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Primary Computing
Learner’s Book 6
Ceredig Cattanach-Chell, Luke Craig
& Sarah Matthews
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✓
Second
Digital edition
access
Copyright Material - Review Only - Not for Redistribution
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& Sarah Matthews
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CAMBRIDGE
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Primary Computing
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© Cambridge University Press & Assessment 2024
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ISBN 978-1-009-32053-5 eBook
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NOTICE TO TEACHERS
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Endorsement indicates that a resource has passed Cambridge International’s rigorous
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Cambridge International copyright material in this publication is reproduced under licence
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Third-party websites and resources referred to in this publication have not been endorsed
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Introduction
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Introduction
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Welcome to Stage 6 of Cambridge Primary Computing!
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Digital technology has changed the world over the past 50 years.
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We use technology in so many areas of our life, it is more important
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than ever that we try to understand how technology works.
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In this book you will:
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• learn how to use programming constructs such as sub-routines
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• create a game for a physical computing device that uses variables
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• learn how data is collected and stored on a computer system
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• investigate how data is processed
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• explore how we can use artificial intelligence.
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These computing ideas are not only part of our daily lives, but can be part
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of certain jobs that people do. People can have an entire career within
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computing, and learning about computing here may just be the start of your
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future in computing! Using the computing knowledge and skills that you learn
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from this book, you’ll gain a sense of how people who work in computing
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may carry out parts of their jobs. For example, programmers often work on
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projects as part of a team, and work together to test that their programs
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work. Perhaps you could find a friend at school to work on a project with you.
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We have created lots of activities and questions where you
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can work with a partner or a group. Sharing your ideas
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with other learners is fun and helps you have exciting
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conversations about how computers and technology
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are used.
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There is also a project for you to complete at the end
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of each unit. These will cover the learning in each
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unit and help you to develop your understanding.
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We hope you find learning about computers and
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technology exciting, and that you will continue to
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keep learning about computers as you grow older.
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Ceredig Cattanach-Chell, Luke Craig and Sarah Matthews
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Contents
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Contents
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How to use this book 6
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1 Computational thinking and programming
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1.1 Planning flowcharts 9
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1.2 Programming constructs 19
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1.3 Sub-routines 34
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1.4 Planning programs 52
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1.5 Evaluating and testing programs 67
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1.6 Using variables with a physical device 77
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2 Managing data
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2.1 Capturing data 95
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2.2 Creating a spreadsheet 119
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2.3 Creating a database 135
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2.4 How is data used? 149
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3 Networks and digital communication
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3.1 Storing and transferring data on a network 159
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3.2 Securing data 174
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4 Computer systems
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4.1 Selecting hardware and software 184
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4.2 Programming environments 201
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4.3 Storing data 209
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4.4 Inside a computer 218
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4.5 Robots in industry 224
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Glossary 234
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Acknowledgements 247
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Note for teachers: Throughout the resource there is a symbol to indicate where additional digital only content is
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provided. This content can be accessed through the Digital Learner’s Book on Cambridge GO. It can be launched
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either from the Media tab or directly from the page. The symbol that denotes additional digital content is: .
The source files can also be downloaded from the Source files tab on Cambridge GO. In addition, this tab contains
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a teacher guidance document which supports the delivery of digital activities and programming tasks in this
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Learner’s Book.
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How to use this book
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How to use this book
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In this book you will find lots of different features to help your learning.
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What you will learn in
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the topic.
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Important words
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to learn.
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A reminder about what you
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already know and an activity
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to start you off.
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Fun activities about computing.
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Sometimes, you will use
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a computer.
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Some activities do not need a y
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computer. These are called
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unplugged activities. They help
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you to understand important ideas
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about computing.
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Sometimes, you will see
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this question. It will help
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you to think about your work.
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How to use this book
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Tasks to help you to practise
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what you have learnt.
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Programming tasks are in
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Unit 1.
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Practical tasks are in
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Unit 2.
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Look out for this icon. You are going
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to do an activity at the computer
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using a source file or website link.
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This content can be found in the
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Digital Learner's Book on
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Cambridge GO. Your teacher
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will help you to get started.
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Questions that help you to
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practise what you have just
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learnt. Are you ready to move on?
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Things to remember when
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Interesting facts connected
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to the topic.
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How to use this book
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Questions to help you think
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about how you learn.
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What you have learnt
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in the topic.
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At the end of each unit, there
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is a project for you to carry out,
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using what you have learnt.
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You might make something
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or solve a problem.
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Questions that cover what you
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have learnt in the unit. If you can
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answer these, you are ready to
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move on to the next unit.
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Computational
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thinking and
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programming
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1.1 Planning flowcharts
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We are going to:
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• understand that we can present algorithms as flowcharts
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• understand the shapes used in a flowchart
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• predict the results of flowcharts.
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decision
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flowchart
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input
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output
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prediction
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Getting started
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What do you already know?
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• Algorithms follow a sequence (top to bottom, left to right).
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• Algorithms can use inputs and outputs.
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A conditional (IF THEN ELSE) block causes an algorithm to do
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either one thing or another.
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1 Computational thinking and programming
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Continued
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Now try this!
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Work with a partner. Think of something
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you do every day. Describe the task to
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your partner as if it was an algorithm
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that a computer could follow. Include all
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of the steps in the task, even if they might
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seem obvious. Try to include a conditional
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statement in your algorithm.
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For example:
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IF it is a school day THEN take out my school
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uniform, ELSE take out my weekend clothes.
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IF it is raining THEN . . . ELSE . . .
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Flowcharts
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There are many ways to represent algorithms. In Scratch, you use
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blocks to represent an algorithm. In the Getting started activity,
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you used speech. You could have also written it down as text.
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A flowchart is another way to represent an algorithm.
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Get a bowl
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A flowchart is a diagram that shows each step of an algorithm.
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This is an example of a simple flowchart:
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Pour in some
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cereal
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Add milk
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Use your
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Eat your breakfast
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finger to follow
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the flowchart.
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End
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1.1 Planning flowcharts
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To follow a flowchart, you begin at the start shape at the top and then
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follow the arrow to the next step in the sequence.
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We can use flowcharts to show a process that follows steps in the
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same order. Engineers use flowcharts to show how to make things,
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and businesses use flowcharts to explain how to do things.
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Unplugged activity 1
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Follow the steps in this flowchart.
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Start
1 Which action did you perform first?
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2 Which action did you perform last?
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3 Which shapes does the flowchart use?
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Clap twice
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Stamp your feet
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Nod your head
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End
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1 Computational thinking and programming
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Flowchart shapes
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The shapes we use in a flowchart are important.
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They provide more information about what is happening in the
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algorithm. Look at the table and read the descriptions with a partner.
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Shapes Name Description
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Start or end This shape appears at the beginning and
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end of the flowchart.
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Connectors These arrows show the order the flowchart
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should be followed in.
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Input or We use this shape when the flowchart
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output
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needs to get an input (information from
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the user), or when it needs to produce an
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output (give information to the user).
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Process This shape shows actions that will be done.
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Decision A decision is a choice you make after
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thinking about the options. We use this
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shape when we want to decide which
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path to follow next. A flowchart decision
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shape asks a question that can only have
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a ‘yes’ or ‘no’ answer. It is very similar to
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a conditional statement. y
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1.1 Planning flowcharts
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Unplugged activity 2
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Look at this flowchart. With a partner,
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follow the flowchart twice:
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Start
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• once as if it was a school day
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• once as if it was a weekend.
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Wake up
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What do you notice?
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Brush your teeth
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Take out your No Yes Take out your
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weekend clothes Is it a school day? school uniform
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Get dressed
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Eat your breakfast
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Morning routine
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complete
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Question
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1 What is the difference
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between the cereal flowchart
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at the start of this topic and y
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the morning routine flowchart
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in Unplugged activity 2?
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1 Computational thinking and programming
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Unplugged activity 3
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Look at the flowcharts below. With a partner,
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take it in turns to follow the flowcharts with your finger.
y
Start
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&
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C
es
w
y
Ask the user for
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op
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their username
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C
Start
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rs
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Check the database
ie
ve
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of usernames
Pick a number
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en
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between 1 and 10
R
m
ge
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Display: “Username No Is there a record of
Multiply the
se
id
number by 2 not found. Try again.” this username?
br
As
am
y
Yes
op
&
Add 6 to the result
-C
Ask the user for
s
C
es
their password
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y
Pr
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Halve the result
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ity
C
Check to see if the
password is correct
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rs
w
ie
ve
t-
Subtract your original
ev
en
ni
number from the result
R
No
m
Display: “Password Is the password
incorrect. Try again.” correct?
ge
ss
Ask, “Are you left
se
id
with the number 3?”
Yes
br
As
am
Let the user into y
End
op
&
their account
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C
es
w
y
End
Pr
op
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1 With a partner, discuss what is happening in each of the flowcharts.
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2 Can you remind your partner what any of the different shapes mean?
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br
As
am
14
y
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&
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t-
1.1 Planning flowcharts
en
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Unplugged activity 4
se
id
br
As
You will need: Worksheet 1.1
am
y
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&
Arun draws a flowchart to show how his dad makes tea in the morning,
-C
C
but he isn’t sure which shapes he should use.
es
w
y
Pr
Look at his flowchart. With a partner, discuss which shape should go
op
ie
with each step.
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ity
C
R
rs
Use the worksheet to complete the flowchart so it includes the
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ie
ve
t-
correct shapes and arrows.
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en
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Notice that there is a decision in this flowchart. Have a look at the
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m
morning routine flowchart to remind yourself how a decision should
ge
ss
look. Think carefully about where the arrow from ‘No’ should point to.
se
id
Start
br
|
As
am
y
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&
Turn the kettle on
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C
|
es
w
Wait
y
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|
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Has the kettle boiled? (No)
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(Yes)
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|
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Pour the water onto the tea
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|
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Add one spoonful of sugar
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id
|
br
As
Stir well
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y
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&
|
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End
C
es
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How are we doing?
op
ie
ev
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Swap your flowcharts with another pair. Have a look at their flowcharts.
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• Did they remember to use an oval shape or a rectangle with rounded corners for
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ve
the beginning and end?
t
ev
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• Did they use a decision shape and draw arrows from the ‘Yes’ and ‘No’ labels?
R
• Are their arrows pointing in the correct directions?
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id
br
As
am
15
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&
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1 Computational thinking and programming
en
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Questions
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id
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2 What shape should be at the start and end of a flowchart?
am
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3 When should you use a rectangle in a flowchart?
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&
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s
4 Why would you use a diamond in a flowchart?
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es
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Activity 5
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You will need: a desktop computer, laptop or tablet, simple design software
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w
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t-
such as Word, PowerPoint or Canva
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en
ni
Use a computer to create a poster that explains what the different
R
m
shapes in a flowchart mean.
ge
ss
se
id
Use pictures and colour to make it more interesting.
br
As
am
y
op
&
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Following a flowchart
s
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es
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Pr
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Programming task 1
ity
C
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rs
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t-
You will need: a desktop computer,
ev
Start
en
ni
laptop or tablet, access to Scratch and
R
source file 1.1_space_animation_template
ge
ss
Spaceship to fly
across the screen
se
Marcus had an idea for an animation about space.
id
br
He drew a flowchart showing what he wanted his
As
am
program to do. Now Marcus wants to make his animation Spaceship to land y
op
&
on a planet
using Scratch.
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C
es
Follow Marcus’s flowchart to create a Scratch project
w
y
Astronaut to
Pr
that follows the same steps. Use source file
op
ie
appear
1.1_space_animation_template to help you.
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ity
C
Some of the blocks have been provided.
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rs
w
Astronaut to say
The blocks need to be put into a sequence.
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ve
“This is the wrong
t
ev
planet!”
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R
m
ge
End
ss
se
id
br
As
am
16
y
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&
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es
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1.1 Planning flowcharts
en
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Continued
se
id
br
As
How am I doing?
am
y
Run your code and check whether your program does
op
&
-C
the following. Give yourself a point if you have successfully
C
es
completed each step.
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y
Pr
op
ie
• My spaceship flies across the stage.
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• My spaceship looks like it is landing on a planet.
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• An astronaut appears after the spaceship has landed.
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• The astronaut says something.
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en
ni
R
m
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ss
se
id
br
What do you do to help you remember what the different
As
am
shapes in a flowchart mean?
y
op
&
-C
C
es
w
y
Pr
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Predicting the outcomes
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ity
C
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of flowcharts
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w
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ve
t-
ev
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We can use flowcharts to make predictions.
R
When someone says what they think will happen
m
ge
ss
in the future, they are making a prediction.
se
Imagine a robot that was programmed to play chess
id
br
using a flowchart. If you understood the flowchart,
As
am
you would be able to predict where the robot might y
op
&
make its next move!
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C
es
People use more complex flowcharts and algorithms
w
y
Pr
to predict things in real life, such as who might be
op
ie
more likely to need certain types of healthcare or
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ity
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how the value of gold might go up or down.
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rs
w
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To predict the outcome of a flowchart, you need to
t
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follow the steps of the flowchart to the end.
R
m
ge
ss
se
id
br
As
am
17
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&
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C
es
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1 Computational thinking and programming
en
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U
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Unplugged activity 6
se
id
br
Look at this flowchart to help fix a problem with a computer not working.
As
am
y
op
&
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Start
C
es
w
y
Pr
op
ie
ev
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C
Is the computer No Plug the computer
plugged into into the mains
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rs
w
the mains?
ie
ve
t-
ev
en
Yes
ni
R
m
Is the power
ge
ss
No Plug the power cable
cable plugged into
into the computer
se
the computer?
id
br
As
Yes Can you
am
y
think of any other
op
&
Ask an adult
-C
for help real-world examples where
s
C
es
it might be useful to use
w
y
Pr
flowcharts to predict
op
ie
End
ev
outcomes?
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C
R
rs
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Predict the outcome of the flowchart
ie
ve
t-
if the computer is plugged into the mains
ev
en
ni
and the power cable is plugged into the computer.
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m
ge
ss
se
id
br
Look what I can do!
As
am
I know that we can present algorithms as flowcharts.
y
op
&
-C
I know the meaning of different shapes in a flowchart.
es
w
y
I can predict the outcome of a flowchart.
Pr
op
ie
ev
ity
C
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rs
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ie
ve
t
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en
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R
m
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ss
se
id
br
As
am
18
y
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&
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C
es
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ity
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rs
ve
t-
1.2 Programming constructs
en
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1.2 Programming constructs
se
id
br
As
am
y
We are going to:
op
&
-C
C
• explore programming ideas including sequence, selection and iteration
es
w
y
Pr
op
• use arithmetic operators in our algorithms
ie
ev
ity
C
• create programs using different data types
R
rs
w
• develop a chatbot that uses different data types
ie
ve
t-
ev
en
ni
• program a talking clock that solves a real-life problem
R
m
• create a program with interaction that uses multiple programming ideas.
ge
ss
se
id
br
As
am
arithmetic operator input variable programming constructs
y
op
&
character integer selection
-C
C
chatbot interaction sequence
es
w
comparison operator iteration string
y
Pr
op
ie
condition operator variable
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C
conditional statement procedure
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rs
w
ie
ve
t-
ev
en
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Getting started
R
What do you already know?
ge
ss
How to use ‘repeat’ loops and conditionals in code.
se
•
id
br
As
• How to use mathematical operators for addition and subtraction.
am
y
op
&
• What variables are and how to use them in programs.
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C
es
• How to debug errors in code.
w
y
Pr
op
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C
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rs
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ni
R
m
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ss
se
id
br
As
am
19
y
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&
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C
es
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ity
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t-
1 Computational thinking and programming
en
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U
m
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ss
Continued
se
id
br
Now try this!
As
am
y
Look at the Scratch blocks below. How could you arrange them in a sequence
op
&
-C
to show how to play a simple two-player game like snakes and ladders?
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
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C
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rs
w
ie
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t-
ev
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R
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ss
se
id
br
As
am
y
op
&
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C
es
w
y
Pr
op
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C
-R
rs
w
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ss
se
id
br
As
am
20
y
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&
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C
es
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ev
ity
R
rs
ve
t-
1.2 Programming constructs
en
ni
U
m
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ss
Programming constructs Start
se
id
br
As
We can use lots of different programming ideas,
am
y
op
&
often called programming constructs, to create Get a bowl
-C
s
programs that solve problems. Programming
C
es
constructs are programming ideas such as
w
y
Pr
op
ie
sequence, selection and repetition. You learnt Pour in some
ev
cereal
ity
about these constructs in the previous chapter.
C
R
Let’s recap some of them now.
rs
w
ie
ve
t-
Sequence is the order in which instructions run in
ev
Add milk
en
ni
algorithms and programs. If the instructions are
R
m
in the wrong order, the algorithm or program may
ge
ss
not work in the way you want it to!
se
id
Eat your breakfast
Selection means choosing which commands
br
to run. A conditional statement is one way to use
As
am
y
op
&
selection. A conditional statement is a section of End
-C
code that tells your program to either
C
es
run one set of instructions or another
w
y
Pr
op
ie
set of instructions, depending on
ev
ity
whether a condition is true or false.
C
R
A condition is a situation that tells
rs
w
ie
ve
t-
the computer what to do next.
ev
en
ni
For example, you could develop a
R
program that asks the user to pick a
ge
ss
random number between 1 and 20.
se
id
If the user picks a number that is less
br
As
than 10, the program could say: ‘You
am
y
op
&
picked a one-digit number’.
-C
Or else, if the user picks a number
es
that is not less than 10, the program
y
Pr
op
ie
could say: ‘You picked a two-digit number’.
ev
ity
C
Even though you don’t know which number the user will pick,
-R
rs
w
the program can use selection to decide which instruction to follow.
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ve
t
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se
id
br
As
am
21
y
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es
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ity
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t-
1 Computational thinking and programming
en
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U
m
ge
ss
Iteration means repeating something. When programming in
se
id
Scratch, we sometimes call iterators ‘repeat’ blocks or loops.
br
As
There are different types of iterators. A ‘forever’ loop is an iterator
am
y
that will keep repeating the code forever. A ‘repeat [10]’ block is an
op
&
-C
iterator that will repeat the code a set number of times.
C
es
w
y
Pr
op
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ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
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C
es
w
y
Which of
Pr
op
ie
these sequences use
ev
ity
C
an iterator?
R
rs
w
ie
ve
t-
ev
en
ni
R
m
ge
ss
se
id
br
As
Activity 1
am
y
op
&
-C
You will need: a desktop computer, laptop or tablet with presentation software
s
C
es
w
y
Imagine you are teaching someone about important programming constructs.
Pr
op
ie
Work with a partner to create a digital presentation to explain what sequence,
ev
ity
C
selection and iteration are. Try to use examples from your own programming.
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rs
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ie
ve
t
ev
en
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Question
R
m
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1 Why do you think iterators are useful in programming?
se
id
br
As
am
22
y
op
&
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C
es
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ev
ity
R
rs
ve
t-
1.2 Programming constructs
en
ni
U
m
ge
ss
There are lots of other useful programming constructs that you
se
id
need to know about, including variables, operators, procedures
br
As
and interaction.
am
y
A variable is a named container
op
&
-C
(like a box) that stores a piece of
s
In programming,
C
es
data in your program. Even though
we use * for the multiply
w
y
Pr
the data in the variable might be
op
ie
operator instead of x, and /
ev
different each time you run
ity
C
your code, your program will still
for the divide operator,
R
rs
w
do the same thing with the data instead of ÷.
ie
ve
t-
ev
in the variable. You might use a variable to
en
ni
R
keep the score in a game or to store the user’s name.
U
m
ge
ss
An input variable is a type of variable that asks for information
se
id
from the user. In Scratch you could use the ‘ask’ block to create an
br
As
input variable.
am
y
We can use different types of operator in computer programs.
op
&
-C
An operator is a symbol that tells the program to do a certain action
s
C
es
with the information surrounding the operator, such as comparing,
w
y
Pr
adding, or working out if a statement is true or false.
op
ie
ev
ity
C
We can use arithmetic operators in computer programs that
R
rs
w
involve numbers. Arithmetic is another word for mathematics.
ie
ve
t-
Arithmetic operators are used to do calculations. The main
ev
en
ni
arithmetic operators are plus, minus, multiply and divide.
R
In Scratch, the blocks look like the example on the right.
ge
ss
se
id
br
Unplugged activity 2
As
am
y
op
&
You will need: a pen and paper
-C
C
es
With a partner, write out an algorithm for a simple program in Scratch
w
y
Pr
op
that uses arithmetic operators. For example:
ie
ev
ity
C
-R
rs
w
1 When the green flag is clicked
ie
ve
2 Say ‘What is 5 times 4?’ for 5 seconds
t
ev
en
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R
3 Say ‘The answer is ’ [5 * 4] for 5 seconds
m
ge
ss
se
id
br
As
am
23
y
op
&
-C
C
es
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ity
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rs
ve
t-
1 Computational thinking and programming
en
ni
U
m
ge
ss
We can also use comparison operators in programs that involve
se
id
numbers. There are three comparison operators in Scratch: greater
br
As
than, less than and equal to. They compare the first number with the
am
y
second number and output either true or false. Look at an example
op
&
on the right.
-C
C
es
A procedure is a small section of code that we can use multiple
w
y
Pr
times in a program. Using procedures can save time for developers
op
ie
ev
so they don’t need to keep writing the same set of commands.
ity
C
R
rs
w
Interaction is when one part of a program changes or affects another
ie
ve
t-
part. For example, in Scratch you might have two sprites and if one of
ev
en
ni
them touches the other, the first one might disappear or play a sound.
R
m
ge
ss
Data types
se
id
br
As
Computers store data in an organised way to make it easy to find
am
y
op
&
information quickly. One of the ways that computer programs
-C
organise information is by categorising data into different types.
C
es
We are going to look at three data types: integer, character
w
y
Pr
op
ie
and string.
ev
ity
C
R
rs
w
Integer
ie
ve
t-
ev
en
ni
An integer is a whole number. For example, 3 is an integer, but
R
3.14 or three are not integers. Programs can perform mathematical
ge
ss
operations with data items if they are integers.
se
id
br
As
am
Character
y
op
&
-C
C
es
A character is any individual letter, symbol or number. A is a
w
y
Pr
character and so is ! and 4. A computer keyboard is filled
op
ie
with characters!
ev
ity
C
-R
You use characters to create passwords. Often you need to include
rs
w
ie
ve
a mixture of letters, symbols and numbers to make sure that it is a
t
ev
en
strong password.
ni
R
m
ge
ss
se
id
br
As
am
24
y
op
&
-C
C
es
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ev
ity
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rs
ve
t-
1.2 Programming constructs
en
ni
U
m
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ss
String
se
id
br
As
If you combine characters, it creates data with another data type
am
y
called a string. Strings can also include spaces and are
op
&
-C
often used for written messages.
C
es
An example of a Scratch block that This is
w
y
Pr
op
ie
requires a string is the ‘say’ block: a string made up
ev
ity
C
of six characters. Can you
R
rs
w
think of any other Scratch
ie
ve
t-
blocks that use integers
ev
en
ni
or strings?
R
m
ge
ss
se
id
Unplugged activity 3
br
As
The Scratch blocks below all require an input of certain data types.
am
y
op
&
For each block, discuss with your partner which data type the block uses.
-C
C
es
1 4
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y
Pr
op
ie
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ity
C
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rs
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2 5
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ve
t-
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R
3
ge
ss
se
id
br
As
am
y
op
&
In Scratch,
-C
if you enter a string
es
w
y
where only the integer data
Pr
op
Yes. When
ie
type is accepted, Scratch will
ev
ity
I tried to do ‘three’ +
C
automatically convert
-R
rs
‘five’ it thought the
w
the string to 0.
ie
ve
answer was 0
t
ev
en
ni
because you
R
can’t add two
ge
ss
strings together.
se
id
br
As
am
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
1 Computational thinking and programming
en
ni
U
m
ge
ss
You are going to create a chatbot program that requires different data types.
se
id
A chatbot is a program that has been designed to speak and respond to a user
br
As
in a human way. Some chatbots listen to your voice and speak aloud, but other
am
y
chatbots respond online with text. They can sometimes answer questions and
op
&
-C
provide helpful information.
C
es
w
y
Pr
op
ie
Programming task 1
ev
ity
C
R
rs
w
You will need: a desktop computer, laptop or tablet, access to Scratch and
ie
ve
t-
source file 1.2_chatbot_example
ev
en
ni
R
m
Part A
ge
ss
se
id
Look at the code for a chatbot. Work with a partner to discuss what you
br
As
think this code will do. Explain each block in the sequence.
am
y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
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m
ge
ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Part B
Pr
op
ie
ev
Load source file 1.2_chatbot_example into Scratch and run the code.
ity
C
-R
Were your predictions correct?
rs
w
ie
ve
t
ev
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26
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Continued
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Part C am
y
op
&
Add comments to the code explaining the role of the different blocks.
-C
s
One of these blocks asks for a string input and the other requires an integer.
C
es
w
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1 What happens if you type a string as a response for the integer question?
Pr
op
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2 What happens if you type an integer as a response for the string question?
ev
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C
3 There is an arithmetic operator block in this code. Did you spot it?
R
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Add a comment to this block explaining how this works.
ie
ve
t-
ev
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Part D
R
m
Change some of the blocks to make the program different.
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ss
Here are some ideas for things to try:
se
id
br
As
• Change the cat’s name.
am
y
• Add another greeting message before it asks a question.
op
&
-C
• Make the cat respond saying they know someone with the user’s name.
s
C
es
• Change the arithmetic operator so that it tells the user how old they
w
y
Pr
op
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will be next year.
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C
Part E
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rs
w
ie
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Create your own version of a chatbot that uses the ‘ask’ block to get data
ev
en
ni
input from the user. In one of your questions, ask the user for an integer
R
so that you can perform a maths calculation in your response.
m
ge
ss
You could program your chatbot to:
se
id
• ask about the user’s favourite food and respond by saying you like to
br
As
eat that as well
am
y
op
&
• ask for the year the user was born and work out how old they are
-C
• ask them to think of a number between 1 and 10 and then respond by
es
w
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saying you know what that number squared is, then tell them the answer.
Pr
op
ie
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Stay safe!
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w
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Although chatbots can be really useful, it is important to remember that they
t
ev
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ni
are only programs following an algorithm so their answers might not be very
R
reliable. Also, some hackers design chatbots to get your personal information.
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Make sure you trust the website or app before responding to a chatbot.
se
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br
As
am
27
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1 Computational thinking and programming
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Solving a problem using different
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programming ideas
am
y
op
&
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Computer programs are often designed to solve problems.
C
es
w
You are going to develop programs that solve real-life problems.
y
Pr
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The programs you create will use:
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C
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• conditional statements
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t-
• iteration
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• variables
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m
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• arithmetic and comparison operators
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• procedures
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• interaction.
As
am
y
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&
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Question
s
C
es
w
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Pr
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2 What does it mean when we use interaction in a program?
ie
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C
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Programming task 2
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You will need: a desktop computer, laptop or tablet, access to Scratch and
R
source file 1.3_predict_activity
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ss
se
id
Part A
br
As
am
Work in a group of three. Look at this program. y
op
&
Discuss what you predict will happen
-C
when the code runs. Use the key words
es
w
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‘variable’, ‘iterator’ and ‘comparison operator’.
Pr
op
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Look at the Glossary if you can’t remember
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ity
C
what these words mean.
-R
rs
w
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Part B
t
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Open source file 1.3_predict_activity and run
R
the code.
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br
As
am
28
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&
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Continued
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1 Did the program do what you predicted?
am
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2 Did it count all the way to 20 or did it stop on
-C
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a different number? Why do you think this happened?
C
es
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3 How could you make it count faster or slower?
y
Pr
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4 Which data type did this program require?
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C
R
Part C
rs
w
ie
ve
t-
Investigate what the ‘join’ operator does when you add it to the code.
ev
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ni
R
Add the ‘join’ operator to the algorithm inside the ‘say’ block instead of the
U
m
number variable. Try some of the combinations below and click them to
ge
ss
see the output.
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br
As
am
y
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&
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C
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Pr
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Part D
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Modify the algorithm so that it becomes a times table counter.
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Instead of counting to 20, it should count up in 5s or any number
se
id
you choose.
br
As
am
Hint: Most of the algorithm can remain the same but you will need y
op
&
to use the multiplication operator.
-C
C
es
How am I doing?
w
y
Pr
op
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Discuss with your partner how confident you feel, from 1 to 5, about each
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C
of the statements below. 1 means you are not sure and 5 means you
-R
rs
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are very confident.
ie
ve
• I understand what an iterator does.
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• I can explain why iteration is useful.
R
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br
As
am
29
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1 Computational thinking and programming
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ge
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Scratch allows you to convert written text into spoken
se
id
language. We can use the ‘Text to Speech’ extension to do
br
As
this. You can find the ‘Add Extension’ button at the bottom of
am
y
the Scratch blocks palette. It looks like this:
op
&
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C
es
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Pr
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C
Programming task 3
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rs
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ve
t-
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You will need: a desktop computer, laptop or tablet, access to Scratch and
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m
source file 1.4_talking_clock
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ss
Zara’s friend is blind. She can’t read the time on a standard clock so
se
id
Zara wants to create a program that will speak the time aloud for her.
br
As
am
She has started to pull together the blocks
y
op
&
that she thinks she will need in Scratch.
-C
C
Can you help her to complete
es
her project? Think about
w
y
Pr
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ie
Open source file 1.4_talking_clock how you will use the
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ity
C
and use the ‘current [time]’ blocks, ‘Text to Speech’
R
rs
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‘join’ operators and the ‘Text to extension!
ie
ve
t-
Speech’ extension to create a program
ev
en
ni
that provides a solution for this problem.
R
m
ge
ss
How are we doing?
se
id
Swap your program with a partner and evaluate whether the program
br
As
solves the problem for Zara’s friend. Look at the criteria below.
am
Give your partner’s program a score from 1 to 3 for each of the
y
op
&
-C
following (where 1 means ‘no’, 2 means ‘nearly’ and 3 means ‘yes’).
s
C
es
Does your talking clock:
w
y
Pr
op
ie
• say the time out loud?
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C
• say the correct number of minutes?
-R
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• say the correct number of hours?
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t
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Discuss what could be done to make your program even better.
R
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id
br
As
am
30
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&
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1.2 Programming constructs
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Programming task 4
se
id
br
As
am
You will need: a desktop computer, laptop or tablet, access to Scratch
y
op
&
and source file 1.5_Zara_talking_clock
-C
C
es
Developers often create programs that work and then try to think
w
y
Pr
op
ie
of ways to improve them.
ev
ity
C
Open source file 1.5_Zara_talking_clock and look at Zara's program.
R
rs
w
Although Zara’s program works, she has some ideas about how to
ie
ve
t-
make it even better. It uses a 24-hour clock. If you run the program
ev
en
ni
in the afternoon, it might say, ‘The time is 14:26’. She wants it to
R
m
use a 12-hour clock so that it will say '2:26' instead.
ge
ss
Help Zara solve this problem and improve her code. (Hint: You will
se
id
have to use a conditional block that checks to see if the current time is
br
As
before or after midday.) You might have your own ideas about things to
am
y
op
&
improve, too. You could also see if you can change the code so it says
-C
that the time is a certain number of minutes past the hour, or a certain
C
es
number of minutes to the hour.
w
y
Pr
op
ie
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ity
C
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Bugs!
rs
w
ie
ve
t-
ev
en
ni
Did you notice any bugs in your code? Remember: debugging means
R
finding and fixing any errors in an algorithm or program.
m
ge
ss
For example, in the code below, if it was 1 minute past 10, this
se
id
program would say ‘One minutes past ten’ How would you fix this?
br
As
am
y
op
&
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C
es
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Pr
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31
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1 Computational thinking and programming
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se
id
Errors are very common in computing, even for experienced
br
As
programmers. How do you feel when you realise you have
am
y
made an error in your code? What helps you to fix it?
op
&
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C
es
w
y
Pr
op
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Programming task 5
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C
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You will need: a desktop computer, laptop or tablet, access to Scratch and
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ve
t-
ev
source file 1.6_interacting_sprites
en
ni
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m
ge
ss
Part A
se
id
Open source file 1.6_interacting_sprites. Click the green flag and
br
As
follow the instructions.
am
y
op
&
Discuss with a partner how the different sprites interact with each other.
-C
C
Explain which other programming constructs are used in this program.
es
w
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Pr
op
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Part B
ev
ity
C
Add another number sprite. When that sprite is clicked it should cause
R
rs
w
Devin to say the times table for that number.
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ve
t-
ev
en
ni
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m
ge
ss
se
id
Sequence, selection,
br
As
iteration, variables, sprite
am
interaction, arithmetic operators,
y
op
&
-C
procedures . . . You have learnt so many
C
es
programming constructs! Don’t worry –
w
y
Pr
op
ie
you don’t need to use them all in every
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ity
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program. Think of them like tools
-R
rs
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that you can use to help you
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when programming!
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As
am
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Look what I can do!
se
id
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I can explain programming ideas including sequence, selection and iteration.
As
am
y
I can use arithmetic operators in my algorithms.
op
&
-C
I can create programs that use character, integer and string data types.
C
es
w
I can develop a chatbot that asks questions and uses the given answers.
y
Pr
op
ie
I can create a talking clock that solves a real problem.
ev
ity
C
R
I can create programs with interaction that use multiple programming ideas.
rs
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am
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&
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33
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1 Computational thinking and programming
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1.3 Sub-routines
se
id
br
As
am
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We are going to:
op
&
-C
C
• learn that a sub-routine can be used multiple times in an algorithm
es
w
y
Pr
op
• understand how a sub-routine can be used across different algorithms
ie
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C
• understand how to create algorithms with more than one variable
R
rs
w
• understand how variables can be used in different algorithms
ie
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• develop a quiz program that uses sub-routines and variables
R
m
• develop a program where two sprites interrelate.
ge
ss
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id
br
As
am
y
broadcast initialisation
op
&
-C
call interrelate
s
C
es
define sub-routine
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Pr
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br
As
am
Getting started y
op
&
-C
What do you already know?
s
C
es
• What sub-routines are.
w
y
Pr
op
ie
• How conditional statements (IF THEN ELSE) can be used
ev
ity
C
in an algorithm.
-R
rs
w
ie
How to use a variable to keep a score and how to add
ve
•
t
ev
or remove points.
en
ni
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• The ‘ask’ block can store a response in the answer variable.
ge
ss
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id
br
As
am
34
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op
&
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es
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1.3 Sub-routines
en
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Continued
se
id
br
Now try this!
As
am
y
Look at the code below, which is used to control a dinosaur sprite.
op
&
-C
With a partner, predict what the program will do and explain how
C
es
the Score variable will work.
w
y
Pr
op
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C
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rs
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am
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&
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Pr
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id
br
As
am
y
op
&
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Using sub-routines
s
C
es
w
y
Pr
op
A sub-routine is a section of code that is separate from the main
ie
ev
code and performs a specific task. This section of code is often used
ity
C
-R
multiple times in an algorithm. Programmers use sub-routines to
rs
w
ie
ve
make their code easier to understand and to reduce repetition.
t
ev
en
ni
When we write a sub-routine for an algorithm, we have to define it.
