; pp. 13 –27, pp. 68–69, pp. 76–77, pp. 97–103, pp. 151–159, pp. 182–193 © Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu. Licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic license (CC BY-SA 2.0); p. 17 tc © Jemastock/Adobe Stock Photo; p. 21 cr © Michael J Berlin/Adobe Stock Photo; p. 29 cc © Cegli/Adobe Stock Photo; p. 30 tr © Denis Rozhnovsky/Adobe Stock Photo; p. 30 cc © Google™ search is a trademark of Google LLC. Google and Google Docs are trademarks of Google LLC and this book is not endorsed by or affiliated with Google in any way; p. 30 cr © Google Classroom is a trademark of Google LLC. Google and Google Docs are trademarks of Google LLC and this book is not endorsed by or affiliated with Google in any way; p. 30, p. 121, pp. 124–126, pp. 129–130 © Used with permission from Microsoft; p. 31 cl, p. 35 cc, p. 38 cl, p. 39 cl © Irina/Adobe Stock Photo; p. 31 cc, p. 38 cr © Foto Fabrika/Adobe Stock Photo; p. 31 cr, p. 39 cr © Tech Stock Studio/Adobe Stock Photo; p. 31 cr, p. 35 cr, p. 38 cr, p. 39 cc © Premkh/Adobe Stock Photo; p. 31 cl, p. 39 cc © Artem Merzlenko/Adobe Stock Photo; p. 31 cc, p. 35 cl, p. 38 cc, p. 39 cl © New Africa/Adobe Stock Photo; p. 31 cc © Surachai/Adobe Stock Photo; p. 31 cc © Naravit/Adobe Stock Photo; p. 35 tc © Marvent/Adobe Stock Photo; p. 35 cc © Kaspars Grinvalds/Adobe Stock Photo; p. 35 cr © erphotographer/Adobe Stock Photo; p. 35 cl, p. 36 br © Stock Photos Art/Adobe Stock Photo; p. 35 cc, p. 36 bc, p. 39cc © Maksym Yemelyanov/Adobe Stock Photo; p. 36 tr, p. 39 cc, p. 39 cl © Vchalup/Adobe Stock Photo; p. 36 cr, p. 39 cc © Siam/Adobe Stock Photo; p. 36 cr © Fthrc/Adobe Stock Photo; p. 36 cr, p. 36 bc, p. 39 cc, p. 195 cr © Ar Law Ka/Adobe Stock Photo; p. 36 cr, p. 194 cl © Thananit/Adobe Stock Photo; p. 39 cr © Zephyr P/Adobe Stock Photo; p. 40 bc © Onyxprj/Adobe Stock Photo; p. 44 br © Ognian Setchanov/Adobe Stock Photo; p. 54 bc © Chandler Vid 85/Adobe Stock Photo; 55 bc © Evgenia Tiplyashina/Adobe Stock Photo; p. 56 bl © Gresei/Adobe Stock Photo; p. 56 bc © Olga Lietunova/Adobe Stock Photo; p. 56 br © Scanrail/Adobe Stock Photo; p. 59 © Marina Zlochin/Adobe Stock Photo; p. 78 cc © Dusk/Adobe Stock Photo; p. 79 cc © Rawpixel.com/Adobe Stock Photo; p. 81 cc © Aalexlmx/Adobe Stock Photo; p. 81 cc, p. 195 cr © Suwat/Adobe Stock Photo; p. 81 cr © Sandsun/Adobe Stock Photo; p. 86 tr © Imtmphoto/ Adobe Stock Photo; p. 88 bl © Gorodenkoff/Adobe Stock Photo; p. 95 cr © Africa Studio/Adobe Stock Photo; p. 96 br © Moving Moment/Adobe Stock Photo; p. 105 cc, p. 195 cl © Gorodenkoff/Adobe Stock Photo; p. 106 c; © New Africa/Adobe Stock Photo; p. 106 cc © Nikolai Sorokin/Adobe Stock Photo; p. 106 cc ©Maciej/Adobe Stock Photo; p. 106 cr © Magraphics/ Adobe Stock Photo; p. 106 cl © Indeepdark/Adobe Stock Photo; p. 106 cc © Veniamin Kraskov/Adobe Stock Photo; p. 106 cc © Alexander/Adobe Stock Photo; p. 106 cr © Magraphics/Adobe Stock Photo; p. 107 cc © Elena Elisseeva/Shutterstock.com; p. 107 br © Jannoon 028/Adobe Stock Photo; p. 108 tr © Fizkes/Adobe Stock Photo; p. 108 cr © Photo Striker/Adobe Stock Photo; p. 108 cr © Eshana Blue/Adobe Stock Photo; p. 108 br © Volodymyr/Adobe Stock Photo; p. 110 bc © Kinwun/Adobe Stock Photo; p. 111 tr © K Pornsatid/Adobe Stock Photo; p. 111 cl © Syda Productions/Adobe Stock Photo; 111 cr © Intararit/ Adobe Stock Photo; p. 111 bl © Maykal/Adobe Stock Photo; p. 112 cl © Xavier Lorenzo/Adobe Stock Photo; p. 112 cc © Thodonal/Adobe Stock Photo; p. 112 cl, p. 196 cl © Chesky/Adobe Stock Photo; p. 113 tc © New Africa/Adobe Stock Photo; p. 113 cc © Halfpoint/Adobe Stock Photo; p. 113 cc © R Yosha/Adobe Stock Photo; p. 115 cr © Alexlmx/Adobe Stock Photo; p. 115 cr © Gorodenkoff/Adobe Stock Photo; p. 115 br © Surasak/Adobe Stock Photo; p. 119 cl © Karl Phillipson/Optikal/ Alamy Stock Photo; p. 119 cr © Dusan Kostic/Adobe Stock Photo; p. 125 cc © Copyright Micro:bit Educational Foundation or Foundation partners; p. 127 br © Alfa27/Adobe Stock Photo; p. 132 br © Benis Arapovic/Alamy Stock Photo; p. 134 cc © Fototext/Alamy Stock Photo; p. 140 cc, p. 141 tl, p. 143 tc © Sasimoto/Adobe Stock Photo; p. 141 cc, p.143 bc © World of Vector/Adobe Stock Photo; p. 162 cl © Stocker Team/Adobe Stock Photo; p. 177 cc © Ann E Yow-Dyson/Contributor/Getty Images; p. 178 cl © Didesign/Adobe Stock Photo; p. 178 cr © Patpitchaya/Adobe Stock Photo; p. 178 cc © Kosolovskyy/ Adobe Stock Photo; p. 179 tc © M Studio/Adobe Stock Photo; p. 179 tc © Popova Olga/Adobe Stock Photo; p. 179 cc © Linda Vostrovska/Adobe Stock Photo; p. 179 cc © Aris Sanjaya/Adobe Stock Photo; p. 179 cc © Akulamatiau/Adobe Stock Photo; p. 179 cc © Alter Photo/Adobe Stock Photo; p. 179 cc © Bohbeh/Adobe Stock Photo; p. 179 cc © Torri Photo/Adobe Stock Photo; p. 179 cc © Viperagp/Adobe Stock Photo; p. 179 cc © Sveta/Adobe Stock Photo; p. 187 br © 977 Rex 977/Adobe Stock Photo, p. 196 cl © Beboy/Adobe Stock Photo /Adobe Stock Photo. t = top, b = bottom, l = left, r = right, c = centre

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The Cambridge Primary Computing series consists of a Learner’s Book, Boost eBook and Teacher’s Guide with Boost Subscription for each stage. Help learners develop essential computing skills with an approach that uses real-life examples, reinforces key vocabulary and provides opportunities to learn, practise and apply throughout.

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Teacher’s Guide with Boost Subscription Created with teachers and students in schools across the globe, Boost is the next generation in digital learning for schools, bringing quality content and new technology together in one interactive website. The Cambridge Primary Computing Teacher’s Guide includes a print handbook and a subscription to Boost, where you will find a range of online resources to support your teaching. ● Confidently deliver the new curriculum framework: Expert author guidance on introducing new content, with complete answers to all activities and questions in the Learner’s Book. ● Develop key concepts and skills: A wide range of activities, projects and worksheets help to build understanding. ● Support ESL: Introductions and activities included that have been developed by an ESL specialist to help facilitate the most effective teaching in classrooms with mixed English abilities. ● Enrich learning: Audio recordings and flashcards with pictures and words based on key subject vocabulary support learners working individually and in group discussion. To explore the entire series, visit www.hoddereducation.com/cambridge-primary-computing

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