G2_Main_T2_CMS by Uolo

Computer Science

About the Book This book embodies the principles outlined in the National Education Policy (NEP) 2020. It unveils the world of computer science through a unique and captivating pedagogical approach—seamlessly integrating curriculum content into the mesmerizing adventures of Mel and Conji, fictional figures hailing from the enchanting world of Avora. Our aim is to prepare learners for the dynamic and technology-driven landscape of the 21st century, equipping them with the essential skills they need to thrive in an ever-evolving world.

(TERM II)

Special Features • Explore More: QR codes to explore an exciting application of the concept. This element builds curiosity in children and helps them grasp concepts through digital visual aids. 2

• Discuss: Questions to trigger engaging group discussions in the classroom. • Think and Tell: Probing questions to stimulate thinking at an individual level. • Did You Know? Interesting facts related to the application of a concept. • Points to Remember: Chapter end summary. • Do It Yourself: Milestone exercises to practice specific concepts. • Chapter Checkup: A pool of questions catering to all topics and skills covered in the chapter.

About Uolo Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

Singapore

Gurugram

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Bengaluru

hello@uolo.com �205

NEP 2020 based

ICSE compliant | Technology powered

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ICSE

COMPUTER SCIENCE Grade 2 Term II

Lost and Found

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Foreword

Standing at the forefront of the digital and AI revolution, the importance of coding and computational skills has reached unprecedented heights. In today’s professional landscape, whether it’s in the fields of medicine, space exploration, education, science, or business, no sector remains untouched by this transformative wave. To not just survive but thrive in the 21st century, basic computer literacy is no longer sufficient. Learners must evolve into “digital natives” who can fluently read, write, and communicate in the languages that machines and AI comprehend. Recognizing this imperative, the National Education Policy of 2020 (NEP 2020) has strongly recommended the integration of coding skills, computational thinking, critical analysis, and problem-solving abilities into the curriculum. Moreover, forward-looking subjects like AI, Data Sciences, Computer Applications, and IT have been introduced as elective subjects from grade 9 onwards. It wouldn’t be surprising if further transformative measures are taken even at the elementary education level. Uolo has introduced an innovative 360-degree program for a coding-focused computer science curriculum, known as Tekie, spanning grades 1 to 8. Tekie is a significant stride towards STEM education that aims at making learners future ready—enabling them with skills needed in the ever-changing, technology-driven, and dynamic 21st-century world. Tekie adopts a captivating and engaging approach to learning, in line with the recommendations of the NEP 2020. The curriculum is ingeniously woven into the thrilling adventures of Mel and Conji, fictional characters from the enchanting land of Avora. The Mel and Conji series epitomizes a modern method of acquiring Computer Science knowledge and honing coding skills and computational thinking. Tekie is a technology-empowered curriculum that encompasses a few key components: • • • •

Main Content Books: These introduce learners to the theory of computer science and the tools used in the field. Topics in AI are also covered, along with experiential and curiosity-based learning resources. Coding Book: Specifically designed to nurture coding skills, this booklet aligns with the experiential and contextual learning approach of the curriculum, fostering critical thinking and problem-solving abilities.

Animated Learning Videos: The program is powered by high-quality animation-based learning videos that deliver learning in an engaging manner. Teacher Manual: This valuable resource supports classroom instruction, ensuring that educators can effectively deliver the curriculum.

Welcome to the captivating realm of Tekie! We hope you relish this educational journey as it equips you with the tools you need to thrive in the exciting and ever-changing world of the 21st century.

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Key Chapter Elements Each chapter has been divided into two key sections. Section A: Story-based Comic In every grade, students embark on an immersive experience in the “Adventures of Mel and Conji”. Within each chapter, in the initial section (Section A), the story unfolds, enveloping learners in an exciting journey. Through the story, students actively connect with fundamental concepts in the realm of Computer Science. Section B: Computer Science Concepts This section of the chapter focuses on the essential academic content. It provides the learning goals and assists teachers in their classroom instruction. This section also includes the following academic assets: QR codes to explore an exciting application of the concept.

HOTS questions to trigger engaging group discussions in the classroom.

Discuss!

This element builds curiosity in children and helps them grasp concepts through digital visual aids.

Is a smartphone like a computer?

Explore More! Interesting facts related to the application of a concept.

Scan this QR code to learn other quick ways to turn off a computer.

Did You Know?

Charles Babbage is known as “the Father of Computers.” This is the chapter summary. It enables learners to glance through all key concepts covered in the chapter.

Probing questions to stimulate HOTS at individual level.

Think and Tell

What are some things you like to do on a computer?

Milestone exercises to practice specific concepts.

A pool of questions catering to all topics and skills covered in the chapter.