R
To define a sub-routine means to give the sub-routine a name and
ge
ss
write all the instructions that need to be included in the sub-routine.
se
id
br
As
am
35
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op
&
-C
C
es
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1 Computational thinking and programming
en
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U
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ss
When we want to use a sub-routine, we can call it. You might call
se
id
someone’s name in the playground and they will respond. Calling a
br
As
sub-routine works in the same way: when you call, there is a response.
am
y
In programs, a sub-routine can be called more than once, and different
op
&
algorithms in the program can call the same sub-routine.
-C
C
es
w
y
Pr
op
ie
Using sub-routines within the same algorithm
ev
ity
C
R
rs
w
Imagine you are a gymnast preparing a routine for a performance.
ie
ve
t-
You have a list of instructions to follow. The instructions contain a
ev
en
ni
mixture of moves that you already know how to do, such as a
R
m
forward roll and a handstand. For example:
ge
ss
se
id
Handstand Forward roll
br
1 Put your hands in the air 1
As Crouch on the floor
am
y
op
&
2 Fall forwards 2 Put your head to the floor
-C
C
es
3 Stand upside down 3 Roll over
w
y
Pr
op
ie
4 Put your feet back on the floor
ev
ity
C
R
If the instructions for your routine included all of the steps for each move,
rs
w
ie
ve
t-
the instructions would be very long, especially if you were repeating the
ev
en
same moves multiple times.
ni
R
You could use sub-routines for each of these moves to help reduce
ge
ss
repetition. Each sub-routine could be used multiple times in the routine.
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
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C
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br
As
am
36
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&
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es
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ity
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t-
1.3 Sub-routines
en
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m
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ss
Unplugged activity 1
se
id
br
As
You will need: a pen and paper
am
y
op
&
Look at the algorithm below for a gymnastics routine.
-C
C
Identify where sub-routines could be used to remove repetition
es
w
y
and make the routine easier to understand. Write down the new algorithm.
Pr
op
ie
ev
ity
C
1 Put your hands in the air
R
rs
w
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ve
Fall forwards
t-
2
ev
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3 Stand upside down
R
m
4 Put your feet back on the floor
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ss
Step to the right
se
5
id
br
As
6 Step to the left
am
y
op
&
7 Crouch on the floor
-C
C
8 Put your head to the floor
es
w
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Pr
9 Roll over
op
ie
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ity
C
10 Do a star jump
R
rs
w
11 Crouch on the floor
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ev
12 Put your head to the floor
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ni
R
13 Roll over
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ss
14 Put your hands in the air
se
id
15 Fall forwards
br
As
am
16 Stand upside down y
op
&
-C
17 Put your feet back on the floor
s
C
es
w
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Pr
op
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C
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As
am
37
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&
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es
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1 Computational thinking and programming
en
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U
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ss
Questions
se
id
br
As
1 How many times is each sub-routine called in your
am
y
new algorithm for Unplugged activity 1?
op
&
-C
2 How would sub-routines help if you Did you see how
C
es
needed to give instructions for a using sub-routines helps
w
y
Pr
op
gymnastics routine with 5 different
ie
to reduce the length of
ev
moves that were called multiple
ity
C
the instructions?
times each?
R
rs
w
ie
ve
t-
ev
en
ni
Using sub-routines in different algorithms
R
m
ge
ss
We can also use the same sub-routine in two (or more) different
se
id
algorithms. Imagine you want to create two new gymnastics routines
br
As
for a competition. You can use the same sub-routine in both of these
am
y
routines. For example:
op
&
-C
C
es
DEFINE handstand DEFINE forward roll
w
y
Pr
op
ie
1 Put your hands in the air 1 Crouch on the floor
ev
ity
C
2 Fall forwards 2 Put your head to the floor
R
rs
w
Stand upside down Roll over
ie
3 3
ve
t-
ev
en
ni
4 Put your feet back on the floor
R
m
ge
ss
se
id
Routine 1 Routine 2
br
As
1 CALL forward roll 1 Do a star jump
am
y
op
&
2 CALL forward roll 2 CALL handstand
-C
3 CALL handstand 3 Clap your hands
es
w
y
Pr
4 Turn around 4 CALL forward roll
op
ie
ev
Do a star jump CALL handstand
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5 5
C
-R
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w
6 CALL forward roll
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ve
Turn around
t
7
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ni
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id
br
As
am
38
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op
&
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C
es
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1.3 Sub-routines
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Unplugged activity 2
se
id
br
As
You will need: a pen and paper
am
y
op
&
Write algorithms for two different gymnastics routines that both use the
-C
C
sub-routines for a handstand and a forward roll.
es
w
y
Pr
You can create more sub-routines for other gymnastics moves if you like!
op
ie
ev
ity
C
R
rs
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am
y
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&
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C
es
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Pr
op
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rs
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Using variables in algorithms
R
m
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ss
You have already started to use variables in your programs.
se
id
Remember: a variable stores data that can change.
br
As
This makes it a very useful programming construct.
am
y
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&
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Using more than one variable in an algorithm
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es
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Pr
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Sometimes, we need to use more than one variable in an algorithm or
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program. This allows us to make our programs more complex.
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For example, in a quiz game, we might want:
ie
ve
t
ev
• a variable for the score, so we can keep track of how many points
en
ni
R
a player has scored
m
ge
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• a variable for ‘lives’, to limit the number of times a player can answer
se
id
a question incorrectly.
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As
am
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1 Computational thinking and programming
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Questions
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id
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As
Look at this algorithm that uses two variables:
am
y
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&
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s
1 When green flag clicked
C
es
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Set Score to 0
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3 Set Lives to 3
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Say ‘Welcome to this quiz!’ for 2 seconds
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4
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5 Ask ‘What is 3 + 4?’ and wait
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6 IF answer = 7
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m
7 THEN change Score by 1
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8 ELSE change Lives by -1
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As
am
y
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&
3 What are the names of the two variables the programmer
-C
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has created?
es
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4 What data does each variable store at the beginning?
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5 What would happen to the variables if the player entered 5
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as their answer?
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6 What would happen to the variables if the player entered 7
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ve
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ev
as their answer?
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7 How could you change the program so that you started with
m
5 lives?
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ss
se
8 How could you change the program so that the player would
id
br
receive 2 points for the correct answer?
As
am
y
op
&
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Using the same variable in
s
C
es
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y
different algorithms
Pr
op
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We can also use the same variable in two different algorithms.
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rs
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ie
ve
For example, in Scratch, the ‘ask’ block could be used to store a
t
ev
en
response from the user in the answer variable. Two different sprites
ni
R
could then use the information stored in the answer variable in their
m
ge
ss
own separate algorithms.
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id
br
As
am
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&
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1.3 Sub-routines
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Unplugged activity 3
se
id
Look at the code below. There are two separate sprites and they both
br
As
use the answer variable in their algorithms.
am
y
op
&
Discuss with a partner what both the sprites will say if the user entered
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the answer ‘basketball’.
es
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y
Pr
Hanif Temi
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C
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id
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As
am
y
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&
-C
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es
w
y
With your partner, think of another question this program could ask
Pr
op
ie
the user. Discuss how both of these sprites could use the answer
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ity
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variable in their algorithms.
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rs
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ie
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R
Developing programs with
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ss
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id
sub-routines
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As
am
We can use block-based programming languages to y
op
&
develop programs with sub-routines. Block-based
-C
C
es
programming languages allow users to drag and drop
w
y
code blocks to create programs. Scratch is an example
Pr
op
ie
of a block-based programming language. You will learn
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ity
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more about the difference between block-based
-R
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and text-based programming languages in Unit 4.
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ve
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We can create sub-routines in Scratch using the
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‘broadcast’ and ‘receive’ blocks. To broadcast means to
m
send a message out into the world for people to receive.
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ss
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As
am
41
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1 Computational thinking and programming
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In real life, messages are sent around the world and even into space
se
id
using broadcast masts like the one in the photo on the previous page.
br
As
In Scratch, using a ‘broadcast’ block is a bit like sending a signal or
am
y
message to all the other sprites and scripts in the project.
op
&
-C
C
es
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Programming task 1
y
Pr
op
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You will need: a desktop computer, laptop or tablet, access to Scratch and
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source file 1.7_car_game_subroutine
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ve
t-
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en
ni
Look at the code for this
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m
car game. With your partner,
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ss
go through each of the blocks
se
id
in the algorithm and explain
br
As
what they do. There is a
am
y
sub-routine used somewhere
op
&
-C
in the code. See if you can find
s
C
es
it and explain what it does.
w
y
Pr
op
ie
Open source file
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ity
1.7_car_game_subroutine in
C
R
Scratch. Run the code and see
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w
ie
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t-
if your predictions were correct.
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en
ni
How many times did the
R
sub-routine run?
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ss
Add a comment to the
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id
sub-routine code explaining
br
As
how it works.
am
y
op
&
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This program uses
es
initialisation. Initialisation
y
Pr
op
ie
means getting everything ready for
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ity
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the start of the game. The ‘go to x: (-100)
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w
y: [110]’ block and the ‘point in direction
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ve
[90]’ block at the start of the main
t
ev
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code reset the car back to the same
R
position each time the green
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ss
flag is clicked.
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id
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As
am
42
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1.3 Sub-routines
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ss
Sub-routines can be very useful for developers when they are
se
id
creating programs that might repeat sets of instructions.
br
As
In the program on the previous page, the developers could make
am
y
it a two-player game and add a second car sprite for another player.
op
&
If this car goes off track, they could call the same ‘Off course!’
-C
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sub-routine instead of having to recreate the algorithm.
es
w
y
Pr
op
ie
Did you know?
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ity
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The sub-routine in Programming task 1 was created using
rs
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the ‘broadcast’ block. You can also create a sub-routine in
t-
ev
en
Scratch using ‘Make a Block’. It is very similar to the
ni
R
‘broadcast’ block but you can use it in more complex ways.
m
ge
ss
se
id
Question
br
As
am
y
op
&
9 Can you think of other times when a sub-routine might be useful in real life?
-C
C
es
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Using variables and
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ie
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sub-routines to create a quiz
R
rs
w
ie
ve
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Have you ever done an online quiz? When you get a
ev
en
ni
question correct, what might happen? What might happen
R
if you get a question wrong?
ge
ss
Online quizzes often use conditional logic in their algorithms.
se
id
br
For example: IF the answer is correct, THEN give the player
As
am
a point, ELSE say ‘Game over’. y
op
&
Quizzes require input from the player to get their
-C
C
es
answer. In Scratch, we can do this using the ‘ask’
w
y
block, which asks the player a question and opens a
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op
ie
typing box. The player can then enter their answer,
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ity
C
which is stored in the ‘answer’ variable.
-R
rs
w
ie
ve
If the player gets an answer correct, there might be
t
ev
en
a few possible actions that happen in the code, and
ni
R
these possible actions might be the same for all the
m
ge
other questions. This provides a good opportunity
ss
to use sub-routines.
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id
br
As
am
43
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&
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1 Computational thinking and programming
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Creating a spelling quiz Stay safe!
se
id
Some online quizzes have chat
br
As
Do you have spelling quizzes at school?
features, but you should only
am
y
op
&
We can create a similar quiz in Scratch, speak to people you know and
-C
s
where we tell the user which word they need trust online. Tell a trusted adult
C
es
to spell. However, we can’t display the word if you see anything that makes
w
y
Pr
op
ie
as written text because this would give the you feel uncomfortable.
ev
ity
C
user the answer!
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rs
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ie
ve
t-
Activity 4
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en
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R
You will need: a desktop computer, laptop or tablet, access to Scratch
m
ge
ss
Click the ‘Add Extension’ button in the bottom
se
id
left corner of the Scratch screen. Select the
br
‘Text to Speech’ extension, which looks like this:
As
am
y
op
&
A new set of blocks will appear in the blocks
-C
C
palette. They look like this:
es
w
y
Pr
op
ie
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C
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rs
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ve
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m
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ss
se
id
br
As
am
y
op
&
-C
Try these blocks out and investigate what they do.
es
w
y
Pr
Can you:
op
ie
ev
ity
C
• make a block speak your name?
-R
rs
w
• make a block speak a sentence?
ie
ve
t
ev
• change the way the voice sounds?
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ni
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• make a program that speaks a sentence in a different accent?
ge
ss
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id
br
As
am
44
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&
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1.3 Sub-routines
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Before you program the spelling quiz, you need to create a plan.
se
id
br
As
Unplugged activity 5
am
y
op
&
As a class, discuss what features
-C
C
might be included in a good online
es
w
quiz. What might happen if the
y
Pr
op
ie
player gets an answer correct or
ev
ity
C
incorrect? How might you achieve
R
rs
w
this using Scratch blocks?
ie
ve
t-
With a partner, use the criteria below
ev
en
ni
to write an algorithm for your Scratch
R
m
quiz on paper.
ge
ss
Things to include:
se
id
br
As
• at least two variables (Will you
am
y
have a score? Will your program
op
&
have lives?)
-C
C
es
• sub-routines to reduce repetition.
w
y
Pr
op
ie
If a user gets an answer correct, the program should:
ev
ity
C
• play the sound ‘Tada’
R
rs
w
ie
ve
• give them a point
t-
ev
en
ni
• say ‘Correct!’
R
• change the backdrop to ‘Party’.
ge
ss
If the user gets an answer wrong, the program should:
se
id
br
As
• play the ‘Clang’ sound
am
y
op
&
• deduct one life
-C
• say ‘Not quite . . . ’
es
w
y
Pr
• change the backdrop to ‘red’ (you might need to create this backdrop).
op
ie
ev
ity
C
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rs
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ie
ve
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m
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ss
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id
br
As
am
45
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&
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1 Computational thinking and programming
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Programming task 2
se
id
br
As
am
You will need: a desktop computer, laptop or tablet, access to Scratch,
y
op
&
source file 1.8_spelling_quiz_incomplete and your algorithm from
-C
C
Unplugged activity 5
es
w
y
Pr
op
ie
Open source file 1.8_spelling_quiz_incomplete and sequence the blocks to
ev
ity
C
create a program that asks the user to spell the word ‘variable’.
R
rs
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ve
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ev
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ni
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m
ge
ss
se
id
br
As
am
y
op
&
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C
es
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Pr
op
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C
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rs
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ve
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en
ni
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m
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ss
se
id
br
As
am
y
op
&
-C
C
es
Answer the questions:
w
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Pr
op
ie
1 Explain how you use both variables in this program.
ev
ity
C
2 What would happen if the user spelt the word using a capital letter?
-R
rs
w
Using the Scratch project, investigate this and think about what it
ie
ve
might mean for your quiz.
t
ev
en
ni
3 How could you modify the program to ask for a different spelling?
R
m
ge
4 How could a sub-routine be used in this program?
ss
se
id
br
As
am
46
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op
&
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1.3 Sub-routines
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ss
Unplugged activity 6
se
id
Look at the code below. Work with a partner to trace the code
br
As
am
starting at the green flag block. Explain what the code does.
y
op
&
-C
C
es
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y
Pr
op
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C
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rs
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m
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ss
se
id
br
As
am
y
op
&
-C
C
es
w
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Pr
op
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ity
C
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rs
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ve
t-
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en
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m
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ss
se
id
br
As
With your partner, discuss why using sub-routines in the quiz might
am
be more useful than not using them, and then share your ideas with y
op
&
the rest of the class.
-C
C
es
As you create
y
Pr
op
ie
more complex programs,
ev
ity
C
using sub-routines will make it
-R
rs
w
much easier to test and find errors
ie
ve
in your code. It is a very good
t
ev
en
ni
skill to learn!
R
m
ge
ss
se
id
br
As
am
47
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op
&
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1 Computational thinking and programming
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Programming task 3
se
id
br
As
am
You will need: a desktop computer, laptop or tablet, access
y
op
&
to Scratch, source file 1.9_spelling_quiz_no_subroutines and
-C
C
source file 1.10_spelling_quiz_subroutines
es
w
y
Pr
op
ie
You are going to extend the spelling test program to ask for two
ev
ity
C
more spellings.
R
rs
w
Work in a pair. One of you should use source file 1.9 (the spelling quiz
ie
ve
t-
without sub-routines), while the other should use source file 1.10
ev
en
ni
(the spelling quiz with sub-routines).
R
m
Add two new spelling questions to the program. Ask for the spellings
ge
ss
of the words ‘subroutine’ and ‘conditional’.
se
id
br
What do you notice when comparing your programs?
As
am
y
op
&
-C
C
es
Programming task 4
w
y
Pr
op
ie
You will need: a desktop computer, laptop or tablet, access to
ev
ity
C
Scratch, your Scratch programs from Programming task 4 or
R
rs
w
source file 1.11_spelling_quiz_no_subroutines_solution and
ie
ve
t-
ev
source file 1.12_spelling_quiz_subroutines_solution
en
ni
R
When developing code, programmers may decide to adapt their code to
ge
ss
improve its function. You are going to make the quiz do something slightly
se
id
different when an answer is correct.
br
As
am
You are going to make changes to both versions of the code: the y
op
&
Programming task 4 solution that does not use sub-routines and
-C
the solution that uses sub-routines. Make the following changes:
es
w
y
• Instead of saying ‘Correct!’, change the message to: ‘Well done!
Pr
op
ie
You get a point.’
ev
ity
C
• Change the sound from ‘Tada’ to ‘Cheer’.
-R
rs
w
ie
ve
Once you have made these changes, discuss with a partner how you did it.
t
ev
en
ni
Was it easier to make the changes to the solution without sub-routines,
R
or the solution with sub-routines? Why?
ge
ss
se
id
br
As
am
48
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op
&
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1.3 Sub-routines
en
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ss
Continued
se
id
br
As
How am I doing?
am
y
For each of the following statements, give yourself a 1 if you don’t agree,
op
&
-C
a 2 if you partially agree and a 3 if you fully agree.
C
es
• I added more questions to the spelling program using conditionals
w
y
Pr
op
ie
(IF THEN ELSE).
ev
ity
C
• I used the ‘broadcast’ block to call the relevant sub-routines if the
R
rs
w
user was correct or incorrect.
ie
ve
t-
• I understand the benefits of using sub-routines in a program.
ev
en
ni
R
m
ge
ss
se
id
Think about when you have learnt a new way of doing
br
As
a task, that was hard at first, but made the task easier in the end.
am
y
op
&
What did you do to adapt to the new way?
-C
C
es
w
y
Pr
op
ie
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ity
C
Developing programs where multiple
R
rs
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ie
ve
t-
algorithms interrelate
ev
en
ni
R
When learning about object interaction, you learnt how to create algorithms
ge
ss
where two objects interrelate.
se
id
br
As
am
Remember, y
op
&
-C
objects that interrelate
s
C
es
are connected so that
w
y
Pr
each object has an
op
ie
ev
effect on, or depends
ity
C
-R
on, the other.
rs
w
ie
ve
t
ev
en
ni
R
In Scratch, multiple algorithms for sprites can interrelate through sub-routines.
m
ge
ss
In the following program, there are two sprites that interrelate.
se
id
br
As
am
49
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op
&
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1 Computational thinking and programming
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m
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ss
The dancing man sprite (in the centre of the stage) has a variety of sub-routines
se
id
for different dance moves. What do you think would happen if you clicked one of
br
As
these sub-routines?
am
y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
ie
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ity
C
R
rs
The sprite, Anina (on the left of the stage) uses the ‘broadcast’ block to call
w
ie
ve
t-
some of these sub-routines which causes the man to dance.
ev
en
ni
R
m
ge
ss
se
id
br
As
am
y
op
&
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C
es
w
y
Pr
op
ie
ev
ity
C
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rs
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ie
ve
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en
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m
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ss
se
id
br
As
am
50
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op
&
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es
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1.3 Sub-routines
en
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Programming task 5
se
id
br
As
am
You will need: a desktop computer, laptop or tablet, access to Scratch
y
op
&
and source file 1.13_dancing_program
-C
C
es
Open source file 1.13_dancing_program.
w
y
Pr
op
ie
1 Click on the dancing man sprite and click on the sub-routines.
ev
ity
C
2 Click the green flag to see what the program does.
R
rs
w
3 Modify the female host’s algorithm to make the man complete a different
ie
ve
t-
ev
combination of his dance moves.
en
ni
R
4 Create a new sub-routine for the dancing man and call it from the
m
ge
female host’s algorithm.
ss
se
id
br
As
am
y
Look what I can do!
op
&
-C
I know that a sub-routine can be used multiple times in an algorithm.
C
es
w
y
I understand how a sub-routine can be used across different algorithms.
Pr
op
ie
I understand how to create algorithms with more than one variable.
ev
ity
C
R
rs
I understand how variables can be used in different algorithms.
w
ie
ve
t-
I can develop a quiz program that uses sub-routines and variables.
ev
en
ni
I can develop a program where two sprites interrelate.
R
m
ge
ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
ie
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C
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id
br
As
am
51
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&
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1 Computational thinking and programming
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1.4 Planning programs
se
id
br
As
am
y
We are going to:
op
&
-C
C
• understand how a clear plan can improve a program
es
w
y
Pr
op
• describe how prototypes are useful when designing programs
ie
ev
ity
C
• create a plan for a programming project
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rs
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• develop an interface for a program
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t-
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• use a plan to develop a rock, paper, scissors game in Scratch.
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decomposition prototype
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interface prompt
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prioritising random
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Getting started
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What do you already know?
am
y
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• Variables are used to store data in a program.
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• The value stored in a variable can change while a program runs.
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• The ‘ask’ block in Scratch prompts the user for an answer and stores
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it in the ‘answer’ variable.
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• The ‘random’ block in Scratch can generate a random number.
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Continued
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Now try this!
As
am
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Think about a time when you created a program in Scratch. Did you plan
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&
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what you wanted the program to do before you started programming?
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How did you do this? Did the plan help you to create your program? Why?
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Share your ideas with the rest of the class.
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Planning programs
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When programmers work on a new program, they need to
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plan their work and the project in advance. The program is
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more likely to be a success if they spend time planning what
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the program will do and how it might look for the user.
am
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Decomposition is the process of taking a complex problem
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&
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and breaking it down into smaller parts. These parts can be
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worked on one by one. Programmers often use decomposition
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when they write project plans for complicated programs.
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A project plan might include a list of these smaller
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decomposed parts that the program will need to do. It might
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include sketches and annotations (labels or notes) and it might
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be handwritten or typed. Different people like to plan their
R
projects in different ways.
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In this topic, you are going to create
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id
a project plan and an interface
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prototype for a Scratch game of rock,
am
paper, scissors. You will then follow
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&
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your project plan to create the game.
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1 Computational thinking and programming
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Unplugged activity 1
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You will need: a pen and paper
am
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Create a project plan for a Scratch game of rock, paper,
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scissors for a user to play against the computer.
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Maybe the game
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Pr
Use the questions below to help you. On your
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could begin with a welcome
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own, think about each question and what the
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message. The sprite could do a
solution might be. Try to think of as many
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cartwheel, and maybe it could
solutions as you can for each question and
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ask for the user’s name and
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write them down.
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say hello to them . . .
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• How will the game begin?
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• How will the user input their choice of rock, paper or scissors?
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• How will the computer make its choice?
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• How will the program know who has won?
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• How will the sprites react?
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• Will there be a scoring system?
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• How long will the game last?
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Now discuss your ideas with your partner. Did you have any
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similar solutions? Were any of your ideas very different?
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The game interface
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It is important when planning a program that
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you consider what it will look like for the user
am
as well as how the programming will work.
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&
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The interface is what the user will see on the
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screen when they use a program. In Scratch,
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the user may not always see all the code,
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but they will see how the sprites look, when
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the backdrops change and any messages
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that appear.
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The interface of a program is really important
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because it tells or shows the user what they
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need to do.
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Think about some of your favourite online games. What do you see
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on the screen when you start the game? Different games might have
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different controls. At the start of a game there is often a screen with
am
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instructions on how to play. Some games use the arrow keys to control
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&
a sprite. Other games might use the mouse.
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A prompt is a message on the screen
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that shows a program is waiting
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for input. Sometimes the interface
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might prompt you for information,
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such as your name, which character
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you want to play as, or to find out
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whether you are ready to begin.
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These are important features of the
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game’s interface.
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Programmers often use design
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programs to design an interface for a
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program, but sometimes they start by
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sketching their ideas out on paper.
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Did you know?
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People who work on how a program looks are sometimes called ‘front-end
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developers’, while people who work on the programming that users don’t
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see are sometimes called ‘back-end developers’.
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Unplugged activity 2
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You will need: paper and colouring pens or pencils
y
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&
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Design an interface for your rock, paper, scissors game.
es
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Your game’s interface will look different at different times. Choose a certain
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ie
time in your game and draw a sketch of what the interface might look like
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for your user. Add annotations to your sketch to include more information.
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At some times in your game, you might need to add a prompt which will
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ev
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ask the user for information, such as when they need to choose rock,
R
paper or scissors. Annotate your drawings with any prompts you
ge
ss
might include.
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Continued
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Repeat this process for other times or
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situations in your game. For example:
y
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• the beginning of the game
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• when the user has to choose
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either rock, paper or scissors
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• when the user wins a round
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Enter your name
• when the user loses a round
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Press this button to start a game
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• when the game is over.
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How am I doing?
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Share your ideas with the rest of the class and compare
br
each other’s sketches.
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am
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&
Which ideas did you see on someone else’s
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plan that you might use in your program?
es
Developers share
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Did you have any ideas that other
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people wanted to use? programming ideas all
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the time and it helps
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them improve.
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Prototypes
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When developers create new programs, they often
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spend time planning what they want the program
to do and then create a prototype of the program.
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A prototype is a basic version of something that users
As
am
can test. The users provide feedback about how the y
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&
program could be improved. The developers might
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make changes to the program based on the feedback.
es
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Programmers use prototypes all the time: when
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designing apps, when creating websites and even
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when building robots. It is a bit like writing a story:
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first you might plan what will happen, then you
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ve
might write a first draft (the prototype) and get
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feedback from your friends or teachers, and then
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you might make changes based on the feedback.
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ss
Even popular games consoles, like the Nintendo DS,
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started as a prototype before the final product
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was released in 2004.
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Here are some of the benefits of creating a prototype:
am
y
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• Allows programmers to see their ideas working
-C
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in a simple way.
es
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• Helps programmers to think about what else
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they could add to their program.
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• Easier to fix mistakes at the prototype stage.
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• Means other people can see how the program
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might look and add their ideas.
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• Allows users to provide feedback at an early stage
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while it is easy to make changes.
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Questions
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1 What activities do you do at school that work best when
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they have been well planned?
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2 What about outside of school?
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Activity 3
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You will need: your interface design from Unplugged activity 2,
R
a desktop computer or laptop, access to Scratch
ge
ss
se
id
Use your design from Unplugged activity 2 to create a prototype of the
br
As
interface for your rock, paper, scissors game.
am
y
op
&
Your prototype could include:
-C
• a screen design – think about creating a simple graphic
es
w
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Pr
• a message to welcome the user and explain the rules of the game
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• an ‘ask’ block to store the user’s name in the answer variable.
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Your prototype must include:
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• a prompt to ask your user if they want to choose rock, paper or scissors.
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Remember: you do not need to create the full rock, paper, scissors game!
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Using project plans to
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develop programs
am
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&
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Once developers have created a project plan and planned and
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es
designed the interface of a program, they can start thinking about
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programming the different parts.
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As part of planning, programmers may introduce features such as
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randomness. This is important in programming, especially with online
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games. Random means that you can’t predict what the outcome will
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be. In a racing game like Super Mario Kart, you might get a random
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m
bonus after driving through a mystery box.
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Prioritising
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As
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Once a programmer has created a project plan, they need to decide
-C
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which part to program first. This is called prioritising. It usually makes
es
sense to prioritise the more complex parts of the problem and work on
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them first.
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Sofia has created a project plan for the game of rock, paper, scissors.
am
There are two complex parts:
y
op
&
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• Program the computer to make a random choice (one that cannot
C
es
be predicted) of rock, paper or scissors and store that choice.
w
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• Get the program to work out who has won a round – the user or
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the computer.
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Once these parts have been programmed and
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Which part should
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are working, then other details can become
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I program first?
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the focus, such as the appearance of sprites
U
and the content of messages.
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Question
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3 Think about games you play online. How is randomness
am
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used in the game?
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es
Activity 4
w
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You will need: a desktop computer, laptop or tablet, access to Scratch and
ev
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source file 1.14_Scratch_random_game
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Marcus wants to create a program that randomly says either ‘true’ or ‘false’
ev
en
ni
after his friends have made a statement. He has planned how it should look
R
m
and he knows that there is a random block in Scratch.
ge
ss
At the moment the program only randomly
se
id
says 1 or 2 instead of ‘true’ or ‘false’.
br
As
am
Work with a partner. Open source file 1.14 and change the code
y
op
&
so that the program says the words ‘true’ or ‘false’ randomly.
-C
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es
Share your solution with the rest of the class.
w
y
Pr
op
Discuss the different methods people used to add randomness
ie
ev
to a program. Which solutions were the most effective? Why?
ity
C
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rs
w
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R
Try using a
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ss
conditional block to
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id
check if the random number
br
As
inside the variable is 1 or 2, and
am
then change the variable to be
y
op
&
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the word ‘true’ or ‘false’
s
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instead of 1 or 2.
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Programming task 1
se
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As
am
You will need: a desktop computer, laptop or tablet, access to Scratch,
y
op
&
source file 1.15_rock_paper_scissors_game, a pen and paper
-C
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es
You now need to program this part of Sofia’s project plan:
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• Program the computer to make a random choice of rock, paper
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or scissors and then store that choice.
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Part A
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Sofia has tried to create a program that will choose either rock, paper or
R
m
scissors. With a partner, predict what her code will do and discuss why
ge
ss
her code may not work as she expects.
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br
As
am
y
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&
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C
es
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Pr
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am
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&
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es
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Continued
se
id
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As
Open source file 1.15_rock_paper_scissors_game. Run the code to test
am
y
whether your predictions were correct.
op
&
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C
Now, run the code 10 times and note down the computer’s choice each time.
es
w
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Did you see any blank results? Discuss with your partner why there
Pr
op
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might be blank results.
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Part B
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You want the
ev
Sofia’s code contains three
en
ni
program to choose the
R
conditional IF statements.
U
m
When the code is run, it picks a random number once and
ge
ss
new random number each time. then store that number
se
id
somehow . . .
br
As
With a partner, modify Sofia’s
am
y
code to see if you can fix this bug.
op
&
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C
How are we doing?
es
w
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Swap your program with another pair. Test it to see if the program randomly
Pr
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says ‘rock’, ‘paper’ or ‘scissors’. Test it at least 10 times to check.
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Feed back to the other pair.
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Choice combinations
m
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se
id
In Programming task 1, you followed Sofia’s project plan to program the
br
As
computer’s random choice.
am
You now need to look at the next parts of Sofia’s project plan:
y
op
&
-C
• Allow the user to input their choice of rock,
C
es
paper or scissors and store that choice.
y
Pr
op
ie
• Get the program to work out who has won a
ev
ity
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round – the user or the computer.
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rs
w
ie
There are many possible combinations of the user’s choice and the
ve
t
ev
computer’s choice. As part of the development process, it is important
en
ni
R
to think carefully about how your program will decide who has won
m
a round. To do this, you need to consider all possible combinations
ge
ss
of answers.
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Unplugged activity 5
se
id
br
As
You will need: a pen and paper
am
y
op
&
For each round of the rock, paper, scissors game,
-C
C
there will be a user choice, a computer
es
w
Is there a way
y
choice and then a result (who has won
Pr
op
ie
the round, or if it was a draw). you can do this to
ev
ity
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Copy the table below to help make sure that you have
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rs
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you write down all the combinations thought of all the
ie
ve
t-
possibilities?
ev
that you can think of, and the results.
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m
User choice Computer choice Result
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ss
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id
Rock Paper Computer wins
br
As
am
Rock
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&
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es
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Turning combinations into conditionals
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In the previous activity you helped Sofia to find all the possible
R
choices for her game. One efficient method to find all the possibilities
ge
ss
is to first find all the combinations for when the user chooses rock.
se
id
There are three possibilities because the computer could also choose
br
As
rock, or paper or scissors. Then if the user chooses paper, there are
am
three more possibilities for the computer’s choice. There are three
y
op
&
-C
more combinations for if the user chooses scissors. This means
s
C
es
there are nine possible combinations in total.
w
y
Pr
op
ie
To turn this into code that a program can understand, you can use
ev
ity
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conditionals (IF, THEN). As there are nine possible combinations,
-R
rs
you can use nine conditional statements that will check the
w
ie
ve
choices that the computer and the user have made and
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ev
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then announce the result.
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m
ge
ss
se
id
br
As
am
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For example:
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As
1 IF the user selects rock THEN
am
y
op
&
2 IF the computer selects rock THEN
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3 the result is a draw
es
w
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Pr
4 IF the computer selects paper THEN
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ie
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5 the result is the computer wins . . .
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rs
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Activity 6
ni
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m
You will need: a desktop computer, laptop or tablet and source file
ge
ss
1.16_conditional_algorithm_template
se
id
br
As
Write an algorithm in words using conditionals, to show all the possible
am
y
combinations of user and computer choices.
op
&
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C
Use source file 1.16_conditional_algorithm_template to help you.
es
w
y
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op
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User’s choice
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So far you have created the part of your program that gets the computer
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to make a random choice of rock, paper or scissors. The next step is
R
to create the part of your program that allows the user to make their
ge
ss
choice and then works out who has won.
se
id
The user needs to input their choice of rock, paper or scissors. One way
br
As
am
to do this is using the ‘ask’ block. This will store the user’s response y
op
&
in the ‘answer’ and then the program can compare this with the
-C
computer’s choice.
es
w
y
Pr
op
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C
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Activity 7
se
id
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As
You will need: a desktop computer, laptop or tablet, access to Scratch and
am
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source file 1.17_Sofia_rock_paper_scissors
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Sofia has started to create the rock, paper, scissors program but it
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is incomplete. She is trying to complete this part of her project plan:
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• Allow the user to input their choice of rock, paper or
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scissors and store that choice.
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Open source file 1.17_Sofia_rock_paper_scissors. You can see that Sofia
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has decided to use two sub-routines that are called from the main code
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on the left.
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Work with a partner and discuss what the code does.
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Then label the sub-routines with what they do, using comments.
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1.4 Planning programs
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So far, the program generates a random choice for the computer, it
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asks the user for their choice and then it counts down from 3 and
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displays both choices at once. But that is all it does. It doesn’t yet
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know which player has won the round or whether it’s a draw.
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Programming task 2
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You will need: a desktop computer, laptop or tablet, access to Scratch,
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source file 1.17_Sofia_rock_paper_scissors, your completed table from
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Unplugged activity 5
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Part A
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You now need to complete this part of Sofia’s project plan:
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• Get the program to work out who has won a round:
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the user or the computer.
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Use your table from Unplugged activity 5 to
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You could use the
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help you. Modify Sofia’s program so that it can
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‘Duplicate’ feature to save
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decide who has won the round and then
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you having to put together
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announce the result.
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lots of the same blocks.
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Focus on getting the program to work only
Try right-clicking a section
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when the user selects ‘rock’ first.
of code and selecting
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Test your program: ‘Duplicate’.
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• What happens when you enter the choice ‘rock’?
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• What happens if you enter something else as your choice?
