je an animator Steps to complete tasks Learn To write an algorithm, we need to break down the task into steps. Look at the example below. It shows the the steps to make a cup of tea. Algorithm for making a cup of tea = The steps to make a cup of tea are: ) Leave for 5 minutes ' - ~- ~ e Pour w warm water | } : Remove the teabag } _—into teacup i f “Place a teabog 5 { _ Add milk } bay in a teacup 3 £ Boi water i ina kettle | Now that we atin the steps, we can put them in order. The e steps are in order in this algorithm. “Step “Instruction > Boil water in a kettle © Place a teabag in a teacup | A ©) Pour warm water into teacup ; 1 + ‘ When we write an © Leave for 5 minutes algorithm, we must put the steps in © Remove the teabag the correct order. e Add milkace att ‘You have been asked to make yellow slime. a There are five steps to make yellow slime. One instruction is not needed. Which one? _ b Put the instructions in the correct order. 4 6 ye Measure out the ingredients. Mix the ingredients. Make more slime. Get the ingredients. Add yellow colouring.Unit 4: Be an animator Using repeat Learn Sometimes, we want to repeat some instructions. In ScratchJr, the Repeat block is used to repeat instructions. ae ee A repeat command makes writing | algorithms and programs easier! ay, This algorithm and ScratchJr program are for a Cat. “Step Instruction ae Start on Green Flag o ® Jump (2) 8 o Jump (2) Jump (2) © Stop program The Cat jumps repeatedly. We can change the program to use a Repeat block. There were three instructions to Jump (2). So, we enter 3 into the Repeat block. |Step Instruction | ©) Start on Green Flag _ ® Jump (2) © Repeat step 2 two more times Keyword repeat: do © Stop program something again SSOpen a new project. Add any Background. Add the Cat character. Add the code with the Repeat block from page 60. Run your code. Do you get the correct results? Add the Dog character. 7 Create a program for the Dog that uses the Repeat block to match the algorithm below. PWN = au Step Instruction eo Start on Tap Say “Woof!” Move Right (2) Move Right (2) Move Right (2) Say “Woof!” eeoeoo 080 Stop program 8 Run your completed program. Explain to your partner what the Repeat block does in your program. 3je an animator “Liam is getting dressed for school. What is the error in the algorith ; Step ( “Step ® Put on trousers i _ Step © Putonshoes ( Step @ Put on socks Computational thinking What are some additional steps to get dressed if it is winter time? Write a new algorithm to get dressed during winter. ) eooocooso Which program does the same thing as this algorithm? 2 Here is an algorithm for a Seahorse character. Step Instruction ® Move up 4 Move up 4 Shrink by 2 Shrink by 2 Shrink by 2 Stop program}e an animator y eae Seles Start a new project. Add the correct code from the Go further activity to the Seahorse character. Add a Fish character. Create a program for the Fish to match this algorithm. Instruction Test your code to see if you get the correct results. | Start on Green Flag Say “Hi Seahorse” Move right (6) Move left (2) Play pop sound t = Repeat steps 3 to 5 two more times. ries i e | Stop program | Add the Starfish character to your project. Add the code below to the Starfish and run it. he « Change the code for the Starfish so it uses the Repeat block. The new code should get the same results. Run your final program.Unit Wroces 1 Look at the algorithm to get out of a maze. It has one error. What is the error? How would you correct it? Be an animator Move up (3) Move right (4) [Move up (15 Think about the things you do every night when you go to bed. Write an algorithm for going to bed. Include all the things you do in the correct order. a Create a program from the algorithm below for the Include the start @ Start on Green Flag and end steps in @ Jump Caen your algorithm. rll Senate Sila | © Move right (2 Jump (1) Move right (2) Jump (1) Move right (2) Stop programUnit 4: Be an animator Did you know? Google uses algorithms for its search engine. Its newest search algorithm is named Hummingbird. (Good job! Now you can ; Read and review what you can do. create algorithms and Y Ican find and correct errors in programs that repeat algorithms. instructions. V Ican identify the steps to AS perform tasks. . V Icancreate programs that use the repeat command.Unit 5 Arai eters Maa ion cy Network devices Get starte Look at the two pictures of remote control toy cars. Discuss with your partner what the differences are between the two cars. e Tell your partner which type of car you like best. e Tell your partner why you like the chosen car. e How does the controller send messages to the car? You will learn: e that different devices can connect to a network e that two devices can work together e to explain the terms wired and wireless networks. In this unit, you will learn about wired and wireless networks.evices and networks: Discuss these questions with your partner. 1 What is a network? 2 What devices do you know that cannot connect to a network? 3 What is the internet? Before starting this unit, check that you: know that devices can connect to make a network know that the internet is made of many computers connected together know that some devices are connected by wires and other devices are not know there are times when the internet is not available.Devices and networks Networks Keyword Network devices edit: to make changes or corrections You already know that desktops, laptops, tablets and smartphones can connect to a network and the internet. Many other devices can also connect to a network and the internet. Below are some of these devices. An e-reader is used to read ebooks. E-readers can connect to the internet without wires. Ascanner takes images from printed photographs. It allows a.user to edit the images on a computer. Scanners can connect to a network with or without wires. A photocopier makes copies of documents. These copies can be sent to a computer. A photocopier can connect to a network with or without wires.Unit 5: Devices and networks Asmart TV lets users view movies and shows. It also runs apps. Smart TVs can connect to a network with or without wires. This allows users to stream movies and play games over the internet. Asmart music system connects speakers in different rooms. It can be controlled using another device like a smartphone or tablet. It connects to a network without wires. A smart bulb is a special light bulb that is connected to the internet. It can be controlled using an app. Asmart bulb connects to a network without wires. Smart bulbs can change colour and turn themselves on automatically. A home security camera records a video of a house. The video can be seen on a smartphone tablet or computer. These cameras can connect to a network with or without wires.Unit 5: Devices and