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Introduction to Avora

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Places in Avora

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Meet the Characters

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Contents

Main Book

Colouring Drawings �� 1 

Colouring a Shape



More Tools in MS Paint

AI—The Robots �� 17 

Introduction to Robots



High-tech Robots in Our World

Block Coding

Introduction to Coding �� 23 

Block-based Coding



About Code.org



Command



Sequence



Algorithm



Tour to Puzzle Code Studio

Introduction to Sprite �� 37 

Sprite Lab



Creating a Scene



Adding Behavior

Events and Actions �� 54

Loops �� 66 

Repeat Loop

Debugging �� 77

viii

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Chapter 1 • Colouring Drawings

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Colouring a Shape In the last chapter, we learnt about MS Paint. We drew interesting shapes like squares, circles, and triangles. In this chapter, we will learn how to add colours to our shapes. MS Paint has fantastic tools to make our pictures colourful and exciting.

Did You Know?

Long, long ago, people drew on cave walls using rocks and colours found in nature.

Outline and Fill Options These steps will help us colour the shapes we have drawn. 1. Open your drawing that you had made in MS Paint. house - Paint

Chapter 1 • Colouring Drawings

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2. Go to the Shapes tool.

3. Select a shape of your choice.

4. Click on the Outline option.

5. Choose a colour to outline. The colour you choose will be the colour of the outline of your star shape.

6. Click the Fill option. The colour your choose will be the colour that is filled inside the star shape.

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7. Choose your favourite colour.

8. Fill in the shape by clicking in the area you want coloured. Here, you will click inside the star shape.

Explore More!

Doodle art: Doodle art means drawing without a plan. Find out more about doodle art here!

Discuss!

What shapes would you use to draw the windows, doors, and roof of your house?

Chapter 1 • Colouring Drawings

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Do It Yourself 7A 1

Colour the rainbow with beautiful colours.

More Tools in MS Paint Let us learn about some tools in MS Paint. They help us to draw and make colourful pictures on the computer.

Fill The Fill tool helps us add beautiful colours to our drawings. Let us try to colour the house using this tool!

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Steps to fill the colour in your selected object: 1. Click on the Fill tool and then select the colour of your choice.

2. Colour the windows.

In the same way, colour all the other parts of the drawing you made.

Now, your drawing will be bright and beautiful.

Think and Tell

What did you like the most about MS Paint, and why? Chapter 1 • Colouring Drawings

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Text This tool helps us to put alphabets and numbers in our drawings. Steps to use the Text tool: 1. Click on the Text tool.

2. Then, select any colour from the Colors palette.

3. Click where you want to write and start typing.

Eraser The Eraser tool is used to remove mistakes in our drawings. Steps to use the Eraser tool: 1. Click on the Eraser tool.

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2. Move the mouse pointer to the text which you want to remove.

3. Start erasing the text by moving the tool on the area with your left mouse button pressed.

Color Picker The Color picker tool is a very interesting tool. It allows us to ‘pick’ the colour of an object without going into the colour section.

Color picker Tool

Let us learn to use it. Imagine you want to select the same blue colour that this circle has. 1. Click on the Color picker tool.

2. Take the tool to the same place where the blue colour is.

3. Click on the blue area. You will notice that the blue colour has been selected. Now, you can take the mouse pointer to the area where you want to fill in this colour and click to fill the same selected colour.

Chapter 1 • Colouring Drawings

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Brushes Brushes help you make different lines, shapes, and textures, just like real paint brushes. 1. Click on the Brushes tool.

2. Select the option that you want to use.

Do It Yourself 7B 1

Write T for True and F for False. a

We use the Fill tool to correct our mistakes while drawing.

We use the Text tool to insert numbers and alphabets in our drawings.

Imagine you have a pink figure. If you want to draw a circle of the same pink colour, you can use the Color picker tool.

The Brushes tool can only draw bold strokes, not thin strokes.

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Points to Remember 1

In MS Paint, we can colour shapes to make them beautiful.

We can use the ‘Outline’ and ‘Fill’ options to add colours.

With the Color picker tool, we can choose a particular colour for drawing.

In MS Paint, we can fix mistakes with the ‘Eraser’ tool.

Brushes help us to draw in thick and thin strokes.

The ‘Text’ tool allows us to write words.

Chapter Checkup A. Fill in the Blanks. Hints:

Color picker

Eraser

Text

Outline

The thinner.

option helps us pick the outline colour and make it thicker or

The

tool in MS Paint lets us pick any colour for our paint brush.

When we want to fix mistakes in our drawing, we use the

The pictures.

tool.

tool works like a special pen that lets us write words on our

B. Tick () the Correct Option. 1

What tool do we use in MS Paint to select shapes for colour? a

How do ‘Brushes’ in MS Paint help us? a

Choose outline colours

Remove mistakes from the drawing

Draw with different line styles

Fill shapes with colours

What does the ‘Fill’ option in MS Paint do? a

Allows us to choose the outline colour b Fills the shape with a colour

Removes mistakes from the drawing

Chapter 1 • Colouring Drawings

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Selects the shape for colouring

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Which tool is used to pick a colour for the paint brush? a

What is the use of the ‘Eraser’ tool in MS Paint? a

Adds colours to shapes

Removes mistakes from the drawing

Writes words on the picture

Draws different styles of lines

C. Who Am I? 1

I let you select the shapes.

