Download Cambridge primary computing learner's book stage 2 roland birbal online ebook textbook full

Cambridge Primary Computing Learner's Book Stage 2 Roland Birbal

Visit to download the full and correct content document: https://ebookmass.com/product/cambridge-primary-computing-learners-book-stage-2roland-birbal/

More products digital (pdf, epub, mobi) instant download maybe you interests ...

Cambridge Primary Computing Learner's Book Stage 3 1st

Edition Roland Birbal

https://ebookmass.com/product/cambridge-primary-computinglearners-book-stage-3-1st-edition-roland-birbal/

Nelson English: Year 2/Primary 3: Pupil Book 2 Wendy

Lindsay

https://ebookmass.com/product/nelson-englishyear-2-primary-3-pupil-book-2-wendy-lindsay/

Nelson English: Year 2/Primary 3: Workbook 2 Sarah Wren

https://ebookmass.com/product/nelson-englishyear-2-primary-3-workbook-2-sarah-wren/

Black Rain: The Complete Series : Books 1 & 2 1st

Edition Roland Carlsson

https://ebookmass.com/product/black-rain-the-complete-seriesbooks-1-2-1st-edition-roland-carlsson/

The

Complete Berserker Bounty Hunter : Omnibus Edition

Books 1 & 2

Roland Carlsson

https://ebookmass.com/product/the-complete-berserker-bountyhunter-omnibus-edition-books-1-2-roland-carlsson/

Nelson English: Year 1/Primary 2: Pupil Book 1 Wendy Wren Sarah Lindsay

https://ebookmass.com/product/nelson-englishyear-1-primary-2-pupil-book-1-wendy-wren-sarah-lindsay/

Burnsu2019 Pediatric Primary Care E-Book

https://ebookmass.com/product/burns-pediatric-primary-care-ebook/

Chemistry in Focus (Year 12 Student Book), 2nd Edition

Roland Smith

https://ebookmass.com/product/chemistry-in-focus-year-12-studentbook-2nd-edition-roland-smith/

Complete Physics for Cambridge Secondary 1 Student

Book: For Cambridge Checkpoint and beyond Reynolds

https://ebookmass.com/product/complete-physics-for-cambridgesecondary-1-student-book-for-cambridge-checkpoint-and-beyondreynolds/

The Cambridge Primary Computing series consists of a Learner’s Book, Boost eBook and Teacher’s Guide with Boost Subscription for each Cambridge Primary stage.

Learner’s BookBoost eBookTeacher’s Guide with Boost Subscription

Stage 1 (ages 5–6)

Stage 2 (ages 6–7)

Stage 3 (ages 7–8)

Stage 4 (ages 8–9)

Stage 5 (ages 9–10)

Stage 6 (ages 10–11)

978139836856997813983681709781398368125

978139836857697813983682179781398368354

978139836858397813983682489781398368415

978139836859097813983682799781398368422

978139836860697813983683099781398368460

978139836861397813983683309781398368507

* Age ranges are for guidance only

To explore the entire series, visit www.hoddereducation.com/cambridge-primary-computing

Activity box

Look at the picture on the cover. Work in pairs and answer the questions.

1 The children are creating a dance routine. What programme could you use to record it?

2 What would the algorithm for the dance look like?

3 Can you write out the algorithm for each dancer to get to their starting spot on the stage?

Cambridge Primary

Computing

Cambridge Primary Learner’s Book 2

Computing

Roland Birbal

Carissa Gookool

Michelle Koon Koon

Nazreen Mohammed

Michele Taylor

Series editor: Roland Birbal

Endorsement indicates that a resource has passed Cambridge International’s rigorous quality-assurance process and is suitable to support the delivery of a Cambridge International curriculum framework. However, endorsed resources are not the only suitable materials available to support teaching and learning, and are not essential to be used to achieve the qualification. Resource lists found on the Cambridge International website will include this resource and other endorsed resources.

Any example answers to questions taken from past question papers, practice questions, accompanying marks and mark schemes included in this resource have been written by the authors and are for guidance only. They do not replicate examination papers. In examinations the way marks are awarded may be different. Any references to assessment and/or assessment preparation are the publisher’s interpretation of the curriculum framework requirements. Examiners will not use endorsed resources as a source of material for any assessment set by Cambridge International.