networks Practise 2 Choose the correct answer to complete each sentence. a Ahome security camera can connect to a network : with wires without wires with or without wires b Ascanner can connect to a network s with wires without wires with or without wires A photocopier can connect to a network z with wires | without wires with or without wires An e-reader can connect to a network : with wires without wires with or without wires Asmart TV can connect to a network p with wires without wires with or without wires Which of the following devices cannot connect to a network with or without wires?Networks Devices working together er A device that is not connected to another device is known as a standalone device. Astandalone device cannot talk to other devices. ( Connected devices | Standalone device — cae aaa Two devices connected together can do more than a standalone device.Unit 5: Devices and networks Two connected devices let users send emails or messages. Connected devices can share devices such as printers. This means that a home can have one printer to share among everyone in the house. Connected devices can easily share files such as documents, videos and images. A standalone device cannot easily share files. “Smart’ household devices can connect to a network. They can do more things than normal household appliances. Asmart bulb can turn itself on automatically. Asmart TV can connect to the internet.1 Say if these statements are true or false. Statement True or false? Two connected devices can do more than one device. Two connected devices can talk to each other. Users on two connected devices cannot share printers. Files can be shared if two devices are connected together. Astandalone device can talk to other devices. Tick (W) the standalone device. mmo Ss Say if you will need a standalone or a connected device to make the following tasks easier. Task Standalone or connected device? a_Type a letter on a desktop b_ Send the letter to your friend c_ Print the letter Dye IR YoltN cireyniea The first large computer network was called ARPANET. It was developed in 1969.Jevices and networks Internet Wired and wireless networks et) There are two types of networks: wireless and wired. Wireless networks Anetwork connected without wires is called a wireless network. Devices connected to wireless networks can move around and stay connected. Wireless networks are popular in homes and cafes. Laptops, tablets and smartphones often connect to wireless networks.Unit 5: Devices and networks. Wired networks Awired network uses cables to connect devices. Devices connected to wired networks do not move around. Wired networks are often used in businesses or schools. A good example of a device that connects to a wired network is a desktop computer.1 Complete the sentences. Choose the correct word in brackets. © by ticking (W) the column. Sentence Wired Wireless a (Wired/Wireless) networks are popular in homes. a (Wired/Wireless) networks are popular | in offices. a (Wired/Wireless) networks are normally used for devices that can move around. a (Wired/Wireless) networks are normally used for devices that do not move around. e Smartphones normally connect to (wired/wireless) networks. = Desktops normally connect to (wired/ wireless) networks. Wireless“Draw a wired network with three devices. Write the names of the devices. © Draw a wireless network with three devices. Write the names of the devices. ~ Complete the table. Cut out each statement and paste it below the correct heading in the table. Wired network Wireless network (devices connected without wires ) “often used in schools | often used in homes devices connected with wires users can move around easily with their device devices do not normally move «Unit 5: Devices and networks ys Challenge yourself! Give one example of a place where wireless networks may be used. Give one reason why it may be used there. Name some devices that can be part of the network. Give one example of a place where a wired network is used. Give one reason why it may be used there. Name some devices that can be part of the network. Tell your partner about the differences between a wired and wireless network. Say if these statements are true or false. Statement True or false? a Astandalone device can share information on a network. Connected devices can communicate via email. Connected devices cannot share devices like printers. “Smart’ household appliances can connect to a network. Two devices working together can do things one device cannot do on its own.Unit 5: Devices and networks My project The school principal is thinking about building a computer network. The principal has some questions. Can you help the principal to answer these questions? 1 What are the benefits of connecting two devices together? 2 Which of these devices can connect to a wired network? Name three devices that commonly connect to a wireless network. List three devices that can connect to both wired AND wireless networks. Draw a sketch of each type of network. What can you do? Read and review what you can do. Good work! Now you ¥ Iknow about devices that can know more about wired connect to a network. and wireless networks. v Iknow that two devices can work together. v I know how to explain the terms wired and wireless networks.Uitia-y Be a designer Dance routine Get started! Work in groups of four. Discuss what types of dances you like. Take turns to show your group your favourite dance moves. What are the steps in your dance? You will learn: In this unit, you will to follow and understand create algorithms algorithms and programs to plan instructions for characters in Scratchdr. in programs about working with others when debugging programs.Be a designer Work in pairs. Look at the moves in / There is a pattern the dance routine below. in the moves. { Discuss with your partner what you think is the next move. IDLO ole cunt slanl =e Before starting this unit, check that you: e understand that algorithms are a set of instructions e know algorithms can be created as programs e know that ‘debugging’ means correcting errors. In this unit, you will use ScratchJr. There is an online chapter all about ScratchJr. p)Writing algorithms and Understanding algorithms programs An algorithm is a set of instructions to complete a task. These instructions need to be in the correct order. A dancer moves from point 1 to point 2 as shown below. one algorithm is correct. Algorithm A and B are instructions for the dancer. However, only Algorithm A Move 2 blocks down Move 2 blocks down Move 3 blocks right Move 1 block right at nWN Algorithm B “Move 2 blocks down 2 Move 3 blocks right © Move 2 blocks down «Move 1 block right does not reach point 2. Algorithm A is not correct. Steps 2 and 3 are in the wrong order. This means the dancer Read both