1. 010010100110010101100001011011100110111001100101011101000111010001100101001000000101011101101001011011100110011100 100000011100000111001001101111011011010110111101110100011001010110010000100000011000110110111101101101011100000111 010101110100011000010111010001101001011011110110111001100001011011000010000001110100011010000110100101101110011010 110110100101101110011001110010000001100110011011110111001000100000011100000111001001101111011000100110110001100101 011011010010000001110011011011110110110001110110011010010110111001100111 Thinking abstractly, thinking ahead, thinking procedurally, thinking logically & thinking concurrently Computational thinking How to use this resource Presenting these exercises as a PowerPoint presentation allows you to use the resource in a variety of ways: Projecting the exercise from the front of the class as a starter/plenary activity. Printing out 3/6 slides per page to use as revision cards or a paired activity. Carousel activity with different groups looking at different scenarios, moving between groups, adding more ideas. Show the students the scenario. Using the computational thinking placemat as a handy reference. Students complete the activity on the card. The second slide in each scenario shows a typical answer. This is not exhaustive, and students may be able to elaborate further, beyond the points raised. The teacher can also pose follow up questions, with reference to the placemat to aid revision, e.g. “what are the advantages of this approach?”

2. 010010100110010101100001011011100110111001100101011101000111010001100101001000000101011101101001011011100110011100 100000011100000111001001101111011011010110111101110100011001010110010000100000011000110110111101101101011100000111 010101110100011000010111010001101001011011110110111001100001011011000010000001110100011010000110100101101110011010 110110100101101110011001110010000001100110011011110111001000100000011100000111001001101111011000100110110001100101 011011010010000001110011011011110110110001110110011010010110111001100111 Thinking logically Computational thinking Air France flight 447 On 1 st June 2009, Air France flight 447 left Rio de Janeiro heading to Paris. It was a routine international flight. In the early hours of the morning, over the Atlantic Ocean, contact was lost, and the aeroplane vanished. On investigation, the plane showed signs of a high-speed impact with water as the nose cone was flattened. This ruled out a bomb or structural break-up. It was determined that the plane crashed into the water due to pilot error. The plane flew through a thunderstorm. Other aeroplanes had diverted that night, as is standard practice in bad weather. The pitot tubes (speed sensors) had frozen over as a result. This caused the autopilot to switch off and incorrect readings to be sent to the cockpit. This is expected behaviour, and pilots are trained to recognise this. Believing that the plane was losing altitude, the pilot pulled back on the stick to raise the nose, in an attempt to gain height. The instruments continued to show the plane falling. If an aircraft’s nose is pointed up too far, it loses speed, causing the engines to stall. The correct action is to point the nose down, gaining speed, before levelling off. With the aid of a flowchart, show how logical thinking could have avoided this accident. Thinking AbstractlyThinking AheadThinking ProcedurallyThinking LogicallyThinking Concurrently

3. 010010100110010101100001011011100110111001100101011101000111010001100101001000000101011101101001011011100110011100 100000011100000111001001101111011011010110111101110100011001010110010000100000011000110110111101101101011100000111 010101110100011000010111010001101001011011110110111001100001011011000010000001110100011010000110100101101110011010 110110100101101110011001110010000001100110011011110111001000100000011100000111001001101111011000100110110001100101 011011010010000001110011011011110110110001110110011010010110111001100111 Thinking logically Computational thinking Air France flight 447 Divert plane to new heading to avoid storm Continue current course Losing altitude? Point nose up Is the plane stalling? Point nose down Is there a thunderstorm ahead? Yes No Flowchart can be extended to include levelling off after pointing the nose up/down, so it does not crash! YesNo Thinking AbstractlyThinking AheadThinking ProcedurallyThinking LogicallyThinking Concurrently

4. 010010100110010101100001011011100110111001100101011101000111010001100101001000000101011101101001011011100110011100 100000011100000111001001101111011011010110111101110100011001010110010000100000011000110110111101101101011100000111 010101110100011000010111010001101001011011110110111001100001011011000010000001110100011010000110100101101110011010 110110100101101110011001110010000001100110011011110111001000100000011100000111001001101111011000100110110001100101 011011010010000001110011011011110110110001110110011010010110111001100111 Thinking abstractly, thinking ahead, thinking procedurally, thinking logically & thinking concurrently Computational thinking Many more examples and / activities are available from the Premium section of the web site. These will also be added to over time, so make sure to check back to download the latest version now and again!