While the publishers have made every attempt to ensure that advice on the qualification and its assessment is accurate, the official curriculum framework, specimen assessment materials and any associated assessment guidance materials produced by the awarding body are the only authoritative source of information and should always be referred to for definitive guidance. Cambridge International recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement of their students’ needs.

Cambridge International has not paid for the production of this resource, nor does Cambridge International receive any royalties from its sale. For more information about the endorsement process, please visit www.cambridgeinternational.org/endorsed-resources

Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary. Visit www.cambridgeinternational.org/primary to find out more.

Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.

Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser.

Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in well-managed forests and other controlled sources. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.

Orders: please contact Hachette UK Distribution, Hely Hutchinson Centre, Milton Road, Didcot, Oxfordshire, OX11 7HH. Telephone: +44 (0)1235 827827. Email education@hachette.co.uk. Lines are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message-answering service. You can also order through our website: www.hoddereducation.com

© Roland Birbal, Carissa Gookool, Michelle Koon Koon, Nazreen Mohammed, Michele Taylor 2023

First published in 2023 by Hodder Education

An Hachette UK Company

Carmelite House

50 Victoria Embankment London EC4Y 0DZ www.hoddereducation.com

Impression number 10 9 8 7 6 5 4 3 2 1 Year 2027 2026 2025 2024 2023

All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, www.cla.co.uk

Cover illustration by Lisa Hunt from Bright Agency

Illustrations by Vian Oelofsen, Stéphan Theron

Typeset in FS Albert 17/19 by IO Publishing CC

Printed in Slovenia

A catalogue record for this title is available from the British Library.

ISBN: 9781398368576

How to use this book

Get started! Talk about the new topic with a partner or small group.

You will learn: A list of things you will learn in the unit.

Warm up

You will need a sheet of paper. Follow the instructions below.

1 Draw a rectangle.

2 Draw a triangle over the rectangle.

3 In the rectangle, draw three small squares.

• Show your drawing to your classmates.

• Do your pictures look different?

The instructions are to draw an object. Your teacher will show you. Talk in groups. Why are some people’s drawings different?

Do you remember?

Before starting this unit, check that you:

• know what an algorithm is

• can follow an algorithm

• know that the order of instructions is important

• know that algorithms are used to write code.

In this unit, you will use ScratchJr. There is an online chapter all about ScratchJr.

Get started!

Look at the following instructions. They are for the game ‘Simon says’.

1 Which instructions are clear?

2 What is missing in the instructions?

❶ Simon says, “Move 4 steps forward”

❷ Simon says, “Move”

❸ Simon says, “Run”

❹ Simon says, “Clap your hands two times”

❺ Simon says, “Run to the tree”

You will learn:

• that an algorithm is a precise set of instructions

• that programs tell computers what to do

• how to write programs from algorithms.

In this unit, you will learn about algorithms and programs.

Warm up: An offline activity to start your learning.

Do you remember? A list of things you should know before you start the unit.

Learn

Computer devices look different. However, they are all made from hardware and software

Hardware

Hardware are the physical objects that make up a computing device. Here are some examples of hardware:

This processor is hardware. It is hidden inside all computing devices. You cannot see it, but a computing device cannot work without it.

Mia uses a keyboard to write a letter to her friend on the computer. The keyboard is hardware.

Zhu can use headphones to listen to music on her smartphone. Headphones are hardware.

Practise: Answer questions to learn more and practice your new skills.

How to use this book

Learn: Learn new computing skills with your teacher. Look at the instructions to help you.

Practise

For these questions, use the website your teacher gives you. 1 Use data from the table to make a bar graph.

NameFavourite fruit

ZaraBanana

VitiBanana

DavidOrange

Jack Orange

AnnayOrange

SaraBanana

LiamApple

Hint: First, count the data. Put it in a table or tally chart, like this:

Favourite fruitNumber of people

Banana 3

Orange Apple

Go further: Activities to make you think carefully about computing.

Challenge yourself!