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Part B
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Now your program can work out the result if
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the user enters rock, but not if they enter
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anything else. Continue modifying your code
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so that it will work if the user selects
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‘paper’ or ‘scissors’.
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1 Computational thinking and programming
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Programming task 3
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You will need: a desktop computer, laptop or tablet, access to Scratch,
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your project plan from Unplugged activity 1 and your interface
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prototype from Activity 3
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Now you have all the programming parts ready for your game of rock, paper, scissors.
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Use your project plan and interface prototype to start to develop your game.
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Are there any extra features you might add to your game? If you decide to
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make changes to your plan, that’s OK. Programmers do this all the time.
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How am I doing?
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Swap your program with a partner. Run your partner’s program and
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then compare your programs.
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• How are your programs similar?
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• How are they different?
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• Explain to your partner how the project plan helped you to develop
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your program.
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• Tell your partner what you would do differently if you were to start
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again from the beginning.
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Some programmers like to write really detailed plans that they stick to
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when programming. Others like to write less detailed plans and come
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up with new ideas while they program. Discuss with your partner how
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you prefer to plan when programming and why.
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Look what I can do!
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I understand how a clear plan can improve a program.
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I can describe the role of prototypes when designing a program.
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I can create a plan for a programming project.
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I can develop an interface for a program.
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I can use my plan to develop a rock, paper, scissors game in Scratch.
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1.5 Evaluating and testing programs
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1.5 Evaluating and testing programs
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We are going to:
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• think of criteria for a program and use them to evaluate a program
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• test a program using a range of data.
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evaluation systematic
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success criteria user experience
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Getting started
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What do you already know?
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• You know how to test different parts of a program and debug errors.
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• You know how to evaluate different parts of a program.
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Continued
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Now try this!
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Sofia is trying to reduce how much paper and ink she uses. She decides
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to send Marcus an online birthday card that she created using Scratch.
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Have a look at the code for her project.
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With a partner, evaluate Sofia’s program. Think about which parts you like and
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which parts could be improved. Share your ideas with the rest of the class.
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Evaluation
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Evaluation means thinking about what we like or
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dislike about something and how it can be improved. y
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Evaluation is an important skill in life and something Think of
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that often takes place in your classroom or in activities a time when you
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outside of school, such as hobbies. You might create
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evaluated something that
a work of art and then evaluate what you did well
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you created. How did
and what you could have done better.
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it help?
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Evaluation is one of the ways we keep learning and
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keep improving.
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1.5 Evaluating and testing programs
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Programming task 1
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You will need: a desktop computer, laptop or tablet, access to Scratch and
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source file 1.18_Marcus_polar_bear
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Open source file 1.18_Marcus_polar_bear and run Marcus’s animation. Work with a
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partner to discuss what you like about the program and how it could be improved.
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Modify the project with your partner to make the improvements you have suggested.
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Success criteria
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To make evaluations more effective, we need success criteria. Success criteria can be
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used to tell us what a program should do in order to be successful. Different programs
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have different success criteria. Having a defined set of success criteria can help to focus
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our evaluations and make it easier to see what we could do to improve a project.
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Unplugged activity 1
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Marcus asked both Arun and Sofia to evaluate the polar bear animation.
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The animation should tell a story that makes sense. Arun did not receive
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any success criteria but Sofia received the following criteria:
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• The sizes of the sprites should be appropriate.
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• The text should appear for long enough for a user to read.
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• The animation should make sense.
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• The program should use
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The size of the sprites could
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‘repeat’ loops.
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be improved by making the polar bear
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With a partner, have a look at the bigger and the llama smaller. The text didn’t
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two evaluations below. appear on the screen for long enough – perhaps
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Discuss which evaluation you it could have been there for three or four seconds
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think is more effective and why.
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instead of one. I liked how it used a repeat
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loop to do a backflip.
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I really liked Marcus’s
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animation. I liked that the
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polar bear did a backflip,
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but it was a bit small.
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1 Computational thinking and programming
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Defining success criteria
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When defining criteria for a successful project, you should
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think about what the project needs to do.
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In Programming task 1, the polar bear animation was supposed to tell
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a story that made sense. It needed characters to tell the story using
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text in speech bubbles.
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Your teachers may define criteria for your work. For example,
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in an art project, recreate a piece of art in the style of an
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established artist. In a science experiment, you might
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be successful if you explain how it was a fair test.
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In the next activity, you are going to work together to
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define criteria for a successful rock, paper, scissors game.
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User experience As
am
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Whenever you use a computer program, whether
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you are playing an online game or typing in a
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document, everything you see and hear in the
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program is part of the user experience. This is
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the experience you have (how you feel) as a user
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of that program. It does not include the actual
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programming code because users almost never
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see the code.
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Programmers think very carefully about user
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experience. In a word-processing program like
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Word or Google Docs, developers have thought
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carefully about where the menus will go, how the y
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page will look and which buttons should be on display.
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Did you know?
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The user experience of computer programs
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(sometimes shortened to UX) has changed
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a lot over time. If you have ever played
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old games or seen videos of old software,
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you will know how much user experience
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has improved.
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Questions
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1 Have you used any programs where the user experience
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was really good? What were they?
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2 Have you used any programs where the user experience
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was really bad? What were they?
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3 What was it about these programs that made it a good
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or bad user experience?
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Unplugged activity 2
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You will need: a pen and paper
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In the previous topic, you created a rock, paper,
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id
scissors game in Scratch.
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Look back to Topic 1.4 and read the description
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of what the game needs to do. Define criteria
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you could use to evaluate the user experience
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of these games. What would a successful
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game include?
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Discuss your ideas in small groups of four and
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decide on a set of success criteria that you can
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use to evaluate your games. Write your group
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ideas down and then share them with the
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rest of the class. Decide as a class what the
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success criteria should be.
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How are we doing?
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Swap your rock, paper, scissors game with a partner and use the criteria
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you decided on as a class to evaluate each other’s games. Tell your partner
es
what they have done well and how they could improve the user experience
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of their game.
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Listen to your partner’s evaluation of your game. If you agree with them,
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make the changes to your project. You could even add a note in the
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Scratch project page to say this is now version 2, 3 or 4.
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Improving the code
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You may have noticed that sometimes an
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&
update becomes available for you to install
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on your device. In order to keep your device
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running well, you need to install the latest
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software update.
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The reason you sometimes need to update
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digital devices and software is because
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there are teams of developers constantly trying to
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Stay safe!
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improve the code for the programs you use. Developers
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may need to run an update to fix errors in the code, or It is always a good
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they may think of ways to improve the user experience. idea to install
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They do this by creating updates to the programs, software updates
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As
which you need to accept and apply before you because they often
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can see the improvements. contain security
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improvements that
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Don’t feel bad if can keep your device
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safe and secure.
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a classmate finds things
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to improve in your programs.
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The biggest tech companies in the
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world find ways to improve
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their programs too!
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Testing programs
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When a software developer wants
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to release a new program, they will
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test that program before they let
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members of the public use it.
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However, even after a program has
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been released, the developers might
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still find errors or improvements to
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make. This is why you sometimes
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get software updates.
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Did you know?
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Sometimes programs are released that haven’t
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As
been properly tested. One famous online game
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&
was released before it was ready and it contained
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s
lots of bugs in the code. Users from around the
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world complained and it got such bad reviews that
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the game company had to give everyone their
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money back. The company lost millions of dollars.
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Just as developers test their programs before releasing
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them to the general public, you should thoroughly test
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m
your rock, paper, scissors game before sharing it
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on Scratch. If it works successfully every time,
se
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then you can be more confident that there
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are no bugs in your code. If you do find
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any bugs, then you can go back to your
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code and correct the errors.
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Programming task 2
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You will need: a desktop computer, laptop or tablet, access to
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As
Scratch and your rock, paper, scissors game from Topic 1.4 or
am
source file 1.19_rock_paper_scissors_game
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You now need to test the program using a range of data.
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1 What would happen if the user entered something you didn’t expect,
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for example ‘bananas’? Test your program to see what happens.
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2 Now you are going to try other data types. Try entering a number and write
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down what happens. Then enter a single letter and note down what happens.
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3 How should your program react if the user enters unexpected data?
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Discuss this question with a partner and share your solutions with the class.
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Systematic testing
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Systematic testing means thinking
As
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carefully about the way you will test
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&
something instead of just testing
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it randomly. Imagine that your
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friend had developed a calculator
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Pr
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app in Scratch and wanted you to
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test it for them. One way to test it
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systematically would be to start by
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inputting some addition calculations
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ni
and checking that the answers
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m
were accurate. Next you might test
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subtraction, then multiplication and
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then division. If all of the answers were accurate, you could be more
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As
confident that the app was working correctly because there was a
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system to your testing.
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Another important thing to consider when testing a program is the
s
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number of times you run the code. The more times you run your
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program successfully, the more confident you can be that it will
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always show the correct result. How many times do you think
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it would be reasonable to test your code?
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I will test my code
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15 times and if it is correct
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every time, I can be very
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confident that my program
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has no bugs. y
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Good idea,
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Marcus. I am going to test
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my program five times for rock,
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five for paper and five
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for scissors.
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I like
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your systematic
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thinking!
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1.5 Evaluating and testing programs
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Programming task 3
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am
You will need: a pen and paper, a desktop computer, laptop or tablet, access to
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&
Scratch and source file 1.20_Marcus_rock_paper_scissors
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Marcus has created a rock, paper, scissors game.
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Open source file 1.20_Marcus_rock_paper_scissors. Work in pairs to test Marcus’s
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program 15 times. Copy the table below to help you record the results.
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For the first five tests:
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• input the data ‘rock’
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m
• record the computer’s choice
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• record whether the program announces the result correctly.
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Repeat this five times with ‘paper’, and finally repeat it five times
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As
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using ‘scissors’.
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Attempt User Computer Who Who Was the
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choice choice should win? did win? program correct?
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1
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Maybe one
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of you can input the
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choice while the other can
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record the outcomes
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in the table?
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Make sure you
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&
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spell the choices
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correctly!
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What did you notice when you typed ‘paper’ into Marcus’s game?
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How might you correct Marcus’s code?
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If you created your own game in Topic 1.4, test your code using the
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same table to check that your program works correctly.
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1 Computational thinking and programming
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The best programmers
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get excited when they find a
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As
am ‘bug’ in their code because it means
y
op
&
they know it is there, so they can
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solve the problem and improve
es
w
y
their program.
Pr
op
ie
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ity
C
Next time you
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rs
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find a mistake in your
t-
ev
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code (which happens to everyone),
ni
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see if you can feel positive
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about it!
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As
am
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&
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Questions
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4 How did you test the program in a systematic way?
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5 If you found any bugs, how did you fix them?
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6 Would you rather find no bugs in code or lots of bugs?
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Why? Discuss your answers with the rest of your class.
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id
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As
am
What would you need to consider when testing future programs y
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&
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in this way?
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How could systematic thinking be used in other areas of your life?
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C
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Look what I can do!
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I can define and use criteria to evaluate a program.
R
I can test a program using a range of data.
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ss
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id
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As
am
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1.6 Using variables with a physical device
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1.6 Using variables with
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a physical device
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y
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&
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es
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We are going to:
Pr
op
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• develop a game for the BBC micro:bit that uses inputs and variables
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• develop a game for the micro:bit that generates an output.
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function physical programming device
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input portable game console
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input–process–output (IPO) model process
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output
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es
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Getting started
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What do you already know?
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• You know how to use the MakeCode interface to program
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a micro:bit.
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• You know how to use a condition to check if a micro:bit has
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ge
received an input.
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id
• You know how to describe the input–process–output model.
br
As
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• You know how to create programs that produce an output y
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from a micro:bit when you use micro:bit inputs.
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1 Computational thinking and programming
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Continued
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id
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Now try this!
As
am
y
Play a game of ‘higher or lower’. Your teacher
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&
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will call out a random number between 1 and 9.
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es
Decide whether the next random number will be
w
y
Pr
higher or lower.
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ie
ev
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If you think the next number will be higher, go
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to one side of the room. If you think the next
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number will be lower, go to the other side of
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en
the room.
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m
If your guess is correct, you stay in the game
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ss
and play again. If your guess is incorrect,
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go back to your seat.
br
The game continues until there is a winner!
As
am
y
op
&
Did you have a strategy for choosing
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your numbers?
es
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Pr
op
I have a strategy
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ev
that I use for ‘higher or
ity
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lower’. If the number is above 5
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I predict that the next number will
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be lower. If it is below 5 I predict
R
the next number will
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be higher.
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id
br
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My strategy
am
is to take it in turns
y
op
&
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between guessing higher
s
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and lower.
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1.6 Using variables with a physical device
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Computing devices
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Computers need an input device so that they can receive information.
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y
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&
An input device allows a user to provide input (tell the computer what
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they want it to do). The input device could be:
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es
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• a keyboard or a mouse for a laptop computer
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• a button or touchscreen for a smart watch
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As
am
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&
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• a microphone for a voice-controlled computer.
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When the computer has received an input, it processes the data
R
according to its programming. To process means to carry out
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calculations and instructions. The computer then provides an output
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id
back to the user. An output is information that the program gives to the
br
As
user. The output could be information displayed on a screen or it could
am
be music that plays through a speaker. y
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&
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Input Process Output
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For example, you might press some buttons on a calculator (input), then
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the calculator will work out the answer (process) and then it will display
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the answer on its screen (output). All of this happens very quickly.
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As
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1 Computational thinking and programming
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This is an example of the input–process–output (IPO)
se
id
model. The IPO model is a way of describing how a
br
As
program or system operates: it takes in data,
am
y
works on it, then gives out data.
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&
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Computer games
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Pr
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Personal computers have been around since the 1970s.
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This photo shows one example of what computers
ie
ve
t-
used to look like.
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en
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Soon after electronic computers were invented,
R
m
people started using them to program
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ss
simple games.
se
id
As computers became more complicated, so did
br
computer games. You may have heard of classic
As
am
y
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&
computer games such as PacMan, Space Invaders
-C
and Frogger.
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es
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Pr
op
ie
Did you know?
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ity
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The first ever machine that could be considered a computer
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rs
w
ie
was designed in 1837 by an English mathematician called
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t-
ev
Charles Babbage. He called his machine the Analytical Engine.
en
ni
R
Ada Lovelace, daughter of the poet Lord Byron, was one of the
m
first people to ‘program’ this ‘computer’ and therefore she was
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ss
one of the first ever computer programmers.
se
id
br
As
am
All of these games had to be quite simple.
y
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&
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They looked very two-dimensional (2D) and they
s
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es
didn’t use many colours, unlike many of the more
w
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Pr
op
advanced computer games you might play today.
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ev
This is because the computers at that time were not
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C
as powerful as they are now.
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1.6 Using variables with a physical device
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As technology improved, computer scientists developed the
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id
portable game console – a small, handheld computer that
br
As
didn’t need to be plugged in like other computers did.
am
y
This meant that for the first time, people could take their
op
&
game consoles wherever they liked and play games
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outside their home.
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Portable game consoles normally used buttons as their
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input devices and had a small screen to display the output
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to the user.
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Physical programming devices
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A physical programming device is a computing device that
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you can program.
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As
The micro:bit is an example of a physical programming device.
am
y
op
&
It is a small, programmable device that has a variety of inputs (such as
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buttons) and outputs (such as the LED display). You can write code on
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your computer using the MakeCode interface and then download the
w
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Pr
op
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program to your micro:bit.
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1 Computational thinking and programming
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Just as computer programmers develop computer games for consoles,
se
id
you are going to create code for a game that you will download to
br
As
a micro:bit. It will use buttons as its input devices and the screen as
am
y
its output device. Once your game is downloaded onto the micro:bit
op
&
you can take your game out into the playground, like your very own
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portable game console!
es
w
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Pr
Think of a game you have played before. Whole teams of developers
op
ie
ev
would have planned exactly how that game should start, which
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buttons you should press and other details about how the game looks.
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They would have spent months developing, testing and updating the
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ev
code before the game was ready for users to play.
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m
In this topic, you are going to work like a game developer to plan and
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ss
program a micro:bit version of the game ‘higher or lower’.
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id
br
As
Unplugged activity 1
am
y
op
&
Think about when you have used a micro:bit in the past.
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Discuss with a partner how you might program a micro:bit to play
es
w
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the game ‘higher or lower’. How might the user find out the first number?
Pr
op
ie
How might they tell the device they think the next number will be
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ity
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higher or lower?
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rs
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Share your ideas with the rest of the class.
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R
Stay safe!
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When you use a physical computing device like the
se
id
br
micro:bit, some of the electrical components are on the
As
am
outside of the device. It is best to handle the device by y
op
&
its edges when the power is running.
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C
es
w
y
Pr
op
ie
ev
Since the micro:bit is a small and simple computer, it uses the
ity
C
input–process–output (IPO) model.
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ie
ve
The micro:bit has a variety of input devices, including buttons, a
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ev
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ni
microphone and other sensors. (Older versions of a micro:bit may have
R
different input or output devices.) This means your user could input data
ge
ss
(tell the device what to do) by shaking it, pressing a button or tilting it.
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id
br
As
am
82
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&
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1.6 Using variables with a physical device
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The program that you create in MakeCode and then download to
se
id
the micro:bit allows the device to process the input. For the game of
br
As
‘higher or lower’, the process will involve working out if the number is
am
y
higher or lower and what to do if the user is correct or incorrect.
op
&
-C
The micro:bit has a variety of output devices, including a tiny speaker
C
es
and a screen made up of LEDs. If the user guesses correctly, you could
w
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Pr
program the speaker to play a sound or you could use the screen to
op
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display a simple message.
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LED lights microphone
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speaker
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&
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Front of micro:bit Back of micro:bit
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Programming task 1
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m
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ss
You will need: a desktop computer, laptop or tablet, access to Scratch
se
id
br
and source file 1.21_higher_or_lower
As
am
y
op
&
Part A
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Marcus and Sofia have worked together to develop a ‘higher or
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y
Pr
op
ie
lower’ game using Scratch. In their game, the user inputs their
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ity
choice of higher or lower by clicking on the higher or lower sprite.
C
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They use sub-routines: one for ‘Correct guess’ and one for
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‘Incorrect guess’. With a partner, look at their code and
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predict what will happen when this code runs.
ni
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id
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As
am
83
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&
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1 Computational thinking and programming
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Continued
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id
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As
am
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&
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es
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Pr
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C
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id
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As
am
y
op
&
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es
Part B
w
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Pr
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Open source file 1.21_higher_or_lower and take it in turns with
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a partner to play this version of ‘higher or lower’.
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Were your predictions correct?
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Part C
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Look at the code. Choose one block of code and discuss what it
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ss
does with your partner.
se
id
Look through all of the other blocks of code in the program.
br
As
Remember to click on all the sprites and the backdrop too.
am
y
op
&
Add comments to each of the blocks of
-C
code describing what they do. Include as
es
Who will get the
w
y
much information as possible.
Pr
most correct guesses
op
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With the rest of your class, discuss any in a row?
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of the blocks that you weren’t sure about,
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or that you found difficult to describe.
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1.6 Using variables with a physical device
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Adapting the game for micro:bit
se
id
br
As
The game in Programming task 1 was developed for Scratch
am
y
but you are going to develop your game for the micro:bit.
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&
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C
es
Unplugged activity 2
w
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Pr
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ie
You will need: a pen and paper
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ity
C
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Discuss with your partner which parts of the Scratch game might be
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similar in your micro:bit game and which parts might be different.
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m
I know it won’t
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ss
be possible to have
se
id
dinosaur sprites and costumes
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As
in the micro:bit game because the
am
y
op
&
micro:bit screen is different
-C
C
from Scratch.
es
The micro:bit
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y
Pr
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ie
game needs to have
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ity
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random numbers like the
R
rs
w
As a class, define some criteria that your Scratch game.
ie
ve
t-
micro:bit game of ‘higher or lower’ should include.
ev
en
ni
Write down the criteria that you think of as a class,
R
as you will need to use these when creating your code for the micro:bit.
ge
ss
se
id
br
As
Before starting a complex programming task, it is important to
am
understand what you want your program to do at different points,
y
op
&
-C
for example when a user starts the program or provides an input.
s
C
es
One way to do this is to act out your code. This means going through
w
y
Pr
op
ie
the program step by step and ‘performing’ or ‘telling the story’ of what
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should be happening. If there are points in your program that you
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don’t fully understand, this gives you a chance to discuss what the
w
ie
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solution might be before you begin programming.
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id
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am
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&
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1 Computational thinking and programming
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Unplugged activity 3
se
id
br
As
You will need: Resource sheet 1.16, three containers, a large,
am
y
clear space on a table
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&
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C
Act out your code.
es
w
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Pr
Cut out the number cards on Resource sheet 1.16.
op
ie
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ity
C
Use the number cards 1 to 9 to represent the random numbers and use
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rs
three spaces or containers on your table to represent the variables.
w
ie
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t-
Tell the story of how your code will run during the game.
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en
ni
Use these sentence starters if you need them:
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m
• When the user begins the program . . .
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ss
se
id
• The score variable will be set to . . .
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As
• The Random number variable will be set to . . .
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y
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&
• The Next random number variable will be set to . . .
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• The user will be shown . . .
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• If they think the next number will be higher they will . . .
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• If they think the next number will be lower they will . . .
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• If they input their choice as lower, the program will . . .
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ev
• If they input their choice as higher, the program will . . .
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• If they were correct, the program will . . .
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ss
• If they were incorrect, the program will . . .
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id
br
As
How am I doing?
am
y
op
&
Give yourself a mark from 1 to 5 for the following statements.
-C
1 is ‘not confident’ and 5 is ‘very confident’.
C
es
w
y
• I understand how I am going to use variables in my program.
Pr
op
ie
• I know how the user will choose higher or lower.
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• I know what will happen if the user guesses correctly.
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ie
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• I know what will happen if the user guesses incorrectly.
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ss
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id
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am
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&
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1.6 Using variables with a physical device
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U
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Using sub-routines in MakeCode
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id
br
As
In Scratch, you can create sub-routines using the ‘broadcast’ block.
am
y
In the Scratch ‘higher or lower’ game, the ‘Incorrect guess’ sub-routine
op
&
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runs when a user makes an incorrect guess, and the ‘broadcast’
C
es
block is used.
w
y
Pr
op
ie
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ity
C
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rs
w
ie
ve
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en
There is no ‘broadcast’ block in the MakeCode interface . Instead, you
ni
R
need to use a function. A function is a separate section of code that runs
m
ge
when it is called from the main code. It may be called several times when
ss
a program runs. This is very similar to how a ‘broadcast’ block works.
se
id
br
As
am
y
op
&
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C
es
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Pr
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id
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As
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&
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Programmers use functions in their code to:
es
w
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Pr
• make the code clearer to read
op
ie
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C
• reduce the amount of repetition (so the same blocks of code aren’t
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repeated again and again). This makes programs shorter and
ie
ve
more efficient
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ev
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• make it easier to fix bugs – a function only needs to be checked
R
and corrected once, instead of having to correct the same error lots
ge
ss
of times where code is repeated.
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id
br
As
am
87
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&
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1 Computational thinking and programming
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If Sofia and Marcus’s Scratch game didn’t include sub-routines,
se
id
it would be one long stack of code with lots of repeated blocks!
br
As
am
Did you know?
y
op
&
-C
You can create your own functions in Scratch using the
C
es
‘Make a Block’ button.
w
y
Pr
op
ie
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ity
C
R
Programming task 2
rs
w
ie
ve
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en
ni
You will need: a desktop computer, laptop or tablet, access to
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m
the internet and source file 1.22_function_example
ge
ss
se
id
Part A
br
As
am
Look at the code below. Discuss with your partner what you
y
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think it does. Try to include the words ‘function’, ‘sub-routine’
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and ‘broadcast’ in your discussion.
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You can use the
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simulator on the screen to
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test this code for now. You can
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download your code to a
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real micro:bit later.
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&
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es
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Go to the MakeCode website, click ‘Import’ and open source file
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1.22_function_example. Run it using the micro:bit simulator on
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the left side of the screen.
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1 What happens when you click button A on the simulator?
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2 What happens when you click button B?
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3 How can you reset the program?
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Continued
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Part B am
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Click the ‘Edit’ button at the top of the screen to modify the program.
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Add another function that will do something different when the user
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presses button B.
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Under ‘Advanced’, click ‘Functions’ and then ‘Make a Function . . .’.
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Give your function a name, tell the program what it should do when
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it is called, then program it to be called when button B is pressed.
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Use the simulator to test your program. When you are happy with your program,
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download it onto a micro:bit and test it.
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How are we doing?
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Swap your program with a partner and test each other’s programs.
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Check the following:
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• The program has a function for button B.
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• The function is called when button B is pressed.
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• The program works on the micro:bit.
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1 Computational thinking and programming
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Planning your game
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Now that you understand how functions work, it’s time to program
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your ‘higher or lower’ game for the micro:bit. Before you begin, it is a
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&
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good idea to decompose the project into smaller parts. Programmers
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decompose complex projects and then decide who will work on the
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different parts.
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My first task is to
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get the micro:bit to show
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a random number when the
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program starts. I will focus on
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that first and then move
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onto the next task.
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Let’s get
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coding!
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Programming task 3
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You will need: a desktop computer, laptop or tablet, access to
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the internet, your list of criteria from Unplugged activity 2 and
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source file 1.23_higher_or_lower
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Open source file 1.23_higher_or_lower. In this project, one of the
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functions and some of the variables have already been created, but y
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&
others still need to be created. Most of the functions are not complete so
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the program is not finished. Click the ‘Edit Code’ button to work on this
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project and develop your own ‘higher or lower’ game for the micro:bit.
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How am I doing?
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Look at the criteria you thought of as a class in Unplugged activity 2.
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Does your game meet all of the criteria?
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If your game doesn’t meet all the criteria, what else do you need to do?
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Continued
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If your project does meet all the criteria, how could you extend your game?
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Does your project
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say the game is over if the
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next random number is the same
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as the current number? Could
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this be changed?
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Is it possible
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for there to be a
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top score?
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Activity 4
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You will need: a desktop computer or laptop, a micro:bit, a mini USB cable and
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access to the MakeCode website; or a tablet, a micro:bit, a battery pack and
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access to the MakeCode app, your ‘higher or lower’ game from Programming
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task 3 and a cable to connect the micro:bit to the computer
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Once your game is working, download
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the program onto your micro:bit. Attach a
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battery pack to your micro:bit so that you
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can take your game around with you. y
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&
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Take your higher or lower game with you at
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break time and let other learners play your
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game. Make sure you ask your users for
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feedback after they have played your game.
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• What did users like about your game?
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• What did users think could be improved?
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• Share your feedback with the rest of
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the class.
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1 Computational thinking and programming
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id
You have developed programs in MakeCode for the micro:bit and in
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Scratch. Which coding environment do you prefer to use and why?
am
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Discuss your answer with a partner and then share your ideas with
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the rest of your class.
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Did you know?
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Many other games can be programmed for the micro:bit.
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The MakeCode website contains lots of tutorials that show
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m
you how to program different types of games.
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As
am
Look what I can do!
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&
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I can develop a ‘higher or lower’ game for the micro:bit that uses
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inputs and variables.
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I can develop a game for the micro:bit that generates an output.
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&
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1.6 Using variables with a physical device
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Project
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Create a Scratch quiz
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op
With a partner, you are going to create a quiz in Scratch.
&
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Using what you have learnt throughout this unit, complete
C
es
the following tasks.
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ie
• Write a list of success criteria for your program.
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• Draw a flowchart algorithm for the program.
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• Create a project plan for the program.
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• Create a prototype of the program.
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• Develop the program.
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• Test and evaluate the program.
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Here are some ideas for what you could include in your quiz:
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&
• a score variable
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• different levels with different backgrounds
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• questions that become more difficult as you progress through
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the different levels
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• different reactions when the user gets a question correct or incorrect
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• sprite animations
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• a timer or countdown for answers.
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&
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1 Computational thinking and programming
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Check your progress
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1 In a flowchart, what shape are decisions?
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(Hint: They usually have a ‘Yes’ and ‘No’ arrow
y
op
&
coming from them.)
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2 What three data types did you explore earlier in the unit?
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3 In Scratch, which block would you use if you wanted to include
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a conditional statement in your program?
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4 A variable in Scratch contains information that always stays the
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same. Explain whether you agree or disagree with this statement
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and give an example.
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5 Explain what the green ‘join’ block does in Scratch.
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In Scratch, event blocks are used to start a program.
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6
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For example, ‘When green flag clicked’ is an event block.
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Write down as many other event blocks as you can remember.
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&
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7 Explain what a sub-routine is and why it can be useful
s
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in programming.
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8 How might a sub-routine be used in a quiz?
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9 What does IPO stand for?
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10 Give some examples of inputs and outputs on a micro:bit.
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&
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Managing data
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2
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2.1 Capturing data
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es
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We are going to:
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• identify the different computing tools that you can use in
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a statistical investigation
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• explore how to plan a statistical investigation
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• explore how to collect continuous data
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• design an appropriate form to collect continuous data.
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am
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&
collaborate question type
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continuous data statistical investigation
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criteria validation rules
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questionnaire
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Getting started
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What do you already know?
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• What a statistical investigation is.
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As
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• The range of tools that can be used in a statistical investigation, including: y
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&
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• data loggers, such as sensors recording temperatures every hour
s
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es
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• spreadsheets, which can be used to keep track of data such as expenses
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• databases, such as a collection of information about where
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people like to go on holiday
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• other productivity software, such as a word processor for writing
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up the investigation.
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• How to collect categorical and discrete data.
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95
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2 Managing data
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Continued
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Now try this!
As
am
y
Look at these descriptions of statistical investigations.
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&
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es
1 An investigation 2 An investigation to 3 An investigation to
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op
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to find out the find out who is the find out the most
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temperature of a oldest in a class popular type of
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home throughout drink in the
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the day school canteen
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What type of data is collected in each investigation –
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discrete, categorical or continuous data?
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How could you collect the data in each investigation?
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am
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&
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es
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Statistical investigations
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Remember, you
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A statistical investigation is the collection of data can calculate the mean
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to help you find the answer to a question. by adding all of the numbers
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t-
For example, Sofia might want to find out the up and dividing the total
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ni
mean number of goals she scored in every football by the number of numbers
R
match she played in a month. Sofia could look at you have!
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ss
each match and then work out the mean.
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As
am
Match Number of goals y
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&
1st 3
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2nd 5
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3rd 1
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4th 2
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Mean 2.75
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Arun might want to find out how many different birds he sees
se
id
in his garden in an hour. He could count the birds he sees
br
As
over the space of an hour to find this out. This is another
am
y
example of a statistical investigation.
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&
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C
es
Different types of data
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Pr
op
ie
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There are three types of data: categorical, discrete and
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continuous data.
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t-
Categorical data can be grouped into categories. It is usually an
ev
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ni
opinion, a description of something or a range of numbers. Examples
R
m
include favourite cupcake flavour, colour of pet, favourite type of cat,
ge
ss
favourite lesson, favourite book and age group such as 7 to 11.
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As
am
y
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&
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C
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&
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C
es
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Continuous data is numerical and can have
Pr
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ie
any value, not just whole numbers
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(like discrete data). This means it Continuous
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can be really precise. It is not usually data can be a number
ie
ve
countable (you cannot use your
t
ev
with a decimal point,
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ni
eyes to find out the number).
R
like 1.5 or 17.75.
U
Examples include temperature, length,
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ss
height, weight, amount of rainfall and
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id
time in a race.
br
As
am
97
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&
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2 Managing data
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&
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Discrete data is numerical but can only have whole values like 0 or 1.
s
C
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For example, you can’t have half a person! It is often countable,
w
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Pr
op
like the number of people in a room. Examples include number of
ie
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learners in the class, number of customers in a shop, number of
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pets and age.
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Planning an investigation
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id
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As
When planning a statistical investigation, you need to think about
am
y
the following questions:
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&
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s
• What do you want to find out? For example, you might want to
C
es
find out what sort of pets people in your class have.
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y
Pr
op
ie
• What questions will help you to find out this information?
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ity
C
Any questions you ask must give you exactly the information
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you need. You need to think about what sort of answers you will
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receive. Do you want to give a choice of answers, or for people to
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ni
answer freely?
R
m
• Who will you ask? This is linked to what you want to find out.
ge
ss
If your question is specific, you will know which group of people
se
id
you need to ask. For example, ‘Which pets do people in my
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As
class have?’ is specific. ‘Which pets do people have?’ is not specific.
am
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op
&
• How will you collect the data? This depends on the data you
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C
are trying to collect. If you are asking a simple question such as
es
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y
‘What is your favourite food?’, you might use a questionnaire.
Pr
op
ie
If you are measuring the temperature of something every
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ity
C
10 minutes, you might use a data logger (see next page)
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and a table or a spreadsheet.
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2 Managing data
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• How will you analyse the data? Depending on the type of data
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id
you have collected, you might use a suitable chart or graph.
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As
• What tools will you use throughout the process? For example,
am
y
if you are collecting data on temperatures or light levels,
op
&
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you might use a data logger.
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es
There is a range of different tools that you can use to collect
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op
ie
data in a statistical investigation, for example:
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• data loggers
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ie
• spreadsheets
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• databases
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m
• other tools like questionnaires or online forms.
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id
br
Data loggers
As
am
y
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&
A data logger is a device that uses sensors to collect data over time.
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C
es
A data logger is one way of collecting continuous data. A weather
w
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station is an example of a data logger. This is used to record the
Pr
op
ie
temperature and wind speed for the location of the station every hour.
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ity
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The weather station could be in that
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position for months or even years.
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t-
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ni
Some schools use data loggers in
R
their lessons. You might use a data
ge
ss
logger to test acid levels in drinks
se
id
in science, or to check how voltage
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As
affects volume, like the learners on
am
the next page! You might use one y
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&
to check changes in your heart
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rate during sports lessons.
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Can you think of a time when you used a data logger in school?
se
id
Often, a data logger can collect data on its own. It does not need a
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As
person to be there every time data needs to be collected. This means
am
y
it can be left alone or put in a place that is difficult for a person to
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&
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access, like Antarctica or a volcano.
s
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Pr
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Did you know?
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Every year there are between 12 000 to 14 000 earthquakes in the world. These are
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measured using a type of data logger called a seismograph. You can see information
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about earthquakes around the world using weather station websites.
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Unplugged activity 1
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You will need: a pen and paper
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&
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Write down three statistical investigations where you would collect
s
C
es
continuous data.
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Pr
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How are we doing?
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Swap your three investigations with a partner.
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Were all three of your partner’s suggestions examples that would use continuous
t
ev
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ni
data? Give them a mark out of three, one mark for each correct suggestion.
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If they lost any marks, work together to come up with a new suggestion.
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2 Managing data
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Spreadsheets
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Remember
As
You may have learnt about how
am
that * is the symbol
y
spreadsheets are used in statistical
op
&
for multiplication and / is the
-C
investigations before. A spreadsheet
C
es
is a useful tool for statistical symbol for division in
w
y
a spreadsheet!