algorithms. Can you see that Algorithm B is correct?Be a designer Look at the path a singer walks while on stage. She walks from point 1 to point 2. ‘1 Put the steps in the correct order that the singer takes. (A Move 3 blocks down) (B Move 1 block down) Cc Move 2 blocks down ) C D Move 1 block to the left 3) E Move 3 blocks to the right Algorithm What is the shortest path from point 1 to point 2? Discuss with your partner what the steps are. Hint: The shortest path has a total of 2 steps and has two possible solutions.Planning instructions for characters Learn Planning a dance routine We can plan the instructions for a character’s dance routine by writing an algorithm. The steps are written in the order we want in the dance routine. Step Instruction Start on Green Flag | Turn left (3) Turn right (3) Jump (2) Move right (1) Move left (1) Stop program esoosgc oes We can change this algorithm into a program. We write code in ScratchJr for each step. We use the Hop block to jump. This code is added to a Person character in ScratchIr. When we run the code, we get the results we wanted. This means the program followed the dance routine algorithm correctly. “In ScratchJr, the number 3 is a | quarter turn when using the Turn — Left or Turn Right block. raee Create the program on page 84 by following these steps: 1 Open anew project and add any Background. 2 Add the blocks of code to any Person character. 3 Run your program and see what results you get. We want to add a Child character. The Child should dance when the Person bumps into it. 4 Complete the algorithm for the Child character. When bumped into, the Child should start dancing. The dance should consist of the following: e Move up 4 grid squares e Jump 2 grid squares e Move left 1 grid square e Turn right for a full turn (12) Create the code for this algorithm in ScratchJr. 6 To test it, place both characters close enough so that the Person bumps into the Child. Step Instruction | Start on Bump uw Move 2 Move Tum sea: Stop program eee0080Be a designer Debugging programs with others A bug is a mistake in an algorithm Keyword or program. Finding and removing debug: to find and remove the mistake is called debugging. errors in a program It is good to work with others when debugging programs. F , : than one when Debugging with others: | aeiwtet esis » is faster ee » makes it easier to find all the bugs ~ lets us share knowledge and learn from others. Look at the algorithm and the first program below. } The code has one mistake. _ Two heads are better Step | Instruction ©) Start on Green Flag © Move Right (4) © Turn Left (3) © Move Up (2) 6 | End program First, we need to find the mistake. Then, we can correct it. We need to change the Turn Right block to the Turn Left block to correct the program.Debugging a program in groups 1 Open a new project. 2. Add a Background of your choice. 3 Add the Astronaut. The Astronaut should follow these instructions: “Step “Instruction 3 HD @ Start on Green Flag Move left (5) Turn right (3) py) Turn left (3) Move right (5) Stop program 4 Add and run the code above. 5 Ingroups of three, debug the code. Were you able to debug the code faster in groups than by yourself? ecocooLook at the path a mouse takes to the cheese. How many blocks must the mouse move to get to the cheese? Qe Computational thinking 2 Complete the algorithm in the table below wit steps to get the mouse to the cheese. _Step Instruction _o | Move right _@ Move |e __Move The code for the algorithm is on the right. It contains errors. Work in groups of three to find 7 2 5 Pe the errors. Discuss in your group how you would fix these errors.y eee Soe ‘1 Open a new project and add a background. 2 Recreate the algorithm in Go further. Add it to the Dog. 3 Table 1 shows new instructions we want to give to the Dog. Change your program to match Table 1. Table 1 @ Start on Green Flag @ = Move right (4) © Jump (2) @ Stop program 4 Add the Butterfly. 5 Table 2 shows the instructions for the Butterfly. Create a program to match Table 2. Table 2 | @ = Start on Tap @ Move down (2) © Grow (2) © | Repeat step 3 four more times @ Stop program 6 Run your program. Check that you get the desired results. Work in pairs to debug your programs.Wises Design a dance routine with your partner. 1 Open anew project in ScratchJr and add any Background. 2 Adda Child character and the code below. 3 Draw a line to match each code block to an instruction. Code Instruction Move left (5) Stop Program Say “Dance!” Start on Green Flag Move right (5) Play pop sound Add a Person character to your project.Unit 6: Be a designer Look at the algorithm and code for the Person. The program has errors. Find the errors with your partner. if Start on Bump @ |Turnleft(1) © Tumright(1) | @ End program | 6 Fix the errors and add the correct code to the Person. Test your program. Check that you get the correct results. Did you know? The Mars Climate Orbiter was a spaceship. A bug in the program controlling the spaceship caused an error. The mission could not be completed! a) ! 7 Great! Now you can Read and review what you can do. plan algorithms and Y Ican follow and understand work with others to | algorithms. (debug programs. | | Y Ican plan instructions for characters ~~ —Ss SX | in programs. ~ | | Lknow about the benefits of working | with others when debugging programs.Solving problems Get started! Sharlene and her friends are at the candy shop. Sharlene has $5.00, Joe has $2.00 and Sandy has $2.00. In pairs, use the data in the table to answer the following questions. Candy Quantity {Cost Chocolate | 1 bar $5.00 Gummies | 1 bag $1.00 Candy corn |1 bag $1.50 1 Who can afford to buy chocolate? 2 How many bags of gummies can Joe buy? 3 Which candies can Sandy buy? Talk about.how you got your answer. You will learn: ¢ about the types of data that a question may generate e about data that can be recorded using computing devices e how data may help to solve problems. In this unit, you will learn _ about different kinds of data and how they can be used. bDraw a line to match each question with the number of answers to be given. Question Number of answers Ten children are asked their favourite colours. 1 answer Susan is asked, “When is your birthday?” 10 answers Anna is asked, “What is your form teacher's name?” Twenty people are asked, “What is your favourite 1 answer movie?” 