I allow you to fill a shape with your chosen colour.

I let you write “Kite” in your picture.

I allow you to pick any colour you like for your paint brush.

I help you remove mistakes from your drawing.

D. Write T for True and F for False. 1

In MS Paint, we can add colours to our shapes using the ‘Fill’ option.

We can open a saved drawing in MS Paint.

The ‘Select’ tool is used to remove mistakes from the drawing in MS Paint.

We cannot erase our mistakes in MS Paint.

The ‘Text’ tool in MS Paint functions like a special pen to draw different styles of lines.

E. Answer the Following. 1

What do we use to make our shapes colourful in MS Paint?

What tool do we use to fix a mistake in our drawing?

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What is the use of Color picker tool?

What can we do with the ‘Text’ tool in MS Paint?

Why do we need to colour our drawings?

F. Apply Your Learning. 1

You want to colour a picture of a cute puppy. Which MS Paint tool can you use to add colours to the picture of the puppy?

Sahiba drew a beautiful flower but made a mistake in one petal. Which MS Paint tool can help her fix the mistake?

Simran drew a happy sun and wanted to add some text to make it say “Hello!”. Which MS Paint tool allows her to write words on her picture?

Nikhil drew an apple using MS Paint. Now he is drawing cherries. He wants to make the cherries of the same red colour as that of the apple. How can he do that?

Chapter 1 • Colouring Drawings

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Introduction to Robots All of us love going to toy stores. Playing with toys is so much fun. We see many toys around us, like teddy bears, rabbits, and dolls. But what is this toy that looks like a person? It can also walk on its own! This is a robot. But, what are robots? A robot is a machine that can do things on its own. Some robots can move around and some can even pick things up. We even have robots that look like humans and can talk as well!

Discuss!

Is a torch a robot?

How Do Robots Work? We know that robots can do things on their own. But how do they do that? They can do all these smart things using AI, which stands for Artificial Intelligence. With AI, machines are made to act like they understand and think. AI also helps machines to learn things. So, when you talk to your ‘smart’ robot, the AI helps the robot to understand you. It also helps the robot to reply.

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High-tech Robots in Our World There are many robots in the world that scientists have invented. Sparko Sparko, the first robotic dog, was developed in the USA in the 1940s. It can: • walk and run. • wag its tail like a real dog. • play games. • listen to us. • bark like a real dog.

Did You Know?

The first programmable robot, Unimate, was developed by George Devol and Joseph Engelberger in the 1950s.

Roomba Roomba is a robotic vacuum cleaner. It was developed in the USA in 2002. It can: • roam around the house on its own. • move without hitting a person. • clean the house on its own. Sophia Sophia is the first human-like robot. It was developed in Hong Kong in 2016. It can:

• teach you different things. • play games with you as a friend. • dance with you. • talk to you. Chapter 2 • AI—The Robots

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Explore More!

Check out some new-age robots here! 19

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Points to Remember 1

A robot is a machine that can do things on its own.

With AI, machines are made to act like they understand and think.

A ‘smart’ robot can move around like us and talk to us.

The name of the world’s first robotic dog is Sparko.

Human-like robots act like us.

Chapter Checkup A. Fill in the Blanks. 1

C L

L G

B. Who Am I? 1

I help robots think.

I can bark even though I am not a real dog.

I am the first human-like robot.

C. Write T for True and F for False. 1

With AI, machines are made to act like they understand and think.

Sparko is the first human-like robot.

Roomba is a robot that can dance with you.

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Block Coding

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Introduction to Coding

Can you understand the words in the talk bubbles in the given picture?

Can you understand the words in the talk bubbles in this picture too?

No!

Yes!

This is because you may not know all these languages.

This means you know English.

We must know the same language to talk to each other. You would have seen this machine. This is a computer.

It can help us do a lot of things.

We can draw pictures, play games, watch films, and more. To make a computer let us do these things, we need to learn how to talk to it.

Computers cannot understand our words like people do.

We have to learn their language. That is what coding is. Coding language is used to talk to a computer. The coding language that we will learn is called Block-based Coding. 23

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Block-based Coding

Block-based coding is a way to tell a computer what to do by joining colourful blocks together.

Did You Know?

Let us learn about the platform that we will use to code and have fun.

Just like we join lego blocks, we can place a code block on top of another.

About Code.org

Code.org is a fun coding platform where you can learn to use colourful blocks to make characters move, play games, and even tell stories.

It is a place where you can grow your coding skills and create amazing things using your imagination.