Pr
investigations because you can use
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ie
it to store data. You can use spreadsheets
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to perform a range of calculations on the data,
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like finding the average, dividing, multiplying, adding and subtracting.
ie
ve
t-
ev
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You can also use spreadsheet software to present data visually
R
as a chart or a graph. This is known as a representation of the
m
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data. Charts and graphs often make it easier to understand
se
the data you have collected.
id
br
As
Look at the two images below. They show the same data but the data
am
y
is represented in different ways. Which is more useful for identifying
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&
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the most popular type of cat?
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am
y
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&
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es
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Activity 2
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As
You will need: a desktop computer, laptop or tablet, spreadsheet software,
am
y
a pen and paper, a thermometer
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&
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C
es
Investigate the temperature of your classroom to see how it changes
w
y
Pr
during the day.
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ie
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C
Place the thermometer in a sensible place in your classroom, such as on
R
rs
a shelf or table. Your teacher might have a good suggestion.
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ie
ve
t-
Create this table in a spreadsheet:
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en
ni
R
m
Time Temperature
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As
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&
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C
es
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Pr
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At the start of the school day, take the temperature on the thermometer and
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record this in your table. Do the same at the end of every lesson until the end
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ve
t-
ev
of the school day.
en
ni
R
The following day, enter the results into a spreadsheet. Use the headings
m
ge
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from the table in your spreadsheet.
se
id
Select the data in the spreadsheet and create a suitable chart to represent
br
As
the data. You may be familiar with this from previous learning. Make sure
am
you have added a suitable title to the chart and included a key.
y
op
&
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Print out your spreadsheet and chart and stick it in your exercise book.
C
es
w
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Under the chart, describe what the results tell you. For example,
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when is the hottest time in the classroom? Why do you think this is?
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Is it easier to view this information in a chart? Why? Discuss this with
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a partner first before writing your explanation.
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2 Managing data
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Databases
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As
A database is a useful way of storing, organising and analysing
am
y
data. For example, if your database stores a list of people and their
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&
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favourite fruit, you can search or filter the data to answer questions
C
es
such as ‘Which people like pineapple?’ This is what the database
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might look like before you filter the data:
op
ie
I wonder
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how many people
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in my class like
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ve
t-
ev
pineapple.
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ni
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id
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As
am
y
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&
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C
es
w
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As
am
This is what the database would look like if you used a filter y
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&
to only see the people who like pineapples:
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es
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The database can tell you which people meet these criteria. Criteria are
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requirements. For example, search criteria are requirements for the type
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As
of information you are looking for when you search a database
am
y
or the internet.
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&
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We can use spreadsheet software, such as Excel or Google Sheets,
C
es
to create simple databases and analyse the data in them. Remember
w
y
Pr
that spreadsheet software can be used for many other tasks too!
op
ie
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C
Database software, such as Access, is only used to create databases
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rs
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and to analyse the data within them.
ie
ve
t-
An example of a database could be a record of all the car licence
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en
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plates in a particular country. People can search the database
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m
to see who a car belongs to.
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id
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As
am
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&
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C
es
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As
am
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&
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C
es
Other tools
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Pr
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ev
When planning an investigation, you can use a mixture of other tools.
ity
C
You might consider a word processor to write up the investigation or
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rs
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to produce a list of questions you want to ask people. This is a useful
ie
ve
t
ev
tool as it automatically checks your spelling, and you can email the
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document or print it.
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You could use an online form to create
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id
a questionnaire for people to fill in.
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As
A questionnaire is a series of questions that
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you want to ask people. Creating a form online
op
&
means you do not have to print out lots of paper
-C
C
copies to hand out, and you can ask people far
es
w
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away to fill it in for you. You can even post a
Pr
op
ie
link to your form on a website, or email people
ev
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C
a link to the form.
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rs
w
Online forms automatically provide the results
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ve
t-
ev
of your questionnaire in a spreadsheet for you.
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ni
R
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Unplugged activity 3
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id
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As
You will need: a pen and paper
am
y
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&
Copy the following table. Write down which data collection tool would
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C
be the best to use for each investigation.
es
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y
Pr
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ie
Investigation Best tool to use
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ity
C
R
Measure the rainfall in a month
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w
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How many people visit the supermarket
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en
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on a Monday
R
m
ge
The test results of everyone in your class
ss
for the year
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id
br
As
The amount of time you spend on your
am
device in a day
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op
&
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C
es
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1 Work with a partner. Select one of the investigations from the table and explain
Pr
op
ie
to your partner why you chose a particular tool to collect data.
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2 What might the disadvantages be of using an online form to collect data?
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Planning a form
se
id
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As
People are often asked to fill in forms
am
y
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&
requesting their personal details.
-C
s
For example, this might happen when
C
es
they move to a new school or enter
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y
Pr
op
ie
a competition.
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ity
C
They might also be asked to fill in a form
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rs
w
asking for their opinion on an item they
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ve
t-
have recently bought or on a hotel they
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have recently stayed in. Business owners
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m
like to have people’s feedback so they
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ss
know if their customers are happy or if
se
id
they need to make any improvements.
br
As
am
y
op
&
Creating a form to collect Stay safe!
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C
es
As you get older, you
continuous data
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y
Pr
op
might start using
ie
ev
social media. Think
ity
C
When creating a form to collect continuous data, you need
R
carefully about what
rs
to think carefully about the following things.
w
ie
ve
information you
t-
• Phrase your questions precisely.
ev
en
share online about
ni
If you are asking someone for the temperature every
R
yourself. You never
m
day in a classroom at midday each day last week, you know who might see
ge
ss
should make sure you include all of these elements in it or what it could be
se
id
the question, like in the first example here: used for.
br
As
am
✓ What was the temperature in your classroom y
op
&
at 12:00 p.m. on Monday?
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C
es
✗ What is the temperature?
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y
Pr
op
ie
You should also make sure that you do not allow people
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ity
C
to type their own text answers, and that you only accept
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rs
w
answers in the format you want.
ie
ve
• How often should data be entered?
t
ev
en
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R
If you want data to be recorded three times a day,
U
you should specify this and make sure there is space in
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ss
your form to add three lots of data per day.
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• Over what period should the data be entered? If you want data
se
id
every day for a week, make sure this is clear. Again, make sure
br
As
there is space in your form to add data every day.
am
y
• What measurements are you going to use?
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&
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(such as mm, cm, kg or lb)?
C
es
Your form should specify the measurements
w
y
Pr
op
ie
you will accept answers in.
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ity
C
• How precise should the data be?
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rs
w
ie
For example, you could request that answers
ve
t-
ev
have one or two numbers after a decimal point.
en
ni
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m
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ss
Unplugged activity 4
se
id
You will need: a pen and paper
br
As
am
y
Work with a partner for this activity.
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&
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C
Zara and Arun have each decided
es
w
to make a form to collect data on
y
Pr
op
ie
everyone’s height in the class so
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ity
C
they can help their teacher decide
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rs
w
where everyone should stand for
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ve
t-
the school photo.
ev
en
ni
Take a look at Zara’s form:
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m
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id
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As
am
y
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&
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C
es
w
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Pr
op
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Continued
se
id
br
Now look at Arun’s form:
As
am
y
Whose form is better?
op
&
Think about:
-C
C
es
• question type
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y
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op
ie
• preciseness of the question
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ity
C
• whether all necessary
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rs
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questions have been asked
ie
ve
t-
ev
en
• whether everyone in the
ni
R
class could complete
m
ge
ss
the form with their data.
se
id
Once you have decided which
br
As
form is more appropriate,
am
y
think about any further
op
&
changes you could make
-C
C
es
to make it even better.
w
y
Try to come up with
Pr
op
ie
two suggestions.
ev
ity
C
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rs
w
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ve
t-
ev
en
ni
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ss
se
id
br
As
am
y
op
&
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C
es
How do you make sure that you listen to your partner properly?
w
y
Pr
op
ie
How might you improve your communication in future activities?
ev
ity
C
How did you make sure you agreed on your chosen questions?
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rs
w
If you worked together again, how could you improve
ie
ve
t
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en
your partnership?
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2 Managing data
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Creating a form
se
id
br
As
There are many different ways to create an online form.
am
y
op
&
One popular way is to use an online form creator, like Google Forms.
-C
C
This is an example of an online form.
es
w
y
Pr
op
ie
ev
ity
C
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rs
w
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ve
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ev
en
ni
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se
id
br
As
am
y
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&
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C
es
w
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Pr
op
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ni
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id
br
As
am
y
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&
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C
es
w
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Pr
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Online form creators are very easy to use. They also allow you to
se
id
collaborate (work with other people) on the same document at the
br
As
same time with a partner or group and share the finished
am
y
form with anyone.
op
&
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Online form creators give you lots of options when choosing question
C
es
type (the way in which you ask your question). For example, you can
w
y
Pr
choose to insert an open text question, a multiple choice question,
op
ie
ev
a ranking question or another type of question. Some online form
ity
C
creators even allow you to add images.
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rs
w
ie
ve
t-
ev
en
ni
R
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se
id
br
As
am
y
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&
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C
es
w
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Pr
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se
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br
As
am
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&
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Question types
es
w
y
Pr
op
ie
Imagine you want to find the heights of
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ity
C
everyone in your class so you can
-R
rs
w
decide who stands where in the class
ie
ve
photo. What question types would
t
ev
en
ni
help you to collect this continuous data?
R
m
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&
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2 Managing data
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Open text questions
se
id
br
Open text questions allow people to write their own answer, but
As
am
they might not submit their answer in the correct format or with
y
op
&
the correct type of measurement. To prevent this, you could allow a
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written answer with validation rules. Validation rules are restrictions
es
w
that make sure that only certain types of answer are accepted, like
y
Pr
op
ie
only words or only symbols. You may remember validation rules
ev
ity
C
from lessons in previous years.
R
rs
w
Examples of open questions:
ie
ve
t-
ev
en
• Why do you like reading?
ni
R
m
• What is your favourite lesson and why?
ge
ss
• What is your opinion on the local library?
se
id
br
Multiple choice questions As
am
y
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&
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Multiple choice questions allow people to pick from a range of
s
C
es
answers. However, because continuous data is numerical data that
w
y
Pr
can have any value, it would take forever to add answer options to
op
ie
cover every possibility. You could limit the options you provide, but this
ev
ity
C
would mean that some people would not be able to enter their data.
R
rs
w
ie
ve
t-
Examples of multiple choice questions:
ev
en
ni
• Do you like to play tennis?
R
Yes No
ge
ss
se
id
• What is your favourite colour?
br
As
Red Yellow
am
y
op
&
Pink Green
-C
C
es
Orange Purple
w
y
Pr
op
Blue Brown
ie
ev
ity
C
Other
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rs
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ve
t
ev
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ni
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br
As
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Ranking questions
se
id
br
Ranking question types allow the person to select their response on a
As
am
scale, for example 1 to 5 where 1 is the worst and 5 is the best.
y
op
&
This type of question is useful when asking people their opinions
-C
C
about something, but it will not allow you to collect continuous or
es
w
discrete data.
y
Pr
op
ie
Example of a ranking question:
ev
ity
C
R
• How would you rate today’s lunch on a scale of 1 to 5,
rs
w
ie
ve
with 5 being excellent?
t-
ev
en
ni
R
m
1 2 3 4 5
ge
ss
se
id
br
As
Other questions
am
y
op
&
You also need to remember to ask
-C
important questions about the person
C
es
completing the form. For example,
w
y
Pr
op
ie
you might need to know the name of
ev
ity
C
the person answering the questions.
R
rs
w
If you were collecting data on pets,
ie
ve
t-
you would need to know if the person
ev
en
ni
answering the questions has a pet.
R
If not, they would not need to answer
ge
ss
the rest of the questions!
se
id
br
As
am
y
op
&
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C
es
w
y
Pr
op
ie
ev
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C
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Unplugged activity 5
se
id
br
You will need: a pen and paper
As
am
y
op
&
Work with a partner for this activity.
-C
C
es
Write questions for a form which will allow
w
y
respondents to record continuous data.
Pr
op
ie
Choose one of these investigations to focus on:
ev
ity
C
• You want to investigate who the tallest
R
rs
w
ie
person is in your class.
ve
t-
ev
en
ni
• You have a friend in Norway. You want to compare the average temperature
R
m
at midday across a period of a week between where you live and Norway.
ge
ss
• You want to find out who in your class has made the best paper plane
se
id
by seeing whose flies the furthest. You fly them three times each to get
br
accurate results.
As
am
y
op
&
• You want to know who in your class has the heaviest school bag.
-C
C
es
Think about:
w
y
Pr
op
• whether the data changes over
ie
Remember,
ev
time and needs to be entered
ity
C
continuous data can
R
multiple times
rs
w
change over time. It can
ie
ve
t-
• when the data should
be any data that is measured
ev
en
ni
be recorded
and can take any value,
R
• what measurements should like the time it takes
ge
ss
be used to finish a race.
se
id
br
• the wording of your questions.
As
am
Write your questions down on a piece of paper. y
op
&
-C
Think about how you want your form to look, too.
s
C
es
w
y
Pr
op
ie
ev
ity
C
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t
ev
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ni
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br
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am
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Activity 6
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id
br
As
You will need: a desktop computer, laptop or tablet with access
am
y
to the internet and source file 2.1_class_height_order
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&
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es
Sofia has made some changes to Zara and Arun’s forms.
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y
Pr
op
Open source file 2.1_class_height_order, which is a Google Forms document,
ie
ev
to see what she has done. Remember that you will need to open the form
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C
in a web browser once you have access to the weblink.
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rs
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What happens when you try the following?
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en
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• Leave question 1 blank, scroll to the bottom of the page and press
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m
the red ‘Next’ button.
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ss
• Select ‘No’ for question 2, ‘Would you like to be in the class photo?’.
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id
br
As
• Enter the number 7 for question 3.
am
y
Why do you think Sofia designed the form to react in these ways?
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&
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What is the benefit?
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C
es
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Suggest two reasons why Sofia’s form is more appropriate than
y
Pr
op
ie
Zara’s or Arun’s.
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ity
C
R
rs
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ie
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Benefits of an online form creator
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en
ni
R
Using an online form creator rather than a word processor has
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ss
many advantages.
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id
A word processor will allow you to format the questions so the
br
As
form looks presentable and clear, but an online form creator
am
y
op
&
will do much more:
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You can add as many questions as you need.
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•
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y
Pr
• The response options are automatically arranged for you.
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• The results are automatically saved, analysed and sent to you.
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C
-R
You can easily share the link to the form with anyone in the world.
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•
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• Users do not need special software to complete the form.
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They only need an internet connection and a web browser.
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2 Managing data
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Stay safe!
se
id
Using an online
br
When creating and
As
am form creator means someone
sending an online
y
from another country could complete
op
&
form, think about
your form. This is very useful when
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C
how you share the
es
you want to collect data from
w
form. Your teacher
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Pr
all over the world!
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ie
will show you how
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you can change the
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rs
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settings so that only
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ve
t-
specific people can
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en
ni
access your form.
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m
ge
ss
se
id
Practical task 1
br
As
am
y
You will need: your questions from Unplugged activity 5, a desktop computer,
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&
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laptop or tablet with an internet connection, a Google account
s
C
es
w
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You are now going to create an online form using your questions.
Pr
op
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Work with your partner. Use your paper plan to help you.
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1 Log in to a Google account and go to Google Forms.
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2 Under ‘Start a new form’ press ‘Blank’.
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3 Create your form. (A template for the first question will appear automatically.)
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a Give your form a title.
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b Select the question type you want to use
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id
(for example, short answer or check boxes).
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c Type in your question text.
am
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&
d If you have selected multiple choice or check boxes,
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type in the answer options.
es
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4 To add another question, press the plus (+) in a circle in
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op
ie
the toolbar on the right.
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You might need to slightly change the question types that you planned
-R
rs
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to use as there is a limited number of question types in Google Forms.
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All changes to your form are saved automatically.
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2.1 Capturing data
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Continued
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id
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As
5 When you are both happy with the form,
am
y
share it with others in your class:
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&
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s
a Press ‘Send’ in the top right corner of the screen.
C
es
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b Press on the link icon next to the envelope.
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Pr
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c Press ‘Copy’.
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d Share the link with
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If you are all using
rs
w
your classmates.
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t-
the same computer, you
ev
6 To complete a form:
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ni
can all fill in the form one after the
R
a Paste the link into
m
other. Just press ‘Submit another
ge
a new web
ss
response’ after each person
browser tab.
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id
submits their answers.
br
b Fill in the form
As
am
then press ‘Submit’.
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&
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C
How are we doing?
es
w
Hold up a red, yellow or green card to show how confident you are with
y
Pr
op
ie
writing questions for a form.
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ity
C
• Red means you do not really understand and you need more help.
R
rs
w
• Yellow means your confidence is increasing but you need support
ie
ve
t-
ev
or more practice.
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R
• Green means you are confident enough to teach others.
m
ge
ss
If you held up a green card for one of the questions, find someone who
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id
held up a red or yellow card for that question. Help them to understand
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As
the things they are not sure about.
am
y
op
&
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C
es
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As
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2 Managing data
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id
Did you both agree on what question types to use when creating
br
As
the form? Why/why not?
am
y
op
&
How easy was the form to fill in? What made it easy or difficult?
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What would you do differently next time?
es
w
y
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R
Questions rs
w
ie
ve
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ev
en
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1 Describe an advantage of using an online form creator.
R
m
2 Suggest two question types that would not be appropriate
ge
ss
for collecting continuous data.
se
id
3 List three computing tools that can help with statistical
br
As
investigations, with examples of how they can be used.
am
y
op
&
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C
Look what I can do!
es
w
y
Pr
I can describe the role of different tools I can use in statistical investigations.
op
ie
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C
I can plan a statistical investigation.
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I can explain how continuous data can be collected.
ie
ve
t-
ev
I can create an appropriate form for collecting continuous data.
en
ni
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m
ge
ss
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id
br
As
am
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&
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C
es
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Pr
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As
am
118
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&
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2.2 Creating a spreadsheet
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m
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2.2 Creating a spreadsheet
se
id
br
As
am
y
op
&
We are going to:
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• explore the features of a spreadsheet
es
w
y
Pr
op
• design a spreadsheet with different features and functions
ie
ev
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C
• select some data for a given purpose.
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rs
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AVERAGE spreadsheet
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ve
t-
cell reference SUM
ev
en
ni
formula unique
R
m
ge
ss
se
id
Getting started
br
As
am
What do you already know?
y
op
&
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• How to add data into a spreadsheet.
s
C
es
How to use simple operators in a spreadsheet, including +, -, *,
w
•
y
Pr
op
ie
and /, for calculations.
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ity
C
• How to use simple formulas in a spreadsheet.
R
rs
w
ie
ve
t-
• How to use built-in functions including SUM and AVERAGE.
ev
en
ni
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m
ge
ss
se
id
br
As
am
y
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&
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C
es
w
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Pr
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ev
ity
C
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119
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2 Managing data
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U
m
ge
ss
Continued
se
id
br
Now try this!
As
am
y
Look at the spreadsheet. It shows the cost of different items that are
op
&
-C
sold in a stationery shop and how many of each item the shop has.
C
es
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y
Pr
op
ie
ev
ity
C
R
rs
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ev
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id
br
As
am
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&
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C
es
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Pr
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With a partner, discuss how you could answer the following questions:
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C
R
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1 What formula could you use to work out the total cost of the pens?
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2 How could you calculate the total cost of all the items in the shop?
ev
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ni
3 How could you fill the ‘Total’ cell with data?
R
What calculation would be needed?
ge
ss
4 What other calculations could you do with this data?
se
id
br
As
am
y
op
&
Features of a spreadsheet
-C
C
es
w
y
A spreadsheet is a document that is split into a
Pr
op
ie
large grid. Each box in the grid is called a cell.
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ity
C
The cells are organised in rows and columns.
-R
rs
w
Each row has a unique number and each column
ie
ve
t
ev
has a unique letter. Unique means it is not like
en
ni
R
anything else, and that there is only one of
U
them – like you!
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ss
se
id
br
As
am
120
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&
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C
es
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ity
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rs
ve
t-
2.2 Creating a spreadsheet
en
ni
U
m
ge
ss
You can use a spreadsheet to store data or information.
se
id
However, spreadsheets can do much more than store data!
br
As
They are powerful computing tools that we can use to
am
y
carry out complex calculations. Spreadsheets are often
op
&
used to analyse data such as sales, stocks of goods in a
-C
C
shop, or financial information.
es
w
y
Pr
op
ie
ev
ity
Cell references
C
R
rs
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Each cell has an address made up of a letter and a number.
ev
en
ni
This is known as a cell reference.
R
m
In a cell reference, the letter tells you how far along the cell is from left
ge
ss
to right (which column the cell is in). The number tells you how far
se
id
down the cell is (which row it is in).
br
As
Look at the spreadsheet in the picture. The selected cell has a cell
am
y
op
&
reference of B3.
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C
es
w
y
Pr
font information data type
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ie
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ity
C
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rs
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ve
t-
ev
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ni
R
m
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ss
se
id
br
As
am
y
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&
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C
es
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y
Pr
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ie
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ity
C
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rs
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ve
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ni
R
cell reference name of worksheet selected cell
ge
ss
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id
br
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am
121
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&
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2 Managing data
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m
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ss
Cell references make it really easy to make calculations, because we can
se
id
use the cell reference to find values by just typing in the cell reference.
br
As
am
y
op
&
Formulas
-C
C
es
To make a calculation in a spreadsheet, we need to use a formula.
w
y
Pr
op
ie
A formula is an instruction to do a calculation. Spreadsheet formulas
ev
ity
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combine cell references with arithmetic operators. Remember,
R
rs
w
arithmetic operators are the symbols we use to do maths,
ie
ve
t-
such as + (plus), − (minus), * (multiply), / (divide).
ev
en
ni
You might already know how to use a
R
m
formula in a spreadsheet with numbers
ge
ss
and arithmetic operators, like this: I need to remember
se
id
=6+1664. to include = at the start
br
As
of my formulas.
In this topic, you will use cell
am
y
op
&
references to make calculations.
-C
C
For example, =C3*D4 is an example of a simple formula that multiplies
es
w
y
the value in C3 by the value in D4. If the cell C3 contained the
Pr
op
ie
number 2 and the cell D4 contained the number 4, the formula
ev
ity
C
would return 8. A formula must begin with =. This is so the
R
rs
w
spreadsheet software knows you are doing a calculation.
ie
ve
t-
ev
You must put the formula for the calculation you want to do in a
en
ni
R
separate cell (not either of the cells you are trying to use in the
U
calculation). Look at the spreadsheet below. You can see that the
ge
ss
formula is written in cell D5, which is not used in the calculation.
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
ie
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ity
C
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t
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ss
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id
br
As
am
122
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&
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ity
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rs
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t-
2.2 Creating a spreadsheet
en
ni
U
m
ge
ss
se
id
br
As
am
y
op
&
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C
es
w
y
Pr
op
ie
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ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
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When writing a formula, you can type directly into a cell. Click on an
s
C
es
empty cell to start typing into it. To change part of the data already in
w
y
Pr
op
a cell, double-click on the cell before typing. Alternatively, you can type
ie
ev
into the formula bar at the top of the spreadsheet. You only need to
ity
C
click in the formula bar once before you start typing.
R
rs
w
ie
ve
t-
ev
en
ni
R
Click the formula
m
ge
bar to type into it.
ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Click or double-click
Pr
op
ie
a cell to type into it.
ev
ity
C
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rs
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ie
ve
t
ev
en
ni
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m
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ss
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id
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As
am
123
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&
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es
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2 Managing data
en
ni
U
m
ge
ss
Unplugged activity 1
se
id
br
As
You will need: a pen and paper
am
y
op
&
Look at this spreadsheet belonging to the owner of a winter clothes shop.
-C
C
The owner knows how many items she sold and what she sold, but forgot
es
w
y
how much she sold them for!
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
ge
ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
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C
R
rs
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ve
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en
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R
1 What formula would you need to write, and in which cell, to calculate
ge
ss
the price per item for:
se
id
a hats? b gloves? c socks?
br
As
am
2 Write a formula to calculate how much it would cost to buy 127 y
op
&
of each item listed above.
-C
C
es
w
y
Pr
op
ie
Functions
ev
ity
C
-R
rs
w
Just like in programming, a function is a sub-routine in the spreadsheet
ie
ve
software’s code. There are lots of different functions that are ready for
t
ev
en
ni
us to use in a spreadsheet. Each function contains a hidden formula
R
that has already been written for us. We can call a function by using
ge
ss
its name. We will focus on the functions SUM and AVERAGE.
se
id
br
As
am
124
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&
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rs
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t-
2.2 Creating a spreadsheet
en
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m
ge
ss
When we want to use a function in a formula, we follow these steps:
se
id
1 start with an equals sign: =
br
As
2 add the name of the function we want to use,
am
y
op
&
for example SUM or AVERAGE
-C
C
3 type the cell references we want to use in the function in
es
brackets: ( ). This is so that the spreadsheet software can tell the
w
y
Pr
op
ie
difference between the function name and the rest of the formula.
ev
ity
C
R
rs
w
SUM
ie
ve
t-
ev
The SUM function calculates the total of the values in the
en
ni
R
selected cells.
m
ge
ss
For example, if we want to add up all the values in the cells A1 to A10,
se
id
we could use the following formula: =SUM(A1:A10)
br
‘SUM’ comes straight after = because that is
As
am
y
the function we are using. The cells we Remember to
op
&
-C
want the sum of are written within add in the colon so that
s
C
es
brackets. The colon (:) means ‘to’. the spreadsheet software
w
y
Pr
So, the formula will calculate the sum
op
knows which values
ie
ev
of the cells from A1 to A10 (A1, A2, A3, to add together.
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C
A4, A5, A6, A7, A8, A9 and A10).
R
rs
w
ie
ve
t-
ev
en
ni
AVERAGE
R
The AVERAGE function calculates the mean of the values in the
ge
ss
selected cells. You can calculate a mean by adding together all
se
id
of the values and dividing the answer by the number of values.
br
As
am
We can calculate the average in a spreadsheet using the following y
op
&
formula: =AVERAGE(A1:A10)
-C
C
es
Again, we must remember to include the colon (:) so that the
w
y
Pr
spreadsheet software knows which values to use in its calculation.
op
ie
We also must remember to use the function name ‘AVERAGE’ before
ev
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we type in the cell references. Otherwise, the spreadsheet software
-R
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will not know what to do with the values!
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ve
t
ev
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ni
R
m
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ss
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id
br
As
am
125
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2 Managing data
en
ni
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m
ge
ss
Unplugged activity 2
se
id
br
As
You will need: a pen and paper
am
y
op
&
With a partner, identify the incorrect formulas in the following list.
-C
C
es
1 =SUMB5:B10
w
y
Pr
op
2 =(B5:B10)
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ity
C
3 =SUM(B5:B10)
R
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4 AVERAGE(B5:B10)
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5 =AVERAGE(B5-B10)
ev
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6 =B5/B10
R
m
7 B5*B10
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ss
8 =AVERAGE(B5B10)
se
id
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As
9 SUM=(B5:B10)
am
y
10 =AVERAGE(B5:B10)
op
&
-C
Why is each formula you have identified incorrect? Write them again, correctly.
C
es
w
y
Pr
op
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ity
C
Did you know?
R
rs
w
There are a maximum of 1,048,576 rows and 16,384 columns in
ie
ve
t-
Microsoft Excel, which gives us 17,179,869,184 cells in total.
ev
en
ni
R
There are at least 475 functions, depending on which software you
U
are using, which are built in for you to use in a spreadsheet!
ge
ss
se
id
br
As
am
y
op
&
-C
C
es
w
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Pr
op
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ity
C
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ev
en
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ss
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id
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As
am
126
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2.2 Creating a spreadsheet
en
ni
U
m
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ss
Activity 3
se
id
br
As
You will need: a desktop computer, laptop or tablet, spreadsheet software
am
y
and source file 2.2_winter_clothes_shop
op
&
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C
es
Open source file 2.2_winter_clothes_shop.
w
y
Pr
op
ie
You will see that there are three empty
ev
ity
C
cells: B14, C14 and D14. You are going to
R
rs
do calculations in these cells using formulas.
w
ie
ve
t-
Type a formula in B14 to calculate the total
ev
en
ni
sales (money customers paid for items).
R
m
Type a formula in C14 to calculate the
ge
ss
total number of items sold.
se
id
br
Type a formula in D14 to calculate the
As
am
average price per item in the shop.
y
op
&
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C
es
How are we doing?
w
y
Pr
op
ie
Compare your answers with a partner.
ev
ity
C
• Did your calculations give you the same output?
R
rs
w
• If not, can you identify whose is correct and why?
ie
ve
t-
ev
en
ni
• Did your partner use the SUM and AVERAGE formulas, or did they
R
use a different formula?
ge
ss
Give your partner’s spreadsheet and calculations a rating from 1 to 3:
se
id
1 means the spreadsheet was perfect – the answers were correct and
br
As
they used the SUM and AVERAGE functions.
am
y
op
&
2 means the spreadsheet was good but there was room for improvement.
-C
Maybe your partner used a different formula but got the right answers.
es
Maybe they used the appropriate formula but made a mistake.
y
Pr
op
ie
3 means your partner did not get the right answers and did not
ev
ity
C
use SUM or AVERAGE.
-R
rs
w
If your partner scored 2 or 3, work together to ensure their spreadsheet
ie
ve
t
ev
is correct.
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ni
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Questions Stay safe!
se
id
As with any
br
As
1 Why is it useful to use cell references?
document,
am
y
2 Why should you use a formula? Give two reasons.
op
&
you should be
-C
s
3 What advantage is there to using a built-in function careful opening
C
es
in a spreadsheet? spreadsheets if you
w
y
Pr
op
ie
4 What formula or function would you use to calculate are not sure where
ev
ity
C
the total value of cells D3 to D40? they come from.
R
rs
w
This is because
ie
ve
t-
they can include
Planning a spreadsheet
ev
en
ni
hidden code that
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m
can damage
In Topic 2.1, you planned the questions you wanted to ask
ge
ss
your computer.
your class before you created an online form.
se
id
br
When you want to create a spreadsheet, you also need to
As
am
carefully plan what it is going to look like and what you would
y
op
&
like it to do. You need to think about the formulas you could use
-C
C
and the type of data the cells might contain.
es
w
y
Pr
When you create a spreadsheet, ask yourself these questions:
op
ie
ev
ity
C
• What data do I want to use?
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rs
w
• What headings will the data have?
ie
ve
t-
• How will I organise the data so that is it easy
ev
en
ni
to understand?
R
• What format will the data be in?
ge
ss
• What calculations do I want to do on the data?
se
id
• What formulas or functions can I use to perform
br
As
am
these calculations? y
op
&
-C
I want to know
es
the total number of
y
Pr
op
ie
hours I watch TV in a week,
ev
ity
C
so I know I need a blank
-R
rs
w
cell where I can make
ie
ve
this calculation.
t
ev
en
ni
R
m
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ss
se
id
br
As
am
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Unplugged activity 4
se
id
br
As
You will need: a pen and paper
am
y
op
&
Work in pairs to plan a class outing to the
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C
es
local park for a picnic.
w
y
Pr
op
You need to decide what food and drink you
ie
ev
will need for the picnic and the amount of
ity
C
each item you need.
R
rs
w
ie
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t-
Copy the following tables onto paper.
ev
en
ni
Everyone in your class should choose one
R
m
drink and up to three food items they would
ge
ss
like to eat from the lists below. They can
se
id
only choose items from the lists. Each person in the class
br
As
can vote for their choices. Your teacher will help you with this.
am
y
op
&
Food Number
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C
es
Tandoori turkey sandwich
w
y
Pr
op
ie
Spring rolls
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ity
C
R
Crisps
rs
w
ie
ve
t-
Bhaji
ev
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ni
R
Bao bun
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ss
Fruit salad
se
id
br
As
Crackers
am
y
op
&
Chicken sticks
-C
C
es
Chocolate
w
y
Pr
op
ie
Sugar cookies
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C
-R
Cake
rs
w
ie
ve
Pakoras
t
ev
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ni
R
Kebabs
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id
br
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Continued
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id
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As
Drink am Number
y
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&
Water
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es
Milk
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op
ie
Soda
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Juice
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ve
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ni
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m
Selecting data for a purpose
ge
ss
se
id
Spreadsheets often contain large amounts of data. This means it is
br
very useful to be able to select particular
As
am
y
op
&
pieces of data that allow you to answer
-C
You selected
s
a question or complete a task.
C
es
data for a purpose
w
y
A supermarket might have a huge
Pr
in Activity 3 when you chose
op
ie
amount of data on what they sell
ev
the data you needed to make
ity
C
each day, but if they want to answer
the SUM and AVERAGE
R
rs
w
questions about how much of an item
ie
ve
calculations.
t-
they have sold, they need to select
ev
en
ni
particular pieces of data.
R
They might decide to group the data into different categories,
ge
ss
such as fruit, and calculate how many of each item they have sold.
se
id
Or they might select sales at different times of day to calculate how
br
As
many customers they had in a specific hour.
am
y
op
&
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C
es
w
y
Pr
op
ie
ev
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2.2 Creating a spreadsheet
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m
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ss
The owner of the supermarket might not just want to know how many
se
id
apples have been sold that day, but they might want to know how
br
As
many apples are left in stock.
am
y
All these different scenarios can be worked out in a spreadsheet by
op
&
-C
selecting specific data and using a suitable formula.
C
es
To work out how many apples are left, the owner might use a formula
w
y
Pr
op
ie
that uses subtraction, but to work out how much money they will
ev
ity
C
make from selling all the apples, they might use a multiplication
R
rs
w
formula. However, whether they get useful results depends on them
ie
ve
t-
selecting the correct data to use in the calculations.
ev
en
ni
To select data in a spreadsheet to use in a calculation, you can either:
R
m
• type cell references into a formula
ge
ss
se
id
• click and drag the cells you want to use.
br
As
We already know how to type cell references into a formula from the
am
y
Functions section of this topic.
op
&
-C
C
es
Activity 5
w
y
Pr
op
ie
ev
ity
You will need: a desktop computer, laptop or tablet, spreadsheet software
C
R
rs
and source file 2.3_weather_data
w
ie
ve
t-
ev
Look at source file 2.3. The spreadsheet shows weather data for one month.
en
ni
The data was collected by a data logger at 9 a.m. every day.
R
m
ge
ss
Use the spreadsheet to calculate:
se
id
1 the mean maximum temperature for the month Remember, the
br
As
2 the mean minimum temperature for the month mean is a kind of average
am
you can use a spreadsheet
y
op
&
3 the mean humidity for the month
-C
to calculate
s
4 the mean pressure for the month.
es
w
y
Discuss with a partner how you could make these calculations.
Pr
op
ie
Why would you not perform any calculations on the wind direction?
ev
ity
C
-R
Complete the calculations in the spreadsheet.
rs
w
ie
ve
Show your partner what data you selected to perform each calculation.
t
ev
en
ni
R
Selecting data for a purpose in an existing spreadsheet can sometimes
ge
ss
be difficult because you need to familiarise yourself with the data
se
id
before you know that to select.
br
As
am
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2 Managing data
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Designing your own spreadsheet helps with this, because you will
se
id
know where to find the data you need for your calculations.
br
As
am
y
Unplugged activity 6
op
&
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C
es
You will need: a pen and paper and your completed tables
w
y
Pr
op
from Unplugged activity 4
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
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C
es
w
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Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
With the same partner you worked with in Unplugged activity 4, you are
ev
en
ni
going to plan a spreadsheet to record what is needed for the class picnic.
