CAMBRIDGE PRIMARY COMPUTING 3: LEARNER'S BOOK ANSWERS

Learner’s Book answers

Activity 4
1 Computational Zara spells ‘cat’.

thinking and Step 1: Learners should predict the following:

a 4 letters
programming b 2 letters
c 2 letters
1.1 Everyday algorithms Zara’s new word spells ‘cars’.
Now try this! Step 2:
6 Draw a blue circle to the right. a Collect
7 Draw a red triangle to the right. letter.
8 Draw a blue triangle to the right. Collect letter.
Unplugged activity 1 Collect
1 bumper cars letter.
2 playground
3 Algorithm 1 = C, Algorithm 2 = A,
b Collect
Algorithm 3 = B letter.
Unplugged activity 2 Collect letter.
1 Sofia should face east in instruction 3. Collect letter.
2 Learners should change instructions 4–6 to:
4 Go forward 5 squares. Collect letter.
5 Face east.
6 Go forward 1 square. c Collect
Unplugged activity 3 letter.
1 Fill the sink with water and washing-up liquid. Collect letter.
(Note that learners may also suggest this as
the third step.) Collect letter.
2 Get a dirty plate.
3 Put any food in the bin.
Collect letter.
4 Put the plate in the water and clean it.
5 Dry the plate with a tea towel. Question
6 Put the dry plate away. 1 1A, 2B

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Unplugged activity 5 Unplugged activity 2

Learners’ answers will vary. An example answer is: Learners’ answers will vary.
• Get out a bowl, spoon and glass. An example answer is:
• Get out the orange juice, cereal and milk. Getting changed for sports
• Pour cereal into the bowl. • When the bell rings for the sports period,
• Pour milk on top of the cereal. pick up your sports bag and go to the
changing room.
• Pour orange juice into the glass.
• Take your sports clothes out of the bag.
• Eat the cereal and drink the orange juice.
• Change into your sports clothes.
• Put the orange juice, cereal and milk back.
• Put the bowl and spoon in the dishwasher or 1.3 Introducing Scratch
washing-up bowl.
Now try this!
Question
Learners’ answers will vary. If they are struggling
2 Learners should be expected to only edit to think of examples, you could prompt them with
the last part (line 6) of the algorithm. suggestions like: craft activities, following recipes,
An example answer is: following teachers’ instructions at school, playing
• Get my bike from the garage. board games.
• Put on my helmet. Programming task 1
• Cycle to school. A speech bubble appears saying ‘hello’.
• Lock up my bike. The background changes.
Unplugged activity 6 The character (sprite) changes position.
1 Wrapping the present Unplugged activity 1
2 Preparing the wrapping paper Learners’ answers will vary. An example answer is:
3 Adding decorations ‘When flag clicked’ is the input that makes the
Question program start.

3 Steps 2–6 need to be repeated (four times). ‘Move 80 steps’ makes the sprite move to the right.
‘Wait 1 seconds’ pauses the program for 1 second.
1.2 Inputs and outputs
‘Switch costume to elephant-b’ changes the sprite
Now try this! position so its trunk is up.

Both the algorithms will draw a stick person with ‘Say Hello! for 1 seconds’ shows a speech bubble
a head, body, two arms and two legs. with ‘Hello!’ for 1 second.

Arun’s algorithm would probably create a stick ‘Switch costume to elephant-a’ changes sprite
person which is all the same colour. Sofia’s stick position so trunk is down.
person would be red, blue, green and orange. ‘Move -80 steps’ makes sprite move to left.
Questions ‘Wait 1 seconds’ pauses the program for 1 second.
1 When they have finished counting to ten ‘Switch costume to elephant-b’ changes the sprite
position so its trunk is up.
2 When he hears his alarm clock
3 Start when you hear someone shout, “Go!” ‘Say Today we are going to learn about Scratch.
for 2 seconds’ shows a speech bubble with ‘Today
4 Draw an elephant. we are going to learn about Scratch.’ for 2 seconds.
5 When a blue card is shown. ‘Switch costume to elephant-a’ changes sprite
position so trunk is down.
Unplugged activity 1
House A

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Programming task 2 1.4 Moving and changing sprites

The program uses four costumes.
Now try this!
Step 1: Learners will only see one costume at first.
After adding the first ‘wait’ block they will see Learners make suggested modifications to
two costumes. the program.

Step 2: After adding two more ‘wait’ blocks, Activity 1

learners should see all four costumes. The completed table should look like this:
Programming task 3 Dorian Max Both
Check that learners have created a suitable Moves left first 3
program, for example:
Moves right first 3
Uses a speech bubble 3
to talk
Has two ‘wait’ commands 3
Changes costume 3
four times

Programming task 1
Learners’ code should look like this. Note that the
exact x and y coordinates will vary.