</>

Before we learn to use this platform, let us learn about commands.

Command

Look at the given picture.

Jump!

What is the instruction here?

You are correct! The instruction is to jump. For computers, an instruction is called a command. A command is an instruction that tells a computer what to do.

Discuss

What instructions can you give to your pet?

In block-based programming, we use code blocks to give commands to a computer. Block to make a character move up

Did You Know? In block-based coding, the blocks can be of different colours, like crayons.

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Sequence

We all follow a routine in our daily lives.

The pictures below show the steps to get ready for school in an order.

1 Wake up

2 Brush your teeth

3 Take a bath

4 Wear your uniform

5 Have your breakfast

6 Ready for School

Just like this, we do a lot of tasks in our daily lives. A task is a piece of work that needs to be done. It can be as simple as brushing our teeth or as fun as playing with our toys. We follow a particular sequence to do a task.

A sequence is when we do things step by step in an order.

Chapter 1 • Introduction to Coding

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Let us say we need to help the harvester pick the corn. What do you think? How many ways can we make the harvester pick the corn? We can make the harvester pick the corn in many ways.

3 1 2

Flexible Sequence

As there is more than one way. This means we may have one way or many ways to do a task. A sequence can be a: Fixed sequence

Flexible sequence

There is only one way to do the task.

: There can be more than one way to do the task.

Let us take another example.

Observe the given picture and find out what type of sequence is this.

Discuss

Making your bed! Is it a fixed sequence or a flexible sequence?

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There is only one way to make the harvester pick the corn. So this is a fixed sequence.

Fixed Sequence

As there is only one way to pick corn.

Do It Yourself 1A Tick the correct options for the missing steps in the pictures given below.

?? ?

Fill Pot Fill Hole Put PutSeed Seed FillPot Pot Poke Poke Hole With Soil with Soil Put inHole Hole In WithSoil Soil In Soil Seed Fill Pot Poke in Hole In Hole With Soil In Soil

Paste on Paste On Brush Brush

Poke Hole Poke Hole Poke Hole inIn Soil Soil In Soil Chapter 1 • Introduction to Coding

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Water Pot Put Pot In Pot in Water Pot Put Put Pot In Sunlight Sunlight WaterSunlight Pot Put Pot In Sunlight

With Soil

Teeth

Put Seed

Water In Hole Pot

Cover Seed Cover Seed Cover Seed Cover Seed with Soil With Soil With Soil

Brush Brush Brush Teeth Teeth

Brush Teeth

Poke Hole In Soil

Brush Brush Teeth Teeth

Poke Hole In Soil Dirty

Teeth

Dirty Dirty Teeth Teeth

Water Pot

Water PotWater Pot Water Pot

Clean Clean Teeth Teeth

Dirty Teeth Put Foot

In Shoe

Put Foot Put Foot in Shoe

Put Foot In Shoe In Shoe

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Algorithm

A problem is like a puzzle that needs to be solved. There can be more than one way to solve a problem. Each way has some steps to be followed to solve it. The set of steps in an order to solve a problem is called an Algorithm. In the example given in the previous section, getting ready for school is the problem.

The steps given in order are the solution for this.

Think and Tell Can we have more than one way to solve a problem?

Did You Know?

Some algorithms have fun names, like Hummingbird, Bat, Firefly, and Grey Wolf. You can give your algorithm a name too.

Sometimes problems can be too big to solve.

But we can break them down into smaller ones to solve them easily. Let us talk about making a sandwich.

Making a sandwich may seem like a big problem. But we can solve it easily by breaking it into smaller steps, like gathering all the things we need for the sandwich like bread slices and cheese, and cutting veggies.

When we are ready with all that we need, we can follow the given steps to make a sandwich. 1

Take two slices of bread.

Put cheese on a slice.

Add some toppings.

Put the other slice on the top and the sandwich is ready.

Similar to how we solved the problem of making a sandwich, we can solve many problems in coding by putting the code blocks in a sequence. Now, look at the given picture. We need to help the bird reach the pig. 28

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We can do this by putting code blocks on top of each other in an order. Let us see how we can make the bird reach the pig.

The W block will make the bird move one step left.

We need to give two W blocks to make the bird move in the left direction. The S block will make the bird move one step down.

These blocks are called direction blocks as they are named after the four main directions: North, South, East, and West.

Think and Tell If we put the blocks in a different order, will the bird do something else? Chapter 1 • Introduction to Coding

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Do It Yourself 1B 1 Think of the story of Little Red Riding Hood. Then, number the given pictures in the correct sequence.

2 Tick () the correct sequences. a.

a. b.

b.c.

Tour to Puzzle Code Studio c.

The Puzzle Code Studio on Code.org is the playground where we code to solve the given puzzles. There are four important parts:

Instructions

Play Area

Toolbox

Workspace

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Play Area Toolbox

: The area where we can see things happening. : The area that holds all the code blocks which we can use to give commands. Workspace : The area where we can drag and attach the blocks together to make things happen. Instructions : The hints that help us know what to do next. Scan the QR Code to open the activity.