R
You can only buy the five most popular food items for the picnic.
ge
ss
You need to make calculations to find out:
se
id
br
As
• how many people are attending the picnic
am
• what the five most popular food items are (you should use
y
op
&
-C
only these five food items in your calculations)
s
C
es
• how many of each drink you need
y
Pr
op
ie
• how much drinks will cost in total
ev
ity
C
-R
• how much food will cost in total
rs
w
ie
ve
• what the average cost is for each person attending the picnic
t
ev
en
ni
• how much the picnic will cost in total.
R
m
ge
ss
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id
br
As
am
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2.2 Creating a spreadsheet
en
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Continued
se
id
The price lists for the food and drink are as follows.
br
As
am
y
Food Cost for 1 serving
op
&
-C
C
Tandoori turkey sandwich $1.07
es
w
y
Pr
op
Spring rolls $0.87
ie
ev
ity
C
Crisps $0.59
R
rs
w
ie
ve
t-
Bhaji $1.13
ev
en
ni
Bao bun $1.52
R
m
ge
ss
Fruit salad $1.87
se
id
Crackers $0.61
br
As
am
y
Chicken sticks $1.01
op
&
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C
Chocolate $0.43
es
w
y
Pr
op
Sugar cookies $0.65
ie
ev
ity
C
Cake $0.85
R
rs
w
ie
ve
t-
Pakora $1.15
ev
en
ni
Kebabs $0.98
R
m
ge
ss
Drink Cost for 1 serving
se
id
br
As
Water $0
am
y
op
&
Milk $0.41
-C
C
es
Soda $0.99
w
y
Pr
op
ie
Juice $0.81
ev
ity
C
Your spreadsheet plan should also show how you will use
-R
rs
w
ie
the following at least once:
ve
t
ev
en
ni
• formulas (with cell references and arithmetic operators)
R
• the SUM function
ge
ss
• the AVERAGE function.
se
id
br
As
am
133
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2 Managing data
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Continued
se
id
You should also show what data you will select when you
br
As
am
use formulas and functions.
y
op
&
As you work on your plan, think about these questions:
-C
C
es
• What headings will the data have?
w
y
Pr
op
ie
• Are you organising the data into columns or rows?
ev
ity
C
• What format will the data be in?
R
rs
w
ie
ve
t-
ev
en
ni
Activity 7
R
m
ge
ss
You will need: a desktop computer, laptop or tablet, spreadsheet software,
se
your plans from Unplugged activity 6
id
br
As
Work with the same partner as you did in Unplugged activities 4 and 6.
am
y
op
&
Use your plan from Unplugged activity 6 to create your picnic spreadsheet.
-C
C
Remember to use formulas and the SUM and AVERAGE functions.
es
w
y
Pr
op
ie
How are we doing?
ev
ity
C
Once you have completed your spreadsheet, share it with another pair.
R
rs
w
Explain how you have created your spreadsheet.
ie
ve
t-
ev
Ask the pair for feedback on your spreadsheet.
en
ni
R
Look at the spreadsheet from the other pair. Check the following:
m
ge
ss
• Has all the relevant data been included?
se
id
• Have they used the SUM and AVERAGE functions?
br
As
• Have they used formulas correctly, with cell references and
am
y
op
&
arithmetic operators?
-C
• Did they select the correct data to perform their calculations?
es
w
y
Pr
op
ie
ev
ity
C
Look what I can do!
-R
rs
w
ie
ve
I can explain the different features of a spreadsheet,
t
ev
en
including how to use a range of formulas and functions.
ni
R
I can design a spreadsheet with different features and functions.
ge
ss
I can select data in a spreadsheet to use in calculations.
se
id
br
As
am
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2.3 Creating a database
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2.3 Creating a database
se
id
br
As
am
y
We are going to:
op
&
-C
C
• design a single table database
es
w
y
Pr
op
• create a single table database
ie
ev
ity
C
• search for information in a database using a phrase.
R
rs
w
ie
ve
t-
attribute filter
ev
en
ni
database phrase searching
R
m
data type record
ge
ss
field
se
id
br
As
am
y
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&
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C
es
w
y
Pr
op
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C
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ve
t-
ev
en
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R
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ss
Getting started
se
id
What do you already know?
br
As
am
• You can find data that matches a single keyword. y
op
&
-C
• Data can be edited and updated.
s
C
es
w
y
• Changing data input into a spreadsheet impacts the calculated outputs.
Pr
op
ie
ev
• The difference between physical (paper-based) and digital databases.
ity
C
-R
rs
w
• How to use a database to answer a single question.
ie
ve
t
ev
• The different parts of a database table, including what a record
en
ni
R
is and what a field is.
U
m
ge
ss
• A database is one tool that can be used in a statistical investigation.
se
id
br
As
am
135
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&
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2 Managing data
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Continued
se
id
br
Now try this!
As
am
y
Look at this database. It shows a range of information about some cars.
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
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se
id
br
As
am
y
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&
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C
es
w
y
Pr
op
ie
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ity
C
R
rs
w
ie
ve
t-
ev
en
ni
With a partner, discuss how you could use the database to answer
R
the following questions:
ge
ss
1 How many cars are green?
se
id
br
2 What steps would you take to find a specific car?
As
am
y
op
&
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What is a database?
es
w
y
Pr
op
ie
A database is an organised set of data. Databases are really useful
ev
ity
C
because data is much easier to use when it is organised.
-R
rs
w
A database is made up of records and fields.
ie
ve
t
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ni
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id
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am
136
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2.3 Creating a database
en
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A record provides all the data about one thing. For example, the record
se
id
below provides all the data about the car that Marcus’s mum drives:
br
As
am
y
Colour: red
op
&
-C
C
Car make: Toyota
es
w
y
Fuel type: petrol
Pr
op
ie
ev
Age (in years): 5
ity
C
R
rs
w
ie
ve
t-
Each record in a database is made up of
ev
en
ni
different fields. A field is a category of
R
data within a record. For example,
m
ge
ss
in the record above, the fields are:
se
id
• Colour
br
• Car make
As
am
y
op
&
• Fuel type
-C
C
es
• Age (in years)
w
y
Pr
op
ie
A record is complete when all fields
ev
ity
C
are filled with data.
R
rs
w
In a database, records are usually organised as rows, and fields are
ie
ve
t-
usually organised as columns. But this is not always the case!
ev
en
ni
R
An attribute is the data found in
U
one field of a record in a database.
ge
ss
Look again at the record above If my teacher had
se
id
for the car that Marcus’s a database with all the
br
As
mum drives. learners in our class, I would be
am
a record in it. The fields the teacher
y
op
&
The attributes in this record
-C
might have could include
s
are red, Toyota, petrol and 5.
es
my name, my address and
w
y
Pr
op
ie
my birthday.
ev
ity
C
-R
rs
w
ie
ve
t
ev
en
ni
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ss
se
id
br
As
am
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2 Managing data
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ss
Questions
se
id
br
As
Look at this record about a country.
am
y
op
&
Country: Oman
-C
C
es
Size (in km2): 309 500
w
y
Pr
op
ie
Population: 4 576 298
ev
ity
C
Language: Arabic
R
rs
w
ie
ve
t-
Currency: Omani rial
ev
en
ni
R
m
1 What are the fields in the record?
ge
ss
2 What are the attributes of the record?
se
id
br
Did you know?
As
am
y
op
&
AllMusic.com is an online database that contains
-C
C
es
information for over 30 million music tracks and
w
y
3 million albums. You can search for music based
Pr
op
ie
on the type, artist or other individuals that were
ev
ity
C
involved in any of the tracks.
R
rs
w
ie
ve
t-
ev
en
ni
Data types
R
m
ge
ss
We can store the data in a database in the form of
se
id
different data types. A data type tells us the way
br
As
that data is presented, for example as text
am
or numbers.
y
op
&
-C
You may have previously learnt about
es
two types of data: number and text.
y
Pr
op
ie
In Unit 1 of this book, you learnt
ev
ity
C
about integer, character and
-R
rs
w
string data types.
ie
ve
t
ev
en
ni
R
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ss
se
id
br
As
am
138
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&
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2.3 Creating a database
en
ni
U
m
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ss
Look at this table for some information about database data types.
se
id
br
Data type Description Example
As
am
y
Integer Whole numbers only 500
op
&
-C
C
Text Words only mustard
es
w
y
Pr
Character A single letter, number or symbol R
op
ie
ev
ity
C
String More than one character joined together marcus_42*
R
rs
w
(can include any character)
ie
ve
t-
ev
en
ni
R
Question
m
ge
ss
se
id
3 Identify the data types
br
used in the attributes of
As
am
the following record:
y
op
&
a Country: Oman
-C
C
es
b Size (in km2): 309 500
w
y
Pr
op
ie
c Population: 4 576 298
ev
ity
C
d Language: Arabic
R
rs
w
e Currency: Omani rial
ie
ve
t-
f Have you visited
ev
en
ni
this country? ✓
R
m
ge
ss
Formatting data
se
id
br
As
In a digital database, we can use formatting tools to make sure the
am
data appears in the way we want it to. For example, if the data type y
op
&
is an integer (a whole number), we need to make sure the data will be
-C
displayed without a decimal point.
es
w
y
Pr
op
ie
ev
ity
C
-R
rs
w
ie
ve
t
ev
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id
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As
am
139
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2 Managing data
en
ni
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m
ge
ss
We can format our data as text, number, currency, date, time,
se
id
percentage or fraction. There are also lots of other categories
br
As
we can use!
am
y
For example, if you type ‘21’ into a cell that is categorised as the
op
&
-C
currency US dollars, the spreadsheet automatically changes the
C
es
data to $21.
w
y
Pr
op
ie
Look at the table. It shows the common ways we categorise data
ev
ity
C
in a spreadsheet and how the spreadsheet formats this data.
R
rs
w
ie
ve
t-
Data category How does the spreadsheet format the data?
ev
en
ni
Number Only a number can be entered. We can specify if
R
m
the number has any decimal places.
ge
ss
Currency Data is automatically formatted as money, for example $3,
se
id
br
£3 or €3.
As
am
y
Date This puts the data into the format of a date,
op
&
-C
for example 12/03/23.
s
C
es
w
Time This puts the data into the format of a time,
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for example 07:36:00.
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Text Any text can be entered. A good example of this
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is headings or labels.
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Percentage This puts the data into a percentage format, for example
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0.75 shows as 75%.
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Fraction This puts the data into a fraction format, for example
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id
0.5 shows as 1/2.
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As
am
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&
When entering data into a spreadsheet database, the data is
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automatically categorised as ‘General’, which means you can enter
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anything. The software will automatically decide how to treat
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the data unless you format the data yourself. For example,
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if you entered $5, the spreadsheet would treat it as currency.
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Sometimes spreadsheets can get confused if we use multiple
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kinds of numbers in the same column or row, like a number
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and a date, so it is useful to know how to change the
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formatting yourself.
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id
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As
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Practical task 1
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You will need: a desktop computer, laptop or tablet and
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&
source file 2.4_formatting_data
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You are going to practise formatting data so that a data type
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is displayed correctly.
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1 Open source file 2.4_formatting_data.
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2 Select the data you wish to format.
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3 Open the menu as shown in the image below.
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4 Choose the formatting option you want to use.
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The spreadsheet will format the cell as requested.
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2 Managing data
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Designing a database
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When we want to design a database, first we
am
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need to think carefully about the data that we
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want to collect. This helps us to identify the records,
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fields and attributes that will make up the database.
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When designing a database, we need to think
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about these questions:
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• What records, fields and attributes do we need?
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• How many records will there be? How many
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fields will there be?
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• How will the records and fields be arranged into rows and columns?
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• What will the titles of the columns be?
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• What data types will be used in each of the fields?
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• Will the database be digital or on paper?
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You can design a database by making notes and sketches to
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ie
collect your ideas.
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Unplugged activity 1
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You will need: coloured pens and a large piece of paper
R
m
ge
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Work in a group to design a
se
database that provides data about
id
br
different holiday destinations.
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am
Your database should include y
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&
five records.
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2.3 Creating a database
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Continued
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id
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Use the questions on the previous
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am
page to help you. I think two
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&
Write and sketch your ideas of the fields should be
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currency and language because
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on a big piece of paper.
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this is important data to
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know if you are visiting
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a country!
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m
Creating a database
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Once you have designed a database, you can create it.
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As
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Databases can be created on paper or digitally.
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Creating paper databases
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Paper databases can be created very simply by making paper records.
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A paper record contains data for a number of different fields. Look at
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ve
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the paper record below. It shows data for a character called Splashy.
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m
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This particular record
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id
is used in a card game where
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As
you have to try and beat your
am
opponent by picking the field with y
op
&
the best score. Have you ever played
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es
one of these games, like
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y
Pr
Pokémon, or Top Trumps?
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2 Managing data
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Activity 2
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id
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As
You will need: a desktop computer, laptop or tablet with access
am
y
to the internet, a pen and paper, Worksheet 2.6 and your
op
&
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database design ideas from Unplugged activity 1
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es
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You are going to create a simple paper
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op
ie
database to organise data about different
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holiday destinations. Country name: Oman
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ve
Create a paper record for each holiday destination.
t-
Area: 309 500 km²
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en
Use your ideas from Unplugged activity 1 and the
ni
Population: 4 576 298
R
record card template to help you.
m
Language: Arabic
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ss
Use the internet to help you find information to add to
Flag:
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your paper database.
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Currency: Omani rial
Your record cards might look something like this:
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Creating digital databases
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You can create a digital database
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using specific software.
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For example, you can use:
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• spreadsheet software, such as
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Excel or Google Sheets
se
id
• database software, such as
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As
Microsoft Access or Oracle.
am
These programs are designed y
op
&
specifically for creating databases.
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es
You only need to know how to
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create databases using
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spreadsheet software.
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144
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2.3 Creating a database
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Practical task 2
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As
am
You will need: a desktop computer, laptop or tablet, spreadsheet
y
op
&
software such as Excel or Google Sheets, your ideas from Unplugged
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activity 1, your paper database from Activity 2 or source file 2.5_countries
es
w
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Pr
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ie
You are now going to create a digital database. You can use the data
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you recorded in Activity 2, or you can use source file 2.5_countries.
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To create a simple database:
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ev
1 Open your spreadsheet or database software.
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2 Create headings for each column of your database. The headings for
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ge
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each column should match your field titles from Unplugged activity 1,
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Activity 2 or source file 2.5_countries. For example:
id
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&
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3 Type the data for each record into the database.
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4 Now format your cells according to the data type in them,
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to ensure that all the data is displayed correctly (see Practical task 1).
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2 Managing data
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Searching a database
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We already know that databases are made up of data
am
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&
that is organised.
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Searching organised data in a database is much quicker and more
es
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efficient than trying to search for data by reading through lots of
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ie
separate record cards!
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There are different ways of searching for specific data in a database.
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One way is to apply a filter, which allows you to hide data that does
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ve
t-
ev
not meet your criteria, so the database only shows data you want to
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ni
see. You may have learnt about filters in previous years.
R
m
ge
ss
Another way is to search for data that matches a single keyword,
se
which you might have done previously.
id
br
As
One other way to search data is to use phrase searching.
am
y
This means searching for data that matches a series of words.
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&
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For example, your school probably has a database about all the
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es
learners who attend the school. If a member of staff needs to contact
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y
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op
ie
your parent or carer because you are unwell, they can do a phrase
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ity
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search of the database, using your full name as the search criteria.
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rs
A single keyword search (your first name) would not work here, as
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ve
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there might be more than one learner with the same first name as you.
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en
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The phrase search will bring up all records that match the criteria
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(your full name). That record will include a contact number for
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ss
your family.
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am
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&
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2.3 Creating a database
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Practical task 3
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id
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As
am
You will need: a desktop computer,
y
op
&
laptop or tablet, spreadsheet
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software such as Excel or Google
es
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Sheets and source file
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2.6_countries_database
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You are now going to use phrase
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searching to find specific phrases
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in a database.
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m
1 Open source file
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ss
2.6_countries_database.
se
id
2 To search for a phrase, find the
br
search tool in your software.
As
am
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In Excel, this is found in the
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Home menu, under Find & Select.
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3 Click ‘Find’. Type the phrase ‘Malayan tiger’ and press Enter.
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4 The phrase you have searched for will be highlighted in the database.
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2 Managing data
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Continued
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id
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Use phrase searching to find the answers to these questions:
am
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• Which country uses pound sterling as currency?
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• Which three countries have a lion as their national animal?
es
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• Which country has a population of 51440000?
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• Which country has the federal eagle as their national animal?
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Question
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4 How do you search a database for a specific phrase?
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id
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Look what I can do!
am
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I can design a single table database.
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es
I can create a single table database.
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I can search for information in a database using a specific phrase.
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id
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&
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148
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2.4 How is data used?
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2.4 How is data used?
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As
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We are going to:
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&
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• explore how data can be used to solve problems
es
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• look at how data can be used to solve problems
ie
ev
in healthcare, manufacturing and retail.
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C
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healthcare retail
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manufacturing trends
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Getting started
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m
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What do you already know?
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• How to use a database to answer a single question.
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As
am
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&
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2 Managing data
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Continued
se
id
br
Now try this!
As
am
y
Look at this database. It shows sales data for a café over one week.
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&
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es
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id
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As
am
y
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&
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C
es
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Pr
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Work with a partner to answer the questions.
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C
1 What type of data is shown in column C?
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2 What function would you use to calculate the average spend
ie
ve
t-
per customer?
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3 What would happen to the average spend if the café owner
R
changed any of the numbers in the spreadsheet?
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ss
4 What other useful data could the owner collect and how could
se
id
they format it? (Hint: Think about date, staff costs)
br
As
am
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&
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Using data to solve problems
es
w
y
Pr
op
ie
We can use sets of organised data to help solve a range of problems.
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ity
C
By looking at the data, we can identify patterns, for example
-R
rs
w
how often something occurs. Patterns in data are
ie
ve
sometimes called trends.
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As
am
150
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2.4 How is data used?
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For example:
se
id
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Problem How data can help
As
am
y
Farmers can't harvest in the rain Farmers can look at weather trends to see
op
&
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because the crops are wet and when it is likely to rain so they know the
C
es
may go mouldy. best time to harvest crops.
w
y
Pr
op
ie
Supermarkets might run out of Supermarket owners could look at sales
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popular products and customers trends to find out what the most popular
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rs
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might shop somewhere else. products were during a particular month to
ie
ve
t-
make sure they stock the same items again.
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en
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A teacher has noticed that not The school could look at data showing
m
ge
ss
everyone is finishing their school which meals are eaten and which are
se
id
lunches, and some children left, so that they only provide meals that
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As
are hungry. students enjoy.
am
y
op
&
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I wonder
Solving problems in retail,
es
w
y
what the data can
Pr
op
ie
manufacturing and healthcare tell you about me and
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ity
C
how I am doing
R
rs
w
Sets of organised data are very useful for solving in school?
ie
ve
t-
problems in retail, healthcare and manufacturing.
ev
en
ni
Retail means selling items, for example clothes, cars, food or games.
R
m
ge
ss
Healthcare means an organised way of looking after the medical
se
needs of individuals or a community.
id
br
As
Manufacturing means making lots of products using machinery.
am
y
op
&
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Using data to solve problems in retail
es
w
y
Pr
op
ie
Data can be used in retail to solve problems such as:
ev
ity
C
• a shop not selling enough
-R
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ve
• a shop not making enough money
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• a shop which doesn’t have many customers.
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se
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2 Managing data
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For example, the manager of a shop can look at the
se
id
monthly sales and see which products are selling well
br
As
and which are not. They might choose not to stock the
am
y
least popular items again, or to stock smaller amounts
op
&
of them. The price of items that have been in stock for
-C
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a while but are not selling might be reduced.
es
w
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Pr
op
ie
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Question
C
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1 Describe two ways that a shop could use data to
ev
en
ni
increase sales.
R
m
ge
ss
Activity 1
se
id
br
You will need: a desktop computer, laptop or tablet, word processing software,
As
am
spreadsheet software, a pen and paper and source file 2.7_cars_in_stock
y
op
&
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The owner of a car showroom is running out of space! He might need to reduce the
C
es
amount of cars he has by removing ones that do not sell well to make space for ones
w
y
Pr
op
ie
that do sell well. He has asked you to look at some sales data to help choose which
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ity
C
ones he removes.
R
rs
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Look at the data in source file 2.7_cars_in_stock. It lists all the cars that the
ie
ve
t-
showroom has bought second-hand and how much each car has sold for.
ev
en
ni
R
The owner has asked you to investigate the data to see if there are any trends,
U
and to make any suggestions about what cars they should have in the showroom.
ge
ss
se
id
Use the data to answer these questions:
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As
1 Which kinds of car are not selling second-hand?
am
y
op
&
2 Which cars make the most profit when sold second-hand?
-C
Note down the answers to these questions on paper.
es
w
y
Pr
Create a short digital report for the owner of
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ie
the showroom. Your report should include:
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ity
C
-R
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• their questions
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ve
• your answers
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• your recommendations for how the business
U
could improve sales and increase profit.
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As
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152
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2.4 How is data used?
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Using data to solve problems in healthcare
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id
br
As
Data can be used in healthcare to make improvements such as:
am
y
op
&
• identifying the most successful treatments for particular illnesses
-C
C
• diagnosing new types of illness
es
w
y
Pr
• reducing how long people have to wait for treatment
op
ie
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ity
C
• identifying patterns in illnesses
R
rs
w
• saving more lives.
ie
ve
t-
ev
For example, data from medical trials can help scientists find out which
en
ni
R
treatments are the most successful at curing illnesses such as an infection.
U
m
Data about patients’ lifestyle and symptoms over time can help doctors
ge
ss
find patterns. When lots of people have similar symptoms but doctors do
se
id
not know what the illness is, recording data about the symptoms could
br
As
help medics find a new diagnosis, or identify a new illness.
am
y
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&
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es
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es
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2 Managing data
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Unplugged activity 2
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As
You will need: a pen and paper
am
y
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&
Doctors have found a new disease, but they don't know which
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C
medicine is best to treat it. They have decided to use two types of
es
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medicine to see which one works best.
Pr
op
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A doctor assessed each patient before treatment and gave them a
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wellness score out of 10 (where 10 is very well and 1 is very unwell).
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Two months after treatment, patients had another assessment and
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received another wellness score.
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m
Look at the data with a partner.
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As
am
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&
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&
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Which treatment would you recommend the hospital uses to help treat
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the disease in the future? Write down any ideas you have.
ni
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Explain your recommendations to a different pair of learners.
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2.4 How is data used?
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Using data to solve problems in manufacturing
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Data can be used in manufacturing (making goods in a factory)
am
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to solve problems such as:
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&
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• products not being good quality or not lasting very long
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• low sales
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• the number of accidents happening
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during the manufacturing process.
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For example, a manufacturing company
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could keep data about all the accidents that
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m
happen during the manufacturing process.
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By analysing this data, they could find
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id
ways to keep their staff safe and reduce
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costs. When accidents happen, businesses
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am
often have to pay money to the injured staff.
y
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&
Staff being off work also costs the business
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money because they have to pay sick pay and
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hire someone else to do the job.
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Activity 3
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You will need: a desktop computer, laptop or tablet, presentation software
en
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such as PowerPoint or Prezi and source file 2.8_accident_data
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m
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Look at source file 2.8_accident_data. It shows data a manufacturing
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company has collected about accidents that happened during the
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As
manufacturing process over one month.
am
y
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&
Work in a group. Review the data. Decide how the factory owner could use
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this data to solve problems. Come up with at least three ways that the data
es
could be helpful.
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2 Managing data
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Continued
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Present your findings as a digital presentation.
As
am
y
How am I doing?
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&
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Work individually. Using a scale of 1 to 5, where 1 is the least confident and 5 is the
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most confident, score yourself on these points:
y
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• I could identify ways the safety data could be used to solve problems.
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• I could explain ways that the safety data could be used to solve problems.
rs
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How did you work as a team?
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What roles did each person have in the group?
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If you worked as a team again, what would you change?
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Unplugged activity 4
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You will need: a pen, coloured pencils and paper
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ve
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ev
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Pick one way in which data can be used to solve problems in either retail,
ni
R
manufacturing or healthcare.
m
ge
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Part A
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Using the information in the Learner's Book, research how data is
br
As
am
used to solve problems within your chosen area. Note down your findings. y
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&
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Part B
s
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Use what you find out to create a paper leaflet explaining the advantages
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of using data to solve problems in your chosen area.
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C
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Look what I can do!
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I can explain how data is used to solve problems in healthcare,
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retail and manufacturing.
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As
am
156
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2.4 How is data used?
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Project
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id
br
A local children’s clothes store has recently opened, and the owner has asked for
As
am
your help. She doesn’t know what to sell!
y
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&
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She wants to know what kinds of clothes local children prefer, so she can sell them.
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es
She particularly wants to know if there are any data trends in children of a certain
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Pr
height or age. The owner has asked you to collect and analyse data about the
op
ie
preferences of people in your class.
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w
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ve
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ss
se
id
br
As
am
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&
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es
Work in a small group. You will need to consider the following things:
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• How could you use data to help the
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manager solve her problem?
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I wonder if
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• What data do you want to collect?
ve
t-
slightly older children
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• What computing tools will you need?
prefer different
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• How will you collect the data? colours?
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• What type of form will you use?
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id
br
As
• What kinds of questions will you ask?
am
• Who will you ask?
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&
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• How will you design and create
es
I think the
w
a spreadsheet or database to
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Pr
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organise the data? manager would like to
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• Can you see any patterns in
know how tall an average
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your data? If so, what are they?
10 year old is so she can
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position clothes at the
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• What recommendations
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right height.
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can you make to the manager to
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help her solve her problem?
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br
As
am
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2 Managing data
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Check your progress
se
id
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1 What is a statistical investigation?
As
am
y
2 What is continuous data?
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&
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3 What does a data logger do?
C
es
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4 What type of question would you use to collect continuous data
Pr
op
ie
using a form?
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a Multiple choice b Open text c Ranking
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5 What operator do you use in a spreadsheet for division?
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6 What function do you use in a spreadsheet to calculate a mean value?
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m
7 Will this formula work in a spreadsheet? How do you know?
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id
SUM(A2:A5)
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8 How can you select data to use in a spreadsheet formula?
am
y
Give two ways.
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&
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What is a data attribute in a database?
C
9
es
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10 Describe how to use phrase searching to find information in a database.
Pr
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11 Describe one way that analysing data can help in the healthcare industry.
ity
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158
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Networks and
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3
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id
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digital communication
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&
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es
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3.1 Storing and transferring
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data on a network
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We are going to:
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• understand what kinds of data can be stored on a server
br
As
am
• explore how data can be transferred wirelessly through wi-fi and
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&
cellular networks
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es
• discuss the effect of bandwidth on the performance of a network
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• explore what happens if there are too many devices connected to a network.
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t-
antivirus software packet
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bandwidth radio waves server
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encryption server farm
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GPS (Global Positioning System) streaming
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intranet wi-fi
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As
malware wireless
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network overload y
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Getting started
y
Pr
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What do you already know?
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• Servers are used to store data, including websites.
rs
w
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ve
• A range of devices can be connected to a network.
t
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• Data is sent via packets over a network.
R
• Data can be sent using a cellular network.
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3 Networks and digital communication
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Continued
se
id
br
Now try this!
As
am
y
You have already learnt about the role of a server.
op
&
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The photo shows a server in a server farm,
C
es
which is a group of connected servers.
w
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Pr
op
ie
With a partner, discuss the following:
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1 What other devices are connected to a server?
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2 What can you store on a server?
ie
ve
t-
ev
3 Why is a server used as part of a network?
en
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m
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ss
Storing data on a server
se
id
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As
Remember, a server is a networked device that ‘serves’ data to
am
y
op
&
other devices on the network. Other devices on the network can ask
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the server for data. Having a server means you don’t need to store
C
es
everything on your device. For example:
w
y
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op
ie
• an email server holds all of your emails, meaning they
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don’t need to be stored on your computer
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rs
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• a web server hosts websites that other devices
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ve
t-
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can then access. You access all
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websites through a server.
R
m
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ss
email
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id
accounts
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As
am
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&
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video and web pages
es
audio files for for a website
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streaming
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Data on
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a server
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documents messaging
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services
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I’d like I’d like
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my emails, to download this
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As
please!
am song, please!
y
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&
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es
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y
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am
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&
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es
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You can also save files to a server. These files
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can then be accessed from any other device
R
rs
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that is connected to the same network.
ie
ve
t-
For example, if you saved a document to
ev
en
ni
Google Drive or OneDrive, anyone on the
R
same network (in this case, anyone with
ge
ss
an internet connection!) could access
se
id
the document if they are sent a link.
br
As
am
y
op
&
Streaming services
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C
es
Have you ever streamed a film on your
y
Pr
op
ie
TV or some music onto your phone?
ev
ity
C
A specific server in a network can be
-R
rs
w
used for streaming large files such as films
ie
ve
or music. Streaming is where a video or sound file is played over an
t
ev
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ni
internet connection. The file is not stored on the device that plays it.
R
This type of server needs a large storage capacity as high-quality
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ss
media takes up a lot of space. You might have learnt about storage
se
id
capacity previously.
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As
am
161
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3 Networks and digital communication
en
ni
U
m
ge
ss
Did you know?
se
id
Netflix users across the world spend around 164 million
br
As
hours per day watching videos! That is around 1 hour
am
y
op
&
11 minutes per registered user. Imagine how many
-C
s
hours it would be if we added up every streaming
C
es
service’s use time!
w
y
Pr
op
ie
ev
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C
Files on a computer can be measured in bytes, megabytes, gigabytes
R
rs
w
and other larger sizes. For example, a typical high definition (HD) film
ie
ve
t-
might use between two and four gigabytes of storage space,
ev
en
ni
whereas a presentation might only use 10 megabytes of space.
R
m
ge
ss
Messaging services
se
id
br
As
am
Using digital devices allows users to send messages to other users.
y
op
&
This is known as direct messaging.
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es
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se
id
br
As
am
y
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&
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Sofia
s
C
es
Hey Arun.
w
y
Pr
Have you done our
op
ie
computing homework?
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ity
Sofia
C
Arun
-R
rs
Hey Arun.
w
Have you done our Yes.
ie
ve
computing homework? Do you need help???
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m
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id
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As
am
162
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3.1 Storing and transferring data on a network
en
ni
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m
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ss
Large companies might also have a
se
id
dedicated specific server that allows
br
As
direct messaging between employees
am
y
or between customers and employees.
op
&
This is a quick way of communicating
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as people do not have to keep checking
es
w
y
their emails.
Pr
op
ie
ev
A private network that is only available
ity
C
within an organisation is known as an
R
rs
w
intranet. A school will have an intranet
ie
ve
t-
ev
so that the staff in the school can easily
en
ni
R
share messages.
U
m
ge
ss
se
id
Questions
br
As
am
y
1 Why might people use streaming services
op
&
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rather than storing a file on a device?
s
C
es
2 What types of data could you retrieve from a server
w
y
Pr
op
during your school work?
ie
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ity
C
R
Unplugged activity 1
rs
w
ie
ve
t-
ev
You will need: some pens and a large piece of paper
en
ni
R
Consider the server(s) in your school, and the services
ge
ss
it supplies to other devices in the school network.
se
id
br
Work in a small group to draw your school network.
As
am
This is known as a network map. y
op
&
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es
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am
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3 Networks and digital communication
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Continued
se
id
Here is an example:
br
As
am
y
op
&
Classroom 1 Classroom 2 Classroom 3 Classroom 4
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s
Five laptops and a 25 tablets and a teacher’s A teacher’s A teacher’s
C
es
teacher’s computer. The computer. The tablets are computer computer
w
y
laptops are connected to connected to the internet server,
Pr
op
ie
the internet server and and the teacher’s computer is
ev
the document server. connected to an email server.
ity
C
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rs
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ve
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ev
en
Servers
ni
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Our school servers store our school
m
website and learners’ work. There is
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ss
an email server for our school emails.
se
id
br
As
am
y
School reception Head teacher’s office Staff room
op
&
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Five computers and Two computers and Eight laptops and
s
C
a printer a printer a printer
es
w
y
Pr
op
ie
Consider the following:
ev
ity
C
• Do you have a school website? If so, you might need a web server
R
rs
w
(a server for hosting websites).
ie
ve
t-
ev
• How does your school communicate with your parents? Email?
en
ni
Messaging? Do you need an email server?
R
m
ge
ss
• How many rooms are in your school and how many devices in them
se
id
are connected to the server?
br
As
• What are the connections between the server and the devices?
am
(Every device needs to be connected to the network somehow.)
y
op
&
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For two of the rooms, explain why the devices are connected to
C
es
the server. What service does the server provide?
w
y
Pr
op
ie
Don’t forget, your map can cover your whole school, so think about all the
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ity
C
rooms in your school, including any offices, the canteen and the library.
-R
rs
w
It might be a good idea if each member of your group focuses on
ie
ve
a specific area of the school.
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en
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m
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ss
se
id
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As
am
164
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&
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3.1 Storing and transferring data on a network
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Transferring data
se
id
br
As
We can send data between devices using two different kinds
am
y
op
&
of connection: wireless (without using wires) or wired.
-C
C
Data can be transferred using wires via Ethernet cables like
es
w
y
this one. You may have one connecting your router to a device
Pr
op
ie
in your home network.
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ity
C
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rs
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ie
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t-
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se
id
br
As
am
y
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&
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C
Data can also be sent wirelessly. One way that data can be sent
es
w
y
wirelessly is by radio waves. A radio wave is a form of energy that
Pr
op
ie
can be used to send data such as text or sounds from one place to
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C
another. Radio waves are transmitted through antennas like those
R
rs
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shown in the image below.
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&
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Cellular networks
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id
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As
A cellular network is a massive network of communication towers
am
y
that cover almost the whole world. A mobile phone works by
op
&
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connecting to the cellular network.
C
es
w
y
Pr
op
ie
Did you know?
ev
ity
C
Over 85% of the world’s population have a mobile phone.
R
rs
w
That’s over 7 billion people!
ie
ve
t-
ev
en
ni
R
m
When there is no internet connection available, a mobile
ge
ss
phone will connect to the nearest cell tower and use this
se
id
tower to send and receive all kinds of data.
br
As
Imagine you have gone out of the house and taken your
am
y
digital device with you. When you use a digital device like
op
&
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a smartphone when you are out, the device is constantly
s
C
es
in touch with the nearest cell tower via radio waves.
w
y
Pr
This constant connection enables the device to send and
op
ie
ev
receive messages and emails, browse the internet, stream
ity
C
music and make phone calls.
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rs
w
ie
ve
t-
Phones can also use a combination of cellular internet
ev
en
ni
and GPS to enable map apps to tell us where to go – this
R
is known as satellite navigation (or satnav). GPS (Global
ge
ss
Positioning System) is a network of satellites that phones
se
id
can use to track their location. It can help us when we are
br
lost or need directions.
