Module 1: Challenges in Core Concepts (Integrated Mathematics)

This module consists of five challenges, each of which presents several programming concepts and then challenges the student to solve a coding problem by applying these very concepts. A fantastic aspect of Scratch is that in it’s very DNA coding are contained three important mathematical algebraic principles, present in every single mathematical curriculum from year 6 to year 10. We are more deeply exploring the Cartesian plane across which the Scratch Sprites move and the variables that keep score and object location in Scratch games. We are also investigating equations which are necessary to bring realism to the movement of objects.

Module 2: Open Ended Activities

After learning the fundamentals in Module 1, a whole new world of possibilities opens up. Each lesson in this module takes students to the brink of creating a playable game in Scratch and leaves them with a set of improvement suggestions that would take the game to the next level of playability. The idea here is that each student in class can complete a different amount of upgrades and in a different fashion. There is no finishing line and there is an infinite potential for improvement. In a way, this ensures that advanced students don’t sit around and wait for the next lesson (low entry – high ceiling).

Module 3: Advanced Concepts

When students arrive at this module, they are comfortable with Scratch. They begin to make a brilliant realisation that an advanced concept is simply three or four basic concepts put to use all together at one time. So, some examples of what we cover in this module are:

1. Projectile Motion equations which are brought to life in a doughnut shooting game.

2. Zero G Equations (Newtons Laws of Motion) which are brought to life in a spaceship which moves just like objects do in outer space

3. Custom Blocks which amount to functions with parameters which are used to create a program that simulates fireworks

Module 4: Complex Problems

In order to maximise students’ potential and achieve a level of excellence students need to take on big challenges which in all likelihood will not be solved at the first attempt. After all, professional mathematicians do not spend their day solving easy math problems. Rather they spend most of their time taking on world changing difficult problems, often without success. Still, it is this experience of pushing your limits and attempting amazing things that is so much fun and helps those who do it to become a little smarter every day! In this module, you have three complex problems to choose from. We recommend you cover at least two.

Option 1: Ski Racing Game

Setting up ski races is something that could be performed really well by a computer program. We have some 40-60 sets of gates that the skier has to go through. These need to be positioned at different angles and distances, which we can do using random number ranges. Then there is an issue of the skier; here the students learn how to perform two different movement dynamics (mouse following and arrow activation). The main goal of the students is to fine tune the game dynamics and find a way to measure and record the times of the skiers so that they can challenge their friends to beat their best times.

Option 2: Fruit Slicing Game

What if you could interact with Scratch by waving your hands around? Well you can, and all you need is an ordinary webcam! Scratch has a way of measuring the movement of your hands and any other object you bring into the room being viewed by the webcam. The game you will see is similar to the popular game called Fruit Ninja, but it’s a whole lot more fun to wave your hands around than swipe a phone screen. The ultimate goal is to slice up a specific number of apples and oranges.

Option 3: Physics Engine

This is the hardest challenge, designed for the students who are doing really well with coding and also enjoying the integrated mathematics. The idea here is that every popular 3D game uses physics to simulate the real world and make the game feel realistic. This is precisely what the students will be asked to do with a ball object which should bounce off the walls in natural arcs and eventually come to rest. Once this big challenge is solved, students can easily create realistic soccer or volleyball games