Cupcake challenge ~·

You have dectded to hold a charity coke sole You 8 Ente1 a formula 1n cell C55 to calculate the total
are going to use the coke and Icing recipes below profit/loss for the number of cupcakes sold. Add
to make 12 cupcakes. conditional formatting to cell C55 so that the ftll
colour Is light green if there IS a profit, and pale
Open the Cupcake challenge spreadsheet and
red If there is a loss.
then follow the instructions below.
q Use Goal Seek to work out how many cupcakes
1 Enter o formula in cell E14 to calculate the cost
you wtll need to sell if you want to make £25
of 1 g of butter. Replicate this down to cell E20 to profit for chanty. Enter the number of cupcakes
calculate the unit cost of the other ingredients.
in cell 059.
Make sure the cells are all form atted as
currency. Note that the cell value will show
,. c D

11 Cost of lngrPdlents
£0.00 if the cost of 1 g or 1 ml of the ingredient 1s (.ost Quont•I ~L..--"'""'------+=(.osl pt<r unot
less than 1p. 14 ButtN
{1 so /SO

15 (->·.tN sugar (090 soo

2 Enter a formula in cell E24 to calculate the 16 Self rai\ing flour (090 soo
II tO soo
cost of the butter needed for the cake recipe, 17 Iring sutar
ta Egss
(I 10 6 •u
making sure the cell is formatted as currency.
Then enter similar formulae in cells E25 to E28
19 Vanilla txtrltl
20 Milk
t fl 00
£040
40
soo "''
ml

to calculate the cost of the other ingredients 21

22 Cake recipe
needed for the coke recipe, again making sure Quantity
Unit Cost
Jnaredlent
the cells are formatted as currency. 23
needed

24 Butter
110 l
3 Enter similar formulae in cells E32 to E35 to 25 Caster sugar
calculate the cost of the ingredients needed for
the icing recipe. Make sure the cells ore
26 Eggs
27 _Self·ratslng flour
""
J
ml
28 Vanilla txtract
formatted as currency. 29
4 Enter a function in cell C37 to calculate the total 30 Icing recipe
Quant ity Unit Cost
cost of the ingredients needed to make 12 iced 31
lnare die nt needed
cupcakes.
5 Enter a formula in cell C39 to calculate the total
32 Butter
33 Icing sugar
34 Vanilla ~tract
35 Milk
- f ISO
3~
20
8 I
cost of the ingredients needed to make one iced
cupcake.
36
37 Cost price (or 12 cupcakes
y-]
You now wont to work out how much profit you will 38
39 Cost price per cupcake I ----,
make if you sell each cupcake for SOp. 40
49 Nu mber of cupcakes sold
6 Enter the number of cupcakes sold (12) into cell 50
C49 and the selling price (SOp) into cell C51. 51 Sellin& price
52
7 Enter a formula in cell C53 to calculate the 53 Profit I L~er cu pcake
54
profit/loss per cupcake. You will need to 55 Total Profit I L""os"'-s_ _
subtract the cost price per cupcake from the 58
59 Number of cupcakes to make £25 profit
selling price.

0 What is meant by modelling?

f) Why ore spreadsheets good to use for modelltng?
8 What does Goal Seek enable you to do?
 park challenges __ _ _ __

You have been engaged by a

A B
local them e park to help them G
calculate their costs and ticket
Thrill Cost to
prices. The theme park is open Ride
factor operate Per
365 days per year, for 8 hours per day

day.
Open the Theme park challenge
spreadsheet, which contains data
about the rides that you will need
to complete the activity. 21 Dodgems
1 Enter a formula in cell C31 to n Sci· FI Adventure
23 Drop Tower
calculate how many minutes 24 Chair Swing
the park is open each day. 25 log Flume
26 Ferris Wheel
2 Enter a formula in column E to 27 Haunted House
calculate the number of times 28 Runaway M ine Train

each ride runs per day. Each 29

30
run takes the length of the ride
plus 2 minutes for changeover.
Use absolute cell references
Park opening time per day
31 {minutes)
32
I l
C_~
Time between each ride
to link to the pork opening time 33 (minutes)
per day and the time between 34
~Cost per ride
each ride in your formula. 45 _ __

3 Enter a formula in column F to 46 Number of g

" -'u-'-
es:..:.
ts'-'p:..:.
e;....:
r d:..:.
ay"'----'-----.J
47
calculate the total number of
48 Ticket prlce=-cpc..:ecr:._::..:
da"-y- - - - ' - - - - - - '
guests who can go on each ride 49
7
in a day. 1n-co
-:-m- e' fr-om
- .:
fo-od/drlnk per
50 guest
4 Enter a formula in column G to 51
calculate the cost of operating 52 Total Income

each ride for one day. This 53~=----.,..-----,----,

54 Staffing costs per day
is the total number of guests
55 _~-~----~r----;
multiplied by the thrill factor 56 Total expenditure

multiplied by the cost per ride 57~~-------,r----;

58 Profit/loss
(50p). Make sure that the cells
61_~-------.----.
ore correctly formatted as 62 Ideal ticket price
67
currenqJ.
Number
Thrill factor
5 Enter a function to work out the 68 of rides

total cost of operating all the 69 1

70 2
rides for one day. 71 3
6 Format the table so that the 72 4
73 5
column headings are bold, use
a font size of 14pt and have a
light grey fill colour.