1 Start a new project. Add the correct code from the Go further activity to the Seahorse character.

2 Add a Fish character.

3 Create a program for the Fish to match this algorithm.

Step Instruction

❶ Start on Green Flag

❷ Say “Hi Seahorse”

❸ Move right (6)

❹ Move left (2)

❺ Play Pop sound

❻ Repeat steps 3 to 5 two more times

➐ Stop program

4 Add the Starfish character to your project.

Test your code to see if you get the correct results.

Go further

1 Liam is getting dressed for school. What is the error in the algorithm?

Step ❶ Put on T-shirt

Step ❷ Put on trousers

Step ❸ Put on shoes

Step ➍ Put on socks

Computational thinking

What are some additional steps to get dressed if it is winter time? Write a new algorithm to get dressed during winter.

2 Here is an algorithm for a Seahorse character.

Step Instruction

❶ Start on Green Flag

❷ Move up 4

❸ Move up 4

❹ Shrink by 2

❺ Shrink by 2

❻ Shrink by 2

➐ Stop program

5 Add the code below to the Starfish and run it.

7 Run your final program.

6 Change the code for the Starfish so it uses the Repeat block. The new code should get the same results.

Which program does the same thing as this algorithm?

My project

1 Look at the algorithm to get out of a maze. It has one error. What is the error? How would you correct it?

Algorithm

Move right (2)

Move up (3)

Move right (4)

Move up (1)

2 Think about the things you do every night when you go to bed. Write an algorithm for going to bed. Include all the things you do in the correct order.

3a Create a program from the algorithm below for the Basketball character Use the Repeat block.

Step Instruction

❶ Start on Green Flag

❷ Jump (1)

❸ Move right (2)

❹ Jump (1)

❺ Move right (2)

❻ Jump (1)

➐ Move right (2)

➑ Stop program

Include the start and end steps in your algorithm.

Did

you know?

How to use this book

My project: A longer activity at the end of the unit to test the skills you have learnt so far.

What can

The Mars Climate Orbiter was a spaceship.

b Run your code and check that you get the correct results.

you do?

Computational thinking

Step Instruction

❶ Move right

❷ Move

Move

Find out how much you have learnt and what you can do.

Complete the algorithm in the table below with the steps to get the mouse to the cheese.

❹ Move (2)

A bug in the program controlling the spaceship caused an error. The mission could not be completed!

Did you know? Learn about interesting facts and information.

What can you do?

Read and review what you can do.

✔ I can find and correct errors in algorithms.

✔ I can identify the steps to perform tasks.

✔ I can create programs that use the repeat command.

Good job! Now you can create algorithms and programs that repeat instructions.

Keywords

Computational thinking: A task that tests your computational thinking skills.

output: the results of an algorithm input: the data that is given to an algorithm

Keywords: Understand new computing words. The Glossary at the end of the book also lists all of these words.

Be a game developer Unit 1

Giving instructions

Get started!

Look at the following instructions. They are for the game ‘Simon says’.

1 Which instructions are clear?

2 What is missing in the instructions?

❶ Simon says, “Move 4 steps forward”

❷ Simon says, “Move”

❸ Simon says, “Run”

❹ Simon says, “Clap your hands two times”

❺ Simon says, “Run to the tree”

You will learn:

• that an algorithm is a precise set of instructions

• that programs tell computers what to do

• how to write programs from algorithms.

In this unit, you will learn about algorithms and programs.

Warm up

You will need a sheet of paper. Follow the instructions below.

1 Draw a rectangle.

2 Draw a triangle over the rectangle.

3 In the rectangle, draw three small squares.

• Show your drawing to your classmates.

• Do your pictures look different?

The instructions are to draw an object. Your teacher will show you. Talk in groups. Why are some people’s drawings different?

Do you remember?

Before starting this unit, check that you:

• know what an algorithm is

• can follow an algorithm

• know that the order of instructions is important

• know that algorithms are used to write code.

In this unit, you will use ScratchJr. There is an online chapter all about ScratchJr.

Algorithms Be precise

Learn

An algorithm is a precise set of instructions. The instructions need to be in the correct order. An algorithm that is not precise can lead to the wrong result. In the Warm up, you were asked to draw a house. However, the instructions were not precise. Here are two algorithms for making a chocolate milkshake.