As
am
y
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&
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Wi-fi
s
C
es
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Pr
op
ie
We also use radio waves in our homes. Most homes have
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ity
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access to the internet by using wi-fi (the technology that allows
-R
rs
digital devices to communicate without wires) through a router.
w
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A router is a networking device that allows users to access the
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internet from an internet service provider. Any digital device in
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the home sends and receives data to the router either using an
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Ethernet cable or wirelessly using radio waves.
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When data is sent over a computer network, it is
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not sent as a whole file. Instead, the data is split
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up into pieces, each known as a packet, and then
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sent. If someone wanted to stop the data from
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reaching its destination, they could steal some of the
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packets. If the packets do not have any encryption
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on them, then someone can try to put the pieces
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back together. If the data packets have encryption on
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them, then this is very difficult to do.
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Unplugged activity 2
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You will need: a pen and paper
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Work with a partner to list as many digital
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devices as possible that you have at home.
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Decide how each of the devices you have
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listed can transfer data.
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For each device, answer the
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• Can it transfer data with a network cable?
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• Can it transfer data wirelessly?
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With wi-fi? With a cellular network? Both?
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How am I doing? y
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Using smiley faces, where a sad face is not very confident, a neutral
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face is quite confident, and a happy face is very confident,
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answer each of questions below:
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• describe the range of digital content that can be stored on a server.
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• explain how digital devices can transfer data wirelessly.
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3 Networks and digital communication
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The effect of bandwidth on a network
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Bandwidth is the maximum amount of data that can be transmitted
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between two points in a network in a specific amount of time.
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The smaller your bandwidth is, the longer it takes to download
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a file from the internet or for a video to load so you can stream it.
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The larger your bandwidth is, the quicker the network performs.
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I have great
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bandwidth, so it only
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takes a few seconds to
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download files!
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As You are
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lucky!
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Bandwidth is a bit like a straw. If you have a narrow straw, you won’t be
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able to drink as quickly as you would with a really wide straw. It would
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take someone with a wide straw a lot less time to drink the same amount
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as someone with the thin straw!
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3.1 Storing and transferring data on a network
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Activity 3
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You will need: a desktop computer, laptop or tablet with access
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to the internet and source file 3.1_speed_test_website
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Have you ever noticed that when you are using a digital device it seems
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to take a long time to open a web page? You can check what your
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current network speed is using certain websites.
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Go to the website your teacher will show you to find out the speed of
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the connection you are using.
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When you have the results, share them with your teacher.
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With a partner, consider the following discussion points:
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• Do you think the speed will change if you do the test at a different
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time of day?
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• Do you think the speed will change if you do the test on a different device?
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The number of devices using the network
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can also affect the speed of data transfer.
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Even if you have lots of bandwidth,
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downloading and uploading data
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may still be slow.
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Does your favourite TV show pause
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when you watch it online?
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This often happens when other people
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are downloading or streaming content,
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which uses a lot of bandwidth. Your home y
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internet connection has a limited amount
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of bandwidth that has to be shared out
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among all devices on the network. So if
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other people are connected to the internet
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and are trying to stream or download a
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file, the bandwidth is divided between
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all active devices. It is possible to pay for
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more bandwidth if the bandwidth needs to
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be shared between lots of active devices.
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However, there is still a limit on the amount
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of devices that can be connected at once.
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3 Networks and digital communication
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Even browsing the internet, which does not require a lot of bandwidth,
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can affect speed if there are lots of devices doing it. This will not
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just include digital devices, such as a mobile phone, but other
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internet-enabled devices such as a smart TV, smart lights, smart plugs,
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or other smart devices. Too many devices can lead to network overload.
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Network overload happens when too many devices try to access
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data at the same time. When a network is overloaded, the network
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stops working properly: data moves extremely slowly, pictures can
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get stuck when they are loading and error messages might appear.
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If some devices are demanding a lot of bandwidth for streaming or
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downloading, a network overload can happen with even just a few
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devices connected! Look at this example of an overloaded network.
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103%
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Streaming Three smart bulbs: Downloading Smart Online Network
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a movie: 8% lots of fridge: video overload!
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25% of the photos: 20% 10% games: 40%
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bandwidth
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If the person watching the movie on this network stopped, then they
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would have enough bandwidth for everything else, though it might
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be slow. They could also turn off the smart fridge, but their food
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might go rotten!
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78%
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Three smart bulbs: Downloading Smart Online video Network
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8% of the bandwidth lots of photos: 20% fridge: 10% games: 40% can cope
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3.1 Storing and transferring data on a network
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Three devices
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streaming a movie might overload
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a network, but 40 lightbulbs and
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two laptops checking emails
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could do too!
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Why?
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Because 40
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lightbulbs might use as
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much bandwidth as
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three movies!
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You could think of bandwidth as a pie. The more people
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the pie has to feed, the smaller your slice will be.
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The more people using bandwidth, the smaller each
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person's piece of bandwidth will be. If there are too many
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people, some people will not get any bandwidth at all!
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Or you could think of bandwidth as a road. The more
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cars on a road, the more time it takes to travel to where
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you need to be because the cars go slowly. There is no
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problem with the road – there are just lots of cars!
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3 Networks and digital communication
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Activity 4
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You will need: a desktop computer, laptop or tablet with access to the
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internet, a pen and paper
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Research and list as many devices as possible that could be connected to
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the internet in a home. Think about kitchen and bathroom appliances
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as well as devices you use for fun!
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Compare your list with a partner’s.
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Discuss with your partner which devices are the most important.
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The most important devices need to be able to connect to the wi-fi over
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the other devices. Which devices could be stopped from connecting in
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order to prevent a network overload?
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Would your list change based on the day of the week? For example,
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would you have different priorities on a Wednesday and a Saturday?
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Stay safe!
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Sometimes when a device is infected by malware (software designed to disrupt or
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harm a computer system), it can use up a great deal of your bandwidth without you
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realising. It is always a good idea to use antivirus software (software that identifies,
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removes and prevents malware) on a regular basis to check for any malware that
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might have been installed on your devices, and to keep the antivirus software up
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to date.
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3.1 Storing and transferring data on a network
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Questions
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3 Explain what bandwidth is.
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4 Explain what causes network overload.
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5 What steps could you take to prevent a network overload?
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Activity 5
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You will need: a desktop computer, laptop or
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tablet with word processing software
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Your neighbours have asked you to help with
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a network problem. They are a family of four
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who are having problems with streaming in
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their house, especially in the evening and at
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the weekend.
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They have three smart TVs, a laptop, two
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games consoles, five tablets, two e-readers,
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a smart fridge, 20 smart lightbulbs and
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27 smart plugs. They also have a
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wi-fi-enabled alarm system and a smart doorbell.
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One of the family members streams her favourite
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TV show for two hours a day.
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Create a short report that gives them some advice on how
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to solve the issues.
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Look what I can do!
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I can describe the different digital content that a server can store.
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I can explain how data is transferred wirelessly.
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I can discuss how bandwidth impacts the performance of a network.
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I can explain what network overload is.
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3 Networks and digital communication
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3.2 Securing data
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We are going to:
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• explore why it is important to keep data secure when it is sent
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to another device or person
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• explore how a user’s identity can be confirmed
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• discuss the range of methods that can be used for user authentication.
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authentication secure
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facial recognition spam
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hack transmission
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password username
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phishing
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Getting started
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What do you already know?
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• Where encryption is used in a digital system.
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• Why encryption is used in a digital system.
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• How ciphers are used to keep information secret.
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3.2 Securing data
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Continued
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Now try this!
As
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Decode the following message: Julius Caesar
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used a similar cipher
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Mywzedsxq sc wi
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pkfyebsdo celtomd. so his military plans could
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not be read by
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Use the Caesar cipher, which is
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the enemy.
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given below.
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To decode the message, you will need
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to use a right shift by 10 letters.
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Alphabet 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
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+10 shift Q R S T U V W X Y Z A B C D E F G H I J K L M N O P
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Discuss with a partner why keeping data secure is important.
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Feed back your reasons to the rest of the class.
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Keeping data secure
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Every day, trillions of packets of data are sent over the internet.
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The sending process – the transmission – needs to be secure
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because the data being sent is often private. Secure means
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safe and accessible only by those with permission to access it.
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Data that needs to be kept secure includes:
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• personal information, like your address or date of birth
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• financial information, such as bank details
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• health information, like test results.
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As we know, data is split up into packets when it is sent. If enough of
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these packets are lost or stolen, someone who should not be allowed
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to read the data could see it. These people might then use that data
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illegally (in ways that are against the law).
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3 Networks and digital communication
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Data that has been stolen can be used for a range of purposes:
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• fraud (where someone tries to trick others, usually to
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gain money)
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• identify theft (where someone uses your personal
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information to pretend to be you)
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• phishing attacks (where someone tries to trick you into
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revealing personal data such as account details)
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• account takeover (where someone tries to get into an
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account such as your email account and locks you out).
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Did you know?
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Around 333.2 billion emails are sent each day.
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This works out at about 47 per person, though some
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people might send 100, but others might send 0.
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Over 85% of all sent emails are spam (junk mail) or
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phishing attempts. The more active you are online,
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the more spam emails you may receive.
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Activity 1
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You will need: a desktop computer, laptop or tablet with access to
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the internet, software such as Publisher or Canva to create a poster
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Work in a group of four. Discuss what stolen data can be used for.
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You might want to do some internet research into each use.
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Produce a poster that explores three types of misuse. y
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Your poster might include:
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• how each type of misuse can affect a person
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• how each type of misuse could affect a business.
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3.2 Securing data
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What challenges did you and your group have?
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How did you overcome the challenges?
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What new skills did you learn?
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User authentication
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There is a range of ways to protect user data.
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The most common way is to make sure only the user that the data
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belongs to can access it. This can be done through user authentication,
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which means checking that the user is who they say they are.
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There are lots of ways to authenticate a user.
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Username and passwords
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Having a username and password means that
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anyone trying to get into your account needs to
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know both before they can get access. A username
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is the unique name for each user of a system.
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A password is a secret string of words, numbers
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and characters that you set, like a special code you
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can use to prove a username is yours.
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If someone can guess your passwords they can
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easily hack (access something they are not allowed
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to) your accounts. Passwords are easy to guess if people use numbers
As
am
in a predictable order, the word ‘password’ or information that has y
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meaning for them, such as their own name, a pet’s name or their
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birthday. These can be easy to guess or find out if you know
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someone. A strong password should contain three random words and
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no personal information such as your pet's name or your birthday.
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Even though security has improved and it is not good practice any
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more, many organisations may ask that your password also contains:
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• a combination of letters,
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numbers and symbols Websites such
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as passwordmonster.com
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• lowercase and uppercase
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can be used to check how
letters in random places.
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good a password
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might be.
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Unplugged activity 2
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You will need: a pen and paper
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Arun was born in 2014 and has a cat named Pancake.
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Arun’s favourite colour is purple.
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Below is a list of passwords that Arun likes to use:
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• Pomegranate23
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• Arun123
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• Arunspassword
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• Arun2014
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• hoTel@23
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• purple123
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• Pancake1
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• jewelpowdergenerous
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• chocolateflowerzoologist
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1 Decide whether each password is strong or weak on
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a scale of 1 to 5, where 5 is very strong and 1 is very weak.
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2 Explain why you have made this decision.
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3 For any weak passwords, suggest how they could be improved.
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Fingerprints
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As
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Fingerprints can be used to unlock digital devices with
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a fingerprint scanner.
s
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When using a fingerprint to unlock a digital device, the scanner
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y
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checks for the unique pattern of ridges on the fingerprint. The scanner
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software compares the scanned fingerprint with the fingerprint that is
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stored in the device. If the two fingerprints match, the digital device is
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unlocked. If the two fingerprints do not match, the device stays locked.
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t-
3.2 Securing data
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U
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se
id
= =
br
MATCH NO MATCH
As
am
y
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&
-C
C
es
w
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scanned stored scanned stored
Pr
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ie
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Fingerprints are a good way of authentication because every person
R
rs
w
has a unique set of fingerprints. This means that no two people
ie
ve
t-
have the same fingerprint. It is very difficult to hack this type
ev
en
ni
of authentication.
R
m
ge
ss
Did you know?
se
id
Our fingerprints are made up of three different types of pattern:
br
As
am
loops, whirls and arches. These patterns are what make
y
op
&
each fingerprint unique. Even identical twins have different
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C
fingerprints. However, there are some rare genetic conditions
es
which cause people to have no fingerprints.
w
y
Pr
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ie
ev
ity
C
R
rs
w
Unplugged activity 3
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ve
t-
ev
en
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You will need: a microscope, paper, paint or ink
R
m
ge
Cover your thumb with a thick layer of paint or ink and print it onto paper.
ss
Make sure that your thumbprint is nice and clear.
se
id
br
As
Once it has dried, place your thumbprint under the microscope.
am
What do you notice? y
op
&
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With a partner, look at their thumbprint. What do you notice is the same?
s
C
es
What do you notice is different?
w
y
Pr
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3 Networks and digital communication
en
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U
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Facial recognition
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br
As
Facial recognition is where a camera or scanner
am
y
takes a 2D or 3D image of a person’s face.
op
&
-C
This is then used in a similar way to fingerprints:
C
es
the facial image must match a stored image before
w
y
Pr
access to the data is allowed. You or your parents
op
ie
might use facial recognition to unlock your phones.
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ity
C
R
rs
w
ie
ve
t-
ev
en
ni
Activity 4
R
m
ge
You will need: a desktop computer, laptop or tablet with access to the
ss
internet and software suitable for making a leaflet (word processor
se
id
br
or desktop publishing software)
As
am
y
op
&
We have looked at a range of different ways of protecting your data.
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C
You are going to create a leaflet explaining:
es
w
y
Pr
• what different methods of protecting data are available
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ie
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• the advantages of each method
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• the disadvantages of each method
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• examples of when you might use each method.
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R
You might want to use the internet to find relevant
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information or extra information.
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id
br
As
Stay safe!
am
y
Questions
op
&
You should never share
-C
passwords with someone
es
1 Give an example of a strong password that meets
w
y
else, even if they are your
Pr
op
the criteria for good passwords (don’t use one of
ie
best friend or promise to
ev
your real passwords!).
ity
C
keep it a secret. When
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rs
2 Describe why the combination of a username and
w
you discuss passwords in
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ve
password stops people from accessing your data class, you shouldn’t talk
t
ev
en
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when they shouldn’t. about or share your
R
3 Explain one reason why fingerprint recognition is a real passwords.
ge
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successful method of protecting data.
se
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br
As
am
180
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3.2 Securing data
en
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U
m
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Activity 5
se
id
br
As
You will need: a desktop computer, laptop or tablet with presentation software
am
y
op
&
Create a presentation for a parents’ evening
-C
C
es
that explains why it is important to protect
w
y
your data.
Pr
op
ie
ev
Your presentation should include:
ity
C
R
rs
w
• reasons why you need to protect your data
ie
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t-
• the different ways you can protect
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your data
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m
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• relevant websites that can provide
ss
additional information.
se
id
br
As
am
y
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&
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C
Activity 6
es
w
y
Pr
op
ie
You will need: a desktop computer, laptop or tablet with internet access
ev
ity
C
and presentation software
R
rs
w
Data theft is often in the news, for example when a business has its data
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ve
t-
ev
stolen or when an important individual leaves a device on public transport.
en
ni
R
Using well-known news sites, research a recent example of data theft.
ge
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• What happened? When? Where? What was stolen?
se
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• What impact was there? Who was affected?
br
As
am
Produce a presentation explaining what happened in the example you found. y
op
&
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C
es
w
y
Pr
op
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Look what I can do!
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C
I can explain why data needs to be kept secure.
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I can explain what user authentication is.
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t
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I can describe the different methods of user authentication.
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As
am
181
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3 Networks and digital communication
en
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U
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Project
se
id
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As
Planning a network
am
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&
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C
es
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id
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As
am
y
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&
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C
es
w
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C
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rs
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ie
ve
t-
ev
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ni
Your school is thinking of setting up a school shop in town so that parents or carers
R
can buy all the equipment learners need for school throughout the year.
ge
ss
se
id
The principal tells you that:
br
As
• The shop manager needs a laptop computer which can connect to the internet
am
wirelessly. The laptop will hold information about sales that must be kept secure
y
op
&
-C
as the manager will sometimes be away from their laptop. The laptop should
s
C
es
allow the manager to message the school quickly if there are any queries from
w
y
Pr
parents or carers.
op
ie
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C
• The shop needs to have tablets for parents or carers to create online accounts
-R
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so they can purchase items on display. They will need to enter personal
w
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details and they may wish to walk around the shop with the tablets.
t
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• Parents can also log into existing accounts using their own devices.
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3.2 Securing data
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U
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Continued
se
id
br
Create a report explaining what needs to be considered when setting
As
am
up the computer network for the school shop.
y
op
&
You need to include:
-C
C
es
• Information about the different devices needed in the shop
w
y
Pr
op
(including detail about wireless and/or wired connections).
ie
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C
• Consideration of bandwidth: will there need to be an increase of
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rs
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bandwidth for when devices are being used by parents in the shop?
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• Suggestions about how the data can be kept secure, exploring
ev
en
ni
appropriate types of user authentication.
R
m
ge
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se
id
Check your progress
br
As
am
y
1 Give one reason why data needs to be kept secure.
op
&
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2 Describe one method of securing data.
C
es
w
y
3 Why is it important that a password contains
Pr
op
ie
no personal information?
ev
ity
C
4 Describe why fingerprint recognition is a good
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rs
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way of keeping your data secure.
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ve
t-
ev
en
ni
5 Explain the different ways phishing can happen.
R
6 Describe how a network can become overloaded.
ge
ss
7 Give one example of a task that can take place
se
id
on a server.
br
As
am
8 Describe what happens to the data in a file y
op
&
(such as a document or sound file) when the
-C
file is sent to a person via email.
es
w
y
Pr
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ev
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C
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Computer systems
U
4
m
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id
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As
am
4.1 Selecting hardware
y
op
&
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C
es
and software
w
y
Pr
op
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C
R
rs
We are going to:
w
ie
ve
t-
• identify hardware and software components in computer systems
ev
en
ni
R
• discuss the key factors we consider when choosing hardware and software
m
ge
ss
• select suitable components for a computer system based on the
se
id
needs of the user.
br
As
am
aesthetics functionality
y
op
&
component hardware
-C
C
cost longevity
es
fit for purpose software
w
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Pr
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ie
freeware upgrade
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C
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id
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As
am
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&
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Getting started
es
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y
Pr
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What do you already know?
ie
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• How to use devices that use different types of software.
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rs
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• Computers use input devices and storage devices.
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t
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• There are different types of storage device.
R
• The difference between application and systems software.
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id
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As
am
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4.1 Selecting hardware and software
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U
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Continued
se
id
br
Now try this!
As
am
y
Make a list of all of the digital
op
&
-C
devices you have used in the
C
es
last week. Are there any other
w
y
Pr
digital devices that you have seen
op
ie
(for example, a teacher’s laptop)?
ev
ity
C
Add them to the list.
R
rs
w
ie
ve
t-
Look at your list of devices.
ev
en
Which device:
ni
R
m
• works the quickest?
ge
ss
• looks the best?
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id
br
As
• costs the most?
am
y
op
&
• is the one you use the most?
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C
es
w
y
Pr
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C
Software and hardware
R
rs
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ie
ve
t-
Every computer uses software and hardware.
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Software is the range of programs you can use on a digital device.
m
ge
ss
Common software on digital devices includes:
se
id
• word processing software
br
As
Software usually
am
• image editing software y
op
&
has to be installed on
-C
• spreadsheet software
s
the computer. You can’t touch
C
es
• web browsers software. It’s made up of
w
y
Pr
op
ie
• email software code on the computer.
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ity
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• virus checking software
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ve
• programs to manage your operating
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system and devices.
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As
am
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4 Computer systems
en
ni
U
m
ge
ss
Did you know?
se
id
The software that runs on a mobile phone can have over
br
As
10 million lines of code!
am
y
op
&
-C
C
es
Some software can be very simple, like the program on a
w
y
Pr
microwave oven or a simple calendar on a mobile device.
op
ie
Some software can be very complex, such as a game or word
ev
ity
C
processing software. In order to run complex software, a digital
R
rs
w
device needs to have better hardware. For example a large game
ie
ve
t-
ev
may need a faster CPU and more RAM to run smoothly.
en
ni
R
Hardware is all of the physical parts of
m
ge
ss
a digital device. A keyboard,
se
a mouse, a hard drive and a
id
Hardware
br
game controller are all
As
components are
am
examples of hardware.
y
physical. This means you
op
&
-C
The hardware we choose can can pick them up and
s
C
es
affect how much a computer costs touch them!
w
y
Pr
and how fast it can run the software.
op
ie
ev
ity
C
R
rs
w
Components of a computer
ie
ve
t-
ev
en
ni
Each physical part of a computer and each piece of software is called
R
a component. A component is an individual part of a larger device.
ge
ss
For example, a train is made up of many components. A door, a seat
se
id
and a window are all components of a train.
br
As
The components of a computer are
am
y
op
&
made up from a range of hardware
-C
and software. Each component
C
es
affects how the computer
w
y
Pr
op
ie
runs and looks.
ev
ity
C
The following table shows some
-R
rs
w
examples of hardware components.
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As
am
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4.1 Selecting hardware and software
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U
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Component What it looks like Function
se
id
Graphics card Enables the computer to display
br
As
pictures and images on the
am
y
op
&
screen – the higher the quality of
-C
s
the graphics card, the more detail
C
es
can be shown
w
y
Pr
op
ie
ev
ity
C
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rs
w
3D printer Allows you to print and
ie
ve
t-
create objects
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
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C
es
w
y
Pr
op
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ev
ity
C
Barcode Allows a computer to scan
R
rs
w
scanner barcodes in shops and post offices
ie
ve
t-
ev
en
ni
R
m
ge
ss
se
id
br
As
am
Processor Carries out instructions or
y
op
&
-C
performs calculations
s
C
es
(known as processing data)
w
y
Pr
op
ie
ev
ity
C
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As
am
187
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4 Computer systems
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Component What it looks like Function
se
id
Hard drive Stores data like programs and files
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
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ity
C
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rs
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Power supply Provides electricity to
ie
ve
t-
the computer
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m
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ss
se
id
Motherboard Connects all the hardware
br
As
am
components together
y
op
&
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C
es
w
y
Pr
op
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ity
C
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rs
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ie
ve
t-
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en
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R
Case Provides protection to the
ge
ss
components to reduce the
se
id
risk of accidental damage
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
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am
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4.1 Selecting hardware and software
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ni
U
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ss
Software components allow the computer to carry out tasks that we want it to
se
id
do. For example, word processing software allows us to type letters and other
br
As
documents. Presentation software allows us to make presentations and slideshows.
am
y
op
&
Activity 1
-C
C
es
w
y
You will need: a desktop computer, laptop or tablet with access to the internet
Pr
op
ie
and presentation software such as PowerPoint or Google Docs
ev
ity
C
R
rs
w
Work with your partner to create a presentation called:
ie
ve
t-
‘How a computer works’.
ev
en
ni
Include these hardware components in your presentation:
R
m
ge
• processor • wireless network card
ss
se
id
• hard drive • motherboard
br
• power supply •
As
case
am
y
op
&
• touch screen • graphics card.
-C
C
es
For your presentation:
w
y
Pr
op
ie
1 Write a sentence or short paragraph about what each piece of
ev
ity
hardware does. You may need the internet to help you find out
C
R
about some of the hardware.
rs
w
ie
ve
t-
2 Use the internet to find a picture of each piece of hardware and
ev
en
ni
add it to the presentation.
R
3 Use the internet to search for the highest price you might pay for
ge
ss
each piece of hardware. Add the information to your presentation.
se
id
br
How am I doing?
As
am
Share your presentation with another pair.
y
op
&
-C
Are there any differences between your presentation and your partner pair’s
C
es
presentation? What differences are there? Discuss the differences.
w
y
Pr
op
ie
Make one change to your presentation to improve it.
ev
ity
C
-R
rs
w
Question
ie
ve
t
ev
en
ni
R
1 Laptops, mobile gaming devices and mobile phones all have similar
m
components. How easy is it to customise and select components for a
ge
ss
mobile phone, compared to a desktop PC? Why do you think this is?
se
id
br
As
am
189
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op
&
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es
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ity
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4 Computer systems
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Selecting components
se
id
br
As
When you choose software and hardware components for a computer,
am
y
op
&
you need to consider a number of things, such as what it can do,
-C
s
how it looks, and how much it costs.
C
es
w
y
Pr
op
ie
Functionality
ev
ity
C
R
rs
w
Functionality describes the range of tasks that a device can do.
ie
ve
t-
For example, an oven that can roast and grill and has two cooking
ev
en
ni
compartments has high functionality. An oven that can only
R
m
roast has low functionality.
ge
ss
A computer that can complete a range of tasks has high functionality.
se
id
br
A computer that can only do two tasks has less functionality.
As
am
y
You can change the functionality of a computer by adding or
op
&
-C
removing components.
s
C
es
w
y
Pr
op
ie
Aesthetics
ev
ity
C
R
rs
w
We all have different opinions about how we like things to
ie
ve
t-
look. For example, some people might like their bedrooms to
ev
en
ni
be painted yellow. Some people may like theirs painted grey.
R
The aesthetics of an object means how that object looks.
ge
ss
Cars, boats and digital devices all have aesthetics.
se
id
br
Hardware allows people to choose the aesthetics
As
am
of their computer. y
op
&
-C
For example, different people might prefer:
s
C
es
• a simple computer case that is red
w
y
Pr
op
ie
or black
ev
ity
C
• a transparent computer case that
-R
rs
w
enables you to see inside
ie
ve
• a metal computer case.
ev
en
ni
R
m
ge
ss
se
id
br
As
am
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&
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ity
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rs
ve
t-
4.1 Selecting hardware and software
en
ni
U
m
ge
ss
Some computers have bright, colourful and attractive components.
se
id
For example, some keyboards light up in different colours.
br
As
The keyboard with lights does the same tasks as a simple black
am
y
keyboard, but the keyboard with lights allows you to change the
op
&
colour of the keyboard so it matches the colour of your bedroom walls!
-C
C
es
w
y
Pr
op
ie
Speed
ev
ity
C
R
rs
w
The speed of a computer means how quickly it can process data.
ie
ve
t-
The different components in a computer affect how quickly a
ev
en
ni
computer runs.
R
m
• Processor
ge
ss
Computer processors have different processing speeds. A faster
se
id
processor helps a computer to load and use software more quickly
br
As
than a slower processor. A normal computer for general use, such
am
y
op
&
as in a school or in an office, does not need a really fast processor.
-C
C
•
es
RAM
w
y
Pr
RAM is random access memory. RAM stores programs that are
op
ie
ev
being used by the computer. If you have more RAM, your computer
ity
C
can do more tasks at the same time. People who want to use
R
rs
w
their computer for running very large programs or who use many
ie
ve
t-
ev
programs at once need more RAM.
en
ni
R
• Storage
ge
ss
Storage can come in many sizes, types and speeds. People who
se
id
work with very large files, like films and pictures, need much
br
As
more storage.
am
y
op
&
-C
Longevity
es
w
y
Pr
op
ie
Longevity is how long something remains useful for. For example, a
ev
ity
C
pair of shoes that lasts for three years before wearing out has greater
-R
rs
w
longevity than a pair of shoes that only lasts one year.
ie
ve
t
ev
It is important to think about how long a computer will last
en
ni
when buying it.
R
m
ge
ss
se
id
br
As
am
191
y
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We can upgrade software on a computer quite easily. Upgrade means
se
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to improve something or replace it with a better version. Upgrading
br
As
software often helps to make a computer useful for longer.
am
y
Hardware is more difficult to upgrade. You often need to buy new
op
&
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hardware to make a computer last longer.
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es
You will usually pay more for a computer with higher longevity.
w
y
Pr
op
ie
Components in a computer that last longer will be made of
ev
ity
C
better-quality parts. These parts cost more money.
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rs
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ev
Cost
en
ni
R
m
The total cost of a computer depends on how much each
ge
ss
component costs.
se
id
br
As
am
The cost of software
y
op
&
-C
Most computers come with general software
s
C
es
installed, but some people need software for
w
y
Pr
op
specific jobs. For example, a programmer
ie
Development
ev
needs development software.
ity
C
software is used to
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This software would not normally be
rs
w
create programs.
ie
ve
installed on a device you buy from a shop.
t-
ev
en
ni
Software can be free or cost money.
R
When buying a device, you should think about what software is
ge
ss
already installed on it. Will you need to buy more software?
se
id
If so, you will spend more money. Can you just use free software?
br
As
This will keep the cost lower.
am
y
op
&
Software that you do not have to pay for is called freeware.
-C
Freeware does a similar job to software that costs money.
es
Freeware is often all that people need to complete simple tasks.
y
Pr
op
ie
Software that costs money has extra features compared with
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freeware. These features give it better functionality. Usually, the more
-R
rs
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money you spend on software, the higher the functionality.
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For example:
se
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• Expensive software may provide contact details for help and
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As
assistance if anything goes wrong with the software.
am
y
op
&
• Expensive software may be able to receive updates to improve the
-C
C
software so it lasts longer, which means it has more longevity.
es
w
y
Look at these two pieces of software for photo editing.
Pr
op
ie
One is freeware and one is software you have to pay for.
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ity
C
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Microsoft Paint Adobe Photoshop
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&
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es
w
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Pr
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ev
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Microsoft Paint comes free with Adobe Photoshop is a paid-for piece
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rs
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Windows. It is a basic piece of of software for editing pictures and
ie
ve
t-
software for editing photos and photos. It has a much wider range of
ev
en
ni
creating simple pictures. features for doing this compared with
R
Microsoft Paint. However, you have to
ge
ss
pay to use Adobe Photoshop.
se
id
br
As
am
y
op
&
Questions
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C
es
2 What are the advantages and disadvantages of choosing
y
Pr
op
ie
freeware like Microsoft Paint?
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C
3 What are the advantages and disadvantages of choosing
-R
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Adobe Photoshop?
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Unplugged activity 2
se
id
br
As
You will need: a pen, paper and Resource sheet 4.2
am
y
op
&
Avast! is an example of antivirus software. There is a paid-for version
-C
C
and a free version.
es
w
y
Pr
Your teacher will give you a resource sheet which shows the features
op
ie
of the two versions of Avast!
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ity
C
R
rs
Work with a partner. Discuss the differences between each version
w
ie
ve
t-
and write down your ideas.
ev
en
ni
Imagine that you want to use this antivirus program on your computer.
R
m
Answer these questions individually:
ge
ss
• Would you pay money for it or would you just get the free version?
se
id
br
• Why might you make this decision?
As
am
y
Compare your answers with your partner’s. Do you agree?
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&
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Discuss with your partner why you think companies give free versions
C
es
of their software.
w
y
Pr
op
ie
ev
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C
R
rs
w
ie
ve
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How did you decide which version of the software
ev
en
ni
you would use? What was your thinking process?
R
m
ge
ss
se
id
br
As
Cost and speed
am
y
op
&
As with many things in life, the faster you want a task done, the more
-C
money it costs. For example, when you post a parcel, you can often
es
w
y
pay more money so that it arrives more quickly.
Pr
op
ie
The same is true for computers. For example:
ev
ity
C
-R
rs
• A faster processor helps a computer to load and use software
w
ie
ve
more quickly, but faster processors cost more money because they
t
ev
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ni
are built from higher-quality materials.
R
m
ge
ss
se
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br
As
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• More RAM makes a computer faster, but extra RAM costs money
se
id
to buy.
br
As
• Faster storage devices will allow a computer to run faster, but they
am
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cost more than slower storage devices.
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&
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C
es
w
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Pr
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C
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As
am
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&
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es
w
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ve
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ni
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m
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ss
se
id
br
As
Only getting one high-quality component
am
may not make the whole computer faster! y
op
&
-C
For example, buying a really fast graphics
C
es
card that costs lots of money will not make
w
y
Pr
op
ie
basic tasks, like making a presentation, any
ev
ity
faster. However, it will help if you want to
C
-R
edit videos quickly.
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Cost and aesthetics
se
id
br
Devices that are more attractive to customers often cost more money
As
am
to buy. For example, brightly coloured mobile phones, or computers
y
op
&
with beautiful designs on them are usually more expensive than plain
-C
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devices that are grey or black.
es
w
y
Many people are willing to spend more money
Pr
op
ie
on a device with the aesthetics that they like.
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ity
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w
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Cost and longevity
ge
ss
Don’t forget, when
se
id
Quite often, the more
we upgrade components,
br
As
something costs, the
we often throw the old ones away.
am
longer it should last y
op
&
before it breaks.
This is bad for the environment and
-C
can cause pollution. It is important
C
es
Longevity affects how
to recycle old technology to
w
y
Pr
op
long it will be before
ie
help prevent pollution.
ev
you need to upgrade
ity
C
-R
a computer component.
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ve
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ni
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ni
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ss
Sometimes it is better to spend more money on a computer or digital
se
id
device because it has high-quality components and so it will
br
As
last longer. This means you won’t need to upgrade it as soon.
am
y
This can help save money in the future.
op
&
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C
es
Did you know?
w
y
Pr
op
ie
It is estimated that we throw away
ev
ity
C
50 million tons of electronic waste every year.
R
rs
w
That’s the same as 1 000 computers being
ie
ve
t-
thrown away every second!
ev
en
ni
R
m
ge
Sofia is choosing between two processors for
ss
her new computer. Look at the table.
se
id
br
Processor speed Cost Longevity As Cost per year Better option?
am
y
op
&
Medium $150 3 years $50 ✗
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C
es
Fast $200 5 years $40 ✓
w
y
Pr
op
ie
ev
ity
The medium processor costs $50 less. However, the fast processor
C
R
will last for five years.
rs
w
ie
ve
t-
Which one should Sofia buy?
ev
en
ni
Because the faster processor will last longer, it will cost less money
R
over time. So if Sofia can afford the faster processor, it is the better
ge
ss
one to buy.
se
id
br
As
am
y
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&
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C
es
w
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Fit for purpose
se
id
br
As
Would you drive to school
am
y
in a tractor?
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&
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C
es
w
y
Pr
op
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ev
ity
C
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rs
w
ie
ve
t-
ev
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ss
se
id
br
As
Would you use a wheelbarrow
am
y
to take your books into school?
op
&
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C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
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m
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ss
se
id
br
Would you use a bicycle to
As
am
take a caravan on holiday? y
op
&
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C
es
w
y
Pr
op
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ev
ity
C
-R
rs
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ve
t
ev
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The answer to these questions is probably ‘No!’ Each picture shows
R
something that is not fit for purpose. If something is fit for purpose,
ge
ss
it is able to do the job we want to use it for.
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id
br
As
am
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en
ni
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ss
When we buy software or hardware, we need to think carefully about
se
id
whether it is fit for purpose.
br
As
Many computers and digital devices are designed to be ‘general
am
y
purpose’. This means that they will do most things for most people.
op
&
-C
But they will not be able to do everything that everyone wants.
C
es
Some computers need different hardware and software so they
w
y
Pr
op
ie
are fit for purpose for an individual.
ev
ity
C
Imagine an artist and a gamer both want new computers.