28
The Theme Park usually has 5000 guests per
day and the entrance ticket costs £15. As well as
the cost of the entrance ticket, each guest spends Now that you 11ove completed the main theme
on additional £5 on food and drink. park challenge, usc your knowledge and skills
7 Fo rmat cells C48, C50, C52, C54, C56, C58 to mod el some new situations and answer the
a nd C6 2 as currency. followi ng questions.
8 Enter a fo rmula in cell C52 to work out the 1 The number of guests per day increases to
total income each day. 6,000. If the ticket price Is £15, how much profit
9 As wel l as the cost of running the ricles, t he will the park make each day?
theme pa rk has staffin g costs eacl1 day The cost per ride Increases to 75p.
(£7500). Enter a formula In cell C56 to w ork 2 If the ticket price Is £15 and there are 6,000
out the total expenditure each day. guests, how much profit will the pork make
10 Enter a formula in ce ll C58 to work out l1ow each day?
mu ch profit the pa rk w ill make eac h day. 3 If the income from food/drink per guest
This is th e total income minu s th e total decreases to £4.25, how much profit will the
expe nditure. pork now make each day?
11 Add conditional form atting to cell C58 so that 4 What should the pork change the trcket price
the backgro und fill is Light red if the profit is to in order to make £65,000 profit each day?
Less than £50,000 a nd Light green if it is high er 5 A new queueing system allows the time
than £50,000.
between each ride to decrease to 90 seconds.
12 Work o ut the ideal ti cket price the theme park If th e cost per ride is SSp, how much will it cost
sho uld charge if it wants to make £75,000 to operate all the rides for one day?
profit pe r da y . Enter the figure in cell C62.
The theme park is creating some new publicity
materials. It w ould like to in clude a chart to show
what percentage of rides have each thrill factor.
13 Use functions to count how many rides there
are for each thrill factor (cells 869 to 873).
0 Name three things you now know how to do
on a spreadsheet.
14 Insert a suitable chart to show the percentage
f) Describe the three things you now know how
of rides for each thrill factor. Make sure that
to do on a spreadsheet.
the chart has a suita ble heading and shows
the percentage of rides for each thrill factor.

29
 W1thout knowledge of
1 The history of word processing
the h1story of computers Before word-processmg appl1cat1ons, most people wrote documents
and computer science, it by hand.
is Impossible to predict
From the mid nineteenth century, people who wrote a lot were able to
how thmgs might change
make use of a mechanical dev1ce known as a typewnter to format the1r
m the future. It IS only by
lookmg bock, realising text A typewnter pnnts text directly onto sheets of paper and there IS only
how for we hove come one font and one font s1ze.
and oppreciotmg the It is 1mpossible to assess the full impact that the inventiOn of word
exponential increase in the processing has had on the world s1nce the first commerc1al word-
processing power of our processing software, WordStar, was published in 1978. The comb•not1on
dig1tol devices that we are of word-processing applications, spreadsheets and affordable personal
able to project th1s trend computers triggered an explosion 1n the market for computers, both for
into the future and make office and home use.
on educated guess about
the changes information
technologies may bring.
This chapter serves a
dual purpose, helping
you develop your
word processing and
presentation skills at the
same time as giving you an
appreciation of the rapidly
changing technologies that
have brought the computer
to where it is today.

. . A t y pewriter is a mecha nical text-printing machine

000 Using word-processing software to create a mind map

[!] [!] [!]
A mind map is diagram that organises information around a central
concept or topic. Pieces of information are linked together, with more
important information closer to the centre.
You con create a mind mop in a Microsoft Word document using 'Shapes'
on the 'Insert tab' and typing text into the shapes. You can create a mind
mop in Google Docs using the ' Drawing' tools on the 'Insert' tab and
typing text into text boxes.
You con format the colour of the text and the fill colour and outline
colour of the objects, and you con link your objects together using lines
When you hove finished your mind mop, you should group the objects to
create one block that can be moved and resized.

30
 ..,. Con you odd screenshots to move your mind
mop more useful'
Use word-processing software to create a mrnd J1> Hove you corrected all grammatical errors
mop about the 'Features of word-processing and spellrng mistakes?
software'. Include features you already know about,
explore the tools to find features you are not yet Templates
fomilror wit11 and group similar features together. A template is a blank document wrth a pre <;ct
Use experimentation, 'Help' or 'Tell me' features format. Templates con make word processrng
and online tutorials to discover for yourself how standard documents much qurcker
to use the tools in Microsoft Word or Google Docs
to create the mind mop.

