At the end of this lesson students will be able to:
Here is some of the new vocabulary we will be learning in this lesson.
Can anyone tell me what __________ means?
Let me show you the coding blocks we’re going to be using in this lesson.
The blocks we will be learning about in this lesson are 'point towards', 'apply impulse', and ''apply impulse at degrees' blocks.
Now it's time to get started.
In this puzzle we need to get the rocket to the platform safely by using the arrow keys and avoiding the blackhole.
Take a few minutes to see if you can figure out the solution to the puzzle then we'll work through the puzzle together as a group.
What should the impulse strength be set at for each of the arrows?
Yes. It should be set at 40. Are there any questions?
What angle value should be placed in the 'apply impulse' block when the right arrow is pressed?
Yes. The value should be set to 90 degrees so the rocket is pushed to the right when the right arrow is pressed. Are there any questions?
In this lesson we learned how to program actors with impulses so they can act as projectiles. We also learned how to control the impulse strength and direction of the impulses?
How did you enjoy learning how to add impulses to your projects in order to create projectiles?
How can you practice the skills you learned in this lesson? Maybe you can design a simple game that shows a basketball player shooting a ball into a hoop? Can you set up the ball so it looks like it's coming from the basketball player? What kind of impulse do you need to apply to make the basket go through the hoop? Play around with different impulse strengths and directions to see if you can get the game to work. When you are done, save your work and share it with your classmates.
Now that you know what impulses are, see if you can notice them happening as you go through your day?
UK equivalent grade/class - Year 7 +
Key Stage 2
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
Key Stage 3
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
use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures (for example, lists, tables or arrays); design and develop modular programs that use procedures or functions
understand simple Boolean logic (for example, AND, OR and NOT) and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers (for example, binary addition, and conversion between binary and decimal)