Middle School course

Programming 202

  • GRADES 5-6
  • INTERMEDIATE
  • WEB IPAD
  • 16 LESSONS
Request Quote
Slide: 1 of 20

Answer Key

Module 4: Prime the Cannon

Open Sample Project

Module 5: Precise Shots

Module 6: Quiz

1. Which block do we use to set the timer to 0?

  • {"func":"blockSensingResetTimer"}
  • {"func":"blockLooksShow"}
  • {"type":"wrapper","func":"valueSensingTimer"}
  • {"func":"blockPhysicsSetRestitution","values":[{"type":"number","value":"0"}]}

2. What happens to the timer after it is reset?

  • It will remain at 0 until the program ends
  • It will start decreasing
  • It will start increasing
  • It is not possible to reset the timer

3. Which one of these blocks is an operator?

  • {"type":"wrapper","func":"valueMotionXPosition"}
  • {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"number","value":"0"},{"type":"number","value":"0"}]}
  • {"type":"wrapper","func":"valueSensingTimer"}
  • {"type":"wrapper","func":"valueSensingMouseDown"}

4. Which one of these blocks is NOT an operator?

  • {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"number","value":"0"},{"type":"number","value":"0"}]}
  • {"type":"wrapper","func":"valueOpAdd","values":[{"type":"number","value":"0"},{"type":"number","value":"0"}]}
  • {"type":"wrapper","func":"valueOpSubtract","values":[{"type":"number","value":"0"},{"type":"number","value":"0"}]}
  • {"type":"wrapper","func":"valueSensingTimer"}

5. What does this operator do to the value of the timer? {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}

  • It multiplies the value by 50
  • It divides the value by 50
  • It adds 50 to the value
  • It sets the value to 0

6. What does this operator do to the value of the timer? {"type":"wrapper","func":"valueOpSubtract","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"10"}]}

  • It does not affect the value of the timer
  • It subtracts 10 from the value
  • It divides the value by 10
  • It sets the value to 0

7. What block is used for dividing numbers?

  • {"type":"wrapper","func":"valueOpDivide","values":[{"type":"number","value":""},{"type":"number","value":""}]}
  • {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"number","value":""},{"type":"number","value":""}]}
  • {"type":"wrapper","func":"valueOpSubtract","values":[{"type":"number","value":""},{"type":"number","value":""}]}
  • {"type":"wrapper","func":"valueOpAdd","values":[{"type":"number","value":""},{"type":"number","value":""}]}

8. True or false: After the program starts, it is impossible to set the timer to 0.

  • True
  • False

9. True or false: When we use an operator block with the timer, we are not changing the actual value of the timer.

  • True
  • False

10. True or false: The {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]} block increases the value of the timer.

  • True
  • False

11. True or false: The {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"1"}]} block increases the value of the timer.

  • True
  • False

12. What would happen if we only used the {"func":"blockPhysicsApplyImpulse","values":[{"type":"number","value":"50"}]} block instead of the {"func":"blockPhysicsApplyImpulse","values":[{"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}]} block?

  • The cannonball would always travel with the same impulse whenever it was fired
  • The cannonball would travel farther the longer the mouse was held
  • The cannonball would travel shorter the longer the mouse was held
  • The cannonball would not be able to move

13. True or false: We would still be able to launch the cannonball if we did removed the {"func":"blockPhysicsApplyImpulse","values":[{"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}]} block from this cannonball code block. {"func":"registerTrigger","hiddenInSandbox":true,"values":[{"type":"wrapper","func":"valueSensingMouseDown"}],"next":{"func":"blockInlineComment","values":[{"type":"string","value":"lesson 4 tutorial"}],"next":{"func":"blockSensingResetTimer","next":{"func":"blockPhysicsSetActive","values":[{"type":"boolean","value":"false"}],"next":{"func":"blockPhysicsSetStatic","values":[{"type":"boolean","value":"true"}],"next":{"func":"blockLooksHide","next":{"func":"blockMotionGoTowards","values":[{"type":"string","value":"cannon"}],"next":{"func":"blockControlWaitUntil","values":[{"type":"wrapper","func":"valueOpNot","values":[{"type":"wrapper","func":"valueSensingMouseDown"}]}],"next":{"func":"blockPhysicsSetActive","values":[{"type":"boolean","value":"true"}],"next":{"func":"blockPhysicsSetStatic","values":[{"type":"boolean","value":"false"}],"next":{"func":"blockLooksShow","next":{"func":"blockMotionPointTowards","values":[{"type":"string","value":"mouse-pointer"}],"next":{"func":"blockInlineComment","values":[{"type":"string","value":"lesson 4 puzzle"}],"next":{"func":"blockPhysicsApplyImpulse","values":[{"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}]}}}}}}}}}}}}}}

  • True
  • False

14. If we wanted to add to the value of the timer instead of multiplying, which of these blocks could we use?

  • {"type":"wrapper","func":"valueOpAdd","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}
  • {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}
  • {"type":"wrapper","func":"valueOpSubtract","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}
  • {"type":"wrapper","func":"valueOpDivide","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}

15. If we wanted to decrease the value of the timer instead of multiplying, which of these blocks could we use? (Choose two.)

