For example, the Year 6s learn about some basic stats: mean, mode, median. Where the traditional CS things are really useful is in cross curricular activities, combining science and maths. This is the sort of thing that I think makes a better intro to Scratch than how to do traditional CS things in Scratch. Only here do they meet variables, user input, if'/then/else, and operators (<). If they have enough money then the background will change according to the holiday destination selected. I'm going to show them a little program where the cat asks them where they want to go on holiday and how much money they have. My daughter has already started playing with this sort of thing at home, for example making people dance while playing cool music.Ĥ. I'm going to show them how to use the repeat loop, custume change, and more instrcutions to make a bat fly across the screen. I have two more lessons planned, as follows:ģ. Again, they were let loose on the computers to do their own thing. This is something that some of the kids in the first lesson were trying to do, but couldn't figure out. The idea of this lesson was that you have 2 or more sprites, and you have to make sure that you put the code that you want the two different sprites to execute in the scripts for those different sprites. The cat is in some dark woods, along comes a ghost with a scary noise, cat screams and runs away (well, "glides" away, we haven't done animation yet). How to use backgrounds, sound, motion, and "say" to tell stories. I created a tiny program where the cat says "I wish I was a dinosaur", then it changes into a dino courtesy of an imported sprite, then says "Hooray!" Then I got them to do their own thing.Ģ. Intro to Scratch, sprites, scripts, costumes, the "say" and "change costumes" blocks. I've been giving some Scratch lessons in my daughter's Year 4 class. Scratch ethos (for lack of a better word). Jaseman's Dizzy Cat / Crazy Drums in Issue 1 is much more in keeping with the. Now there is a place for that (I'll tell you about some ideas I've had in a minute) but for only the second Scrach article in the MagPi, I feel that it might be a bit on the dry side. The jist of the your MagPi article is kind of "how do you do traditional CS in Scratch". I was going to write exactly what Mark W said. I'd been looking at it for awhile, but wanting to reply to Mark T's post was what finally spurred me to join. It would be more elegant to either (re)learn how to plot things in C, or how to drive the SPI bus in Python. So I have to hand almost all the tools I need to duplicate this experiment on the Pi!Īh, I've just thought of a way I could do it: I could collect the data using a C program, then put it into a file, then in Scratch I could read the data from the file into a list, then I could plot the data in the same way I plotted the data collected by the Picoboard! Then I could do the whole thing on the Raspberry Pi. So I'd have to figure out how to do SPI in Python. except that the Python GPIO module code doesn't drive the SPI bus, and the A/D chip uses the SPI bus. I'm learning Python, and I know where to look to find out how to do graphics in Python), and I have a Python GPIO module, so I could do it in Python. I know how to do graphics in Python (well. It has been a long time since I did anything graphical in C, does anyone by any chance have any suggestions for a good library to use to allow me to plot a graph similar to the one I made in Scratch? So then I could collect the data using a C program. I could easily solder up something that would allow me to connect a thermistor to the A/D inputs of the the Gertboard. I have been working on the Gertboard, and conveniently, it has exactly such a device. You would need an analog to digital converter. Mark T wrote " I wonder if I could do something similar using the GPIO pins on the Raspberry Pi!" Hi Folks, we have too much indentation below, so I've clicked the Post Reply button rather than replying to a specific post.
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