20 answers Before starting this unit, check that you: ¢ know about questions that can be answered using a data table ¢ know how to use computing devices to present data ¢ know that computing devices collect data for a particular purpose.a data scientist Data Statistical vs non-statistical ee There are different types of questions. A statistical question has more than one answer. Anon-statistical question has only one possible answer. Let us look at some examples of statistical and non-statistical questions. ‘What are the favourite snacks of the students in Mrs Ali’s class? This is a statistical question. There is more than one possible answer. How tall are the boys on the basketball team? —~ This is a statistical question. There is more than one possible answer. What colour are these words written in? \__ This is a non-statistical question. There is only one possible answer to this question. How long is your school day? This is a non-statistical question. There is only one possible answer to this question.‘| Say if the following sentences are true or false. Sentence True or false? a Anon-statistical question has more than one answer. b There are different types of questions. c Astatistical question has only one possible answer. 2 Work with a partner. Draw lines to show if each question is statistical or non-statistical. The first one is done for you. a How tall are the students in aclass? b What colour is David’s shirt? c How many dolls do five children own? d_ What is Janice’s shoe size? e What are the test scores of 15 students? f What is Sheldon’s favourite subject? StatisticalUnit 7: Be a data scientist Computing devices Statistical data You collect statistical data when you ask a statistical question. Statistical data can be grouped into two categories: numerical or categorical. Numerical data Numerical data can be counted or measured. Here are two examples of numerical data: The picture shows a teacher collecting the test results from six students. a i eS aaa STE pais reading on the ea is 98.6 thermometer is 98.6 degrees. Sd Categorical data Categorical data can be grouped into categories. Here are two examples of categorical data: » eye colour (brown, blue, black, green, amber) » hair colour (black, brown, blonde).Unit 7: Be a data scientist Categorical data can be given numerical values. For example, you could use: ~ the number 1 for black hair » the number 2 for brown hair » the number 3 for blonde hair. However, these numbers do not have any meaning. For example, you could not add them together. Peeae ba eer Never try to add, »—.. subtract or multiply categorical data! 1. Do you own any pets? i F ves O No Computing devices can be used to record |, /.,, Bae oa Vou A, data on electronic forms. aur These forms can contain categorical geese sole fo aw another a pet? and numerical data. Teas |i9340 Numerical data is entered by typing or eerie selecting a number. Categorical data is entered by selecting a category.Unit 7: Be a data scientist ‘1 Copy the sentences. Fill in the blanks with the correct words: categorical, statistical, a gs Hint: A word can a) be used more than once or not at all. numerical. a Two main types of statistical data are and data. b data is data that can be counted or obtained by measurements. c data are grouped based on characteristics. 2 State if the following data to be collected is numerical or categorical data. Tick (W) the correct column. Data Numerical Categorical a Ateacher collects data on her students’ favourite food. 'b. Jodie measures the height of a plant each day. Her measurements are: 5cm, 7cm, 6cm. c Students belong to one of four houses: yellow, blue, red and green. | 3 Draw aline to match the data to the labels. a Rainfall in 3 days: 2mm, 1mm, 3mm Categorical data Feelings of students: happy, sad EDN b c Number of students in classes: 25, 30,15 | E us Numerical data cd Favourite snack: chips, chocolate, popcornData Solving problems Data is used to help solve problems. We can use data to decide what to do. Data is used to solve problems in the following ways: » Teachers record their students’ scores. They use this data to see where each student needs help. Supermarkets collect data about how many items they sell each day. They use this data to find out how many items are left.Item Original number Number of Number of name of items items sold items left Rice 35 20 15 “Red beans 20 18 2 Soda 22 12 10 The table shows there are only 2 cans of red beans left. » Weather forecasts use data about rain and wind. Powerful computers use this data to predict tomorrow’s weather. » Map systems in cars collect data about traffic. They use this to calculate the quickest route between one place and another.Unit ea data scientist 1 Say if these sentences are true or false. Sentence True or false? a Data is used to solve problems. Data cannot be used to make decisions. Data can be used to predict the future. 2. Choose the correct options to solve the following problems. «Mr Clifford wants to know who got the highest mark in class. He needs to ... Option 1 Option 2 Sort the marks in order Add all the students’ marks Mrs Fields wants to know which brand of ice cream is cheaper. She needs to ... Option 1 Option 2 Compare the size of the Compare the price of the two brands two brands A teacher needs to know the total number of students going to the museum. He needs to ... Option 1 Option 2 Sort the list of students Add the number of studentsUnit 7: Be a data scientist 1 Say if the following data is numerical or categorical. € Tick (W) the correct column. Data Numerical Categorical a Jimmy and Caleb have red, green and blue cars. 5 Jimmy has 10 cars and Caleb has 7 cars. 2 Say if these questions are statistical or non-statistical. Question Statistical Non-statistical c What are the video game scores of five friends? at school club is Sarah in? rere does your teacher live? | © What do students in your class __ have for lunch? © How many children are wearing _ blue and red sweaters today? w Draw lines to match the problem with the data that is needed to solve the problem. Problem Data Number of a supermarket Amount of rainfall | Predicting floods Students’ scores Helping students, to learn Daily sales of items 102Unit 7: Be a data scientist allenge yourself! ‘1 Mrs Chen sends a questionnaire to 25 students. The questionnaire @) “How many siblings do you have? t has FOUR questions. Your answer @ | Whatis your height? Your answer ® How do you get to school? | © bus | O private car | O tide | © Other @ _ doyoulike school? No 1 2 3 love school OR OUE IC) | a Which two questions collect numerical data? b What device can record the numerical data on the form? ¢ Which two questions collect categorical data? d What device can record categorical data on the form? 2 Which questions could Mrs Chen answer after sending the form? A How tall are the students? B How many students like running? C How do students get to school? 