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- Scaffolding a Drop and Catch game on the microbit -
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LCCS Computer Science Programming Concept 6. Lists
Scaffolding a Drop and Catch game on the microbit
Computational Thinking with a microbit
Levels 0-5 are scaffolded in PC5 - Loops .
They are summarised below, with a link to the microbit simulator at each level.
Levels 6-7 use arrays (similar to lists) to fulfil the requirements of a game with 2 or more raindrops.
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CT Level 0 Challenge :
Simulate a raindrop in the centre of the screen.
CT Level 1 Challenge :
On reaching the bottom of the screen, it must return to the top.
CT Level 2 Challenge :
Include a Catcher on the bottom row, using A and B controls, but no interaction yet.
CT Level 3 Challenge :
Catch the raindrop then it's game over/happy face. Otherwise fall at a slower pace.
CT Level 4 Challenge :
Random raindrops fall and the score of catches is displayed when a drop is missed.
CT Level 5 Challenge :
Each round speeds up. Completed rounds show at the end of the game.
CT Level 6 Challenge :
2 or more raindrops, stored in an array, drop from random locations.
On reaching the bottom, they return to top random locations. No catcher interaction.
CT Level 7 Challenge :
2 or more raindrops, a limited number of rounds, each round the raindrop speeds up.
If a raindrop gets through, catcher loses. Show number of rounds completed out of total.
The screen may need a refresh for some of the embedded Simulator displays
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Hover over the 7 CT attributes for a short description:
Data Representation, Abstraction, Flow Control, Synchronisation, Logic, Parallelism, and
Learning Outcome 1.1 says "students should be able to describe a systematic process for solving problems and making decisions"
At the heart of a systematic process is computational thinking skills.
The 7 skills of Computational Thinking are based on the DrScratch model. (Scroll down to video)
Use the html file to create an eportfolio of your programs and how you progressed as a Computational Thinker.
You can use this resource to do that. See the suggestions button below.
The main intention of this resource is encourage the learner to develop and analyse their microbit and Computational Thinking skills.
It is also a resource that can be edited by the teacher for scaffolding ALT4, setting homework or assessment exercises, and encouraging ePortfolios.
Some suggestions how it can be used. For the teacher
- Assessment : remove all editor buttons and links. Only leave the simulator buttons and links.
The students must develop a program to model the simulation at each level.
- ALT4 : A game on the screen will develop microprocessor and real world interaction skills. (LO 3.10 - 3.13).
User centred design is at the heart of creating ANY game.
- ePortfolios : Encourage the students to record their porgrams /progress / process within this html file. This resource becomes their resource. For the learner
- Record your thoughts on programming the microbit, in simulation and real-time mode (Edit the html file to include your work)
- Analyse the Computational Thinking required as the levels increase. Which CT skills are needed as you go up the levels?
- Which Learning Outcomes (LO) are achieved through this exercise?
LCCS Specification and LOs.
- For example, LO 1.5 says "the student should be able to evaluate alternative solutions to computational problems". Is this the case? Using the HTML file as part of an ePortfolio
- Once you have developed a portfolio of programs, edit this html file to include the embed your programs.
- As you develop CT skills, use this section to record your development, and obstacles you overcame to develop these skills.
- ALT4 requires the use of a microprocessor as part of an embedded system. The learning from this exercise could form a part of your report or presentation.
- Coursework assessment (in final year) will require a report, including reflections and a record of the design process.
- Your reflections and lessons learned in developing the program could go here....
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