Coding Challenge

Code to help the harvester get all the corns.

Chapter 1 • Introduction to Coding

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Chapter Checkup A Fill in the Blanks. coding

Hints

play area

sequence

command

flexible

is the language used to talk to a computer.

1 2

We can give a

to a computer to do a task.

In a

sequence, we can do a task in more than one way.

The

is the area where we can see things happening.

is when we do things step-by-step in an order.

B Tick () the Correct Option. 1

Which of the following statements is True?

a In block-based coding, a code block is a command. b Coding lets us talk to computers. c We can use coding to talk to people. d We can command our pets using coding. 2

The set of steps in order to solve a problem is called a/an

Sequence

Command

Algorithm

All of these

Identify the section shown in the given picture. a

Toolbox

Workspace

Play Area

Instruction

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Which block can help us move a character up?

Which of the following codes will make the bird reach the pig?

All of these

Who Am I? What I Do?

Who Am I?

Move the character downward

Sequence

Move the character to the right

Coding

An ordered group of commands A coloured picture that tells the computer what to do A language that helps you talk to a computer D

Code block

Write T for True and F for False. 1

Using coding, we cannot talk to a computer.

A sequence is an instruction.

There is a sequence to everything happening around us.

In a fixed sequence, we can do the task in more than one way.

The toolbox has all the blocks we need for coding.

Chapter 1 • Introduction to Coding

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Answer the Following. 1

What is a command?

What are the types of sequences?

Number the pictures in the correct order.

Label the parts of the screen. 3

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Find out where the cat will reach if it follows the given commands.

Apply Your Learning. Write down the commands in the given spaces to help the squirrel reach the nut. Just like the one you see here.

when run W W ` 1

when run

Chapter 1 • Introduction to Coding

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when run

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when run

Write down the commands for two ways to make the squirrel reach the nuts. 4

when run

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Introduction to Sprite

We all enjoy listening to stories. But do you know how stories are created? A story is made up of various elements, such as: 1. Characters 2. Problem 3. Setting 4. Events

: People, animals, or things in the story : Something that needs to be done or solved : The place where the story happens : When and what happens

We can use block-based coding to make stories. Let us make a story about an astronaut going on a space adventure. An astronaut is a person who travels in space to do experiments and explore space.

But before we begin, we should find out the elements of our story.

Who will be the main character in the story?

Correct! The astronaut will be the main character in our story. A character in coding is called a Sprite. So, the astronaut will be the main sprite in the story.

Now, what does an astronaut need to travel in space? Yes! An astronaut needs a rocket to travel.

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In coding, any other character or thing in the story is also called a sprite. So the rocket will be another sprite in our story. Where should the journey of the astronaut begin? From the Earth, Right!

And where is the astronaut travelling to? Mars, the red planet!

Do It Yourself 2A 1 Name the characters in the given picture from the story Hansel and Gretel.

2 Write down the number of sprites shown in the given pictures. a

Sprite Lab

Now, let us learn about the tool from code.org that we will use to make our story project. It is called Sprite Lab.

A Sprite Lab is where we can create our own stories and games. 38

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The Sprite Lab has three parts:

1. Play Area 2. Toolbox 3. Workspace

: The area where we can see things happening. : The area that holds all the code blocks and which we can use to give commands. : The area where we can drag and attach the blocks together to make things happen.

Creating a Scene

It is time to make scenes for the exciting journey of the astronaut in Sprite Lab.

We will have two scenes: one for the start of the story and another for reaching Mars. Let us begin with the first scene. Who will be the characters?

Characters: Sprites

Chapter 2 • Introduction to Sprite

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Where will the scene happen?

Setting: Background 39

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Now, let us find the steps to create the first scene in the Sprite Lab. Algorithm to setup the first scene

Set the background to a park.

Add the astronaut sprite.

Set the size of the astronaut sprite.

Add the rocket as the second sprite.

Set the size of the rocket sprite.

Now, let us follow the algorithm to code the first scene. Steps to code the first scene: 1

Set the background to a park. a

Go to the World section.

Set the background.

1. Drag the set background to block. 2. Drop it under the when run code block in Workspace.

Find the “set background to“ block.

Select the background. 1. Click the drop-down button. 2. Select Backgrounds.

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Add the park background. 1. Click the plus sign.

2. Scroll down to choose the park background. 3. Click the Done button.

Add the astronaut sprite. a

Go to the Sprites section.

Find the “make new sprite at” code block. lick and drag the make new sprite at C code block.

Chapter 2 • Introduction to Sprite

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Open Costumes. 1. Click the drop-down button in the make new sprite at code block. 2. Click the Costumes button to add the astronaut sprite to your library.

