COMPUTING

EI505 SESSION 4

KEY COMPUTATIONAL CONCEPTS

SESSION OBJECTIVES

1. Develop a deeper understanding of sequence, selection and repetition

2. Develop an understanding of variables

3. Develop an understanding of inputs and outputs

CO

MPU

TIN

G - K

S1/K

S2

Key stage 2

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

“USE SEQUENCE, SELECTION & REPETION IN PROGRAMS”

“WORK WITH VARIABLES”

WHAT ARE VARIABLES?

“Variables work like labelled boxes that allow you to store things inside them to retrieve later.”

Fundamentals of Programming: Variables http://goo.gl/D7etz

identifier

data

VARIABLES IN SCRATCH

For details of using variables in Scratch (including the difference between Global and Local variables) read:

http://wiki.scratch.mit.edu/wiki/Variable

http://wiki.scratch.mit.edu/wiki/Variables_Tutorial

“VARIOUS FORMS OF INPUT & OUTPUT”

INPUT & OUTPUT

What other forms of input and output can you think of?

HINT:

Think of the various digital devices you use.

PONG!

Working in pairs:

1. Find ‘Pong Debug Activity’ (you can just search for this) http://scratch.mit.edu/projects/18913337/

2. Read and follow the instructions shown next to the game (NB: you will need to scroll the Instructions text)

3. Make sure you save and share your project/s before you finish

MULTIPLE CODING OPPORTUNITIES

‘Don’t fall into the trap of thinking that as you have used selection in one program that you have covered this. This is like using addition once and then thinking that you don’t need to use it again. Selection, repetition, variables are constructs you could take a lifetime to learn how to manipulate. Pupils need multiple opportunities to use and experiment with these ideas. The new English Computing program [sic] of study talks about, “repeated practical experience of writing computer programs” in the aims, lets [sic] work towards this.’

Phil Bagge ‘How I teach programming to 7-11 year olds using Scratch’ http://goo.gl/khKgOj

FOLLOW UP TASK

Read the following article.

Brennan & Resnick (2013) “New frameworks for studying and assessing the development of computational thinking.”

http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf

http://goo.gl/hKpudx