3 Mrs Chen needs to know how many students travel by bus. a What question on the form will give her the data? b What does she need to do with this data?Unit 7: Be a data scientist 1 Work in groups. Collect the following data from the members of your group. Include the answers in a table like the one below. Name Height Eye colour 2 State whether each of the following data is numerical or categorical. a Height b Eye colour 3 Say whether these questions are statistical or non-statistical. Tick (W) the correct column. Question Statistical Non-statistical What is your eye colour? How many students in your class? What are the eye colours in your group? How tall are the students in your group?Unit 7: Be a data scientist 4 a The teacher wants to know how many students have brown eyes. What data is needed? Tick (W) the correct box(es). e Eye colour of students @) e Name of students we e Height of students O b Whois the tallest student in your group? Did you know? Data scientists use data to solve a wide range of very complex problems! What can you do? Congratulations! Now Read and review what you can do. you know about solving Y Ican talk about types of data that | data problems. a question may generate. ¥ Iknow about types of data that can be recorded using computing devices. v Iknow how data may help to solve problems.(erat elax ol] In groups of three, take turns to: e Sing the alphabet song. e Write your first name on a sheet of paper. You will learn: In this unit, e to write instructions to you will give complete tasks directions toa ¢ to program a physical physical device. device.(09 Work in pairs. The animals shown below are missing the first letter of their name. Give your partner instructions to draw the missing letters. For example, for the Crab the instruction to write ‘C’ could be: Draw a line from right to left. Leave the pencil on the paper and draw another line up. Leave the pencil on the paper and draw another line from left to right. Take turns with your partner. = _—_____ Before starting this unit, check that you: e can give instructions for a task can give directions (forward, backward, left, right) © canrun a program e know that programs can have errors. 107Drawing letters Algorithm to draw the letter L Look at the steps to draw the letter ‘L’. Step “Step @ Start program Set marker down Step © Step Turn left Move forward 8cm a ——=—____— aan — \ Step > Step Turn right Move forward 16cm) Create the algorithm to draw the letter eS Put the steps in the correct order. Step 1 is done for you. Step __: Move forward 8cm [aa 8cm | Step 1: Start program Step __: Turn left | —4 Step __: Move backward 16cm 16cm——> [a Step __: Set marker down I, Step __: Move forward 16cmUnit 8: Be an artist AMAA Giving directions Physical devices Learn Some physical devices can move. We can write instructions to tell them where to go. Once we have written our instructions, we can program the device. Here is an example. We want our physical device to follow this path through a grid. To follow this path, we need to give the following instructions: Algorithm 1 Step Instruction Move forward 1 ea Move forward 1 aes | Move forward 1 device to follow Move forward 1 this path? Turn right \ Move forward 1 Move forward 1 amp Turn left i Move forward 1 ©oeocogeooe SoUnit 8: Be an artist Some steps in Algorithm 1 are repeated. We can rewrite the instructions like this: Algorithm 2 “Step Instruction —() Move forward 1 i Repeat Step 1 three more times Turn right Move forward 1 Move forward 1 Turn left a. Move forward 1 } S6o000 Algorithm 1 and Algorithm 2 do exactly the same thing. There are 9 steps in Algorithm 1. There are only 7 steps in Algorithm 2. Can your physical device repeat instructions? If it can, then program it to follow Algorithm 2. aun)1 Here is the algorithm for this path. Complete the blanks in the algorithm. Algorithm 3 ‘Step Instruction Move forward 1 Turn = Move forward 1 Move 1 Move forward 1 Turn Movelmumiennie | Move forward 1 BOOC8GGCO0O000Unit 8: Be an artist 2 Work in small groups. Program your physical device to follow this path. 3 a Rewrite Algorithm 3 using repeat instructions. b How many steps does this new algorithm have? 4 If your physical device can repeat instructions, then program it to follow the algorithm in question 3 a. Computational thinking 1 See the steps below to draw the letter ‘C’ ob. Circle the correct answer in each step. Steps 1 and 2 are completed for you. Step 1:GtarD/ Stop program | {Step 2: Set marker up /Gowm> l, Step 3: Turn left / right Step 4: Move forward / backward by 8cm — 8cmStep 5: Turn left / right Step 6: Move forward / backward by 16cm Step 7: Turn left / right Step 8: Move forward / backward by 8cm 8cm > ——_ Below is a path through a grid. We want our physical device to follow it. ary© Here is the algorithm for this path. Complete the blanks in the algorithm. Step Instruction @ > Move ® Tum © Move forward 1 @ Move © Tum Oj) ecvemman'n 7 © Move forward 1 Qo ja © Move forward 1 | © Move © Work in small groups. Program your physical device to follow this path. © Rewrite the algorithm using repeat instructions. | © How many steps does this new algorithm have? 115Unit 8: Be an artist y STS yourself! Computational thinking 1 Create the algorithm to draw the letter “L’. Put the steps in the correct order. Steps 1, 2 and 3 are done for you. Z Step _: scm — Step 3: Turn right Move a forward 8cm ig Step asi Step __: Move backward 8m) Move forward t 16cm 16cm Step__: — P16 Move backward 16 cm lb Step 1: Start program Stepma § Gl Turn left marker down 16cm —> Step __: Move forward 16cm} _{ Step 2: Set ealSelow is a path through a grid. The path looks like the letter ‘C’. 2 Write an algorithm to follow this path. 3 Program your physical device to follow this path, if you have one. 4 a Write anew algorithm for a path that looks like the number ‘0’ ([_)). b If your device can draw, program it to draw the number sO zsUnit 8: Be an artist DYE Roa Computational thinking the letter ‘P’. Circle the correct answer in 1. The algorithm below shows the steps to draw ¢ A each step. Step 1: Start / Stop program Step 2: Set marker up / down I, (Step 3: Move forward / backward by 16cm Step 4: Turn left / right (—_Step 5: Move forward by 8cm/16cm 8cm Step 6: Turn left / right |. Step 7: Move forward / backward by 8cm Joo Step 8: Turn left / right Step 9: Move forward by 8cm / 16cmBelow is a path through a grid. 2 The algorithm below is for this path. There is one error in the algorithm. Find the error and rewrite the algorithm. ove forward 1 [Move forward 1 ‘Turn right ec “Move forward 1 Move forward 1 Turn left Move forward 1 Move forward 1 (Turn left Move forward 1 Move forward 1 “Turn left ai | Move forward 1 Oo "Move forward 1 © "Move forward 1 @ Move forward 1 Oo | Move forward 13 Program your physical device to follow this path. 4 a Rewrite the algorithm using repeat instructions. b How many steps does this new algorithm have? 5 If your physical device can repeat instructions, then program it to follow the Algorithm in question 4 a. Notice that the shape of the path is the same as the letter ‘P’. SN Cale Es You can code some physical devices to draw, play music, respond to touch, and more. Read and review what you can do. ¥ Icanwrite instructions to complete tasks. Vv Icangive directions toa physical device. Great job! Now you know how to give direction instructions. apa)Wiley Connected and sharing Networks Get started! Write your birthday on a sheet of paper. Hand the paper to the person next to you. Ask them to pass it to the person next to them. The paper should not be folded. e Is this a safe way to share information? e How could you have kept your birthday secret? e Could the person next to you see your birthday? You will learn: In this unit, you will * to know when a network is _ | learn about sharing and is not available information across about the risks of sharing networks. information. 