Friday, 31 March 2017

Problem-solving extension

Computers were invented when there was a problem that humans needed to solve - think about why Stonehenge was built, why Charles Babbage built his Difference engine, why Alan Turing built his 'Colossus' computer.


1.  On a new Blog post, titled the same as this post, explain, in your own words why computers are invented and give details of one of the examples I've given above.

2.  Go to the website below and then follow the instructions on this post, written under the link


Here is the list of problems from this webpage that I want you to work through. 

Read through these problems in turn. Choose one from the list below, write the title of it on your blog post for today's lesson and, underneath the title, describe how you would sort out/solve the problem.  You can draw the answer in Google Drawing if it's easy but remember to share correctly and paste the link to your post.

When you've done one, choose another from the list and repeat the process. Make sure you do one of each type; visual, lateral and logical

I am happy for you to share ideas with the person next to you but you must each write up your own Blog post

List of problems to work out (you may not get through all of them in the lesson)

Visual - On the lawn
Lateral - Lift off
Logical - Car wash
Lateral - Half full or half empty
Visual - Pig pen
Logical - Socks
Lateral - A moment in time
Visual - Upside down
Logical - Paper thin

I shall be interested in your answers as I haven't worked out some of them for myself yet!

Remember to make sure it's detailed enough for me to understand! And don't forget to Publish your post before the lesson ends!

Tuesday, 21 March 2017

Problem solving lesson 5

Problem solving group work lesson

When you have solved the three problems you've been given, and they've been checked by me, you need to write the following work on today's Blog post..

1.  Describe, in detail, each problem you had to solve, in the order you did them.
2. What was your answer to the Suspicious Death and how was it done?  What clues drew you to this conclusion?
3.  Describe how your group worked: was there one person taking charge, did you all play your part and contribute ideas, was it quicker to work in a group or do you think you'd have solved them faster on your own?

Publish!

Wednesday, 8 March 2017

Lesson 4 Problem-solving Subroutines

Lesson 4 - Subroutines

Today's work

1.  In Google Draw, draw your flow chart for the song , using subroutines for repeated verses or chorus.

2.  Share your flow chart (click Share - Advanced - Anyone with the link - and copy the hyperlink.

3.  Paste the hyperlink to a new Blog post for today's lesson.

4.  Title your Blog post the same as this one.

5.  On your post, write a definition of what a subroutine is (check the teacher's presentation on Lesson 4).

6.  Explain why subroutines are useful in programming.

7.  Publish!

Tuesday, 7 March 2017

Flow charts - problem-solving lesson 3 sequencing

Today's work

1. Start a new Blog post titled the same as this one.

2. Write this on your post for this lesson....

Lots of problems can be solved by describing the solution as a sequence of instructions.   Computers can follow a sequence of instructions which makes them very useful for solving problems.

3. Explain what the word 'algorithm' means.

4. In Google Drawing, draw your flow chart for a making a jam sandwich.

5. Share your drawing (Anyone at Cooper School with the link) and copy the hyperlink.

6. Paste the hyperlink to your Blog post.

7. Click Publish

If you don't finish this in the lesson, make sure it's finished for homework ready for the next lesson

Friday, 3 March 2017

Divide and Conquer - Survival

Survival on a deserted island

Your plane crashed into the sea and you are washed ashore on a deserted island with a few school friends.  You are the only survivors.

  1. Form groups of 3 or 4 (you don't have to be sitting next to each other).
  2. Choose a lead person who then opens a Google drawing and shares it with the others.
  3. Lead person draws on the first 2 lines of the survival problem tree.
  4. Decide who is going to solve each problem.  Each person then adds a text box under their problem and writes how they could solve it.
You washed ashore with your rucksack containing the following items:
  • a notebook (now soggy!) and a pen
  • a bag of Haribos, Skittles and some biscuits.
  • mobile phone (now dead)
  • packed lunch box and plastic cutlery
  • drinks bottle
  • hoodie (now soggy)
  • first aid kit.
Blog work
  • Share your drawing again to anyone with the link and copy/paste it to a new post titled the same as this one.
  • Under your link, explain how 'divide and conquer' can be used to solve problems quickly and efficiently.
Publish!

Tuesday, 31 January 2017

Your own game design - lesson 1

Your tasks for this lesson!

Your are going to use the programming notes and information in Lesson 4 Pacman, to design your own maze-based game.

1.  Think of a maze-based game and design your own.  

2.  Write a description of your game on a new blog post called ‘Game Design’.  

3.  Check through the activity sheets on lesson 4 and use them to help you design your background, sprites and programming.

Targets:
Bronze – character/s move around maze using cursor keys.  
Silver – as for bronze, plus character/s sense presence of each other and make an action, eg speech bubble, hide, etc.  
Gold – all the previous, plus start of some sort of scoring system.

10 mins before end of lesson, you will need to screenshot your background and programming and copy/paste image/s to a Google doc.  Under the screenshot/s write notes explaining what is happening in your program so far.

Share the Google doc to Anyone with the Link and copy/paste link under game design notes on your blog post.  

Publish!


Thursday, 5 January 2017

Game Design - Lesson 1

Your tasks for this lesson!

1.  Go to Learning Computing website – Year 7 – Game design – Lessons 1 -3.  

2.  You need to work through Activity 1 – Tasks 1 and 2.  For Task 1, you need to create a username.  This must not be your real name and you should use your Chrome password for the Scratch Account.  You need to write your username in your planner where you can find it again.  If you forget it, you cannot continue with your previous work as there is no means of getting into the account without it!  You will be asked to provide a parent email – this must be your own school email address.

3.  After doing both tasks in Activity 1, you need to do Activity 2 – read through Tutorial 1 (do not watch video) and then apply the skills shown in the tutorial to a new Scratch project to get a sprite to move using keyboard arrow keys.

4. Your work to be screenshotted (hold Ctrl key and overlapping rectangles button in top row, then click ‘Copy to clipboard’ in bottom right of screen).  Paste the screenshot to a Google doc.  Under screenshot, explain what the different program blocks do.  

5.  Share your Google doc - click Advanced and then Anyone with the link and copy/paste the link to a new blog post titled ‘Scratch lesson 1'.

6.  Save your Scratch project as 'Lesson 1 - Activity 2'

Silver/Gold - have a go at Activity 3 tasks.  This is a new Scratch project. Work to be screenshotted under the work from Activity 2 and explain what the blocks do.  Save your Scratch project as 'Lesson 1 - Activity 3'

Publish your post!!