Lesson video

Hello, welcome to lesson four of the Selection and Quizzes unit.

My name is Josh, I'm your computing teacher.

And in lesson four, we're going to look at planning our own design, ready to implement that design into Scratch in lesson five.

We're not going to be using Scratch today, so don't worry about having anything ready for that.

But you will need something to write on and with, so make sure you have that to hand.

If you've got all those bits ready, let's get started.

So in lesson four, you are going to design a programme which uses selection.

To do that, you're going to outline a given task.

You're going to use a design format to outline your project, and you're going to identify the outcome of user input in an algorithm.

So let's move on and just have a look at something before we crack on with those bits.

We're going to look at identifying programme parts and reminding ourselves of programme parts.

So, there's a programme on the right hand side of the screen.

I would like you to identify where the condition is, outcome when the condition is true, the selection command, the question and the outcome when the condition is false.

Pause the video, identify those five things and resume the video when you're done.

Okay, welcome back.

Hopefully you managed to identify those five things in this programme then.

So we were looking for the conditions.

Let's go through these together.

The condition is this section here, the answer equals yes.

Then, that's going to be driving our selection.

It's based on that user input and it drives what happens next in our programme.

The next thing we're looking for is the outcome when the condition is true and that's this, say, "Great job," for two seconds, block in here.

If the user has given the answer, yes, then do this.

The next thing we looked at was the selection command block, and that is this, if then else section.

Okay? That is our block that decides what happens based on the user input.

Okay? So if the user input is the same as the condition, do this.

If it's not, if there's anything else do that.

We have our question.

Hopefully you were all able to spot the question.

Is 56 in the eight times table? This is our question, and it's this ask block here.

And because we've got that wait block in there, we don't need our repetition, our forever loop, in order for our selection to take place because we have our wait; it's going to wait for that question to be answered.

And finally, outcome when the condition is false.

And that's this, say, "Incorrect for two seconds," block here, in that else part of our selection block.

Hopefully you managed to find all five of those.

If you didn't, just have another brief look through.

Pause the video if you need to, and just have a look at all of those different things because you will need to be using them when you are implementing your own programme later on.

So, talked a little bit about outlining a task given.

The task you're going to be using and this is going to be what you need to come back to every single time you are thinking about what you're creating, is creating an interactive quiz using selection.

So you need to make sure that you are checking that what you're doing in your programme is using selection in order to complete the task.

The first thing we're going to look at is selecting a theme for our project.

So you're going to be designing your project today.

The first thing you need to do before you do anything else is decide what theme you want your project to be.

Okay? Now there are some possible themes you could use.

I'm going to give you now.

The first one is geography.

You could use maps, or you could use history.

Those are just three ideas, but use what you want to use.

But be a bit more specific than those, okay? So, yes, I've said geography but, what about geography are you going to be using? Types of rock, are you going to be using the types of river? Okay? Are you going to be using cities, countries, those things.

Maths, are you going to be doing times tables? Are you going to be doing simple addition, simple subtraction? Okay? And history, what specific parts of history are you going to be looking at with your quiz? So don't just write geography, history, maths, be more specific than that.

In addition to your theme, you will also need to be selecting questions.

What I want us to do is just quickly pause, and have a quick think about how we can make sure our quiz is user friendly when we're thinking about questions.

So what do you need to do? What questions do you need to think about, in order to make it user-friendly? Pause the video and have a quick think and see if you can come up with anything.

Okay, welcome back.

Hopefully you've had a think then, and you've maybe identified a few things that you can make sure you're doing when you're selecting your questions.

Let's just run through a few things now.

The first thing is using right or wrong answers.

Okay? So right or wrong questions.

If a question is opinion based, then it's not going to work for every user because people have different opinions.

So they might have their own opinion and to them that is right, but it's not going to be the same as what your opinion is necessarily.

You also need to make sure you're using straight forward answers.

If your question has an answer that is seven, eight, nine words long, it's unlikely that every user is going to be able to get it right using the exact phrase that you've given as the condition.

So make sure that when you're doing your questions and you're selecting your questions, you're choosing questions that are easier to answer.

Okay? Maybe one word, two words answers at the most.

So, we're going to to move on to your first task, which is planning your quiz.

Okay, part one.

I would like you to pick a theme and two questions for your quiz, and make sure you've written down the answer for those questions as well.

Have a go at doing that now.

Pause the video and when you're finished, resume the video.

Okay, welcome back.

Hopefully you've had some time then to start planning the first part of your quiz, you have a theme and you have two questions with two answers, ready to begin looking at the next steps for our plan.

So have a quick brief look at mine and then we can move on to the next part.

So your task was to create an interactive quiz using selection.

You had to pick a theme and you had to pick two questions and answer those questions, ready for your quiz.

My theme then, I went with European capital cities.

So I chose geography and I went a bit more specific.

And then my question, what is the capital of Spain? And the answer is Madrid.

And what is the capital of Iceland? And the answer is Reykjavik.

So, that's the first part of my plan, complete.

The next thing we need to think about is the outcomes of those questions.

So what happens if the answer is correct and what happens if the answer is incorrect? So, we need to think about whether or not we want our sprite to say something.

So what response our sprite may say and what actions our sprite might do.

So those are the two things that we need to think about when we're selecting our outcomes.

Some examples of what your act.

Some actions, sorry, that you could use are shown on the screen.

So we've got lots of different blocks here.

These are just some of the examples that you can use.

So do experiment with this and build your own quiz with lots of different actions that you think make your quiz better.

Okay? So you could have glide one second to, or two seconds or three seconds to this; this coordinate on the screen.

