Sphero CPD 9.30 – 11am Introduction to Sphero 11 – 11.15am Coffee Break 11.15 – 1pm Using Sphero with the Computing Science CfE benchmarks 1 – 1.30pm Lunch 1.30 - 3pm Using Sphero across the CfE 3pm Questions and feedback

What is Sphero? Programmable device that can be controlled via tablets or Chromebook by remote control or code We control SPRK+ using an app (Sphero edu) that is downloaded onto the tablet, chromebook or mobile phone The SPRK+ connects to the tablet or Chromebook using Bluetooth, meaning internet access is not essential

Before children get started with Sphero An algorithm is a list of rules to follow in order to solve a problem My silly bug algorithm Draw a triangle for the body Add 4 eyes Add 4 legs Add a crown Add some wings Important that you have done some unplugged coding activities before you get started with SPRK+ so that children know the concepts of wht they are actually doing and don’t view it as just a game.

Computer code For a computer to understand your algorithm you will need to use a computer language or code Computers use a language called binary, it only has two letters (1, 0). Hello, how are you? Bonjour, comment vas-tu ? Привет как дела 你好！你好吗 English French Russian Mandarin (Chinese) 26 33 Over 50,000

Using a coding language There are lots of coding languages Create an algorithm to complete the maze using a code with three commands. ↑ ← →

Setting up your SPRK+ Download Sphero Edu to your device Turn Bluetooth ‘on’ on your device Open App

Setting up your SPRK+ Hit ‘connect robot’ Choose SPRK+ Hold device next to a charging SPRK+ robot

App features Home – 3D models, settings Programmes – Sphero and community codes Activities – pre-set lessons Drive – remote control Get attendees to drive the sphero around the maze using. Aim, speed control and change colour

Sphero challenge 1 – 2m Sprint Use Sphero’s block coding language to write an algorithm to get your Sphero to roll for exactly 2m. Your tablet will use Bluetooth to communicate with Sphero and tell it your instructions. Instructions Click on Lightening Lab Click programmes Click the (+) to create a new programme and select block Click actions and pull a roll command into place Set speed at 100 Alter the other circles When you are happy with your code test it out in the testing area (remember to aim your sphero before your press start) Change your code and re-test until Sphero rolls for 2m.

Sphero challenge 2 - Slalom Work out how long it would take Sphero to roll for 1m. Create an algorithm to take Sphero through the slalom. Draw out your route first measuring using your protractor and tape.

Sphero challenge 3 – DANCE PARTY!

Understanding the world through computational thinking I understand the operation of a process and its outcome . I can structure related items of information. TCH 2 -13a Compares activities consisting of a single sequence of steps with those consisting of multiple parallel steps, for example, making tomato sauce and cooking pasta to be served at the same time.  Identifies algorithms/instructions that include repeated groups of instructions a fixed number of times and/or loops until a condition is met. Identifies when a process is not predictable because it has a random element for example, a board game which uses dice Structures related items of information for example, a family tree (MNU 2-20b) Uses a recognised set of instructions/an algorithm to sort real worlds objects for examples, books in a library or trading cards 14 Understanding and analysing computing technology I can explain core programming language concepts in appropriate technical language. 2-14a I understand how information is stored and how key components of computing technology connect and interact through networks. TCH 2-14b Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance change as the program runs through each instruction. Explains and predicts how parallel activities interact Demonstrates an understanding that all computer data is represented in binary for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them Demonstrates an understanding of how networks are connected and used to communicate and share information, for example the internet. Designing, building and testing computing solutions I can create, develop and evaluate computing solutions in response to a design challenge 2-15a Creates programs in a visual programming language including variables and conditional repetition. Identifies patterns in problem solving and reuses aspects of previous solutions appropriately for example, reuse code for a timer, score counter or controlling arrow keys Identifies any mismatches between the task description and the programmed solution, and indicate show to fix them Computing Science Understanding the world through computational thinking E&O’s I understand the operation of a process and its outcome I can structure related items of information. Benchmarks Compares activities consisting of a single sequence of steps with those consisting of multiple parallel steps, for example, making tomato sauce and cooking pasta to be served at the same time. Identifies algorithms/instructions that include repeated groups of instructions a fixed number of times and/or loops until a condition is met. Identifies when a process is not predictable because it has a random element for example, a board game which uses dice Structures related items of information for example, a family tree Uses a recognised set of instructions/an algorithm to sort real worlds objects for examples, books in a library or trading cards

Square with loops

Computing Science Understanding and analysing computing technology E&O’s I can explain core programming language concepts in appropriate technical language. I understand how information is stored and how key components of computing technology connect and interact through networks. Benchmarks Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance change as the program runs through each instruction. Explains and predicts how parallel activities interact Demonstrates an understanding that all computer data is represented in binary for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them Demonstrates an understanding of how networks are connected and used to communicate and share information, for example the internet.

Self-drive Using two different events On Start Program Set Speed () On Collision Set Heading (Heading + ())

Computing Science Designing, building and testing computing solutions E&O’s I can create, develop and evaluate computing solutions in response to a design challenge Benchmarks Creates programs in a visual programming language including variables and conditional repetition. Identifies patterns in problem solving and reuses aspects of previous solutions appropriately for example, reuse code for a timer, score counter or controlling arrow keys. Identifies any mismatches between the task description and the programmed solution, and indicate show to fix them

Toss Game