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Mrs. Hulstrom |
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Karel the Dog class code: 1251
Lesson 11 - Static Platforms
In this lesson, students will expand on physics engine concepts by learning how to program Actors to be static, non-static, active, and non-active!
New Code Blocks
: Reset the timer (elapsed time) to 0.
Objectives
- Use “static” and “active” code blocks to control the effect of physics on Actors
- Create projects using the physics engine code blocks
Think About It
Discuss the following with a partner:If you were to create your own Angry Bird-style game
- what would it be like?
- What characters would you include?
- How would you make the game different?
- Would you add realistic physics features to your game?
- Why or why not?
Lessons
1. Introduction (Video)
- Students will watch a short video that introduces the lesson.
- A friendly alien introduces three coding concepts:
- Set Active- The alien explains that “active” means that the Actor is affected by physics, meaning that other objects can collide with it.
- Set Static- The alien explains that “static” means that the Actor is not affected by gravity, even if it is active.
- Set Restitution to- Students will observe how different values in the “set restitution” code block affect Actors.
- Students will play an Angry Birds-style physics game. They’ll create their own version of this game in the next module!
- In this DIY (do-it-yourself) project, students will follow step-by-step directions to learn how to create a game that makes a cannon fire a cannonball to knock down platforms.
- Optional: Ask your students if they can explain why the “apply impulse” block has the “100*timer” operator inside it. (Answer: The purpose is to make the cannon fire the cannonball faster if the mouse button [web] or student’s finger [mobile] is held down for a longer period of time.)
- Did students finish early? Ask them to explore the bonus activity in “Step 6” of the tutorial which encourages students to add more platforms!
- To solve this puzzle module, students will need to code an owl to fall from the sky when it’s hit by a cannonball.
- Give a hint: Ask students…
- What do we need to add to the “when occurs” block to make the owl react to being touched by the cannonball?” (Answer: “touching cannonball?”)
- Does the “set active” block need to be set to true (active) or false (not active)? (Answer: The “set active” block needs to be set to true.)
- Does the “set static” block need to be set to true (static) or false (not static)? (Answer: The “set static” block needs to be set to false.)
- Students will watch a project of two bouncing balls, where one ball is bouncier than the other. They’ll create their own version of this project in the next module!
- In this DIY project, students will create a project using the “set restitution to” block to customize the bounciness of each ball Actor.
- Did students finish early? Encourage them to add more bouncy balls and observe how the restitution setting affects the balls’ bounciness!
U.S. Standards
- K-12 CTSA Computer Science Standards (Revised 2017)
Computer Science Teachers Association:- 1B-AP-10
- 1B-AP-11
- 1B-AP-12
- 1B-AP-15
- 2-AP-12
- 2-AP-13
- 2-AP-15
- 2-AP-16
- 2-AP-17
- CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
- CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
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