R
rs
w
ie
The artist spends lots of time drawing and editing pictures on a
ve
t-
ev
computer. The e-sports competitor spends a lot of time playing games.
en
ni
R
Needing a computer for artwork is very different to needing a computer
m
for gaming. Each of these people have different needs and requirements,
ge
ss
and each of these people need a computer that is fit for purpose.
se
id
br
As
am
Unplugged activity 3
y
op
&
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You will need: a pen and paper
C
es
w
y
Pr
op
ie
Part A
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ity
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Two different people want to buy a computer: a teacher and a teenager
R
rs
w
who plays lots of games.
ie
ve
t-
Look at the table. It shows the type of device each person is thinking of buying.
ev
en
ni
Each part of the device is rated as high, medium or low. High means that it is
R
expensive and good quality. Low means that it is cheap and low quality.
ge
ss
se
id
Person Job Processor Storage RAM Monitors Longevity
br
As
Teacher Medium Low Low Medium Medium
am
y
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&
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C
es
w
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Pr
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ev
Gamer High High High High Short
ity
C
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rs
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m
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ss
Work with three other classmates.
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Continued
se
id
Discuss the following questions in your group.
br
As
am
y
• Is the chosen device suitable for each person?
op
&
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• What makes you think it is? Why or why not?
C
es
• What makes you think it isn’t? Why or why not?
w
y
Pr
op
ie
• What changes would you make to the device to make it fit for purpose? Why?
ev
ity
C
Part B
R
rs
w
ie
ve
Think about what you use a computer for. Use the headings in the table to
t-
ev
en
write down the sort of computer you would need. Share your answers with
ni
R
the other members of your group. Discuss what each person has written and
m
ask them to explain their decisions.
ge
ss
se
id
br
Unplugged activity 4
As
am
y
op
&
Work with a partner.
-C
C
es
Ask them to imagine that they are buying a computer for a member of your
w
y
Pr
family. Tell your partner what your family member wants the computer for.
op
ie
ev
ity
1 Explain what longevity means. Describe how longevity relates to cost.
C
R
Does your partner agree with your explanation?
rs
w
ie
ve
t-
2 Ask your partner to:
ev
en
ni
a recommend the components and software they would need
R
b use a low, medium and high rating when talking about the processor,
ge
ss
storage, RAM and monitors
se
id
c explain why they have chosen these ratings.
br
As
am
Give your partner feedback on how you think they did. Now swap roles y
op
&
and do the activity again.
-C
C
es
w
y
Pr
op
ie
Look what I can do!
ev
ity
C
I can identify the hardware components and software components in computers.
-R
rs
w
ie
ve
I can discuss what is important when choosing hardware and software
t
ev
en
components for computer systems.
ni
R
I can select components for a computer based on the functionality
ge
ss
the computer needs to have for a particular user.
se
id
br
As
am
200
y
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&
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4.2 Programming environments
se
id
br
As
am
y
We are going to:
op
&
-C
C
• understand the difference between text-based and block-based
es
w
y
programming languages
Pr
op
ie
ev
• identify when text-based and block-based programming languages
ity
C
should be used.
R
rs
w
ie
ve
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ev
en
ni
R
m
block-based programming language
ge
ss
programming environment
se
id
programming language
br
As
am
text-based programming language
y
op
&
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C
es
w
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Pr
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id
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As
am
y
op
&
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C
es
Getting started
w
y
Pr
op
ie
What do you already know?
ev
ity
C
• How to use word processing software to create new documents.
-R
rs
w
ie
ve
• How to plan programs on paper before creating them on
t
ev
en
a computer.
ni
R
• How to write programs using Scratch.
ge
ss
se
id
br
As
am
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Continued
se
id
br
Now try this!
As
am
y
What do you think are the differences between a block-based programming
op
&
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language and a text-based programming language?
C
es
w
y
Pr
op
ie
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ity
C
R
rs
w
ie
ve
t-
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en
ni
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m
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se
id
br
As
am
y
op
&
-C
C
es
Write down your ideas on some paper. Think about the following questions
w
y
Pr
when making your notes:
op
ie
ev
ity
C
• What does each one look like on the computer screen?
R
rs
w
• Do they both do the same thing?
ie
ve
t-
ev
en
ni
• Which do you think might be easier to use? Why?
R
Share your ideas with other learners.
ge
ss
se
id
br
As
am
y
Programming languages
op
&
-C
C
es
There are many types of programming language. A programming
w
y
Pr
op
language is a way of writing commands to create a program that
ie
ev
tells a computer what to do.
ity
C
-R
rs
w
We write a programming language (also known as code) inside a
ie
ve
programming environment. The programming environment is a set of
t
ev
en
ni
tools that are used to write and test computer programs. One tool is an
R
editor that allows us to type the commands we want for our program.
ge
ss
Programming environments are also known as development environments.
se
id
br
As
am
202
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4.2 Programming environments
en
ni
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Different programming languages are designed for different jobs.
se
id
Some languages are better for producing computer games.
br
As
Other languages are much better for writing pieces of software, like
am
y
word processing or spreadsheet software. There are some programming
op
&
languages that exist only for doing maths calculations. Some special
-C
C
programming languages have been created just to make web pages.
es
w
y
Pr
When you learn to program, you learn about different techniques and
op
ie
ev
ways to write code. Each technique does something different.
ity
C
R
rs
w
Many programming languages allow you to use these techniques –
ie
ve
t-
but you might write them in different ways in different languages.
ev
en
ni
This is similar to learning a foreign language. You can say ‘Hello!’
R
m
in many different languages – you just need to learn how to say
ge
ss
it in the language you want to use.
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
Did you know?
ev
en
ni
R
No one really knows how many programming languages there are
m
ge
ss
in the world! Some programming languages that were created in the
1950s are still in use today!
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
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ity
C
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Block-based programming languages
se
id
br
As
Block-based programming languages allow the user to drag and
am
y
drop coloured blocks of code into a code window using a mouse.
op
&
-C
Blocks ‘click’ together to make larger blocks of code.
C
es
The most well-known block-based programming language is Scratch.
w
y
Pr
op
ie
You probably used Scratch in Unit 1.
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
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m
ge
ss
se
id
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As
am
y
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&
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C
es
w
y
Pr
op
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C
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rs
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ie
ve
t-
ev
en
ni
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m
ge
ss
se
id
In Scratch, blocks that do similar things are grouped together by
br
As
colour. For example, all the blocks that allow you to move a sprite
am
are the same colour.
y
op
&
-C
It is also possible to edit the code in some blocks.
C
es
w
y
Block-based languages can be quite easy to use because a user
Pr
op
ie
doesn’t have to remember the names of commands. The colours also
ev
ity
C
make it easier to find the right block and make the language look more
-R
rs
w
fun and interesting.
ie
ve
t
ev
Block-based languages are often used to show new programmers
en
ni
how to program.
R
m
ge
ss
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id
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am
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en
ni
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m
ge
ss
Block-based languages allow users to create games and animations
se
id
quickly. For example, you can create a simple game where you
br
As
have to fly a rocket through space, avoiding asteroids.
am
y
op
&
-C
C
es
w
y
Pr
op
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ev
ity
C
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rs
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ie
ve
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id
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As
am
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op
&
Some block-based languages allow to you make music or control
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small robots. However, they are not suitable for making larger and
es
w
more complicated games. They are also not suitable for designing
y
Pr
op
ie
professional software such as word processing software.
ev
ity
C
R
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w
Activity 1
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ve
t-
ev
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You will need: a desktop computer, laptop or tablet with access to the internet
R
m
ge
ss
Search for Scratch in a web browser. On the Scratch website, go to the
se
id
‘Ideas’ page. Pick the ‘Getting Started’ tutorial and try using Scratch to make
br
As
a short program. Your program should display ten numbers on the screen.
am
y
op
&
How are we doing?
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C
es
Share your program with a partner. What differences are there between
w
y
Pr
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your program and theirs? Do they both work in the same way?
ie
ev
What did you like about their program?
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Text-based programming languages
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id
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Text-based programming languages
am
y
use text commands typed on a
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&
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keyboard. Everything you do must
C
es
be typed into a file before it can
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y
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be run. This is very different to the
op
ie
‘drag and drop’ method of
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block-based languages.
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rs
w
ie
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Text-based languages can be a lot
ev
en
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harder to learn. This is because you
R
need to remember the text used
m
ge
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for each command. You need to
se
remember what the commands do
id
br
and how to spell them. If you make
As
am
a spelling mistake or an error,
y
op
&
the program will not work.
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C
es
It also takes longer to get fun things to happen. Making a cat
w
y
Pr
dance across a screen can take a few minutes with block-based
op
ie
programming. It takes a lot longer to do this using a text-based
ev
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programming language.
R
rs
w
ie
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t-
There are advantages of text-based programming languages though.
ev
en
They can make much more advanced and challenging programs.
ni
R
They allow you to create and use many different techniques.
m
ge
ss
Almost every piece of software you use was written in a
text-based language.
se
id
br
As
am
Did you know? y
op
&
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The code that controls the Mars Curiosity Rover is about
s
C
es
5 million lines long! That’s 170 000 sides of A4 lined paper!
w
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4.2 Programming environments
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Activity 2
se
id
br
As
You will need: a desktop computer, laptop or tablet with access to the internet
am
y
and desktop publishing software
op
&
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C
es
Use the internet to find out about the text-based programming language C#
w
y
(‘C sharp’). This language is used to write programs and games.
Pr
op
ie
ev
Create a poster to share what you find out about C#.
ity
C
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Include the following information:
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• When was it invented?
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• What does it look like? (Add a screenshot or other image.)
m
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• What sort of software could you create with it? (Add some pictures
se
id
to show what the language might be used to create.)
br
•
As
How popular is the language? (How many people use it?)
am
y
op
&
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How are we doing?
s
C
es
w
Share your poster with your classmates. Look at the posters they have made.
y
Pr
op
ie
Find one more fact about the language that you could add to your poster.
ev
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Edit your poster to include this new information.
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rs
w
ie
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t-
ev
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Using programming languages
R
m
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Software and digital games are written
se
id
using programming languages.
br
As
Some game programs and pieces of
am
software are very complicated, such as:
y
op
&
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• a very realistic racing car game where
es
players feel like they are really driving
y
Pr
op
ie
a car – the car needs complicated
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commands and
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w
high-quality graphics
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ve
• word processing software and
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presentation software with lots of tools
R
for a user to carry out different tasks.
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Complicated programs and games are
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The text-based
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written using text-based languages.
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programming language C++
As
Other games and programs are
am
y
very simple, such as: is one of the most popular
op
&
languages for writing
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C
• a simple subject quiz that asks
es
computer games!
a question, provides space to
w
y
Pr
op
ie
answer it and then gives some feedback
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ity
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• a simple game where you have to dodge asteroids
R
rs
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by moving a rocket up and down on the screen.
ie
ve
t-
ev
Simple programs and games may be written using
en
ni
R
block-based programming languages.
m
ge
ss
se
id
Unplugged activity 3
br
Work on your own.
As
am
y
op
&
Look at this list of software and games. For each one,
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C
say if you think a block-based programming language
es
w
or a text-based programming language would be
y
Pr
op
ie
most suitable to create it.
ev
ity
C
• A simple spelling game where the computer plays
R
rs
w
words aloud and a learner then types in the
ie
ve
t-
correct spelling
ev
en
ni
R
• A graphics design program with lots of
m
complicated tools to edit images
ge
ss
se
id
• A simple animation where a dinosaur walks onto
br
As
the screen, tells a joke, and then walks off
am
• A complex multi-level adventure game with
y
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&
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high-quality graphics and videos
s
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es
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y
Pr
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ie
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Look what I can do!
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I know the difference between text-based and block-based
ie
ve
programming languages.
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ev
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I can give examples of some languages and what they might be used for.
m
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4.3 Storing data
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4.3 Storing data
se
id
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As
am
y
We are going to:
op
&
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C
• understand why data must be changed into numbers before a computer
es
w
y
can process it
Pr
op
ie
ev
• identify the units used to show how large a storage device is.
ity
C
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rs
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ie
ve
t-
ev
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R
m
analogue continuous gigabyte nibble
ge
ss
bit digital kilobyte sound waves
se
id
byte digitise megabyte terabyte
br
As
am
y
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&
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es
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id
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Getting started
As
am
What do you already know?
y
op
&
-C
How to save documents and files to a digital device.
C
•
es
w
y
Computers use binary to represent data.
Pr
•
op
ie
ev
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C
• You may have recorded music or voice messages for friends,
-R
rs
or spoken to them using video conferencing software.
w
ie
ve
• Digital content is stored on servers.
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ev
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ni
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ss
se
id
br
As
am
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4 Computer systems
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Continued
se
id
br
Now try this!
As
am
y
Look at a digital device. See if you can write down:
op
&
-C
s
• how much storage it has
C
es
w
y
• how much storage you have used
Pr
op
ie
ev
how much storage is left
ity
•
C
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• the units that measure storage on the device.
ie
ve
t-
ev
Discuss your findings with other classmates.
en
ni
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se
id
Digital storage
br
As
am
y
op
&
Digital data and analogue data
-C
C
es
w
y
There are two types of data: digital data and analogue data.
Pr
op
ie
ev
Digital data is made up of binary digits: the numbers 0 and 1.
ity
C
R
The number 0 means that electricity is turned off, and the number 1
rs
w
ie
ve
means that electricity is turned on.
t-
ev
en
ni
Analogue data is different – it is not limited to the numbers 0 and 1.
R
It is a type of signal that uses waves, such as light or sound. Analogue
ge
ss
data is continuous. Something that is continuous keeps going without
se
id
being interrupted. When talking about data, continuous means the
br
As
data can take any value. A line of analogue data on a graph changes
am
smoothly. There are no breaks in the data. y
op
&
-C
Look at the following picture. It shows what analogue data and digital
s
C
es
data look like when the values are drawn on a graph.
w
y
Pr
op
ie
ev
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C
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4.3 Storing data
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Analogue
se
id
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As
am
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&
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es
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Digital
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1
rs
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0
R
m
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ss
Digital devices can understand and create digital data.
se
id
Humans and animals can understand and create analogue data.
br
As
The most common analogue data is sound! Your ears hear in analogue
am
y
op
&
and continuously detect sound as sound waves. Sound waves are all
-C
around us. For example, your friends talking to you, the sound of the
C
es
traffic in a city, or the noise of music from a radio.
w
y
Pr
op
ie
Sound waves are air vibrations – they travel through the air and our
ev
ity
C
ears detect them. Our brain processes the sound waves and we hear
R
rs
w
the sound.
ie
ve
t-
ev
We can’t see sound waves, but the image below shows what a sound
en
ni
wave looks like when we record sound on a computer.
R
m
ge
ss
se
id
br
As
am
y
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&
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C
es
w
y
Pr
op
ie
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C
Computers cannot process analogue data. This is because computers
-R
rs
w
can only understand data that is made up of binary digits: the
ie
ve
numbers 0 and 1.
t
ev
en
ni
R
m
ge
ss
se
id
br
As
am
211
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&
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4 Computer systems
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For a computer to understand, process or use analogue data such as sound,
se
id
we need to digitise it. This means converting (changing) the analogue data
br
As
into digital data (numbers) that a computer can process.
am
y
op
&
-C
s
Digitising analogue data
C
es
w
y
Pr
op
ie
To digitise sound waves, we need a microphone. Microphones detect
ev
ity
C
analogue data and a computer program then digitises the analogue data.
R
rs
w
The digital data can then be stored and used later.
ie
ve
t-
Computers can detect other forms of analogue data using different
ev
en
ni
sensors. For example, they can detect heat and light.
R
m
ge
ss
se
id
br
As
am
y
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&
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C
es
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Pr
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id
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Storing and processing data
am
y
op
&
in digital format
-C
C
es
w
y
Pr
We can only store analogue data after it has been converted into digital data.
op
ie
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ity
You can do different things with the digital data. For example:
C
-R
rs
w
• store it on a hard drive
ie
ve
t
ev
• share it with other people, for example over the internet
en
ni
R
• change it using computer programs.
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id
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am
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4.3 Storing data
en
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U
m
ge
ss
We can process digital music on a computer using Stay safe!
se
id
audio editing programs. Audio editing programs
There are laws that
br
As
can change the digital data in different ways.
protect most music from
am
y
For example, they can:
op
&
being copied and shared
-C
• make the sound louder or quieter
s
with other people.
C
es
• add more digital data Always check to see if you
w
y
Pr
op
ie
are allowed to send music
• delete parts of the recorded sound.
ev
ity
C
to other people.
R
rs
w
ie
ve
t-
ev
en
ni
Activity 1
R
m
ge
ss
You will need: a desktop computer, laptop or tablet with access to the internet
se
and sound recording software
id
br
As
Write a script to describe your understanding of how analogue data
am
y
op
&
is stored as digital data.
-C
C
Include the following in your script:
es
w
y
Pr
1 What is analogue data? Give some examples.
op
ie
ev
2 What is digital data?
ity
C
R
rs
3 Why do we digitise data?
w
ie
ve
t-
4 What can we use to digitise analogue data such as sound?
ev
en
ni
5 Describe what happens when we digitise data.
R
6 Explain what we can do with the digitised data.
ge
ss
Give some examples.
se
id
br
Record your sound file.
As
am
y
op
&
How am I doing?
-C
C
es
Play your recording back. Did you describe digitisation of data well?
w
y
Is there anything you would change about your script or recording if
Pr
op
ie
you did the activity again?
ev
ity
C
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rs
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ie
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t
ev
en
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ss
se
id
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As
am
213
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4 Computer systems
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Units of storage
se
id
br
As
Computers can only process and store digital data. Remember,
am
y
digital data is stored as binary digits: the numbers 0 and 1.
op
&
-C
s
Humans use a different way of counting that uses the digits 0 to 9,
C
es
and the terms tens, hundreds, thousands and millions to group
w
y
Pr
op
ie
numbers together.
ev
ity
C
In computing, a single binary number (0 or 1) is called a bit
R
rs
w
(short for ‘binary digit’). Groups of bits are given names.
ie
ve
t-
These are units of storage.
ev
en
ni
• A nibble is made up of 4 bits.
R
m
ge
ss
• A byte is made up of 8 bits.
se
id
• A kilobyte (KB) is 1000 bytes.
br
•
As
A megabyte (MB) is 1000 kilobytes. These units of storage are
am
y
op
&
often used when talking about the sizes of files we store on a
-C
computer. For example, a photo might be 5 MB in size.
C
es
w
y
• A gigabyte (GB) is 1000 megabytes. Gigabytes are often used
Pr
op
ie
when talking about how big storage devices are, like hard disks
ev
ity
C
and USB pen drives.
R
rs
w
• A terabyte (TB) is 1000 gigabytes. Terabytes are used when
ie
ve
t-
ev
talking about storage space on servers, for example where web
en
ni
pages are stored.
R
m
ge
ss
Look at the table. It shows the units of storage and their size in bits.
se
id
br
Unit of storage Number of bits Also equal to . . .
As
am
Bit 1
y
op
&
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Nibble 4
es
w
y
Byte 8
Pr
op
ie
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ity
C
Kilobyte (KB) 8 000 1 000 bytes
-R
rs
w
Megabyte (MB) 8 000 000 1 000 kilobytes
ie
ve
t
ev
en
Gigabyte (GB) 8 000 000 000 1 000 megabytes
ni
R
Terabyte (TB) 8 000 000 000 000 1 000 gigabytes
ge
ss
se
id
br
As
am
214
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&
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ity
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4.3 Storing data
en
ni
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ss
Did you know?
se
id
One terabyte could store roughly 1000 hours of movies or
br
As
150 000 good-quality pictures.
am
y
op
&
-C
C
es
Unplugged activity 2
w
y
Pr
op
ie
ev
You will need: a pen or pencil, Worksheet 4.4
ity
C
R
rs
w
Work with a partner.
ie
ve
t-
ev
en
Complete the worksheet by matching the units of storage with the correct box
ni
R
or definition on the right-hand side.
m
ge
ss
se
id
br
As
am
y
How easy did you find learning the order of the units of
op
&
storage? What made it difficult? Is there anything you could
-C
C
es
use to help you remember the order more easily next time?
w
y
Pr
op
ie
ev
ity
C
R
rs
w
Units of storage and memory size
ie
ve
t-
ev
en
ni
We use units of storage to describe how large storage capacity (space) is in
R
storage devices.
ge
ss
The larger the number of bits we can store, the more a computer can ‘remember’.
se
id
Storage devices like hard disk drives (HDDs) and solid state drives (SSDs) are often
br
As
measured using terabytes (TB). One terabyte can store around 85 million pages of
am
y
op
&
text or around 250 000 music files!
-C
Many SSDs are between 2 TB and 5 TB in size.
es
w
y
Pr
If an SSD becomes full, we need to add more SSDs to allow the computer to store
op
ie
more data. You cannot make an SSD bigger once you have bought it. So it is
ev
ity
C
important to think about how much storage space you need before buying it.
-R
rs
w
ie
ve
Storage like random access memory (RAM) is smaller. RAM is usually measured in
t
ev
en
ni
gigabytes (GB). The most common size of RAM is 32 GB. This can store about 2000
R
music files. RAM comes in smaller sizes because it costs more to manufacture than
ge
ss
SSD storage. This is because the data on RAM can be accessed much faster than
se
id
on an SSD. RAM also uses more expensive components.
br
As
am
215
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&
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4 Computer systems
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id
Sofia, I can’t
br
As
am store any more pictures
y
on my tablet!
op
&
-C
C
Try upgrading!
es
w
y
Add a 4 terabyte
Pr
op
ie
SSD to it!
ev
ity
C
R
rs
w
ie
ve
t-
ev
Some secondary storage devices can store large
en
ni
R
amounts of data. Older technology like HDDs can
U
m
store up to 22 TB of data. This would be more than
ge
ss
an average person would use in a lifetime. SSDs use
se
id
newer technology. However, they come in smaller
br
sizes. The most common sizes for SSDs are 1 TB,
As
am
y
op
&
2 TB and 4 TB. More modern SSDs can cost three
-C
times more than older types for the same amount
C
es
of storage. USB flash drives come in much smaller
w
y
Pr
op
ie
storage sizes. This is because they are designed to
ev
ity
C
be small and carried in a pocket. The most common
R
rs
w
sizes for USB flash drives are 128 GB and 256 GB.
ie
ve
t-
Memory cards are often used in mobile gaming devices. Memory cards
ev
en
ni
are also small and store about the same amount as USB flash drives.
R
You will often see memory cards with 128 GB and 256 GB of storage.
ge
ss
Portable SSDs can store much more data than memory cards,
se
but they are larger and less easy to carry in a pocket!
id
br
As
am
y
op
&
Did you know?
-C
C
es
You can store over 17 000 hours of music on 1 terabyte
w
y
of storage. That is the same as listening to music
Pr
op
ie
non-stop for over 700 days!
ev
ity
C
-R
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w
ie
ve
t
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en
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id
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4.3 Storing data
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Questions
se
id
br
As
1 How many nibbles are there in one byte?
am
y
2 How many bytes are there in 2 KB?
op
&
-C
s
3 How many bits are there in 2 KB?
C
es
w
4 How many gigabytes are there in 500 MB?
y
Pr
op
ie
5 How many megabytes are there in 20 TB?
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
What is the hardest thing about converting units of storage?
ni
R
m
What strategy can you use to help you in the future?
ge
ss
se
id
br
As
am
y
Look what I can do!
op
&
-C
I can explain why we need to convert data into numbers before a
C
es
computer can use it.
w
y
Pr
op
ie
I can identify the units used to show how large a storage device is.
ev
ity
C
R
rs
w
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&
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4.4 Inside a computer
se
id
br
As
am
y
We are going to:
op
&
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C
• explore what a computer processor is
es
w
y
Pr
op
• describe what a computer processor does
ie
ev
ity
C
• identify primary and secondary storage in a computer
R
rs
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• discuss the role of storage in
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ve
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ev
a computer. clock speed processor
en
ni
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gigahertz secondary storage
m
hertz transistor
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ss
persistent storage volatile storage
se
id
primary storage
br
As
am
y
op
&
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es
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Pr
op
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se
id
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As
am
y
op
&
-C
Getting started
es
w
y
Pr
What do you already know?
op
ie
ev
ity
A processor is part of a computer system.
C
•
-R
rs
w
• You know the input–process–output model.
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ve
t
ev
en
• You understand the units of data storage.
ni
R
• Computers save data on storage devices.
ge
ss
se
id
br
As
am
y
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&
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es
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4.4 Inside a computer
en
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Continued
se
id
br
Now try this!
As
am
y
You will need: a calculator and a paper/pen
op
&
-C
C
es
Work with a partner.
w
y
Pr
op
ie
One of you will complete the sums below without a calculator.
ev
ity
C
One of you will use the calculator.
R
rs
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Time how long it takes each of you to calculate the answers.
ie
ve
t-
ev
en
ni
• 423 + 143 • 25 × 50
R
m
• 213 + 124 • 126 – 83
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ss
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id
• 105 – 53 • 125 ÷ 5
br
• 3 × 41 •
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464 ÷ 4
am
y
op
&
How long did it take you to do the calculations?
-C
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Was it quicker working it out in your head or using a calculator?
es
w
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Pr
op
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&
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es
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The processor
se
id
br
As
The processor in a computer is called the
am
y
op
&
central processing unit, or CPU for short.
-C
s
Without the processor, a computer
C
es
would not be able to process data.
w
y
Pr
op
ie
Many people think of the processor
ev
ity
as the brain of the computer.
C
R
rs
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en
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R
m
ge
ss
The CPU is a bit like a very small calculator
se
id
made up of many small parts. Most CPUs
br
As
are only around 2 cm2. A transistor is a tiny
am
y
device that controls the flow of electricity
op
&
-C
in the CPU. Connecting many transistors
s
C
es
together allows the computer to carry
w
y
Pr
out calculations.
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
Did you know?
ge
ss
se
Modern CPUs can have over 1.25 billion transistors in them.
id
br
That’s about the same number as the number of people
As
am
who live in China or India! y
op
&
-C
C
es
CPU speed is measured in gigahertz (GHz).
w
y
Pr
op
A gigahertz is one billion hertz.
ie
ev
ity
C
A single hertz is ‘one cycle per second’. This means one calculation
-R
rs
w
per second.
ie
ve
Therefore, a CPU that runs at one gigahertz can perform one billion
t
ev
en
ni
calculations per second.
R
m
ge
The number of calculations a computer can complete each second
ss
is known as the clock speed.
se
id
br
As
am
220
y
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&
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C
es
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4.4 Inside a computer
en
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The CPU inside a calculator works much faster than your
se
id
brain. Therefore, it is a lot quicker at calculating difficult
br
As
sums. The CPU inside a computer is even faster than the
am
y
one inside a calculator.
op
&
-C
This is why we use computers to process very difficult
C
es
mathematical sums. For example, we would use a
w
y
Pr
computer to work out the path of a planet’s orbit around
op
ie
ev
the solar system. To do this by hand would take a really
ity
C
long time, but a computer can do it very quickly.
R
rs
w
ie
ve
t-
ev
en
ni
Primary and secondary storage
R
m
ge
ss
We know that computers need to store data to be
se
id
able to use it. But where, and how, does a computer
br
As
store data?
am
y
op
&
Computer systems usually have two types of storage:
-C
primary storage and secondary storage.
C
es
w
y
Most primary storage is short-term storage. This means
Pr
op
ie
the storage device usually loses the data it has stored
ev
ity
C
when it is turned off. This type of storage is called
R
rs
w
volatile storage. An example of primary storage is
ie
ve
t-
random access memory (RAM). RAM stores all of the
ev
en
ni
data that is currently being used by the computer.
R
Secondary storage is long-term storage. This means
ge
ss
the device stores data even after the computer is
se
id
turned off. This type of storage is also known as
br
As
persistent storage (the data persists – to persist means
am
y
op
&
to keep on doing something). Secondary storage is
-C
normally used for storing programs and other data we
C
es
want to keep. A common type of secondary storage is
w
y
Pr
op
ie
a solid state drive (SSD).
ev
ity
C
-R
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Question
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ve
t
ev
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1 What type of storage do you use to save your files?
R
m
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id
br
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am
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Primary storage usually costs a lot more than secondary storage for
se
id
the same amount of storage. This is because it is made of high-quality
br
As
materials. This allows the CPU to access the data stored very quickly.
am
y
This is important because the CPU makes billions of calculations per
op
&
second. Slow primary storage can slow the CPU down.
-C
C
es
Secondary storage can store huge amounts of data. However,
w
y
Pr
it takes more time for the computer to access the data from
op
ie
ev
secondary storage.
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C
R
rs
w
Most computer systems need both primary and secondary storage.
ie
ve
t-
Many devices such as mobile phones, laptops, desktop computers
ev
en
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and smart watches all use primary and secondary storage.
R
m
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ss
Activity 1
se
id
br
As
You will need: a desktop computer, laptop or tablet with access to the internet,
am
y
presentation software or word processing software
op
&
-C
C
Copy and complete this table using presentation software or word
es
w
y
processing software. Use the internet to help you find an image
Pr
op
ie
for each type of storage.
ev
ity
C
R
rs
w
Feature Primary storage Secondary storage
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Speed Extremely fast A lot slower than
R
primary storage
ge
ss
Size/capacity
se
id
br
Storage type
As
am
Cost per gigabyte
y
op
&
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Physical size
es
w
y
Pr
Image
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4.4 Inside a computer
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Continued
se
id
br
As
How are we doing?
am
y
Share your table with a partner. Discuss any differences you have.
op
&
-C
C
Edit your table with anything you learnt from your partner.
es
w
y
Pr
op
ie
ev
ity
Unplugged activity 2
C
R
rs
w
ie
You will need: a pen and paper
ve
t-
ev
en
ni
Write a short poem or rhyme about primary and secondary storage.
R
m
ge
ss
Your poem or rhyme should include:
se
id
• what primary storage is
br
• what secondary storage is
As
am
y
op
&
• how to remember the difference between the two types of storage.
-C
C
es
Read your poem to another learner. Ask them if this helped them
w
y
Pr
to understand the difference between primary and secondary storage.
op
ie
ev
ity
Ask for one idea to improve your poem and use the feedback to make
C
R
your poem even better.
rs
w
ie
ve
t-
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en
ni
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Question
ge
ss
se
id
2 Why do we need both primary and secondary storage in a computer system?
br
As
am
y
op
&
Look what I can do!
-C
C
es
I can explain what a computer processor is.
w
y
Pr
op
I can describe what a computer processor does.
ie
ev
ity
C
I can give examples of types of storage in a computer.
-R
rs
w
I can discuss the role of storage in a computer.
ie
ve
t
ev
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ni
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m
ge
ss
se
id
br
As
am
223
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&
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es
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4 Computer systems
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4.5 Robots in industry
se
id
br
As
am
y
We are going to:
op
&
-C
C
• explore what robots do in industry
es
w
y
Pr
op
• understand that robots can work on their own
ie
ev
ity
C
• understand the benefits of robots.
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rs
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autonomous
ie
ve
t-
manufacturing
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robot
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se
id
br
As
am
y
op
&
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C
es
w
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Pr
op
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C
R
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t-
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ni
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m
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ss
se
id
br
As
am
y
op
&
-C
C
es
Getting started
w
y
Pr
op
ie
What do you already know?
ev
ity
C
• You know the input–process–output model.
-R
rs
w
ie
ve
• You understand the different roles of robots in delivery services,
t
ev
en
public transport and healthcare.
ni
R
• Artificial intelligence in computers simulates human intelligence.
ge
ss
se
id
br
As
am
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&
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C
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4.5 Robots in industry
en
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Continued
se
id
br
Now try this!
As
am
y
Your teacher will set up a maze in your classroom. Work with other learners
op
&
-C
to guide a blindfolded person through the maze. You will be timed for
C
es
each try. You have three tries to get the best time you can.
w
y
Pr
op
ie
Answer these questions:
ev
ity
C
• How did you use commands to help guide the person through the maze?
R
rs
w
What worked well?
ie
•
ve
t-
ev
en
ni
• Did you listen to instructions from other learners?
R
m
• What did you learn from their instructions and how did that affect
ge
ss
your own choice of instructions?
se
id
br
As
am
y
op
&
Robots in industry
-C
C
es
There are many different types of robot. A robot is a machine that we can program
w
y
Pr
op
ie
to carry out instructions by itself. When robots work without help from humans, we
ev
ity
C
say that they are autonomous. Creating autonomous robots is a very complicated
R
rs
process. To be able to complete tasks on their own, the robots run long, complex
w
ie
ve
t-
programs that take a long time for programmers to write.
ev
en
ni
We often use autonomous robots in industry such as car manufacturing or food
R
production. Industry is work that involves making or selling goods or services.
ge
ss
Remember, manufacturing means making large numbers of goods in factories
se
id
using machines.
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
-R
rs
w
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se
id
br
As
am
225
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&
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C
es
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4 Computer systems
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Look at the robots in the car factory. They are designed to do the
se
id
same actions again and again. They do the same job day-by-day
br
As
for 24 hours without a break!
am
y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
We often think that all robots look like humans, but most robots do not
br
As
look like us.
am
y
Robots come in many shapes and sizes. Some perform very difficult
op
&
-C
or complicated tasks. Some perform very simple tasks.
s
C
es
Some robots may be a simple robotic arm
w
y
Pr
op
ie
that picks a box off a shelf.
ev
ity
C
R
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ie
ve
t-
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R
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se
id
br
As
am
y
op
&
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C
es
w
y
Pr
op
ie
Robotic arms that make cars need to be able
ev
ity
C
to move and twist to connect parts together.
-R
rs
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ni
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ss
se
id
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am
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es
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en
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Robots can be very small. The circuits on
se
id
electronic devices are connected together
br
As
using tiny robotic arms. These robots are
am
y
very accurate.
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
Some robots look like dogs! They can walk
br
on four legs.
As
am
y
op
&
-C
C
Advantages and
es
w
y
Pr
op
ie
disadvantages
ev
ity
C
R
rs
w
Advantages of using robots include:
ie
ve
t-
• They can work without needing to
ev
en
ni
take breaks.
R
m
ge
ss
• They can be very accurate in what they do.
se
id
• They do not need to be paid any money
br
As
to work.
am
y
op
• They can work in places that are dangerous
&
-C
for humans, for example underwater.
s
C
es
Disadvantages of using robots include:
y
Pr
op
ie
• They can be very expensive to buy.
ev
ity
C
-R
• They can break down and be difficult or
rs
w
ie
ve
expensive to fix.
t
ev
en
ni
• They run complex programs that are
R
difficult to create.
ge
ss
• They can only do the job they are
se
id
programmed to do.
br
As
am
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op
&
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es
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Advantages of using humans include:
se
id
• They can work well in a team and change jobs easily.
br
As
•
am
They can spot things that robots may not be able to.
y
op
&
• They do not need complex programs to work.