122Unit 9: Connected and sharing Talk about these questions with your partner. What is a network? What is the internet? How are networks connected? What devices can connect to a network? Tell your partner what devices can do when they are connected to networks. Before starting this unit, check that you know that: some devices can connect to a network the internet is made of many computers connected together there are networks with and without wires there are times when the internet is not available.nected and sharing Networks Network availability ReColta) A device can connect to a network without wires. The device shows this icon. -~ ° This tells you the device is connected without wires. A device can connect to a network with a wire. Some of the icons that show this include: ia This tells you the device is connected with a wire. The internet is made Keyword of lots of networks icon: a picture that means connected together. something on a computer PaUnit 9: Connected and sharing Devices show different icons when they are not connected to networks. Smartphones and tablets show icons like this. This means they are not connected. Desktops and laptops show icons like this. S You cannot use the internet if you are not connected to a network. Devices may show messages to say you cannot use the internet. © Y The globe means the internet across the world. The circle with a line through shows the internet _is not available. Not connected You aren't connected to any networks. A Troubleshoot Hmm. We're having trouble finding that site. We eantcomeet toe seers amngcegecon, Connect to the internet trot adreicre here tether tng yee an: Youre offine. check your connection. Packeeet oe + you cooecte ut behind Srl cat eon he pmiason to ees he Wa RETRYTf you cannot use the internet, then you cannot: » send emails » look at websites ~ watch online videos. ‘1a Which icon shows a device connected to a network by a wire? b Which icon shows a device connected to a network without awire? eZ © Cod : @ S 2. Select the icons that show there is no connection to a network. @® =~ = Es @ @tSharing information across networks The risks of sharing information Devices on a network can share information with each other. This means data on one computer can be seen by another computer. Connecting on a network has many benefits. However, there are also some risks. One of the largest risks is sharing personal information. Personal information includes: » address » phone number » family members’ names birth date » school names. A device on a network sends information. Other people on the network may see it. This means that by sharing information on a network, other users may get your personal information. Sharing personal information is one of the biggest risks of a network. You send information when you: ~ send emails » enter details on websites Keyword © send instant messages personal information: a. : information about someone » add things on social media. PasConnected and sharing Malware Devices connected to a network also receive information. You receive information when you go to a website or download a file. Programs that are bad for your computer are called malware. Some people try to trick you. They send malware across a network. Signs that your device has malware: » Your computer slows down. » You get strange emails. » You get strange adverts. » Your device stops working. » You cannot open your files. Unit Signs of | malwar' - are strange strange emails adverts computer acts files won't strangely open program that is bad for a computerUnit 9: Connected and sharing Stay Accepting Tell Safe Files Someone Do not give out your Accepting emails, Tell an adult if personal information files, pictures or texts someone or something to people/places you from people you do makes you feel worried not know can cause or uncomfortable. problems. Don’t Reliable? Meet Up Check information Meeting someone before you believe it. Is online can be the person or website dangerous. telling the truth? Always check with an adult you trust. Computer scientists have ways to protect your information and computer devices. You will learn about these in Stage 6!‘| Tick (~) true or false. Statement Data on one computer can be seen by a computer on the network. Sharing personal information is not safe. One of the biggest online risks is the sharing of personal information. Copy the sentences. Fill in the blank space with the correct word(s). Words can be used more than once. emails address malware a If you download your computer acts strangely. b Your is an example of personal information. c You share information when you send d can cause harm to your computer. _ | Tick (W) the statements that are true. (Sharing information on a network has benefits. ) | » Devices connected to a network cannot share information stored on the individual computers with each other. | © Sharing information on a network can cause harm to the data stored on your computer. | \ oe eee as 130| © Sharing information on a network cannot put the |) computer at risk. your data, it is easy to know how many people have j Once people who do not have permission have seen | looked at it. ~ Draw an icon for a device connected to a network with wires. | | | ~ Draw an icon for a device connected to _ anetwork without wires. - " ae © How can people without permission see personal information? Challenge yourself! a i] 1 Draw one icon to show the internet is available on a device. 2 Draw one icon to show the internet is not available on a device. 3 Point to the pictures that show personal information. My phone number My robot toy 4 Tell your partner one more example of personal information. 