Questions
1 The ‘say’ command blocks
2 The Looks menu
Activity 1
Learners’ choices for name, colour, lesson, sport
and waiting times will vary.
Learners should add the detail they placed in their
table into the associated say command blocks.
They should also change the number in each wait
command block to allow enough time for each
speech bubble to be read.
Programming task 4
The completed table should look like this:

Moves Moves Moves Moves

right a right a left a left a
short way long way short way long way
move move move move
10 steps 150 steps −10 steps −150 steps

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Programming task 1 continued: Programming task 3

Learners’ answers will vary, but you should expect
a piece of code with a sequence of movements,
costume changes and wait blocks. For example:

Programming task 2
Learners should add the following command
block before the first ‘wait’ command block,
directly underneath the ‘when green flag clicked’
command block:

1.5 Clear and concise programs

Now try this!
Sofia will repeat instructions 1–3.
Questions
1 Arun has combined the five ‘move 10
steps’ commands.
2 ‘move 50 steps’
3 Yes, the sprite will still move the same number
of steps.

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Programming task 1 Input Output

When the code is run, the Pitcher sprite throws the Pressing button B
ball and the Catcher sprite catches it.
Learners should add the ‘say Great catch!’
command block from the script area to add to the
Pitcher’s program.
Learners should combine the six ‘Wait 1 second’
blocks into three ‘Wait 2 seconds’ blocks. Pressing buttons A
Programming task 2 and B together

Learners’ programs should look like this:

Shaking the micro:bit

(accelerometer)

Programming task 2
Learners follow instructions to create a program to
choose the button presses and show the shapes.
Programming task 3
1 Zara has:
• cleared the screen after the first picture
is shown
• used the correct input command block for
1.6 Introducing the micro:bit when the micro:bit is shaken
• created an image of a tick.
Now try this!
2 Zara has:
Creature B
• chosen button A instead of button B
Programming task 1 • not drawn a cross with the LEDs
Learners follow instructions to show the shapes • not paused on the cross for 2 seconds
and then turn off the LEDs. (2000 ms)
Activity 1 • not added a pause of 2000 ms after
the tick
Input Output • not cleared the screen after showing
Pressing button A the tick.

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3 Learners’ amended program should look

like this:

Check your progress

1 In instruction 3, Zara should face west.
In instruction 6, Zara should move 4 squares.
2 Marcus could change the four ‘move 10 steps’ command blocks into one ‘move 40 steps’
command block.
3 a Retro Robot
b Retro Robot2
c Retro Robot2
4 a both
b Part 1
c Part 2
d both

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Questions
2 Managing data 1 C
2 3
2.1 How data can help us
Activity 1
Now try this!
The picture is a smiley face.
Learners might suggest holding a vote; creating an
online form; sending out questionnaires. Practical task 1
Unplugged activity 1 Learners correctly enter data into the spreadsheet.

1 C, 2 E, 3 A, 4 B, 5 D Questions
Unplugged activity 2 3 Learners should identify the correct buttons to
change the font size and colour and to make
1 b, 2 a, 3 b the text bold.
Questions Practical task 2
1 Learners’ answers will vary. Any problem Learners correctly format the currency and date
where quantitative data can be collected, such cells and change the format of the headings.
as people’s favourite colour, animal, item, etc.
Questions
2 Learners’ answers will vary. Any problem
that requires a creative task in which data can 4 Marcus
help less, such as designing a dance routine or 5 Zara
creating a piece of art.
6 Arun
Unplugged activity 3
Practical task 3
Part 1
Learners enter data into the spreadsheet and
1 hobbies, where they live create and format a bar chart.
2 eye colour, hair colour, height
Check your progress
3 sports they like (some learners may also
say hobbies) 1 A and C

4 favourite school subject, where they live 2 Finding out the favourite biscuits and party
games of the invited guests
Part 2
3 a red A3
The three sets of data not used are: favourite
film, favourite animal, how many pets they have. b yellow B2
Learners might suggest problems such as: deciding c blue B3
which film to watch on the last day of term, or
4 B and C
on a family film night; deciding which animal
to sponsor at a wildlife park, or deciding which 5 B
animal to learn about in a lesson; deciding whether 6 C
to buy a new family pet.
7 a Sofia
2.2 Super spreadsheets b Marcus
c Arun
Now try this!
1 people’s favourite art activity
2 model making
3 pottery
4 20

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3.2 Secret ciphers

3 Networks and digital
Now try this!
communication The sentence is written in reverse. When read from
right to left, it says:
3.1 Networks everywhere! This topic is about keeping information secret.
Now try this! Unplugged activity 1
Learners’ answers will vary. The message is: I am a code breaker.
Unplugged activity 1 Unplugged activity 2
Learners’ answers will vary. Message 1: Ciphers keep information secret.
Questions Message 2: The message is written with a cipher.
1 Example answers: Message 3: The cipher is used to decode
The school only needs to buy one printer. the message.
The school won’t have to keep fixing lots of Unplugged activity 3
printers when they break.
The following information should be kept secret
The school only has to buy one sort of using a cipher:
ink cartridge.
• someone’s bank details
2 Example answers:
• someone’s health records
It doesn’t matter if a computer breaks because
• someone’s private emails.
you can access your work from any computer
on a network. The following information does not need to be
It’s fine if someone else is using the computer kept secret with a cipher:
you used to save your work because you can • information about holidays from a web page
use any computer.
• a menu for a restaurant
Teachers can see everyone’s work when it’s on
a network. • stories on a news website.
Learners, in pairs, write and decode messages of
Activity 2 their own.
Class results will vary. For example, a desktop
computer is likely to have an answer of ‘yes’ for all
Unplugged activity 4
four tests. Learners’ answers will vary. For example, a ‘shift’
cipher could be used, where A = 2, B = 3, and so
Unplugged activity 3 on. Or the numbers could be in reverse, so Z = 1,
Learners’ answers will vary. Y = 2 ... A = 26.

