1. 1 An intro to programming concepts with Scratch Session 1 of 10 sessions Looks and Motion

2. 2 What are our course goals? Learn some computing concepts. Learn some practical algorithms. Use Scratch as computing tool. Have fun with Scratch creating stories, games, art.

3. 3 Who computes? Scientists Engineers Businessmen Social scientists Artists FBI agents Brain surgeons Grandkids Everyone uses information in some way. Computers do information processing.

4. 4 Session I goals Intro to computer science and programming Scratch programming environment Using the looks and motion menus Writing a sequence of instructions Positions in 2D; angles and directions

5. 5 What is needed Students need to have computers with Scratch installed: 1 or 2 students per computer Workbook for each student [optional] Angle display board [optional] display of Scratch interface with names of parts [optional] thumb drive with examples

6. 6 “programming a robot” Student gives instructions to robot (instructor) to navigate around the room

7. 7 Session I B: Scratch intro Brief introduction to Scratch 5 minute video [if available] How we “program” in Scratch The parts of the environment

8. 8 Start scratch and let’s go! Click on the cat icon If not on desktop, download from www.scratch.mit.eduwww.scratch.mit.edu Scratch programming environment comes up quickly We will first do simple ops

9. 9 Scratch environment Stage is at upper right (where actors act and information is displayed) Sprite is another name for actor. Instruction menus/panel at left (instructions for the actors) A script is another name for program or method; a script tells the actor what to do. Programming area in center; here is where we construct scripts for the sprites (Sprites are objects; their scripts are methods.)

10. 10 We start with the cat sprite We will learn to use other sprites and many sprites LATER. Now we use the cat as our only actor.

11. 11 The LOOKS menu Has operations for setting the color, size, and visibility of a sprite. Costumes will be used LATER

12. 12 The “hello” script (program) Choose the Looks menu Click on the “say hello” lego block Check your sprite behavior at the right Then click “say hello for 2 secs” Your very first Scratch program!

13. 13 Try some other looks operations (click menu items) Change color effect by 25 Change color effect by 25 again Hide Show Change size by 10 Change size by 10 again Set size to 100%

14. 14 Let’s write a script to Say “hello” for 2 seconds Then change color by 25 Then think “Hmm..” for 4 seconds Then change color by 75 Then change size by 200 Drag each instruction from the menu to the center script area. Connect them into a single block. Edit the parameters to get the numbers we want.

15. 15 Our script (program)

16. 16 A sequence or block is a simple script or program The first instruction is done first The second instruction is done second The last instruction is done last. (if any one instruction is done, then every on of them is done)

17. 17 The WAIT instruction is needed to slow down the acting so we can see or hear it properly (computers are too fast sometimes) Get the wait instruction from the CONTROL menu. Ignore the other menu options at this time. Insert a wait in our looks script

18. 18 3 second pause between changing color and size

19. 19 Student exercise: write a script to do the following Double the size of the sprite Wait 2 seconds Change the color of the sprite to green Wait 4 seconds Change the whirl effect to 100 Say “That’s all folks!”

20. 20 The MOTION menu How to locate and orient a sprite; location and angle; moving a sprite

21. 21 Position on the stage Using the Looks menu, shrink our cat to 25%. Click on the Motion menu. Click to check the box for x-position and y-position Drag your cat around and note its x-y position.

22. 22 Exercises: goto instruction In the Motion menu, drag the “goto xy” instruction to the script panel. Edit the coordinates and click to see the sprite’s position A) goto x=200, y=0 B) goto x=-200, y=0 C) goto x=200, y=-100 Where does the cat go?

23. 23 The “glide-to” instruction Drag the “glide-to” instruction into your script panel. Edit the coordinate values and click to see where your sprites goes.

24. 24 Exercise Create a script to glide the sprite along the sides of a triangle. The first vertex of the triangle is (-100, -100). The second vertex is (200, -100). The third vertex is (50, 100). Make sure you complete the triangle. Change the speed of gliding and run again.

25. 25 Angles and directions Making your sprite go this way and that way

26. 26 Angles are important About 30 degrees About 45 degrees 90 degrees (right angle) 180 degrees (straight angle) 360 deg complete circle 215 deg http://www.mathsisfun.com/geometry/degrees.html To see animation of angle measure.

27. 27 Using a protractor to measure angles

28. 28 Measure some angles with a protractor [if available] P Q A B C

29. 29 Set direction and move Choose Motion menu Click on turn 15 degrees Repeat Click on move 10 step Repeat

30. 30 The treasure is buried under an oak tree 42 degrees to the right of the line between the statue and post statue 42 deg post

31. 31 Exercise: write a script Start at ( -100, 100 ) Move 200 steps Turn right 90 degrees Move 200 steps Turn right 90 degrees Move 200 steps Turn right 90 degrees Move 200 steps Use waits if needed to make the motion look smooth

32. 32 Individual achievement: student creates/demonstrates Sprite starts at home base at x=-100; y=-50 Sprite says “I hit the ball” for 2 seconds Sprite runs (east) 200 steps to 1 st base Sprite changes color Sprite runs 200 steps to 2 nd base (north: left turn from 1 st base) Sprite doubles size Sprite says “I hit a double” for 5 seconds

33. 33 End of session I Student should be able to control the looks of a sprite and its location on the stage. Students should be able to construct sequences of instructions controlling looks and location on the stage.