131Connected and sharing Unit 4. Create a flyer that shows what information can be shared on the internet. Which devices might you use to share that information? Choose the correct pictures from those shown below to add to the flyer. - a_i Sending emails ) Sending instant messagesUnit 9: Connected and sharing bei Chatting with a friend on social media Writing a letter 2 Draw a poster to show that a computer may have malware. Tell your partner what malware is and what the poster is showing. What can you do? Read and review what you can do. ¥ Iknow when a network is and is not available. v¥ I know about the risks of sharing information. Great job! Now you know about icons and the risks with networks.itimty Bea storyteller Creating stories Get started! Work in pairs. Tell your partner what you think this story is about. © @ You will learn: to predict what algorithms do to regularly test programs while _ writing them to debug programs. In this unit, you will test and debug programs.it 10: Be a storyteller Look at the path the sailor takes to the treasure. B Move3stesup 3 | ec. C Move 3 steps left 3¢€ e = 8 D Move 5stepsdown 5 e@ Ti Sor ane Do you remember? Before starting this unit, check that you can: © create algorithms as programs plan the instructions for characters within programs. In this unit, you will use ScratchJr. There is an online chapter all about ScratchJr. =) nic}Keywords output: the results of an algorithm input: the data that is given to an algorithm Input and output Predicting algorithm output im To predict the output of an algorithm, we must: « input data * carry out each instruction in the algorithm. Look at the algorithm below. It adds two numbers and then shows the total. If we enter 5 as the first ©) Start program ae ee © Enter the first number and 3 as the second number © Enter the second number © Add the first and second numbers the algorithm adds 5 and 3 which is 8. (8) The output is 8. _ © Show the answer © Stop program We work through the steps of the algorithm, using the data, just as the computer would.Look at these two algorithms. Predict the output of each algorithm if we input the number 4 for both. Algorithm A Compare your answers with your partner. Algorithm B @ Start program @ Start program 4 @ Enter a number ¥ @ Enter a number ¥ @ Add3 i Y © Subtract 1 ¥ © Multiply by 2 2) ¥ © Multiply by 2 v © Subtract the number by 4 } ¥ @ Add 2 © Multiply by 2 a ¥ © Multiply by 2 ¥ (@ Adds ¥ @ Subtract 2 v © Show final number ¥ (® Show final number ¥ @ Stop program ¥ © Stop programTesting programs eth) Programs should be tested while we write them. By testing programs while writing them, we can: ~ keep checking the results are correct » test smaller groups of code » stop errors being repeated. Example of testing a program regularly This algorithm is for the Person character. The algorithm has two parts. Part 1 is shown below. ‘Port 1 ees ©) Start on Green Flag Say “Hi, welcome!” Say “My name is Mr Williams.” Send Orange Start Message ©eo0o Stop program We can create the code for Part 1 and test it. The code for Part 1 is shown below.We can test this code by tapping the Start on Green Flag block. We find an error. The second block does not match Step 2. We correct the second block as seen below. Part 2 ©). Start on Red Message © Say “Hi nice to meet you.” Since we have corrected the | | error now, we will have fewer _ Send Blue Start Message errors to fix at the end! © Stop program The algorithm for Part 2 is shown above. The code for this algorithm is: We can test this code by tapping the Start on Red Message block. It matches the algorithm and has no errors. When we test the whole program, there are no errors. This is because we have already tested Parts 1 and 2 separately. 139aE OED al ‘1 Open anew project and add any Background. 2 Add a Child character. a ad! {d code to match the | Part 3) 3 algorithm and test it. “Part 3 eo Start on Orange on tora as Say “Hi, my name is e Mary.” © Send Red Start Message © Stop program 4 Add code to a second character to match the Part 4 algorithm and test it. @ Start on Blue Message Say “Nice to meet e you too.” © Jump (2) @ Stop program 5 Test the whole program to make sure it works correctly. You tested the program as you created it, so it is more likely that the whole program is correct. 140Unit 10: astoryteller Debugging programs ett) Programs may have errors if they are not written correctly. We debug programs so that they give the results we want. To debug a program, we need to find which part of the code does not give the correct result. Look at this algorithm and program created for a Person character. Sea ‘Step I Instruction | oe Start on Green Flag |@ | Move right (3) le Say “Hi, how are you?” © Send Green Start Message © Stop program * If you compare the algorithm to the program, you should notice that this / code has two errors. We can change the two blocks that contain errors. Now the code matches the algorithm. Fos, » We changed 4 to 3 in the Move Right block. » We changed the Send Orange Start Message block to the Send Green Start Message block. roaUnit 10: a storyteller In this activity, you will practice debugging by yourself! 1 Open anew project and add any Background. 2 Adda Person character. 3 Add the correct code for the algorithm on the previous page.Look és the algorithm below for the second Person character. ‘s Step Instruction Start on Green Message Move left (2) Say “Hi, I’m great!” Say “How about you?” ecco Stop program 5 Add the code below to the second Person character. Hi, Tm? 1 | How 6 Debug the code above. 7 Add more code to the second Person character to match the Soot below. Step 1 | Instruction @ Start.on Green Flag @ Turn Right (1) @ Jump (2) | _ Remember to test your @ Turn Left (1) | _code as you create eee your program. & Test and debug the whole program. 9 Compare your program with your partner. at)Wet eT Role Continue the program from the Go further activity as follows. ‘1 Add a second page to your project. (Your teacher can help you.) 2 Add this code to the Child 1 character on the first page: Can you guess what this code means? $ 3 Add the same Child 1 character as before to the second page. 4 Adda third Child character (Child 3) to the second page. 5 Add code to the characters to match the algorithms below. |Page 2: Child 1 Character | “Page - Child 3 Character : | oe “Start on Tope | CJ _ Start on Red Message e. Say “Have you been e Say “Yes, I used them | using my crayons?” | yesterday to draw.” ee Send Red Start 06 _Jump (2) ae - @ Stop program | @ Stop program Pama 6 Test and debug your code while writing it. Your program should look something like this: Have you been using my Seopa hr Cees Nee ee1 What is the output of the algorithm below if the input number is 3? Start program Enter a number Multiply the number by 2 | Show final number Stop program Open a new project with 2 pages. Add a Penguin character to Page 1. Create a program to match the @ | Start on Green Flag @ Move left (3) [ e | Go to Page 2 - Test and debug your code. Add a Penguin and Polar Bear character to Page 2.7 Debug the code y ‘ou added to match the algorithm below. | @ Starton