Unplugged activity 4 Check your progress

Advantages: 1, 3, 4 1 A
Disadvantages: 2, 5, 6, 7 2 Zara is correct. Arun can send his work to
print on the printer connected to the network.
3 C
4 C
5 B
6 We need the cipher to decode this.

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Unplugged activity 3
4 Computer systems The completed table should look like this
(although learners’ answers for the third column
4.1 Hardware and software and the final row will vary):
working together
Name Is it What does
Now try this! hardware it do?
or
Learners’ answers will vary. software?
Questions keyboard hardware It is used to
1 Learners’ answers will vary. They might type letters
suggest: software for drawing pictures, and numbers.
software for watching videos, software for writing software It makes a text
typing stories. program document.
2 Learners’ answers will vary.
mouse hardware It moves a
3 program or app pointer around
the screen
Unplugged activity 1 and is used to
Hardware: keyboard, screen, printer, microphone choose things.
Software: painting program, writing program, web software It is used to look
web browser browser at things on the
World Wide Web.
Unplugged activity 2
microphone hardware It records sounds.
Marcus – speaker
printer hardware It prints
Sofia – web browser
out work.
Arun – screen
learner’s software learner’s choice
Zara – writing program choice
Questions
Activity 4
4 keyboard, screen
Learners’ answers will vary but they are likely to
5 writing program see files from writing or drawing programs.
Unplugged activity 5
1 C, 2 D, 3 A, 4 B

4.2 The role of the robots

Now try this!
1 Exploring underwater
2 Cutting the grass
3 Performing an operation

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Question Unplugged activity 2

1 lamppost, CCTV camera, traffic light Manual: 1 and 5
Unplugged activity 1 Automatic: 2, 3, 4 and 6
1 C, 2 A, 3 B Questions
Question Some example answers are:
2 It is helping to build a car. 2 A manual input device needs someone to
control it with their hands. An automatic
Unplugged activity 2 input device does not need a person to control
1 B, 2 D, 3 C, 4 A it after it has been programmed.
3 A manual input device might be a keyboard
Unplugged activity 3 or touchscreen. An automatic input device is a
1 A, B, D sensor (heat, light, movement).
2 A, C, D 4 So they can leave it to get on with its job
without having to control it all the time.
3 A, B, D
4 B, C, D Unplugged activity 3
1 D, 2 C, 3 B, 4 F, 5 A, 6 E
Unplugged activity 4
True: A, C, E, G Activity 4
False: B, D, F Learners’ answers will vary but they should choose
one of the following to research: smart blinds,
4.3 Inputs and outputs around us smart shower, smart fridge, smart doorbell, smart
heating, smart lighting
Now try this! Check your progress
Learners’ answers will vary but are likely to 1 True
include: screen, printer, loudspeaker.
2 C
Question
3 True
1 keyboard, mouse, touchscreen, microphone,
4 B
game controller
5 Example answers: text, pictures, games, music,
Unplugged activity 1 videos. Accept any other plausible answers.
Learners’ answers will vary. Some examples are: 6 A sensor that senses movement.
2 A person presses buttons, uses a joystick 7 Example answers: smart watch, smart
or moves the controller to make something doorbell, smart fridge, smart shower,
happen in a game. smart light, smart blinds. Accept any other
3 A person moves the mouse or presses buttons plausible answers.
to choose or move things on the screen. 8 B
4 A person touches the screen to choose or
move things on the screen.

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Using the micro:bit Getting started with

Learners’ answers will vary. For example, they may
say: A = giraffe, B = snake, C = duck.
Scratch
Questions Activity 1
1 ‘on start’ and ‘forever’ Learners successfully load and save a program
in Scratch.
2 Input
3 6
Activity 2
1 1 B, 2 C, 3 A
Programming task 1
2 a True
Learners create a program to show an animal of
their design and download it to their micro:bit. b False
c True
Questions
d False
4 The new blocks are ‘pause (ms) 2000’ and
‘clear screen’. Activity 3
5 Learners should make plausible predictions, Learners should remove the horse. They can add any
such as ‘pause’ stopping the program, and sea creature and underwater backdrop they choose.
‘clear screen’ removing the pattern or turning
off the LEDs. They may also reference the
wait command in Scratch.

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