Algorithm 1

Step Instruction

❶ Pour milk

❷ Add chocolate powder

❸ Stir

Algorithm 2

Step Instruction

❶ Pour milk in glass

❷ Add 1 spoon of chocolate powder

❸ Stir for 1 minute

Which algorithm is more precise?

Hint: Which instructions are clearer?

Keyword precise: exact, clear and correct

Practise

1 Choose all the words that describe an algorithm.

2 Here are two algorithms to prepare a bowl of cereal with milk. Choose the algorithm that is more precise. Algorithm 1 Algorithm 2

Step Instruction

❶ Get cereal

❷ Pour cereal

❸ Pour milk

Step Instruction

❶ Get bowl, cereal and milk

❷ Pour cereal in bowl

❸ Pour milk in bowl

3 Help Kai get home. Complete this algorithm. Two instructions are missing. Add the most precise instructions.

Step Instruction

❶ Start

Move up

Go to the right 11 steps

Walk right

Stop exact unclear wrong clear correct

Move up 6 steps

Programs and algorithms

Giving instructions

Learn

An algorithm is a precise set of instructions to complete a task. A program is a set of instructions that a computer understands. An algorithm must be turned into a program for a computer to run it.

A computer carries out a task by following program instructions.

A program is created when each step in an algorithm is changed into code The algorithm below moves an object 12 steps right.

Algorithm

Step Instruction

1: Be a game

The instructions in a program must be precise. This is because computers are machines. They follow instructions.

Start on Green Flag Stop

Move right 12 steps

We can use the algorithm to create a program in ScratchJr.

Did you know?

Computer games are examples of programs!

Keywords program: a set of instructions for a computer code: the instructions in a program

Practise

1 Say if the sentences are true or false.

Sentences True/False

a Computers can think on their own.

b Instructions for a computer must be unclear.

c Computer games are examples of programs.

d A computer follows a program to do a task.

2 Which ONE of the two options can a computer carry out?

Step Instruction

Start on Tap

Move right (11)

Move up (6)

3 Look at the algorithm and code below.

Algorithm Code

Step Instruction

❶ Start on Green Flag

Move right (11) ❸ Jump (2)

Stop program

a Does the code match the algorithm?

b Give a reason for your answer.

Stop program Yes No

Coding Algorithms to programs

Learn

To produce a program, we must write an algorithm. Each step in the algorithm is changed to code. Let us look at this task. We want the Whale to spin around. We want it to do a full right spin. There are FOUR steps to create the program.

Step 1: Break the task into smaller tasks.

• Add a Background.

• Add one character: the Whale.

• Add one main action – the Whale spins around. Look at the algorithm for the Whale in Step 2.

It is good to write an algorithm before writing code.

Step 2: Write an algorithm for the task

This is an algorithm for the Whale to do a full right spin. The Whale spins when tapped.

Step Instruction

❶ Start on Tap

❷ Spin right (12) 12

❸ Stop program

Step 3: Match a block of code to each instruction in the algorithm

Here is the program for the Whale to make a full spin.

Step Instruction ❶ Start on Tap

❷ Spin right (12) 12

❸ Stop program

Remember the blocks must be joined.

Step 4: Run the program

Tap on the Whale to see if it does a full right spin.

Practise

We will create a program for the Whale to do a full left spin.

1 Look at the algorithm for the Whale character.

Whale algorithm

Step Instruction

❶ Start on Green Flag

❷ Spin left (12) 12

❸ Stop program

a Open ScratchJr.

b Add a Background like this.

c Add the Whale character.

d Choose the correct blocks of code to match the algorithm.

2 Add the blocks of code for the Whale in ScratchJr.

3 Run your code. Does the Whale spin left?

Run the program. The Whale should do a full left spin.

Go further

1 Here are two algorithms for a Crab. The Crab should:

• spin around 2 times

• say “I am dizzy!”

Which algorithm is more precise?

Crab algorithm 1

Step Instruction

Start

Spin

Talk

Stop

Crab algorithm 2

Step Instruction

Start on Tap

Spin right (24)

Say “I am dizzy!”