Click Costumes

Add a new costume. Click the New Costume.

Open Space Costumes Library.

Select the astronaut sprite. 1. Select the astronaut sprite.

2. Click the Done button.

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Move to the Code window. 1. Click the Code tab.

Select the sprite. 1. Click the astronaut sprite.

Position the astronaut. 1. Click the location icon to change the position of the astronaut.

2. Move cursor in the Play Area.

3. Click where you want to place the astronaut.

Set the size of the astronaut sprite. a

Go to the Sprites section.

Find the “set size to“ code block. 1. Go to the Sprites section in Toolbox.

2. Click and drag the set size to code block.

Chapter 2 • Introduction to Sprite

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c Set the size of the astronaut sprite. 1. Click the drop-down in the set size to block.

2. Select the astronaut sprite.

3. Change the value of size to 100.

Add the rocket sprite.

a Get another “make new sprite at“ code block. 1. Go to the Sprites section in the Toolbox.

2. Click and drag the make new sprite at code block.

Add rocket sprite. 1. Click the drop-down in the make new sprite at code block.

2. Select rocket from the list of sprites. Place the rocket where you want it.

Find the “set size to“ code block. 1. Go to the Sprites section in the Toolbox.

2. Click and drag the set size to code block.

Set the size of the rocket sprite. 1. Click the drop-down and select rocket sprite.

2. Change the value of the size to 200.

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Our first scene setup is done.

Now, we will add the moving behaviour of the astronaut.

Adding Behavior Adding Behavior means telling our sprites what to do when we press the Run button. Here, we need to make our astronaut sprite move to the right to reach the rocket. 1

Find the “sprite begins“ code block. Go to the Behaviors section in the Toolbox.

Set the “sprite begins“ code block. 1. Drag the sprite begins code block. 2. Attach it below the size block of the rocket sprite. 3. Select the astronaut sprite.

Find the “moving east“ code block. 1. Go to the Behaviors section. 2. Scroll down and look for the moving east code block.

Chapter 2 • Introduction to Sprite

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Attach the “moving east“ code block. Drag the moving east code block next to begins.

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Try Your Code

Think and Tell

Click the Run button in the Play Area.

How can we make the sprite go left?

Chapter Checkup A

Fill in the Blanks. location

Hints

sprite

There are

A character in coding is known as a

four

. of a sprite to place it anywhere in the Play

Area.

You can change the

of a sprite to make it big or small.

5 You can add and control the

size

main elements that make up a story.

3 You can change the 4

behavior

of a sprite.

Tick () the Correct Option. 1

How many sprites are there in the picture given below?

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Which block can be used to change the costume of a sprite?

Sprites can be created with the help of which block?

Which block can change the size of a sprite?

a b

Chapter 2 • Introduction to Sprite

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d 5

Choose the correct sequence of how we set up the first scene.

Who Am I? Identify and name the highlighted parts in the given pictures.

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Write T for True and F for False. 1

We need to set the location of a sprite before we make it.

You can change the outfit of a sprite.

Sprites can touch each other.

You cannot add multiple sprites to a scene.

You cannot change the size of a sprite.

Answer the Following. 1

What is a sprite?

What does this button do?

Chapter 2 • Introduction to Sprite

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Which of the following options will show this sprite in the Play Area?

Which of the following options will be shown for the given code?

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To what side will the sprite move with the given code?

a F

Left

Right

Apply Your Learning. 1

Name the blocks in the given space to see this in the Play Area.

Chapter 2 • Introduction to Sprite

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Observe the Play Area.

Name the missing block in the given code.

Name the missing part in the set block to get the change shown in the purple rabbit.

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What will the given code do to the purple rabbit?

Chapter 2 • Introduction to Sprite

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Events and Actions

What happens when someone tickles you? You laugh. Right?

Here, tickling is an event and laughing is an action.

An event tells you when an action will happen. What will you do when you are hungry?

Event

Action

You will eat food. Right?

Here, being hungry is an event and eating food is an action.

Think and Tell Are mouse clicks and keypress events too?

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Events are important in coding too!

In a car game, we can make the car go left or right, using arrows. Clicking the arrows is the event.

The car moving to the left or right is the action that happens! Now it is time to complete our astronaut story.

Do you remember what the astronaut wants?

The astronaut wants to go to the planet Mars for space exploration.

We had set up our first scene in the previous chapter.

Now, we need to add code for the second scene.

The second scene is where the astronaut will reach the planet Mars. When will the astronaut reach the planet Mars?

The astronaut will reach the planet Mars when it touches the rocket.

Discuss

What events and actions happen around us every day?

Here, touching the rocket is the event.

The astronaut reaching the planet Mars is the action. Chapter 3 • Events and Actions

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Event

When astronaut touches the rocket

Action

1. Change the costume of the astronaut 2. Stop moving the astronaut

We can even change the costume of the astronaut into another to show the victory. A costume sets the appearance of a sprite.