-C
C
es
• They are able to do many jobs that robots cannot do
w
y
Pr
op
like creative tasks or looking after people.
ie
ev
ity
C
Disadvantages of using humans include:
R
rs
w
• They make more errors than robots.
ie
ve
t-
ev
en
• They have to be paid money to work.
ni
R
m
• They need to take breaks and have time off.
ge
ss
• They work more slowly than robots.
se
id
br
As
am
Unplugged activity 1
y
op
&
Have a short discussion with a partner about the advantages and
-C
C
es
disadvantages of using robots and humans in industry.
w
y
Pr
op
Copy the table below to show all the advantages and disadvantages of using
ie
ev
humans and robots. Try to think of extra advantages and disadvantages and
ity
C
R
include them in your table.
rs
w
ie
ve
t-
ev
Advantages Disadvantages
en
ni
R
Human Needs to take breaks
ge
ss
Robot Can work for a long time
se
id
br
As
without a break
am
y
op
&
-C
Share your ideas with another pair in your class.
s
C
es
w
y
Pr
How am I doing?
op
ie
ev
ity
C
How many advantages and disadvantages did you think of?
-R
rs
w
Do you have more advantage for humans or robots?
ie
ve
How confident do you feel about identifying the advantages and
t
ev
en
ni
disadvantages of using robots in industry? Give yourself a score out of 5,
R
where 1 is not very confident and 5 is very confident.
ge
ss
se
id
br
As
am
228
y
op
&
-C
C
es
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ity
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4.5 Robots in industry
en
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Large companies that sell products online have huge warehouses
se
id
of items that need to be sent to customers. Robots drive themselves
br
As
around these warehouses and collect the items. The robots then put
am
y
the products in a place where they can be packed up and sent to
op
&
the customer.
-C
C
es
w
y
Pr
op
ie
ev
ity
C
R
rs
w
ie
ve
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en
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se
id
br
As
am
y
Robots in car manufacturing
op
&
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C
es
Building cars can be dangerous because engines, doors and other
w
y
parts of the car are very heavy. Also, cars need to be built carefully,
Pr
op
ie
for example robots weld and build things very accurately. This helps
ev
ity
C
to make the car safer for the person driving it. To produce as many
R
rs
w
cars as possible, building needs to happen all through the day and
ie
ve
t-
sometimes all through the night as well!
ev
en
ni
R
Robots are very useful when manufacturing cars. They can lift heavy
m
ge
items that humans cannot lift. They are also very accurate when
ss
measuring and fixing parts together. Robots can work through the
se
id
br
whole day and night, allowing more cars to be built in the same
As
am
period of time. y
op
&
-C
C
es
w
y
Pr
op
ie
ev
ity
C
-R
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ie
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id
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am
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es
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There are some things that robots cannot do, however. For example,
se
id
they cannot put the electrical circuits in the car. This task is too
br
As
difficult for a robot because of all the wires that need plugging in.
am
y
This is something a human needs to do. A human will do this as the
op
&
circuits and wires are very small. Human hands are better at pushing
-C
C
wires through small holes, or connecting small plugs to each other.
es
w
y
Pr
op
ie
Robots in food manufacturing
ev
ity
C
R
rs
w
How much food do you think people eat in
ie
ve
t-
the world each day? Imagine how much
ev
en
ni
food your school uses per day. Now think
R
m
how long a single person would prepare to
ge
ss
grow all of the food, package it and send it
se
id
to the shops.
br
Robots in food manufacturing can do lots
As
am
y
op
&
of these tasks quickly. Because robots
-C
can measure very accurately, they can fill
s
C
es
hundreds of containers per minute with
w
y
Pr
op
exactly the same amount of food.
ie
ev
ity
C
Robots can even do things like harvesting
R
rs
w
crops automatically.
ie
ve
t-
ev
en
ni
R
m
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ss
se
id
br
As
am
y
op
&
-C
C
es
w
y
Pr
op
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ity
C
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se
id
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As
am
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&
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es
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ity
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4.5 Robots in industry
en
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ss
Activity 2
se
id
br
As
You will need: a desktop computer, laptop or tablet with access to the internet,
am
y
a pen and paper
op
&
-C
C
es
You are going to carry out a news interview for ‘Cambridge International News’.
w
y
Pr
op
The interview has the title: ‘How robots are helping us in industry’.
ie
ev
ity
C
Work in a pair.
R
rs
w
• One of you will be the reporter.
ie
ve
t-
ev
en
• One of you will be a factory owner.
ni
R
m
Together, pick one industry you are interested in. Write a short interview
ge
ss
about how robots are helping in the industry you have chosen.
se
id
You may use this book and the internet to help you research ideas.
br
As
am
The reporter needs to ask the factory owner questions about how they
y
op
&
use robots.
-C
C
es
The factory owner needs to say how robots have helped their factory.
w
y
Pr
op
ie
Your interview should be about two minutes long.
ev
ity
C
Act out the interview in front of your class.
R
rs
w
ie
ve
How are we doing?
t-
ev
en
ni
Watch another pair’s news interview. Write down:
R
• three good things about it
ge
ss
se
• one area you think they could improve on, or one thing they have
id
br
not mentioned.
As
am
y
op
&
-C
C
es
Look what I can do!
w
y
Pr
op
ie
I can give examples of how robots are used in industry.
ev
ity
C
I can describe how robots can work on their own.
-R
rs
w
I can discuss the benefits of using robots in industry.
ie
ve
t
ev
en
ni
R
m
ge
ss
se
id
br
As
am
231
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&
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ev
ity
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rs
ve
t-
4 Computer systems
en
ni
U
m
ge
ss
Project
se
id
br
As
Designing computers and robots
am
y
op
Imagine you own a robotics and computer company.
&
-C
C
es
Task 1
w
y
Pr
op
You need to design and advertise a new computer.
ie
ev
You will create a marketing presentation to send to
ity
C
R
people to encourage them to buy your new computer.
rs
w
ie
ve
t-
1 Identify the purpose of your new computer. For example, it could be used
ev
en
ni
in medicine, it could be used by vets, in farming or to design new cars.
R
m
2 Design a computer that will be fit for purpose. You will need to think
ge
ss
about the:
se
id
a processor
br
b RAM
As
am
y
op
&
c hard disk
-C
C
d graphics card.
es
w
y
Pr
3 Research the prices for these items.
op
ie
ev
4 Create the marketing presentation to show:
ity
C
R
a what your computer will look like
rs
w
ie
ve
t-
b the different parts you are using
ev
en
ni
c the total cost of the computer (remember that you'll want to make
R
a profit so it should cost more for people to buy than it cost you to build).
ge
ss
5 Research some software that you think will be useful for your computer,
se
id
and add this to your presentation.
br
As
a Is it free or paid-for?
am
y
op
&
b Why will this be useful?
-C
6 Write a few sentences to describe why this computer will be the best
es
w
y
computer for the purpose you have designed it for.
Pr
op
ie
7 Add anything else you think may help sell this computer.
ev
ity
C
Think about things like:
-R
rs
w
a the way the computer looks
ie
ve
t
ev
b the longevity of the computer.
en
ni
R
8 Think of five advantages that this computer will give the person who buys it.
m
ge
ss
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id
br
As
am
232
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op
&
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C
es
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ity
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rs
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t-
4.5 Robots in industry
en
ni
U
m
ge
ss
Continued
se
id
br
As
Task 2 am
y
op
Your company is also going to design a new robot to sell to customers.
&
-C
C
Think of an industry that interests you. How could a new robot help?
es
w
y
Pr
1 Think about what the robot will look like, and what it will do.
op
ie
ev
2 Draw your robot on a large piece of paper.
ity
C
R
3 Think of five advantages that this robot will give the person who buys it.
rs
w
ie
ve
t-
Add these to your drawing.
ev
en
ni
R
m
ge
ss
Check your progress
se
id
1 State three pieces of hardware that a computer needs.
br
As
am
2 Write a definition for the word ‘functionality’.
y
op
&
-C
3 State two examples of software that you might find on a computer.
s
C
es
4 If you buy higher-quality components for a computer, what might increase?
w
y
Pr
op
ie
5 What are text-based programming languages good at creating?
ev
ity
C
6 You can drag and drop code in a block-based programming language.
R
rs
w
Is this statement true or false?
ie
ve
t-
ev
en
ni
7 Which of these might a new
R
programmer find easier to use: a
m
ge
ss
block-based programming language
se
or a text-based programming
id
br
language?
As
am
8 What does a programming
y
op
&
-C
environment allow you to do?
s
C
es
9 Why do we change analogue data
w
y
Pr
op
ie
into digital data?
ev
ity
C
10 State one thing you could do with digital data.
-R
rs
w
11 State the smallest and the largest units of storage.
ie
ve
t
ev
en
ni
12 What is the purpose of a computer processor?
R
13 Give two advantages of using robots in industry.
ge
ss
se
id
br
As
am
233
y
op
&
-C
C
es
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ev
ity
R
rs
ve
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en
ni
U
m
Glossary
ge
ss
se
id
br
As
am
y
how things look or appear to people 190
op
&
aesthetics
-C
s
Zara likes the aesthetics of the car. Marcus does not.
C
es
w
not digital, a type of signal that uses waves such as
y
analogue
Pr
op
ie
light or sound, that humans and animals can create
ev
ity
C
and understand 210
R
rs
w
The sound coming from the speakers was analogue data.
ie
ve
t-
software that identifies, removes and prevents malware 172
ev
antivirus
en
ni
software My antivirus software scanned a file I downloaded and
R
m
identified a virus.
ge
ss
a symbol that instructs a computer about what type of
se
arithmetic
id
br
operator calculation to perform on values, for example division
As
am
or multiplication 23
y
op
&
The + symbol is an arithmetic operator for addition,
-C
C
and the – symbol is an arithmetic operator for subtraction.
es
w
y
Pr
attribute the data found in one field of a record in a database 137
op
ie
In the record, the attribute for the ‘Colour’ field was ‘red’.
ev
ity
C
R
the process of checking that the user is who they say
rs
authentication
w
ie
ve
t-
they are, for example by seeing if their password is correct 177
ev
en
ni
My laptop uses user authentication to keep my data safe.
R
autonomous able to act without human input 225
ge
ss
The autonomous robot vacuum cleaner plugs itself in when
se
id
its battery is low.
br
As
AVERAGE a spreadsheet function, written =AVERAGE(), that finds the
am
mean value of the selected cells 124
y
op
&
-C
I can use the AVERAGE function to work out the mean of
C
es
my test scores.
w
y
Pr
op
ie
bandwidth the maximum amount of data that can be transmitted
ev
ity
C
between two points in a network in a specific amount
-R
rs
w
of time, measured in bits per second 168
ie
ve
On a network with a high bandwidth, it takes only a few
t
ev
en
ni
seconds to download files.
R
m
ge
ss
se
id
br
As
am
234
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
bit a single binary digit (number) – the smallest unit of
ge
ss
binary counting 214
se
id
A bit can either be 1 or 0.
br
As
block-based a way of writing program code that uses drag-and-drop
am
y
op
&
programming ready-made lines of code to build working algorithms 204
-C
s
language Scratch is a block-based programming language.
C
es
w
y
broadcast a block in Scratch that can be used to run a sub-routine
Pr
op
ie
(to broadcast is to send a message out into the world for
ev
ity
C
people to receive) 41
R
rs
w
In their project, they used a ‘broadcast’ block to call
ie
ve
t-
the sub-routine.
ev
en
ni
byte a group of eight bits (binary digits) 214
R
m
The file was only one byte in size.
ge
ss
se
to use a sub-routine or function in an algorithm 36
id
call
br
Sofia can call the helper sub-routine from her main code,
As
am
which will sort the list into alphabetical order.
y
op
&
-C
cell reference a little code for the location of each cell, made up of
s
C
es
the cell’s column letter and row number 121
w
y
Pr
We use cell references to give spreadsheet software
op
ie
instructions about certain cells.
ev
ity
C
R
rs
the data type for any individual symbol, letter or number
w
character
ie
ve
t-
found on a computer keyboard 24
ev
en
ni
I struggled to find this character on my keyboard, but then
R
I saw it.
ge
ss
chatbot an algorithm designed to have a conversation
se
id
with a user in a human way 26
br
As
I spoke to a chatbot on the website when I needed support.
am
y
op
&
clock speed the number of calculations a computer can perform
-C
every second 220
C
es
The clock speed of the computer was two gigahertz.
w
y
Pr
op
ie
collaborate to work jointly with others on a project or task 111
ev
ity
C
Marcus and Sofia will collaborate to make a presentation
-R
rs
w
about computing careers.
ie
ve
t
ev
en
ni
R
m
ge
ss
se
id
br
As
am
235
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
comparison a symbol that compares two numbers in an algorithm,
ge
ss
operator for example, to see if one number is greater than,
se
id
less than or equal to the other 28
br
As
am A comparison operator is used to check when the score
y
goes above 5.
op
&
-C
s
component an individual part of something 186
C
es
A computer is made up of many connected components.
w
y
Pr
op
ie
condition a situation that must be true for something else to
ev
ity
C
be possible 21
R
rs
w
The condition has been met: ‘score > 5’ is true, so the ‘say
ie
ve
t-
score’ line will run.
ev
en
ni
a section of code that tells a program to either run one
R
conditional
U
m
statement set of instructions or another set of instructions,
ge
ss
depending on whether a certain situation is true or false. 21
se
id
An ‘if then else’ block is one way to include a conditional
br
statement in your program.
As
am
y
op
&
continuous uninterrupted, unbroken 210
-C
C
The sound of the fire alarm was continuous.
es
w
y
Pr
continuous data numerical data that can have any value in a certain
op
ie
range, for example data about time, weight or length 97
ev
ity
C
A datalogger collects continuous data.
R
rs
w
ie
ve
t-
cost how much money you have to pay to buy something 192
ev
en
ni
The cost of a computer depends on the cost of the parts
R
it contains.
ge
ss
criteria requirements or conditions that need to be met, for example,
se
id
search criteria are words or conditions we search for in
br
As
a spreadsheet, database or on the internet, to find data
am
that matches 105
y
op
&
-C
There are six records that meet my search criteria.
s
C
es
data type the form of data, for example, text or numbers 138
w
y
Pr
op
ie
Each field in the database has a suitable data type.
ev
ity
C
database a set of organised data 136
-R
rs
w
We store data in a database.
ie
ve
t
ev
en
ni
R
m
ge
ss
se
id
br
As
am
236
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op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
decision a choice you make after thinking about the options,
ge
ss
or a flowchart symbol that tells the program to decide
se
id
which path to follow next 12
br
As
am When they got to the decision in the flowchart, they had to
y
decide whether to follow the ‘Yes’ arrow or the ‘No’ arrow.
op
&
-C
s
decomposition breaking a large problem into smaller parts that are
C
es
easier to understand and simpler to solve 53
w
y
Pr
op
ie
Programmers use decomposition to help them
ev
ity
C
find repeating patterns so they can create more
R
rs
efficient programs.
w
ie
ve
t-
define to give a sub-routine a name and then create the
ev
en
ni
sequence of commands that it will follow 35
R
m
First define your sub-routine, then call it from the main code.
ge
ss
digital stored electronically on a device using binary digits
se
id
(0s and 1s) 210
br
As
A digital signal has square waves when its values are
am
y
op
&
shown on a graph.
-C
C
digitise to convert analogue data into digital data 212
es
w
y
We must digitise the sound wave so that the computer
Pr
op
ie
can process it.
ev
ity
C
encryption means to scramble a message 167
R
rs
w
In such a way that only the people who are meant to
ie
ve
t-
ev
read it can
en
ni
R
a judgement of the quality of a program and how well
m
evaluation
ge
ss
it solves a problem 68
se
id
Our evaluation showed that the program met its
br
success criteria.
As
am
facial recognition a system that takes an image of a face and compares
y
op
&
-C
this to a stored image to identify a person 180
s
C
es
My phone uses facial recognition in order to log in.
w
y
Pr
op
ie
field a set of data items about something you are collecting
ev
ity
data on – a category of data within a record 137
C
-R
rs
w
If you collect data about flowers, a field could be
ie
ve
‘Flower Colour’.
t
ev
en
ni
filter a tool that selects specific data based on search
R
criteria and hides all other data 146
ge
ss
I used a filter to show only people with birthdays in January.
se
id
br
As
am
237
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
fit for purpose suitable for the job we want to use it for 198
ge
ss
A hockey ball is fit for purpose.
se
id
flowchart a diagram that shows the steps of an algorithm 10
br
As
The flowchart helped people see how the algorithm worked.
am
y
op
&
formula a sequence of operators, numbers and/or cell references
-C
C
written in a spreadsheet cell, which tells the software to
es
w
y
do a calculation 122
Pr
op
ie
This column calculates the total for each row using
ev
ity
C
a formula.
R
rs
w
freeware software that is free of charge (you do not have to
ie
ve
t-
ev
pay to use it) 192
en
ni
R
The cooking app on my smartphone is freeware.
U
m
ge
ss
function a type of sub-routine – a separate section of code that
se
runs when it is called from the main code and may be
id
(programming)
br
called several times in one program 87
As
am
y
I called the ‘AtoZ’ function to put the items into
op
&
alphabetical order.
-C
C
es
function a code we can use in a spreadsheet program to save us
w
y
Pr
(spreadsheets) having to write very long formulas 124
op
ie
The SUM function adds together all the values in a row
ev
ity
C
or column.
R
rs
w
ie
ve
t-
functionality the range of tasks that an item or piece of software can do 190
ev
en
ni
The software has high functionality.
R
gigabyte a unit of data storage equal to 1000 megabytes 214
ge
ss
The hard drive has 1 gigabyte of storage.
se
id
gigahertz a unit of speed equal to 1000 hertz (cycles/calculations
br
As
per second), used to measure computer processor speed 220
am
y
op
&
The CPU operates at 4 gigahertz.
-C
GPS (Global a navigation system that uses satellites in space to
es
w
y
Positioning show the location of devices on the earth 166
Pr
op
ie
System) According to the GPS on my phone, I am at my local library.
ev
ity
C
hack to gain unauthorised access to a digital system 177
-R
rs
w
My bank account has been hacked and they have taken
ie
ve
t
ev
my savings.
en
ni
R
m
ge
ss
se
id
br
As
am
238
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
hardware the physical parts of a computer or digital device –
ge
ss
the parts you can touch 186
se
id
A computer’s hardware includes the motherboard and
br
As
am graphics card.
y
op
&
healthcare an organised way of looking after the medical needs of
-C
s
individuals or a community 151
C
es
Sets of organised data are very useful for solving problems
w
y
Pr
op
ie
in healthcare.
ev
ity
C
hertz cycle per second, the unit used to measure computer
R
rs
w
processor speed 220
ie
ve
t-
Calculations were made at a speed of 50 hertz.
ev
en
ni
initialisation getting everything ready for the start of the game,
R
m
making sure any changes made to the stage or sprites
ge
ss
when a Scratch program is run are reset 42
se
id
I added the ‘clear pen’ block to my program: this
br
As
initialisation block makes sure the stage is clear each time
am
y
op
&
the program is run again.
-C
C
input to provide data to a computer 79
es
w
y
A mouse click is a type of input.
Pr
op
ie
input variable a piece of data that a user puts into a program for the
ev
ity
C
program to store, such as the response to a question 23
R
rs
w
An input variable was used to remember the user’s
ie
ve
t-
ev
password.
en
ni
R
a way of describing how a program or system operates:
m
input-process-
ge
ss
output (IPO) it takes in data, works on it then gives out data 80
se
id
model A smart speaker follows the input-process-output (IPO)
br
model – it listens to speech through the microphone,
As
am
searches for the song online then plays it. y
op
&
-C
integer the data type for a whole number 24
s
C
es
7 is an integer but 7.5 is not.
w
y
Pr
op
ie
interaction two or more things meeting and having an effect on
ev
ity
each other 24
C
-R
rs
w
The interaction between the sprites is fun: they change
ie
ve
colour whenever they touch.
t
ev
en
ni
R
m
ge
ss
se
id
br
As
am
239
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
interface the part of a program that the user sees, and that tells
ge
ss
them what they need to do 54
se
id
The program’s coding was very clever but the interface
br
As
am needed more work.
y
op
&
interrelate to be connected in such a way that each object has an
-C
s
effect on or depends on the other 49
C
es
The two sprites interrelate by calling each other’s
w
y
Pr
op
ie
sub-routines.
ev
ity
C
intranet a private network in an organisation that is only
R
rs
w
available to its members 163
ie
ve
t-
My school files are stored on our school intranet.
ev
en
ni
another name for a loop, where code or instructions
R
iteration
U
m
are being repeated 22
ge
ss
A count-controlled loop is one type of iteration.
se
id
br
a unit of data storage equal to 1000 bytes 214
As
kilobyte
am
y
The text document was 10 kilobytes in size.
op
&
-C
longevity how long something lasts for, or its ability to last 191
s
C
es
A plastic fork has low longevity.
w
y
Pr
op
ie
malware software designed to disrupt or harm a computer system 172
ev
ity
C
A virus is a type of malware.
R
rs
w
manufacturing making large numbers of goods in factories
ie
ve
t-
using machines 225
ev
en
ni
Robots are widely used in car manufacturing.
R
megabyte a unit of data storage equal to 1000 kilobytes 214
ge
ss
My collection of songs is 750 megabytes in size.
se
id
br
the extreme slowing of data transfer speeds across
As
network overload
am
a network due to too many requests for data at the y
op
&
same time 170
-C
Trying to stream three different films at the same time
es
w
y
caused network overload.
Pr
op
ie
a unit of data storage equal to 4 bits 214
ev
nibble
ity
C
Half a byte is called a nibble.
-R
rs
w
ie
ve
operator a symbol used in calculations and logic statements to
t
ev
en
ni
do a particular action, like adding or comparing 23
R
The multiplication operator we use with computers is *.
ge
ss
se
id
br
As
am
240
y
op
&
-C
C
es
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ev
ity
R
rs
ve
t-
en
ni
U
m
output information that you get out of a computer system
ge
ss
after data has been processed 79
se
id
After the play button was pressed, a song was output
br
As
am through the speakers.
y
op
&
packet a small parcel of data – part of a sent file that travels
-C
s
through a network 167
C
es
Sofia’s email was split into many hundreds of packets
w
y
Pr
op
ie
when she sent it.
ev
ity
C
password a secret combination of letters, numbers and other
R
rs
w
characters entered with a username to log into a system 177
ie
ve
t-
My account is protected with a password.
ev
en
ni
persistent storage data storage that keeps its data when the power is
R
m
turned off 221
ge
ss
A hard disk is a persistent storage device.
se
id
br
phishing stealing valuable information by tricking users into giving
As
am
it away, for example by emailing a link to a fake bank
y
op
&
website and asking them to log into it 176
-C
C
A phishing email was sent to my parents asking them for
es
w
y
their bank details.
Pr
op
ie
phrase searching searching for data that matches a series of words 146
ev
ity
C
I used phrase searching to find the phrase ‘Omani rial’
R
rs
w
in the database.
ie
ve
t-
ev
en
ni
physical a small computing device that you can program and hold
R
in your hands 81
m
programming
ge
ss
device Arun downloaded his program onto the physical
se
id
programming device and then took it to show his friends.
br
As
portable game a small, handheld computer that is used to play games 81
am
console Zara received a portable game console for her birthday
y
op
&
-C
and now she can play games on the way to school.
s
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es
primary storage short term data storage that loses the data when the
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power is turned off 221
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RAM is a kind of primary storage.
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prioritising deciding how important something is and what should
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be worked on first 58
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You should prioritise finishing the introduction before
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working on the ending.
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procedure a type of sub-routine, a small section of code that can
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be reused multiple times in a program 24
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She made her code clearer and more organised by
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am using procedures.
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process to carry out calculations and instructions 79
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A computer will process the input data to produce
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an output.
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processor the device that carries out calculations in a computer 220
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The processor is very fast.
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programming programming ideas about code structure, such as
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constructs sequence, selection and iteration 21
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Selection is an important programming construct that
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programmers use regularly.
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software that allows you to write and test programs 202
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programming
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environment The Scratch ‘Create’ screen is an example of
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a programming environment.
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programming a way of writing commands to create a program
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language a computer can understand 202
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I wrote my game in a text-based programming language.
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prompt a message on the screen that shows a program is
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waiting for input 55
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A prompt appeared on the screen asking for my date
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of birth.
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prototype a basic version of something that users can test
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and evaluate 56
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She built two prototypes of the bridge before the
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construction began.
am
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question type the way in which a question is asked and answered, for
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example multiple choice (provides a set of answer
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options to choose from) or open question (the user
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types their answer freely) 111
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I can choose from different question types when I create
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my form.
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questionnaire a series of questions, usually presented as a form,
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that is used to collect information from people 106
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I completed the questionnaire about which computer
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games I like to play.
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radio waves a type of energy used for long-distance communication
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that is generated by a transmitter and detected
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by a receiver 165
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am The radio in my garage uses radio waves to receive the
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music I listen to.
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&
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random in an order that does not have a clear pattern and
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cannot be predicted 58
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Sofia couldn’t decide which book to read so she shut her
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eyes and picked one at random.
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record provides all the data about one thing in a database –
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usually a row of data, which connects all the fields
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that are linked 137
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Each record contained the fields ‘Name’, ‘Age’ and ‘Height’.
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retail industry related to shopping and the sale of items
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id
to people, for example clothes, cars, food or games 151
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As
My favourite toy shop is just a small part of the
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y
op
&
retail industry.
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robot a machine that we can program to carry out instructions
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by itself 225
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Each car is built by a robot.
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secondary storage long term data storage 221
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A CD drive and hard disk are both secondary
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storage devices.
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safe and protected from unauthorised access 175
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secure
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The data has been kept secure from other users.
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selection choosing which commands to run from among the
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options when the code carried out depends on the
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answer to a condition
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&
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A selection statement was used to check if it was raining
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before deciding to take an umbrella.
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sequence a set of instructions or commands carried out in order,
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or the order itself 21
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The sequence of instructions for the dance routine has to
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be carried on in the right order for the dance to look good.
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server a computer that provides services such as programs
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and storage to other computers in a network 160
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I saved my work to the school server.
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server farm a collection of computer servers that are connected
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together in a network. 160
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Our school has eight servers that are connected together in
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am the server farm.
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software programs that enable us to use computers to
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complete tasks 185
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Word processing software is very useful for writing
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up investigations.
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sound waves analogue data in the form of air vibrations that we
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hear as sounds 211
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My ears can detect sound waves.
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junk emails that an account holder has not asked for 176
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spam
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My email account receives 12 spam emails a day.
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a document full of cells arranged in rows and columns,
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spreadsheet
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into which you can type data 120
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Spreadsheets are a useful way to organise and
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analyse data.
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statistical the collecting of data to answer questions 96
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investigation We carried out a statistical investigation to find out what
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the most popular computer game was in our school.
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playing a video or sound file over an internet connection
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streaming
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instead of downloading it 161
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Zara has been streaming a film on Netflix on her tablet.
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string the data type for two or more characters in a row,
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that can include spaces 25
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id
The ‘say’ block in Scratch requires us to enter a string.
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sub-routine a separate set of instructions in an algorithm that
am
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op
&
performs a specific task 35
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A single sub-routine can be used again and again in
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an algorithm.
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success criteria the things a program or solution should do in order to
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be successful 69
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The success criteria for the program are: there should
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be a friendly greeting at the start, then ten spelling test
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questions and a score displayed at the end.
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SUM a spreadsheet function, written =SUM(), that finds
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the total value of the selected cells 124
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id
I can use the SUM function to add all of my costs together.
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systematic thoughtful and logical, according to a method that
am
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op
&
makes sense 74
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He created the seating plan in a systematic way, starting
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with the children.
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terabyte a unit of data storage equal to 1000 gigabytes 214
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My hard disk has a storage capacity of 1 terabyte.
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text-based a way of writing program code that uses words and
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programming text to create working algorithms 206
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language Python is an example of a text-based programming
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m
language.
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a tiny device that controls the flow of electricity in
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transistor
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a computer processor 220
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The computer has millions of transistors in it.
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op
&
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transmission the action or process of sending files, usually digital,
s
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between devices 175
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Zara received a digital transmission of photos from Marcus.
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trends patterns in data 150
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This bar chart shows that there is a trend for taking a
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t-
holiday in March.
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unique one of a kind, different from everything else 120
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Marcus has a unique fingerprint.
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upgrade to improve something or replace it with a better version 192
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id
I made my computer faster with an upgrade to
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the processor.
am
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&
user experience what it feels like to use a program 70
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The game’s graphics and music made for an excellent
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user experience.
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a unique name that identifies who a user is when they
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username
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try to log into a network 177
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I have to type my username into my laptop in order to log in.
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validation rules restrictions that only allow certain types or formats of
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data to be entered into a spreadsheet or form 112
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id
I used validation rules in my spreadsheet to make sure
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am dates were in the right format.
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variable a named container (like a box) in a program,
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that temporarily stores a value that can change 23
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We stored points won in the game in a variable
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op
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called Score.
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volatile storage short term data storage that loses the data when the
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power is turned off 221
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t-
RAM is an example of volatile storage.
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a way to connect computers using radio waves
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wi-fi
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m
instead of wires 166
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ss
It is important that my laptop has wi-fi.
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id
br
without wires or cables, but using radio waves
As
wireless
am
instead – wi-fi and cellular networks use wireless
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op
&
connections 165
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I use a wireless connection to access the internet on
es
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my tablet.
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Acknowledgements
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am
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The authors and publishers acknowledge the following sources of copyright material and are grateful
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for the permissions granted. While every effort has been made, it has not always been possible to
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identify the sources of all the material used, or to trace all copyright holders. If any omissions are
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brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
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Pr
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Thanks to the following for permission to reproduce images:
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Unit 1 Enot-poloskun/GI; SrdjanPav/GI; Flashpop/GI; Sarayut Thaneerat/GI; StockPlanets/GI;
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Catherine Falls Commercial/GI; Wonry/GI; Ariel Skelley/GI; Johnny Johnson/GI; Izabela Habur/
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GI; Dinodia Photo/GI; Jasmin Merdan/GI; A-Digit/GI; Mayur Kakade/GI; Yamtono/GI; Nora Carol
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ve
t-
Photography/GI; Jamie Grill/GI; Ariel Skelley/GI; mixetto/GI; Korrawin/GI; Photo_Concepts/GI; Virojt
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en
Changyencham/GI; Boris Panov/GI; BongkarnThanyakij/GI; dlewis33/GI; AleksandarNakic/GI;
ni
SrdjanPav/GI; ATHVisions/GI; Kirill Smyslov/GI; Erik Von Weber/GI; Jayk7/GI; Olemedia/GI; Maskot/
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m
GI; Zeljkosantrac/GI; LumiNola/GI; Roberto Jimenez Mejias/GI; RobinOlimb/GI; Guido Mieth/GI; Yagi
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Studio/GI; Malerapaso/GI; Bill Polo/The Boston Globe via GI; UniversalImagesGroup/GI; nemke/GI;
Hutchings Stock Photography/GI; Dan Kenyon/GI; JGI/GI; Emilija Manevska/GI; Jennifer A Smith/GI;
se
id
Unit 2 Sean Gladwell/GI; Steve Greaves/GI; Sandi Rutar/GI; Image Professionals GmbH/GI; Appfind/
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As
GI; Karanik Yimpat/GI; Bernard Van Berg/GI; Alubalish/GI; Yellow Dog Productions/GI; Designer29/GI;
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y
Jamie Grill Photography/GI; Tetra Images/GI; Peter Dazeley/GI; Martinedoucet/GI; Alex Potemkin/GI;
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Jasmin Merdan/GI; Thanasis Zovoilis/GI; Zurijeta/GI; Jxfzsy/GI; Ivetavaicule/GI; Manuel Breva Colmeiro/
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GI; Maryna Terletska/GI; Jude Evans/GI; Dougal Waters/GI; Paul Biris/GI; Edwin Remsberg/GI; Jamie
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Grill/GI; Ray Kachatorian/GI; Prapass Pulsub/GI; M_a_y_a/GI; MoMo Productions/GI; Maryna Terletska/
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GI; Tuul & Bruno Morandi/GI; Jasmin Merdan/GI; Ida Marie Odgaard/GI; Isabel Pavia/GI; MirageC/GI;
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Alexmatamata/GI; Light to enjoy the world/GI; Nitat Termmee/GI; Patcharanan Worrapatchareeroj/GI;
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Catherine Falls Commercial/GI; Andrew Brookes/GI; TommL/GI; Erik Isakson/GI; Shapecharge/GI; Mint
Images/GI; Unit 3 enjoynz/GI; Zhihao/GI; Pictafolio/GI; MoMo Productions/GI; Witthaya Prasongsin/
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GI; Bestshortstop/GI; PJjaruwan/GI; Jasmin Merdan/GI; Steven Tritton/GI; Oscar Wong/GI; Stock
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photo and footage/GI; MerveKarahan/GI; Jamie Grill/GI; JGI/GI; Cuba/GI; Skynesher/GI; Samere Fahim
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Photography/GI; Cheunghyo/GI; Kohei Hara/GI; Anyaberkut/GI; Peter Dazeley/GI; Tim Robberts/GI;
Maskot/GI; Life On White/GI; Peter Dazeley/GI; Ole_CNX/GI; Thomas Barwick/GI; Catherine MacBride/
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GI; Melinda Podor/GI; Unit 4 SasinT Gallery/GI; Phynart Studio/GI; Marko Geber/GI; Vadim Krupnov/
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GI; Witthaya Prasongsin/GI; Maciej Frolow/GI; Nitat Termmee/GI; Tim Grist Photography/GI; Javier
se
Zayas Photography/GI; Manifeesto/GI; Creative Crop/GI; Leonello Calvetti/GI; Oleg Begunenco/GI;
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Lorado/GI; Sam Barnes/GI; VacharapongW/GI; Alistair Berg/GI; Lya_Cattel/GI; Jose Luis Pelaez Inc/
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GI; Marko Geber/GI; Norman Posselt/GI; Traffic_analyzer/GI; Luis Alvarez/GI; Victor Habbick Visions/
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GI; Songsak Rohprasit/GI; Juanmonino/GI; Fotograzia/GI; Jamie Grill/GI; selimaksan/GI; Boonchai y
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Wedmakawand/GI; Ezra Bailey/GI; Donald Iain Smith/GI; Jonathan Kitchen/GI; Yuichiro Chino/
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GI (x2); Mikroman6/GI; Mark Garlick/GI; Richard Newstead/GI; Narumon Bowonkitwanchai/GI;
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Thamrongpat Theerathammakorn/GI; Xia yuan/GI; Monty Rakusen/GI; Comezora/GI; Mikkelwilliam/GI;
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Humberto Ramirez/GI; Nitat Termmee/GI; Teera Konakan/GI; Monty Rakusen/GI; Photostock-Israel/GI;
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op
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Imaginima/GI; Dusan Stankovic/GI; Maskot/GI
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Key GI = Getty Images
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Cover image by Pablo Gallego (Beehive Illustration)
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Scratch is a project of the Scratch Foundation, in collaboration with the Lifelong Kindergarten Group
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at the MIT Media Lab. It is available for free at https://scratch.mit.edu
en
ni
Illustrations and photos showing the BBC Micro:bit are created and used with permission from the
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Micro:bit Educational Foundation
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ss
Screenshots from Microsoft Excel are used with permission from Microsoft
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id
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am
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ev ev ev
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am am am am
br br br br
id id id id
ge ge ge ge
U U U U
ni ni ni ni
ve ve ve ve
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ity ity ity ity
Pr Pr Pr
es es es es
s s s s
& & & &
As As As As
se se se se
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m m m m
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Copyright Material - Review Only - Not for Redistribution
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R R R
ev ev ev ev
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