F-4 microbits

F-4 microbit magic 8 ball

In this lesson, students will create a magic 8 ball fortune-teller, using a BBC microbit and craft material.

Do Now (5 minutes)

TEACHER GUIDANCE:

Mini-Lesson (5 minute Demo)

Context building:

Show students a magic 8 ball and a pre-made microbit magic 8 ball. Have the class ask it three random questions.

What pseudocode would be required for a magic 8 ball?

• • • • • • • • Show default picture at start, such as a heart LED

              • Randomly pick True of False

              • If True show Checkmark else show a X

Two concepts are introduced in this lesson: If-Else and Random.

Discuss what the word Random means. If the class is not familiar with the If structure, play a round or two of backyard conditionals.

Demonstrate software using student handout and microbit. Show students how to create a If-Else from a If command - shown on handout.

Students build magic 8 ball. (with team partner)

• • Build software using microbit and student handout.

  • Build hardware using craft material. Small boxes or cartons work well for a body. Sticky eyes. Color paper. Pipe-cleaners.

Test on partner and iterate.

Extension day:

A similar project that could develop from this project is Rock Paper Sissors commonly called RoShamBo which uses a variable, to store three possible outcomes.

Close-Out (5 minutes)

• 1. Discuss the following questions:

     • How does the traditional magic 8 ball work? (It uses a 21 sided die, floating in liquid. When you turn the ball over, the die face can change.

     • How does the micro:bit 8 ball work?

     • It works using code. When you shake the micro:bit, it randomly generates a 1 or 0 which corresponds to either a checkmark or a cross.

     • Could we made the micro:bit magic 8 ball have 21 responses?

     • Yes it would just take a lot more coding.

     • Details: You would need to use a variable or list to store shake outcome (1-21) and then access the response associated with that number.

Standards CSTA

• • CSTA 2-CS-03 : Systematically identify and fix problems with computing devices and their components.

  • CSTA 2-AP-11 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.