2. 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 pm
Using Sphero across the CfE
3pm
Questions and feedback

3. 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

4. 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.

5. 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

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

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

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

9. 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

10. 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.

11. 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.

12. Sphero challenge 3 – DANCE PARTY!

13. 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

14. Square with loops

15. 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.

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

17. 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

18. Toss Game