Answer Key
Module 4: Drop Down

Module 6: Quiz
1.
-
True -
False
2.
{"func":"blockPhysicsSetLinearVelocityXY","values":[{"type":"number","value":"0"},{"type":"number","value":"0"}]}
-
True -
False
3.
-
True -
False
4.
-
An impulse acts on an Actor, while velocity is a property of an Actor -
An impulse is a property of an Actor, while velocity acts on an Actor -
Both an impulse and velocity act on an Actor -
Both an impulse and velocity are properties of an Actor
5.
{"func":"blockPhysicsSetLinearVelocityXY","values":[{"type":"number","value":"0"},{"type":"number","value":"-10"}]}
-
The Actor would be moving up -
The Actor would be moving down -
The Actor would not be moving -
The Actor would be moving right
6.
-
It shrinks the size of code blocks. This makes the blocks easier to read. -
We can reuse the function rather than rewriting the code over and over again. -
It allows you to test smaller portions of the your code rather than testing large blocks of code. This allows you to find bugs easier. -
All of the above
7.
-
She cannot define a function called "GoLeft." -
She can define the function, but cannot call the function in another Actor. -
Once the function is defined, it's available for all Actors. -
If a function is defined on the Stage, it's available for all Actors.
8.
-
True -
False
9.
{"func":"registerFlagTrigger","next":{"func":"blockControlForever","containers":[{"func":"blockLooksNextCostume","next":{"func":"blockControlWait","values":[{"type":"number","value":".5"}]}}]}}
-
True -
False
10.
-
Do the animation by switching Costumes, and use a 'Move' block to move across the Stage -
You cannot do this -
Use a 'Move' block and the Costumes will automatically change -
Switch Costumes and the Actor will automatically move
U.S. Standards
- CCSS-Math: 6.NS.C.6, MP.1
- CCSS-ELA: 6-8.RST.3, 6-8.RST.4, 6-8.RST.7, RI.9-10.3, RI.11-12.3
- CSTA: 2-AP-11, 2-AP-12, 2-AP-13, 2-AP-15, 2-AP-16, 2-AP-17, 3A-AP-17, 3A-AP-22
- CS CA: 6-8.AP.11, 6-8.AP.12, 6-8.AP.13, 6-8.AP.15, 6-8.AP.16, 6-8.AP.17, 9-12.AP.12, 9-12.AP.16
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
U.K. Standards
Key stage 3
Pupils should be taught to:- design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
- understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
- undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
- create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
- understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns
Key stage 4
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career. Pupils should be taught to:- develop their capability, creativity and knowledge in computer science, digital media and information technology
- develop and apply their analytic, problem-solving, design, and computational thinking skills
- understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns
Description
In this advanced lesson plan, students will be introduced to the physics library as they build Gravity Sling, a projectile game inspired by Angry Birds (TM). They define the behaviors of different kinds of projectiles and use physics commands such as impulse, gravity and collisions to build the game. Ninja Runner is an advanced physics platformer game with a boss fight sequence that challenges them to apply all the concepts and skills they have learned.
Students who successfully complete this lesson plan will demonstrate excellent understanding of a variety of programming concepts and computational thinking skills, and will be able to design and implement projects of moderate to advanced complexity.
Topics
- List variables
- Structured data
- Loops
- Advanced flow control
- Physics attributes
- Velocity
- Impulses
- Collisions
- Sending and receiving messages
- Parameters
- Functions
- Advanced conditional logic
- Math
- Boolean operators
What Students Learn
- Build a complete projectile-based physics game
- Build a complete platformer game using physics
- Programmatically generate never-ending platforms
- Program a hero with multiple actions and access them via keys
- Use cloud variables and a list data structure to implement a leaderboard
- Use variables to keep score and game speed
- Program enemy A.I.
Technical Requirements
* Online courses require a modern desktop computer, laptop computer, Chromebook, or Netbook with Internet access and a Chrome (29+), Firefox (30+), Safari (7+), or Edge (20+) browser. No downloads required.