Do It Yourself 3A 1 Match the correct event and action pairs.

Events

Action

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Setting up the Second Scene

Let us define the event to set up the second scene.

1 Set the event—when the astronaut touches the rocket. a

Go to Events.

Find the “when touches” block.

Add it to Workspace. Drag and drop the when touches event block below the code we made last time.

Chapter 3 • Events and Actions

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Change the sprites. 1. Change the rabbit sprite to the astronaut. 2. Change the carrot sprite to the rocket.

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Change the costume of the sprite. a

Find the “change costume to“ block. 1. Go to the Sprites section. 2. Scroll down to find the change costume to block.

Attach it to the “when touches” block.

Drag and drop it below the when touches block.

Set the costume. 1. Change the purple rabbit to the first costume of the astronaut. 2. Change the brown rabbit to the second costume of the astronaut.

3 Stop moving the astronaut when it touches the rocket. a

Add the “sprite stops” code block. 1. Go to Behaviors. 2. Drag the sprite stops block.

Find the “moving east” block. 1. Scroll down and look for moving east block.

3. Drop it below the change costume to block.

Set the “moving east” block. Drag and drop it to the stops section of the sprite stops block.

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Try Your Code

Click the Run button in the Play Area.

Chapter Checkup A

Fill in the Blanks. Hints

when touches

Clicking the Run button to try the game is an

Laughing is an

3 The

bump into each other.

change costume

The

costume

action

event

for the tickling event. block is used to add the event for sprites when sprites sets the appearance of a sprite. block will change the costume of a sprite.

Tick () the Correct Option. 1

Which of the following statements is true about Events and Actions?

a An event tells you when an action will happen. b An action tells you when an event will happen. Chapter 3 • Events and Actions

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c Both actions and events will happen at the same time. d Actions and events are both independent. 2

Choose the correct action for the given event.

Event

3 If you press the ON button on the TV remote, what will be the action of this event?

a Your TV will turn on. b Your TV will not turn on. c It will change the channel. d It will increase the volume. 4

When will the astronaut change his costume?

a 5

When will the background change in the story?

a At the start b At anytime c Not at all d When the astronaut touches the rocket

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Match the Following. Column A

Column B

Stop Moving Right

Event

Right

Action

sprite begins

moving east edit

Write T for True and F for False. 1

An event always comes after an action.

You cannot change the behaviour of a sprite.

The ringing of a doorbell is an action.

Opening the door when a doorbell rings is an example of an action.

The “moving east” block stops the behaviour of a sprite.

Chapter 3 • Events and Actions

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Answer the Following. 1

What is an event?

What is an action?

What will happen if you use this block?

What will you see in the Play Area if you run the given code?

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What will happen if you run the given code?

Chapter 3 • Events and Actions

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Apply Your Learning. 1

Observe the code and the Play Area.

Circle the missing sprite in the given code.

Observe the given code.

Identify and circle the missing sprite in the given sprites.

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Name the missing part of the given code.

Write down E for event and A for action in the given boxes. The teacher enters the classroom. Students say, “Good morning teacher!”. Good morning teacher!

Look at the following pictures and name them as Events or Actions.

Chapter 3 • Events and Actions

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Loops

In our daily lives, we do many activities.

Imagine that there are pieces of paper spread everywhere in your room. Your mother wants you to clean them up. What if she tells you to do this for every piece?

She would have to say the same thing many times. But would it not be better if she said it just once?

In the same way, we can use a loop to tell a computer to repeat a command. A loop is an action of doing something, again and again, until the task is complete. In real life, while doing something, we know when to stop.

In the same way, we should know when to stop a task in coding as well. In a loop, we need to know two things: 1 2

What to do?

When to stop?

Imagine we need to put five pieces of paper in the dustbin. Here, what we need to know is: • What to do—pick a piece of paper and put it in the dustbin. • When to stop—when all the five pieces are in the dustbin.

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one

two

three

four

ﬁve

Repeat Loop

In coding, we can repeat a task a number of times using the repeat code block. Let us see what can be the code for putting five pieces of paper in the dustbin.

Did You Know? The repetition of words is a common way used in poetry.

The repeat loop is used when we want to repeat a task a certain number of times. By using the repeat loop, our code has become shorter. Remember the astronaut project?

We made the astronaut change its costume when it touched the rocket. Next, we need to change the background on the same event. Then, we can add a twist to it using the repeat block. Imagine the astronaut reaching the planet Mars. People on Mars gather to see the astronaut. Chapter 4 • Loops

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Let us get started. 1

Change the background when the astronaut touches the rocket. a

Open your project.

Find the “set background to” block. 1. Go to the World section.

2. Click and drag the set background to block in the Workspace.

Add the “set background” block. Join the set background block below the sprite stops block.

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Change the background to Mars. 1. Click the drop-down button.