You can have move.

You can have change size.

You could have the next costume, turning, spinning on the spot, rotating, saying well done for a certain number of time.

Okay? It doesn't have to say well done, it could say whatever you wanted to say.

Well, those are just some examples of the actions you could use.

So that leads us to our next task.

Our next task is to write down the outcomes that you will use in your quiz.

So you need to think of some possible outcomes for when somebody answers correctly, and you need to think of some possible outcomes when people answer incorrectly.

So pause the video, have a go at doing that now and resume the video when you're done.

All right, hopefully you've got your selected outcomes ready.

So now you should have a theme, some questions, and answers, and some outcomes if those questions are answered correctly and outcomes if your questions are answered incorrectly.

Let's have a brief look at mine and then we can move on to the next part of this lesson.

So, the task, remember we're always coming back to the task; create an interactive quiz using selection.

Okay? Possible outcomes if the answer is correct and possible outcomes if the question is answered incorrectly.

So my possible outcomes that I've said; I could say, say well done if it's answered correctly, say that's correct, spin 360 degrees, glide two seconds to so-and-so and possible outcomes if my answers.

If my users, sorry, answer the question incorrectly.

Say, "Unlucky it's.

." Whatever the answer is, or, "Good try, the answer was this." Change costume, change size so it's smaller.

So those are just some possible outcomes I've given.

And now you might change yours when you get to actually run into testing your quiz because actually you think it would look better if you did it a different way and that's fine.

Okay? It's all about planning now, and then later when we implement that, we can check and see how it works.

Now, what we're going to look at now is we're going to look at tracing an algorithm, and identifying the outcome of the user inputs.

Now, this is important to know, and it's important thing to do, because when we come to creating our own algorithm, it makes it easier for us to be able to follow it.

So, what I'd like you to do is I'd like you to pause the video.

On your worksheet, you have an algorithm and the user inputs that were given.

You need to decide what actions will take place, what the outcomes will be, when those given user inputs are used.

There's four questions, so you should have four sets of answers.

So you should have the outcomes that will happen when the first user input is given and then so on and so on.

So you should have four different things.

And make a note of those, and we'll go through those together afterwards.

Pause the video, have a go at tracing the algorithm and resume the video when you're done.

Okay, welcome back.

Hopefully you managed to trace those algorithms, that algorithm through, sorry, and you've picked out the different outcomes that will take place based on the user input that was given.

Let's have a go at going through those together and seeing what the outcomes would have been.

So the first part, ask what is three times two, and the answer was six.

So that's the correct answer.

The user has given six.

That matches our condition, which is answer six.

So we're going to go down that true route in our selection, and we're going to say, "Well done," and spin around.

Okay? So that's the first actions that are going to take place; the first outcomes that are going to take place based on the given input.

The next one, what is two times six? The answer is 12.

The answer given by the user was 11 and that's not the same as our answer.

So that means we're going to go down the false path of our selection.

So we're going to say, "Incorrect," and we're going to move 30 steps.

So those were the next two actions that were taking place in our algorithm.

The next one, what is seven times two? The answer is 14.

The user has given 24, which is very far off.

So we're going to go down that false route again.

It does not match our condition, so we're going to take the false route of all selection.

Okay? So the action is saying, "Not quite!" And change colour.

The final one then, the final part of our algorithm; the question is what is two times two? The answer given was four.

The answer given by the user was also four, which matches.

So we're going to go down our true route, and we are going to say, "You're correct," and we're going to change size bigger.

So hopefully you managed to pick out those different actions and outcomes as you went through, and you were able to follow that path.

Now, when we lay out in this branching structure, it makes it a lot easier for us to see where are we going to go.

Okay? So are we going to go down the true route or are we going to go down the false route.

So, by doing this and laying it out this way, it's easier for us to create our own programmes.

So, you're going to use the template that's given in the worksheet to design your own interactive quiz.

You need to use your planning sheet that you've just created, your theme, your questions, your outcomes, to help you do that, and you need to lay it out in that branching structure.

So if you're not using the worksheet, you haven't printed the worksheet, make sure you are using that structure.

So pause the video, have a go at creating your own branching algorithm, using your planning sheet.

The planning sheet only has two questions.

The algorithm has four spaces for questions.

So make sure you are adding two of your own and make sure you've added outcomes for if the user answers correctly or if the user answers incorrectly.

Pause the video, do that now, and resume the video when you're done.

Welcome back.

Hopefully now you have a branching algorithm; one that follows the correct and incorrect routes in order to show different outcomes for the questions that you've given and the answers that you have specified.

You are going to use that algorithm in lesson five, when we implement our own designs into Scratch and create our own quizzes.

So make sure you keep that handy and safe because you will need it for the next lesson.

So in this lesson, you planned and designed your quiz algorithm.

Really well done.

Okay? It's a big step in terms of creating our own projects.

So hopefully, we are able to then take that in the next lesson and implement it as it should be.

Remember, it is just a plan.

So when we get to it, if it doesn't work, that's fine.

We can just change it as we go.

But it's always good to have a plan; somewhere to start so that when we, if we come across things that need to be changed, we're not having to think of things all together that needs to be changed.

We're just thinking of little specific parts.

That concludes lesson four of the Selection and Quizzes unit.

Thank you very much for joining me.

If you would like to share your algorithms with us here at the Oak National Academy, please consider doing that.

You can ask your parent or carer to share it on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.

I really enjoyed that.

I really enjoy creating the algorithm ready to implement.

In lesson five, we are going to implement those into Scratch.

So I hope you're excited to do that.

And we're going to test them and see how they run.

I look forward to seeing you all then.