Use the internet to carry out research to answer

Features of word the question above. Use the mind mop template
processing software
on Worksheet 1.4 to keep notes as you corry out
your research. The template is designed to get
you started and you may hove to odd or remove,
or change the shape of, shapes or text boxes as
I you work.
(Colour) Remember the following key principles when
carrying out research on the internet.
• A part-completed mind map
..,. Do not plogiorise! Never pretend you wrote
words that were originally written by someone
Finished but not complete? else .
It is very common for people to think they have ..,. If you wont to use someone else's words,
finished a piece of work when it is very for from quote them. Use quotation marks around the
complete. When you think you have finished work on a text you are copying and cite your source
document, remember to: (give the name of the author and the URL of
..,. Review: Have you done everything you set out the website you copied the quote from) .
to do? Is the content presented clearly? ..,. Do not use copy and paste unless you have
..,. Reflect: What could you do to make it better? read, understood and are quoting the text you
are pasting .
..,. Edit: Make the changes.
..,. Assess the trustworthiness of each source. Look
back at page 10 for tips on how to do this.

Use the following questions to help you review,

reflect on and edit the mind mop you created .
..,. Con you use different colours to emphasise 0 How did people produce documents before
the connection between similar fea tu res? word-processing software was invented?
..,. Can you resize and/or reposition shapes or 8 What is a mind map?
text boxes to make better use of space and 8 What should you do to ensure a prece of
make the mind map easier to read? work is completed to a high standard?

31
 2 Designing a leaflet

Word- processing applications today The 1ibbon acro ss the top of the application g 1ves
you access to a vast array of features, so the
Compared with WordStar, modern word-processmg
applications ore incredibly feature rich. Yet, in spite first thing you need to do is investigate what the
of all these new features, these word-processing application has to offer. Place your mouse over th
. e
applications perform much the some functions as 1cons on the toolbars for more information.
the very first word processor: you enter and format
text a nd save and retrieve elec tronic documents.

. . The Ho me ta b In Microsoft Word

If you don't know how to do something , be

prepared to ex periment. If you need help, use the
application's built in 'He lp' feature. Or, if you're
really stuck, find an online tutorial.

The design cycle

-t Microsoft Word and Google Docs ore the most popular The design cycle is iterative; it repeats. This
word-processing software applications in the worl d allows for t he fact tha t a design is rarely perfect
fi rst-time around and it will need to be tested and
He re are some of the most commonly used word- improvements made. The design cycle does not
p rocessing commands: need to be repeated a set number of times but,
each time it is repeated, the d esign should improve
until, eventually, it is fit for purpose and no more
improve ments are required .

. . Copy, Paste, Save

1 Understand the task
(ask yourself questions about
the purpose of your document
and 1ts mtended aud1ence)

. . Print, Undo Bold

5 If Improvements are
Calibri Light (He v 16 needed, work through
the cycle agam
. . Bullet points, Font and Font size

Exploring word-processing software 4 Test your solut1on (on

the aud1ence 1f poss1ble)
The user interfaces (UI) of word-processing and evaluate your
applications have been d esigned so that they solut1on
are intuitive, that is, so that they are easy to use
and understand.

~~----------------------------------
32
 Design a flyer to publicise a cause or event of
Commenting on your partner's
leaflet
t
your chotce To make the flyer as cheap as possible Swap computers or shore your work Wtth a
to print. your A4 document must contom two partner and use the comments tool to give
Identical coptcs of th e leaflet side by side, like thts: feedback on the destgn of your partner's flyer.
In Mtcrosoft Word, htghltght the word or phrase
you want to comment on, then cltck on 'Review'
Job Expo Job Expo and 'New comment'. In Google Docs, clicv on
the + sign tn the right margin to add a comment.
10~m to3pm 10~m to 3 pm
14.12.2021 14 12 2021
Remember to save your partner's document
when you have ftntshed adding your commen ts.
JOB OPPORTUNITIESAVAILABLE I JOB OPPORTUNITIES AVAILABLE I
This is part of stage 4 of the design cycle.

W~ onvot~ all employmrnt and Wr onvotr all employment and

carHr rl"\Qurc£1 crntre\ commun1ty cj1rrrr rrsourc£1 crntrP\. community
centrl'\ pubhc IPrvoce orgamsatoons crnttrs pubhc \ttrvtcf org.1n1~hon\
and educatoonal facoloto!'S from the Coty and !'dU<atoon.JI facohtoes from the Coty

wwwyourwebsot~ co u~ w.vwyourweb\llt co u~
Evaluate the feedback you received on your
leaflet and. if necessary, make tmprovements.
Remember to 'Save as' before you begtn
Use the questions below to help complete stage 1 of making improvements, so you always have your
the design cycle, then move on to stages 2 and 3.
partner's comments to refer bock to
..,. Purpose: What does the leaflet need to do? What This is the rest of stage 4 of th e design cycle. It tS
information does it need to give to the person also stage 5 and stage 6.
reading it? What should the person reading it do?
..,. Audience: Who is the leaflet for? What will the
intended audience find attractive and enticing?

