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Starting from Scratch
From clueless in the kitchen to culinary professional. Learn More About. Have a question or interest in Merle speaking to your group? Video Two shows how to set up a block that can be altered to draw any regular polygon. The prefixes of the polygons many angles indicate the number of angles, e. Let the students explore how to create other polygons. At some point gather the class to see if they have generalised how to create a n-gon polygon with any number of sides.
In general, it is the combination of number of sides and angle that determines whether the path closes a space. Angle as a turn is one of the most fundamental concepts in Geometry and Measurement. So, how much has it turned to make a triangle, square, pentagon..? What values for the variables side length, angle and number of sides do you enter so the beetle draws a circle?
Is that possible? Maximising the repetitions to , and minimising the distance and angle to one, creates a polygon that looks like a circle. In fact, the shape is a gon.
Some students might wonder how many sides and angles a circle has. In this session students apply their knowledge of programming in Scratch to create paths. There are seven challenges which vary in difficulty as indicated by the number of stars on the cards See Copymaster One. Let student choose a level of difficulty that they think is appropriate for them. Students may wish to work in pairs to work on the challenges.
Note that there are often many different programmes that produce the same outcome. Also, remind the students that they are trying to get as close as they can to the target paths. It is difficult to get the coding identical to the original. Gather the class after a suitable time of exploration. Discuss how they went about answering the challenges. Points to bring out are:.
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Student might enjoy the opportunity to create path challenges for others. You might create your own set of challenge cards with solution coding on the back. So far students have worked from a shape to create code.
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In this lesson they are given the code and expected to anticipate the shape that will be drawn. After anticipating they can always recreate the code on Scratch to see what happens but that is not the aim. Pre-made codes for use in sessions three and four are available in the Scratch Codes zip file. Show your students PowerPoint One. Several question bubbles appear as you click the mouse. Recording the information in pieces before assembling the whole figure is very useful.
You can find the code saved as ScratchCode- LetterA. After you have worked through Slide One ask the students to attempt Slide Two in pairs or threes. The code draws a sand timer figure. Allow the students sufficient time to anticipate the figure that will be drawn. Then gather the class together. Mouse click reveal highlighted parts of the code that can be discussed before making a collective prediction. You can find the code as ScratchCode-Hourglass. Copymaster Two consists of 12 cards with codes. Students are required to anticipate the final figure that will be drawn by the code.
Recording the expected figure before testing it is important. There are varying degrees of difficulty, so students can work at a level that is appropriate for them.
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The number of stars indicates the complexity of the code. Let your students work for at least 30 minutes on the tasks. Allow access to Scratch so students can try out their ideas, including their anticipations for parts of the code. All the codes used are available as files for use with Scratch See Code Card.
Starting From Scratch | Crandall Haus
In this session students explore the use of Scratch to create directions for movement on a map. Training a robot to move is more complex than the instructions that you might give to another human being. PowerPoint Two contains a map that is the backdrop to the following activities.
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