  • {"type":"wrapper","func":"valueOpAdd","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}
  • {"type":"wrapper","func":"valueOpMultiply","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}
  • {"type":"wrapper","func":"valueOpSubtract","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}
  • {"type":"wrapper","func":"valueOpDivide","values":[{"type":"wrapper","func":"valueSensingTimer"},{"type":"number","value":"50"}]}

16. Yolanda wants to program a maze game where she keeps track of the high score based on how fast the player reaches the end. Which block will help her keep track of the quickest times?

  • {"type":"wrapper","func":"valueSensingTimer"}
  • {"func":"blockControlWait","values":[{"type":"number","value":"1"}]}
  • {"func":"blockControlForever","containers":[null]}
  • {"func":"blockMotionPointDirection","values":[{"type":"string","value":"90"}]}

17. Zack wants to program a game where the scuba diver will lose a life if he stays underwater after 20 seconds. This resets whenever the diver comes up for air or touches an air tank while underwater. Which code block will help Zack with this feature of his game?

  • {"func":"blockSensingResetTimer"}
  • {"func":"blockPhysicsApplyImpulse","values":[{"type":"number","value":"0"}]}
  • {"func":"blockControlWait","values":[{"type":"number","value":"20"}]}
  • {"func":"blockPhysicsSetStatic","values":[{"type":"boolean","value":"true"}]}

18. Which code block allows an Actor to not be affected by gravity?

  • {"func":"blockPhysicsSetStatic","values":[{"type":"boolean","value":"true"}]}
  • {"func":"blockPhysicsSetActive","values":[{"type":"boolean","value":"true"}]}
  • {"func":"blockPhysicsApplyImpulse","values":[{"type":"number","value":"0"}]}
  • {"func":"blockPhysicsStart"}

19. Which code block allows an Actor to not be affected by physics?

  • {"func":"blockPhysicsSetActive","values":[{"type":"boolean","value":"false"}]}
  • {"func":"blockPhysicsStart"}
  • {"func":"blockPhysicsSetActive","values":[{"type":"boolean","value":"true"}]}
  • {"func":"blockPhysicsSetStatic","values":[{"type":"boolean","value":"false"}]}

20. What do these two code blocks have in common? {"func":"blockPhysicsSetActive","values":[{"type":"boolean","value":"false"}]} {"func":"blockPhysicsSetStatic","values":[{"type":"boolean","value":"true"}]}

  • They both prevent the Actor from being affected by gravity
  • They both get rid of physics altogether, so no objects can bounce off of the Actor regardless of which block you use
  • They both make the Actor fall towards the ground
  • They both make the Actor disappear

Module 8: Cannon Crasher Customizer

Open Sample Project

U.S. Standards

  • CCSS-Math: MP.1, MP.2
  • CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
  • CSTA: 1B-AP-11, 1B-AP-15, 2-AP-13, 2-AP-16, 2-AP-17
  • CS CA: 3-5.AP.10, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c

U.K. Standards

Key stage 2
Pupils should be taught to:
  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
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

Lesson 15: Timers

Course: | iPad Web

  • Introduction
  • Concepts
  • Prime the Cannon Example
  • Prime the Cannon
  • Precise Shots
  • Quiz
  • Cannon Crasher Example
  • Cannon Crasher Customizer

Description

Help your students advance their skills as they build Paint Racer, a pen-drawing game, and Cannon Crasher, a physics game. Harness the power of the physics engine to easily program realistic jumps and bouncing balls. Upon completing this lesson plan, students will be able to use model physics properties and generate math art.

Topics

  • Geometric patterns
  • Angles
  • Projectile physics
  • Physics engine
  • Gravity
  • Hit boxes
  • Collisions
  • Bouncing
  • Static platforms
  • Impulse
  • Velocity and force
  • Timers
  • Interactions between objects
  • Special effects
1/8

Program Visually Using Tynker Workshop

What Students Learn

  • Draw shapes and patterns using pen drawing commands
  • Program fluid motion with keyboard control
  • Control Actors using messaging
  • Define and use functions with parameters
  • Build physics projects using gravity, impulse, and velocity
  • Build their own versions of classic arcade games

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.
* Tablet courses require an iPad (iOS 10+) with Tynker or Tynker Junior app installed and Internet access

We use cookies to enhance your experience and ensure the proper use of our website.

Manage cookies
Accept all

Manage Cookie Preferences

You can view and change Tynker's website cookie preference.

  • Essential Always on ?
  • Functional
  • Performance
  • Advertising
Learn more
×