Tips for creating a flyer 0 How can you find out how to do something
..,. Set the page to landscape and make the using word-processing software that you
margins narrow to make room for two flyers on don't know how to do?
one A4 page.
f) What happens if you highlight text I
..,. The main heading should be large and and then click on this button?
clear. to grab the attention of your intended O True or false? When you have worked
audience. through the design cycle once. your design is
Use sub-headings to break up large chunks of complet e.
text.
..,. Images should add meaning to the text and
you could consider including image captions.
..,. Use all th e available space, but don't be afraid
of empty white space .
..,. Limit the number of fonts, font sizes and font
colours; too many can be confusing.

___________________________________________,
..,. Rememb er to save your work regularly.

33
 The incredible shrinking computer 1959: the invention of the microchip
The 1940s: valve computers The next biq rc>ductron in thP size of clectronrc
computers came when the microchip was rnvrntr.(j
The early compu ters were
Many tiny transistors can br> etched Into a srngt11 -
enorm ous. They filled a large room
sillcon microchip and, w1th E>ach transrstor added
The switches used to process data
the processing power of a device increases '
were valves the size of a thumb.
All our drgital devices today contain mlcrochrps
ENIAC, the first electronic general-
purpose digital computer, contamed
nearly 18,000 valves within rts Moore's observation
circu1ts. That might sound like a lot but ENAIC's Moore's Law is named after Gordon Moore In
processing power was min1scule; less than a small 1965, Moore founded Intel Corporatron v11th Robert
electron1c calculator today. Noyce. Intel was to become the world's largest
producer of computer microchips.
As a chip developer, Moore had observed the
gradual miniaturisation of the transrstor and the
increase in the number of transistors that could
be etched onto a microchip. He pointed out that
the number of transistors on a single mrcroch1p
was doubling about every two years. In the mrd-
1960s, Moore predrcted that this exponential
trend would continue into the future and this rs
Moore's Law.

. . ENIAC

1947: the invention of the transistor . . Over time, more and more transistors hove been etched
····················································································· onto a microchip. The one on the left contains 137
The first big reduction in the size of electronic transistors, the one on the right has about 42 million
computers came when valves were replaced by
much smaller transistors. -~~~-~~~~- -~~~--g~~P.~.. .
If we draw a Line on a graph to represent Moore's
Law and plot the development of the number of
transistors on a microchip, we can see that Moo e
accurately predicted the development of the
microprocessors at the heart of our digital devrces
many decades into the future.

34 -
 1000000

~ Images odd meaning to the LC'xt and ore

100000
accompanied by captions. Tc;<t could flow
§
~
10000 around Images.
.5 ,... The number of fonts, font sl.::es and font colours i5
s"'"'
·;;;
1000
Umltcd; too many con be confus1ng.

;
..
c:
100 ~ The Information is logically ordered so that the
narrative flows from one point to the ne;.rL
10
~ Data, In the form of tables or graphs, Is used
to support the text If appropnate.
1 -1-----.--,--
1965 1970 1975 1980 1985 1990 19'15 2000 200~ 2010 ~ All sources of informCi tlon are cited .
Year

Commenting on your partner's ~

Use the text and imag es provided in re ort
Worksheet 3.1 to desig n a two-page report on Swap computers or share your work with o
Moore's law. The report must explain Moore's Law partner and use the comments tool to give
to students of your own age. feedback on the design of your partner's report.
You do not need to include all the text and Remember to save your partner's document
images provided. You can select whatever you when you have finished adding your comments.
think is most re levant and interesting. You can This is port of stage 4 of the design cycle.
also edit the content and may even ca rry out
your own research .
Use the questions below to help you com plete
stage 1 of the design cycle, then move on to
stages 2 and 3. Evaluate the feedback you received on your
..,.. Purpose: What does the report need to do? report and make improvements. Remember
What information does it need to give to to 'Save as' before you begin making
the person reading it and how should the improvements, so that you always have your
info rmation be presented to make it accessible partner's comments to refer back to.
to the audience? This is t he rest of stage 4 of the design cycle. It is
also stage 5 and stage 6 .
..,.. Audience: Who is th e report for? What will
the intended audi ence find attractive and
enticing?
...................................... ············ ......... ···········.
· The qualities of a well-designed report O Whose was th e low that predicted that the
number of transistors that could be etched
~ The report has a title. It cou ld also have a onto a microchip would continue to double
sub-title. every two years named after?
~ Headings and sub-headings are used to 0 Which of the following did the first general-
break up large chunks of text. purpose digital computer, ENIAC, contain·
~ Lin e spacing and margins e nsure the transistors, valves, or microchips?
content is easy to read and doesn't feel €) Which of the following do all our digital
cramped. devices today contain: transistors, valves. or
I !J I IIEillll microchips?

-
-----------------------------------------~,- 35
 4 The history of computing
Presenting the history of computing
The history of compu ting is longer than the history
of modern comp uter technology and includes early
methods and devices for carrying out calculations.

Here are four slides from a presentation about the

history of compu ting. For each slide, identify
examples of good and bod presentation design.