Stop program

2 Choose the correct blocks of code to match this algorithm. One step is done for you.

Algorithm Program

Step Instruction

❶ Start on Tap

❷ Spin right (24) 24

❸ Say “I am dizzy!”

Block of Code

❹ Stop program A

3 Create the program in ScratchJr.

a Open ScratchJr.

b Add a Background as shown.

c Add the Crab character.

d Add the blocks of code you chose in question 2.

e Run the program.

Challenge yourself!

Algorithmic thinking

1 Clara follows this path to her house.

Complete the algorithm for Clara. Choose the correct numbers to fill in the blanks for Steps 4 and 5.

1 2 3

Algorithm

Step Instruction

Start on Green Flag

2

Here is an algorithm for a girl to:

• jump

• do a full spin and

• say “I did it!”

Step Instruction

❶ Start on Green Flag

❷ Jump (3)

❸ Spin right (12)

❹ Say “I did it!”

❺ Stop program

Block of code

Choose the correct blocks of code to match the algorithm.

3

Create a program in ScratchJr.

a Open ScratchJr.

b Add a Background as shown.

c Add a Child character.

d Add the blocks of code you chose in question 2.

e Run the program.

My project

1 Work in groups.

Which algorithm is more precise, Algorithm 1 or Algorithm 2?

Algorithm 1 Algorithm 2

Step Instruction

❶ Start on Tap

❷ Move up 5 steps

❸ Spin right (12)

❹ Spin left (12)

❺ Move right (10) ❻ Stop program

Step Instruction

Move up

Turn

Turn

Move right

Stop program

2 Which program matches Algorithm 1?

3 Create a program in ScratchJr.

a Open ScratchJr.

b Add a Background like this.

c Add the Pilot character.

d Add the blocks of code you chose in question 2.

e Run the code.

4 Open the program that was created in question 3. Add a Chicken character like this.

The Chicken must do the following when tapped.

• Say “Help!”

• Move right (13)

• Jump (2)

• Stop

a Use the algorithm to select and join the correct blocks for the program.

b Run the program.

Did you know?

Scratch and ScratchJr are named after a way of making music called ‘scratching’.

What can you do?

Read and review what you can do.

✔ I know an algorithm is a precise set of instructions.

✔ I know that programs tell computers what to do.

✔ I can write a program in ScratchJr.

Awesome job! Now you know more about algorithms and programs.

Be a data analyst Unit 2

Categorical data

Get started!

We can show data in pictures.

Work with a partner.

1 Point to the bar graph.

2 Point to the pictogram.

3 What do the charts show?

You will learn:

• about storing data and information on computers

• how to use a computing device to present data

• about collecting data for a reason.

Hint: Which graph has bars? Which chart has pictures?

In this unit, you will learn about grouping data.

Warm up

1 Work in pairs. Put the animals in the correct boxes. An animal can be in more than one box.

Water animals

Land animals

Animals that fly

2 Can you think of any other ways to group the animals?

Do

you remember?

Before starting this unit, check that you:

• know that computing devices can answer questions

• know that computing devices can sort and organise data

• know that computing devices can record data

• know about data tables.

Computer data storage

Advantages

Learn

Computers can store data and information. This is a good idea because:

1 Computers can store lots of data.

2 Searching for data is quick and easy.

3 The data can be presented in different ways such as graphs and charts.

4 Data can be shared across computers.

5 Data can be added or changed using a computer.

6 It is easy to copy data. This means data can be replaced if it is lost. A copy of data is called a backup.

Keyword backup: a copy of data that is stored in a safe place

Practise

1 Say if the statements are true or false.

Statement True or false?

a Making changes to data on a computer is hard.

b Data can be shared across computers.

c It is hard to copy data on computers.

2 Circle the picture that shows a faster way to find a book at the library.

3 Circle the picture that shows the best way to store lots of data.

4 Circle the picture that shows the easier way to get graphs and charts.

Data

Presenting data in groups

Learn

bar graph

Some data can be put into groups. For example, data about eye colour can be put into four groups: amber, green, blue, brown. Software is used to present data in different ways. Data can be shown as a bar graph or pictogram. NameFavourite colour

pictogram

We can present the data in this table as a bar graph or a pictogram.

Keyword present: to show