2. Click the Backgrounds button to add the Mars background.

Add new background. Click New Background to add Mars background to your library.

Choose the Mars background. Choose the Mars background and click the Done button.

Chapter 4 • Loops

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The background gets added to your library.

Click the Code tab to set the Mars background. g

Set the background. 1. Click the drop-down button.

2. Select the Mars background.

Add Mars people at random locations.

Add repeat block. 1. Go to the Loops section.

2. Click and drag the repeat block in the Workspace.

Set the number of times for the repeat block. 1. Join the repeat block below the set background to block.

2. Change the value of number of times to 5.

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Make the Mars people sprite.

d Make the Mars people sprite.

1. Go to the Sprites section.

2. Drag and attach the make new sprite at block inside the repeat block.

e Remove the default location block.

Place the green sprite at a random location. 1. Go to the Locations section.

2. Click and drag the random location block.

Attach it to the make new sprite at code block.

This will make five green sprites and make them appear at random locations. A random location is not a fixed place. It is like a surprise place that can be anywhere in an area. Our project is complete.

If you want, you can change the size of the green sprites using the set size code block.

Chapter 4 • Loops

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Do It Yourself 4A Look at the given picture.

Which of the following codes will make the mouse reach the cheese? 1

Chapter Checkup A

Fill in the Blanks. Hints 1 A

complete.

shorter

random

loop

stop

certain

is an action of doing something, again and again, until the task is

2 In a loop, we need to know when to

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3 The repeat loop is used when we want to repeat a task a

times.

4 Using a repeat loop, your code will become 5 A

number of

location is not a fixed place.

Tick () the Correct Option. 1

Which block is used to do a task a certain number of times?

a c

Which code will show the given picture in the Play Area?

Which is the correct picture of the Play Area for the given code?

Chapter 4 • Loops

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Which option makes the germ sprites appear, as shown in the given picture?

Who Am I? What I Do?

Who Am I?

I can set or change the background as you want. I can do a task, again and again, for a certain number of times. I can place a sprite anywhere in the Play Area.

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Write T for True and F for False. 1

When the following code runs, it will show the given picture in the Play Area.

The Play Area shows the given picture when the given code runs.

Answer the Following. 1

How can you make your code shorter?

What is a loop?

Which of the following are real-life examples of a loop?

Chapter 4 • Loops

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Why is reading a book not an example of loops?

Apply Your Learning. Observe the given pictures.

Then, write down the number of times the sprites need to repeat the task to complete it. 1

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Debugging

Remember when you started learning to ride a bicycle for the very first time? You might have fallen a few times, right?

In the same way, learning coding can be a little tough. In the beginning, the code may not be perfect. You may need to try many times before you get it just right. Sometimes there are tiny mistakes in the code.

The mistakes in the code are called bugs. Finding and fixing these bugs is called debugging.

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Let us try to find the bugs in the given sequence of commands.

Then, write the correct sequence of commands to make the smiley reach the pumpkin. RT

STA

Let us try another example.

The crab should appear at a different place each time the code is run.

However, the given code is not doing so. Find and circle the bug in the code.

Discuss

Why is it important to find and fix errors in computer programs?

It is good to check your code often.

This helps you find mistakes early and fix them before they get big. 78

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Do It Yourself 5A 1 Look at the given picture.

What is wrong with the code?

2 When we run the code, it should show the chimpanzee as big as in the given picture. Find out the bug in the code. Fix it by numbering the blocks in the correct sequence.

Chapter 5 • Debugging

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Chapter Checkup A

Fill in the Blanks. Hints

check

bugs

are the mistakes in the code.

debugging

Finding and fixing the bugs is called

It is good to

your code often and fix the bugs.

Tick () the Correct Option. 1

Which of these is NOT a part of debugging?

a Finding 2

Fixing

Placing

Find the correct sequence of steps that will make the bear reach its den. Start

End

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What will this code show in the Play Area?

in a code can cause it to not work.

a bug

fault

What should you do with a bug?

a Fix it C

problem

Keep it

Who Am I? What I Do?

Who Am I?

I do not let your code work. I do a task again and again.

Bug

I do a task a certain number of times.

Loop

Chapter 5 • Debugging

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Write T for True and F for False. 1

I am bug in the code.

Finding and fixing the mistakes is called debugging.

A mistake in the code is a bug.

Debugging is finding and keeping the mistakes in the code.

Answer the Following. 1

Circle the odd one out.

This picture shows what the Play Area looks like when the code runs.

Find if there is any mistake in the code. If yes, then circle it.

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Apply Your Learning. 1

Observe the picture and find out what is wrong with the code?

Observe the code and then the picture.

Name the missing item in the given picture.

Chapter 5 • Debugging

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Observe the picture and the code. Then, circle the mistake in the code.

Number the blocks in the correct order to fix the code.

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Computer Science

(TERM II)

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