1-Khw rizmi 80:=8SO·AD . -

Known as the fltht-r o f tlcebr.l, tl Khwarirml

Wli •nouts:tandlnt Ptrslan mathtomatklan
and one of the first Dlrtctor~ of the tiouse of
Wisdom In B.iJ.hd~d In the urtv ninth Century

He OYervw the tr3nilatkm of 'mpon:1nt GrHk

and lndlln boob ~bout mithfmatk.s and
•stronomv Into A.rabk..
The word ·•tcorfthm' ls dertwd from hit NI'M.

.............,_ __
, .............._,_._ ---
--.-. . . . - ....

Alan Turing
k\1J)6,Wmlthtfnottieilfi.AM"l..noc.'WI"'(~I~~t'Ori~N.,.'I"'bHH.Iillltthtt~~to
tM [~ probltm', wt\ldaam. 10 be'"" u e thlont:)ul bMh h:wtocUy'l ~ lnNI ~PM. T'"'c Computer sdentJsu tre lrrY61la~tJna
~ •lfniM ~ lNtCDUW ~ '"Y IN'OWtm.l'ft«ttwtyunbwal tNmlft OtPft)tiM~ 'COtftPI,Ittt'l'
lntoanet.rtrwrw~~
completety new mtthods of
compuU11on, such as qu1ntum
computlnc.

The computer shown uSH the Sl)ln

- ____.. .,.,. . .
......
..,........ ...,___
-~
- .__. . ,._.
.,,._,. .,,._................ .........
......,__,.._.....,.._
-.---~...,_
,_..a:_~---
property of el«trons so tNt lndMdu.il
eiKttons are procenJnc and stotfnc
dot•

Thh me1ru that 1 slntle: atom an store

many p.«es of d<ltl, ~nine ttle door
for Infinite pl~llel processlnc
·-·-........--n

~~----------------------------------------
36
 Use the text and images provided in
li·H·i..!pj.!.i·i¥!.!.U.IJI.j(i-
Look at someone else's presentation and use
Worksheet 4 ·3 to design a four-slide presentation the commen ts tool to give feedback on the
for your classmates on one aspect of the history design of your partner's report In M1crosoft
of computing. The presentation should take no PowerPolnt, click on 'Rev1ew' and 'New comment'
longer than two minutes to deliver next lesson. In Google Slides, click on the 'Add comment' icon
~ou do not need to Include all the text and In the toolbor Remember to save your partner's
lmag~s provided. You can select whatever you document when you hove f1n1 shed oddmg your
thmk IS .most relevant and interesting. You can comments.
also edit the content and may even carry out This is port of stag e 4 of the des1gn cycle.
your own research.
Use th e questi ons below to help you complete
stage 1 of the design cycle, then move on to
stages 2 and 3 .

..,. Purpose: What does the presentation need

to do? What information does it need to give Evaluate the feedback you received on
to the person reading it and how should your presentation and make improvements.
the information be presented to make it Remember to 'Save as' before you begin mokmg
accessible to the audience? improvements, so you always hove your partner's
comments to refer back to .
..,. Audi ence: Who is th e presentation for? What
This is the rest of stage 4 of the design cycle. It IS
will the intended audience find attractive and
enticing? also stage 5 and stage 6.

The qualities of a well-designed presentation

~ The presentation has a title and most slides
I
have headings.
~ The same approach to design is used What do you consider to be the most
throughout the presentation. important quality of a well-designed
presentation?
~ The number of fonts, font sizes and
font colours is limited; too many can be f) True or false? The history of computing
confusing. begins with the first digital device.
~ Use of animations should add to the E) Who invented the World Wide Web7
audience's understanding not detract from it.
~ There is a strong contrast between the
background colour(s) and the font colour(s).
~ There is a good balance between text and
images and the slides ore not overcrowded.
~ Images relate to the text, can be seen
clearly and have credits.
~ Audio and video clips should be embedded
into the presentation; avoid linking to clips in
another software application.

r--------------------~ 37
 A brief history of computing
In simple terms, a computer is any person or device that carries out mathematical calculations. People
have been inventing devices to help them to compute numbers for hundreds of years. Early computing
devices were mechanical and it is only very recently that we hove come to associate the word computer
with the electronic devices that we use today.
Here are some of the milestones that make up the history of computing.

Ab,JUI\<'~. tn•mhnrJ fr,unl'~. w••rP 11;rd to r,trrv n11t

___, nMiht>m,lltr.tl ,,,ltul<tltons IJf•fort• th!' tu JlJI( numb•·r
J
~ystrm we'''·"tod.1y W<l> .Hioptr·rl

Knnwn "' thP 'lo~thPr c·f o~lq•-hr.t'. tl Y1 W.tf'!rnt wa ctrt (JIII~t.tr•ri•nfl

Per\t.lll rn,J1lwfll.t11CI.IIl II"• wore\ tlq •r•thrr't r\~<nvrd f• rn Its r•unP
'-....:,_

The f1rst personal computer, IBM's Model 5150,

was launched It was w1dely adopted by mdustry
and was cop1ed by other compantes

(computer soent1sts are 1nvest1gat1ng complete~;!

new methods of computation, such as quantum L '----'
comput1ng The computers o f the future are ltkely
to have such enormous process1ng power that they
wtll be able to perform tasks normally requtrtng
human 1ntelltgence

38 -
 5 Learning to present
The dos and don'ts of good
presentations
DO Rehearse your two mmute presentation on the
history of computing If you ore worlrmg m p01rs
or groups. dcc•de wh1ch .l1de or sl•de each of
you w1ll be presenting Worlr out what you want
to say and pract•se g1ving the presentat1on as
many t1mes as you can. Proct1ce. a~ the,J say,
makes perfect

When you hove watched each presentation, wn

Look at the audience. down your observot1ons about the des1gn of the
..,. Talk about the information on the slides. presentation and the delivery of the presentation
..,. Speak loudly and clearly. in o copy of the table below

Give the audience time to fully absorb the

information on each slide before moving on.
Keep to the time limit you've been given.