Tap _ a | @ Move right (1) eo “Play pop sound _@ Say “Hi, Mr Penguin.” _ Test your code regularly © Jump (2) ee while you create your |_@ (Stop program _ program. Did you know? The first electronic digital computer could run different programs. Tt was operated by six women. What can you do? Read and review what you can do. v Ican predict what algorithms do. V Iknow why I should regularly test programs while writing them. ¥ Icandebug programs. Good job! Now you can test and debug programs. at)‘Viiiay Computers and robots Who is quicker? Get started! Talk about the following with a partner: Your friend adds two numbers together without using a calculator. You add the same numbers using a calculator. Who would get the answer first? Now imagine there are ten numbers to add together. Who would get the answer first? You will learn: e about tasks computers can do better than humans e that people use different types of computer devices e about robots in fiction and real robots. | In this unit, you will learn about things robots r and computers can do. =4 ) _Unit 11 Work in groups. a ee Help Gina name the different types of computers shown above. Name two jobs shown in the picture below. Discuss with your partner if you think people use computers in these jobs. What do they use them for? flies Sk mputers and robots Before starting this unit, check that you: e can explain what basic hardware and software can do e know computers are used for different things e know what a robot is and where they may be found.Computers and humans Computers can do some things better than humans. Computers can perform tasks for a long time Computers do not get tired. Computers do not get bored. They do not need to take a break. Computers store a lot of information Computers can store lots of information in a small space. A single computer can store a whole library of books! Computers do as they are told Computers follow instructions. They do not make mistakes. Mistakes are due to humans.Computers are fast Computers are very fast. They can perform millions of tasks every second. They can add numbers much quicker than humans. A teacher marks tests for the whole school. She has to remember each student’s score. a Do you think a computer is better at marking tests? b Do you think a computer is better at remembering scores? Sara tries to build a doll house. However, she does not follow the instructions. The doll house falls apart. What went wrong? Tick (%) the correct answer. e There was an error in the instructions. e The instructions were not followed. ) Billy believes he can draw a house faster than a computer. Is Billy right? Work in groups of four. Explain three things that computers can do better than humans.Choosing computer devices People choose computer devices for different reasons. Their location If someone sits at a desk for many hours each day, they may prefer a desktop computer, A desktop is larger, heavier and not easy to move. Laptops, tablets and smartphones are smaller, lighter and easy to move. If someone is moving around, they may prefer these portable devices. Smartphones can connect to the internet anywhere. The purpose The choice of device depends on what it is being used for. A delivery driver uses a tablet. A tablet is easier to carry than a laptop. It has a bigger screen than a smartphone. ae)A graphic designer needs a powerful computer. They use a desktop computer as they are more powerful. They have large screens. a = ge = Se = Attaching other devices Sometimes people need to attach devices to their computer. A laptop or desktop can connect to a mouse and keyboard. Battery How long does the battery last? Laptops — will need recharging more than once a day. Tablets — will need recharging once a day. Smartphones — can last more than a day before recharging. ats)mputers and robots — hh Discuss the following with your partner. | Annay’s brother needs a new computer device. He needs a device that: e is light and easy to carry around e has along battery life. Point to the device you would choose for him. ea, B si A 2 Jin’s sister takes photographs. She needs to connect a digital camera and printer. She needs a computer to connect to the camera and to print out images. Point to the device you would choose for her. iene |it 11; Computers and robots 3 Some devices are easier to move than others. Arrange the devices below from easiest to carry to hardest to carry. Easiest Easier EE t laptop s smartphone —/11: Computers and robots Robots: real or fictional? ee Do you remember what a robot is? =~ A robot is a machine that can do a task without any help. You may have seen robots in movies. Robots in movies are not real. Things that are not real are called fictional. Fictional robots often: » look like humans ~ speak like humans ~ act a bit like humans. ; This picture shows a fictional robot. This robot does % not really exist. Real robots: do not always look like humans may not speak at all repeat the same tasks or actions do not act like humans.Some examples of real robots are shown below. These robots are found in factories. This robot cuts grass. A feaae aera ery Keywords | robot: a machine that does a task without | the help of a person | fictional: not real — make believeUnit 11: Computers and robots Say if the following statements are true or false. Statement True or false? a Arobot can feel sad. A robot can go into space. Robots cannot do dangerous work. f Areal robot can make cars. All robots look like humans. After watching a movie on television, Vicki believed that all robots are real. Explain to Vicki that some robots are fictional while some are real. Give some examples of the differences between real and fictional robots. With a partner, choose one of the robots shown and say whether it is fictional or real. Explain your answer. wo_ | Jessie uses a broom to clean. Dana says that a robot vacuum cleaner can do a better job. Do you think she is correct? Explain your answer. Danny uses his computer to design things. _ Work in groups. Which device do you think Danny should use? _ Explain why you chose that device. OOD as * Do these robots look real or fictional? Give a reason for your answer.ye eT Soler Work with a partner. 1 What is a fictional robot? 2 Can you name two robots in movies that are fictional? 3 Jon and Jeff are searching for information. Jon uses a search engine on a computer. Jeff goes to the library and looks for books. a Whowill find information first? b Whowill find more information? 4 Anton travels for work. Pedro works in his office. Anton uses a laptop. a Why do you think Anton chose a laptop? Choose two reasons from this list: A laptop.is heavy. A laptop is easy to move. A laptop screen is bigger than a tablet. Anton does not need a keyboard. Which type of computer should Pedro use? Explain why.