DON'T

O What is your greatest strength when g1vmg a

presentation?
e What do you need to work on when giVIng a
presentation?

..,. Stand in front of the screen.

Stand with your bock to the audience .
..,. Read the text on the slides.
..,. Talk too quickly, mumble or gesticulate too
much.
..,. Move through the slides too quickly.
Overrun the time limit you've been given.

-~---------------------------------------------J 39
 6 The future of computing
Will we be using these technologies in the future?

. . Will robot dogs provide companionship? . . Will we be able to select on item in a shop and walk
straight out with it, paying without queuing or interoct1ng
with a cashier?

. . Will drones deliver small packages to our homes? . . Will your fridge be able to tell you when food inside 1t is
about t o go off?

. . Will we hove brain chips implante d that will be able to

control computer s, including ou r mobile phones and
artificia l limbs, with no physical interaction?

~~-------------------------------------
40
~--·-- . • --- -
I
I

Predictmg the future Isn't 0

Here ore some or th .s easy os tt might seem.
c precltctlons made about the
compute! Where might computing take
'I tl11nk there is 0 world market f .
us next?
computers.' or maybe five Produce a one-page report or o three-slide
presentatron titled, 'Where mrght computrng toke
. -Thomas Watson, President of IBM, 1943
us next?' it is up to you how you Interpret the
There Is no
. 'eo son onuone
::~ w ou ld want a word 'next'. You might want to think about the
computer m their home.' next few years. the next 30 years or a ttme In the
- Ken Olsen · fo un d cr of Dtgltal
. Equipment more distant future
Corporation, 1977 The audience for your work Is anyone who has
no specialist knowledge of computer science and
the purpose Is to stimulate the1r thinking about
how computing may 1mpoct their l1ves 1n the
future. The content con be factual and based on
data and statistics or be completely imaginative.
If It is completely imaginative, it must be rooted in
computer science and be realistic.
Before you begin your report or presentation,
look back at the qualities of a well-des1gned
report on page 35 and the qualities of a well-
designed presentation on page 37.

. . Thomas
. Watson and Ke n Olsen •s pred1
.ct1ons
. were wildly
maccurate!
Is it possible to guess how computers m1ght
impact our lives in the future?

41
 All computer programs are
designed with three key
programming constructs in
mind: sequence, selection Sequencing is carried out in order. Sequencing
and iteration. . . hen a set of instructions . the wrong order, what You
This chapter introduces ~~~u:nrtc~~~ ~~;ause. if your instr~ct.ions ~~~~~a computer cannot interpr~.,
you to these constructs wan~to happen won't happen! ThiS IS ~~n like a human con. A computer
using Scratch and a instructions and work out what th~Y t~e order it is told to do lt.
range of block-based does exactly what it is told to do, In f' d the average of three
programming activities. f . tructions to In
Look at this sequence o Ins Lems with it.
Understanding them numbers. There are some prob ber 2 + number 3
will make you a better Toto l -- nu mber 1 + num The numbe rs can
problem-solver, both in Enter number 1 ~ be entered in any
everyday life and as a The total cannot nter number 3 order b ecause
computer programmer. be calculated E
-( number 2 the program is
before the Enter calculatmg the~r
numbers are Mean = Total I 3 average.
entered.
Display Mean

What is Scratch? . e bLocks of code together

Scratch is o program that allows youk ~ ~=~ programming Language
1

to solve problems. It is called a bloc - a

because you do not need to type any code.

Follow these instructions to complete your first Scratch program.

1 Go to https://scratch.mit.edu/.
2 Select 'Create'.
3 Find the following blocks to make
the cat say 'Hello (your name]' for for 0 secondl
::ll
5 seconds. Here is an example:
4 Press the flag icon to test
your program. It should
do something like this:

5 Now it's time to save your first Scratch program to your computer.
Select 'File' and choose 'Save to your computer'.
6 Let's practise loading a Scratch program from your computer.
Select 'File' and choose 'Load from your computer'. Select the
Scratch program that has been saved and click on 'Open'.

42
Use the pen extension to get the cat to draw Use the sktlls you hove
different shapes. JUSt learnt to draw o
1 Create a new Scratch program. square. This ts what you
2 • should see on the stage
'Add Extensions' icon. when your program
finishes running:

•
3 Select the 'Pen' extension

4 Locate the blocks and create the following

program:
2 Improve your program so that
the cat draws the following
shape:

This block tells the

program to do what
comes after 1t when the
green flag Is clicked.

These blocks set the 0 What is sequencing?

start location of the cat
~--- on the honzontal axis (x)
0 What would the following blocks output?
and vertical axis (y).

This block sets the

direction the cat will
face, in degrees. 0
degrees Is north on
a compass.

Th1s block deletes any

drawings on the stage.

This block puts the pen

on the stage ready
to draw.

These blocks move

the cat 200 steps
in the direction it Is
facing and then turn
the cat 120 degrees
to the left.

This block makes the

program wait for 1
second before 1t does
what the blocks below
tell it to do.

43
 Programming_in Scritch
• >.. ' ~ • • •
. ... • "" •
. , . ·· ·' · · ·· ·

2 Sequencing
It is Important to pract1se breaking down a complex Remember, If the instructions are incorrectly
problem into a sequence of instructions that the sequenced, the computer will not do what you want
computer can carry out. it to do.

Use these blocks to program the cat to

draw a hexagon. You will need to adj ust the
values in some of the blocks.

point In direction CD

. . The internal angles of a hexagon ore 120 degrees

move G ateps 2 Use the 'repeat' block to reduce the number of
blocks in your program.

tum . , G degrees

3 Refine your code further so that the cat draws

two hexagons like this:

/ pendown

.. ~sing the 'erose ~ll' block clears the stage of all the
lmes the cot prev1ously drew. Using the 'set x to' block
and !he 'se.t Y to' block sets the coordinates of the cot's
stortmg point

~~----------------------
44
Now you have learnt how to sequence
blocks to create a shape, it is time to make a
drawing made up of more than one shape. Use
sequencing to program the cat to draw th1s
house:

200
D\~ -·10 .
60

80

-----------------------
80 40 80

The only new block you will need in addition to

those you have already used is thi s one, the 'pen
up' block:

Think about:
..,_ the shapes you need to create
..,_ th e dimensions and angles of each shape
..,_ the order in which you ore going to create
each shape.

45
 ·s used it automatiCally
Variables When the as
• k' blOC k I ' ,
lled ·answer that stores
riable co
A variable is a container that temporarily holds a creates a ~a d by the user. Th1s means that
value (a number or a piece of text). Tile value can whatever 1S entere ut the answer strcught away, '
be retrieved within the program using its variable if you want to outp ate a variable. However 1t
name. This is very similar to cell references in • ed to ere '
you don t ne multiple questions and output th,
spreadsheets, where you refer to the cell reference you want to ask b the user at a later datE!
instead of the value in the cell. Information entered syeparate variable fto stor~~~­
Using variables means that if the value changes, will need to create a ron You can see why If You '
you do not have to rewrite your code because it will answer to each ques I . .
compare these two programs.
update automatically.
The content of a variable can change as the
program runs, so it might not always stay the same.

New blocks
Here are some of the new blocks that you will need
to use to work with variables in Scratch.
The 'join' block
is used to join
text together
with variables.
This is called
concatenation. Hello Peter you are 24

The fmal number you entered was

You can combine the 'say' block and the 'join' block. This line
of code would output The final number you entered
was: and then the value that is stored in the number variable.

X
The 'ask' block displays a message
and you can customise what it
says in the white area. This block
requires a response from the user.
The user has to type something in;

Hello 24 you are 24

The 'set' block sets your chosen variable to something. You have to
create your variable first, in the 'Variables' category of the palette.
In this example, the variable number is set to the value entered by
the user when answering the question in the previous block.

~~----------------------------------~ -
46
 Program the cot to ask the user their nome A chotbot 1s a program that asks o qucstton
and then output Hello, followed by the user's and then uses the answer to the question tn 1t5
nome, followed by , nice to meet you 1. next question Create a chatbot that asks f1ve
Here are the blocks you need to create the quest1ons, the quest1ons It asks ore up to vou. but
program. start w1th What is your name ? Th(' chatbot
must use the response from each quest1on to
make a comment or feed 1nto the next quest1on
At the end of the f1ve questions. the chotbot
needs to soy Thank you for talking to
me, followed by the user's nome
HINT: You will need to make use of a vonoble
to store the user's nome when 1l1s entered tn
response to the first quest1on
2 Extend your program so that the cot asks o
second question and gives an appropriate
response.

What is a vanoble?
How many vari ables ore there tn th1s code7
Here is the start of a program that should ask r What are the names of the voriobles7
five items to be added to a shopping list. At the
moment it asks for just the first item.

Create these blocks and then odd to the program

so that it asks for five items, one at a time, and
for 8 ·second~
-· -·· ,;l;i(.~ ,.i
..

then displays a message that lists all the items

entered.
HINT: You will need to create five variables, one
to store the answer to each of the five questions.

47
 Single condition selection
Selection is used to check a condition and then do
one thing 1f the condition is True and one thing if t~e li~lljW.~~~~~lls the user whether or
condition is False. In programming, this is done using
Create a prog rom that h teto use soclo
. l med"Ia
if statements and if-else statements. You may have old enoug . .
come across the IF function in spreadsheets, if-else not they ore ld to use soc1ol med1a
b 13 oro er
You need to e
statements work in exactly same way. . 13 or older, the cot should say You
.
Here is an example of an if statement. An if If the user IS h t o sign up t o soc1a1
statement does something if the condition is True.
are old e noug . not 13 or older, the cat
media. If the user IS t old enough to
are no
should soy You ial medi a .
,
s l.gn up to soc

. dition selection
CONDITION Multiple conh w you con use selection tok Checf,
CHECK: this
Is what is
We hove seen
··
° "f ou need to chec mor"'
But what 1 Y t t
one cond1t1on. n nest If-else s a ements
checked.
1
dTon? You co d
than one
inside constatements,
if-else I · s0 that multiple con 1t1or.:

DO IF TRUE: con be checked. you con check muttip~

th1s is what Below is an example of hd~~ n is True, the second
If the first con I IO
happens If conditions. . toke place.
the condition condition check Will not FIRST
Is True.
CONDITION
H ere is an example of an if-else statement. An
CHECK.
if-else statement performs on~ ~cti~n t~~ will not
:f
condition is True and another If It IS a se,
perform both actions. CONDITION
....::::.=:...:.::__r==~----= F FIRST

CHECK: th1s
is what is
checked.
/ / SEC::~~N''
/ CONDITION CHECr
this is checked on~
DO IF TRUE: 1f the first cond1t1on
this is what is False.
happens if
the condition DO IF TRUE: II sIS

is True. what the pro am

will do if the st
DO IF condition is F se
FALSE: and the see~ d
this is what cond1tion is e
happens if
the condition DO IF FALSE I rs
is False. what the prog "T1
will do 1f the 1
condition is F e
and the seco
condition is F

48
 What Is selection?
Program a computer game where you co
What would this program output if the age
gemstones. Each gemstone is worth 50
experience points (XPs). The program sl1ould: entered was 161

• ask the user how many experience points

(XPs) they started with
• ask the user how many gemstones they
collected
• calculate how many XPs they got from
collecting the gemstones
• add the number of XPs they got from
collecting the gemstones to the number of
XPs they started with
for 0 aec:onda
• check to see if the total is more than 1000
• if the tot al is more than 1000 , say Well
done you have l e velled up!
• if the total is not more than 1000, say You
didn ' t get enough experience
p oints to level up. Sorry!
2 Improve your program so that. if the user does
not have enoug h points to level up, it tells
them how many points they need. You will
need to:
• calculate how many points they need. This
is done by subtracting the total number of
points from 1000
• add the number of points they need into the
message that says they didn't get enough
points to level up. The message should so y:
You didn' t get enough experience
p oints to level up. You needed
[number of points] more points.
3 The game has been updated so that you ca n
level up twice. To level up twice, you need to
collect a total of more than 2000 XP points
and the cat will say Wel l done you have
l evelled up twice! If you d on't get more
than 2000 points, you can still level up once
with 1000 points.
HINT: You will need to nest a n if-else
statement inside an if-else statement, so you
con check.more than one condition.

-----------------------------------------------------------------------------------.r 49
 5 Selection and logical operators
ith more than one 1f-else stateme
compl1cote d • W r'lt
Logical operators
Logical operators return a Boolean value, a value
that can be only True or False. There are three
logical operat ors that can be used in programming
to help determine what a program should do: AND,
OR and NOT.

T~e .ANI?.opera~~r .
The AND operator allows for two conditions to be
checked. For it to return True, both conditions must
be tru e. H ere ore some examples:
uy - for 0 second•

M!' ·illl~tU • ~\TJiil.j lilmlll

(10 > 12) AND (15 > 10) Folse Only one condition
Is true. 10 is not
more than 12.
(A =A) AND (C = C) True Both conditions ore
true.
(5.5 < 3) AND (G =F) Folse Both conditions ore
false.
·-
Here is an example of AND being used in Scratch. The OR ope.r.~t~.r
······················ 00
• 00

If 1 2 0 is entered, the program would say FALSE The OR operator allows for two condition s to be
because 120 is more than 50 but it is not less than checked. For it to return True, a t least one condit1or
100 so both conditions are not met. If 67 is entered,
must be true. Here ore some examples:
the program would say TRUE because 67 is more
than 50 and less than 100 so both conditions are met. Statement Retu;of" Reaso~ - .~
(10 > 12) OR (15 > 10) True At least one
cond1tion is met. lS1s

(A = A) OR (C = C) True
more than 10.
Both conditions ore
true.
-
(5.5 < 3) OR (G = F) Folse Both conditions ore
false.

Here is on example of OR being used in Scratch.

If 12 0 is entered, th e program would say TRUE
because 120 is more than 50 and it doesn't matter
if it isn't less than 100 because only one condit1on
needs to be met. If 67 is entered, the program
Using logical operators makes programs simpler would soy TRUE because 67 is more than 50 a d
and easier to follow. Here is th e some program less than 100 and at least one condition needs :o
be met.
without a logical operator. You con see that it is more

~~------------------------------------~
50