Physical Computing in the National Curriculum
Key Stage One: Related to Physical Computing
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It is evident that teachers at Key Stage One need to have a secure understanding of basic computer science terms in order to teach physical computing effectively and introduce these terms in meaningful contexts that children will understand. This page includes simple explanations of these terms and more that are related to real world examples.
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Key Stage Two: Related to Physical Computing
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At Key Stage Two there is more of an emphasis on children as creators and problem-solvers, with more emphasis on the key corner stones of computational thinking detailed below.
The explanations on this page should enable teachers to feel empowered in their knowledge of these key ideas. I have created some activities that could be used in the classroom to support children's understanding of these key concepts through the use of input and output devices. |
Key Terms
Physical Computer Systems
Physical computer systems can be found all around us. 'In primary programming a physical system is anything that we can attach to a computer other than a screen' (code-it.co.uk). Fundementally, physical computer systems are the computer systems we see in every day life, they can be seen in traffic lights, automatic doors, and some systems that are slightly further afield, such as the Mars Rover. The BBC has produced a video that explains physical computer systems in a child friendly way, which could be used very effectively in the classroom. Additionally, the video shown (right) gives a large range of examples of the applications of computer systems, which include a wide variety of physical computer systems.
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Input and Output
Input devices are pieces of hardware that allow us to give information to a computer's central processing unit (CPU). For computers, input devices include keyboards and webcams, whilst in the real world, input devices can be remote controls, gamepads and the buttons on a washing machine.
Output devices receive information from the CPU and give information to the user. Outputs include computer screens, printers and speakers as well as the information screens shown on washing machines and on car dashboards. |
Computational Thinking
BBC Bitesize breaks down computational thinking into four skills they describe as the four corner stones, as pictured above. Barefoot Computing broadly defines computational thinking as "looking at a problem in a way that a computer can help us to solve it". They state that this is a two step process, where we must:
- Consider the steps needed to solve the problem (decomposition)
- Then, use computing skills that allow us to use technology to support us in solving the problem.
This video provides a great example of an unplugged activity to develop learners' computational thinking. It also clearly explains what the different terms mean within the context of the activity.
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Repetition
Repetition loops are used regularly in algorithms as they avoid having to write lines and lines of code that are identical. In the algorithm above, a repetition loop could be used in the 'eat' section of the algorithm, as shown on the right (green). |
Selection The repetition loop displayed on the left (yellow) also includes a selection. Selections create opportunities for input data to influence how an algorithm behaves. In this example, the input would be what the person eating breakfast can see in the bowl, their CPU (their brain) then processes this, and continues with the algorithm, using the repetition loop until the answer to 'bowl empty?' is yes. |
Debugging The process of finding and fixing problems within an algorithm |
Sequencing Sequencing as it sounds, the individual instructions within an algorithm need to be ordered in a way that makes logical sense. For example, it would not be logical to try to pour the milk before you've collected the bowl from the cupboard, nor would it be logical to try to eat the cereal before you have poured it. |
DecompositionDecomposition is the process of breaking down a bigger problem into smaller parts to make it the task more manageable and easy to understand (BBC Bitesize). We use decomposition regularly to decide how to tackle large tasks, such as writing a story. When planning a story, we encourage children to think about the different sections of the story (opening, build up, climax, events and resolution), and then consider what needs to be included in each area of the story.
The image on the right shows how the task of making breakfast can be decomposed into making a bowl of cereal and a cup of tea, and each section of making these can be further decomposed into individual actions.
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Pattern Recognition
We use pattern recognition to notice similarities in the problems we face with problems faced in the past. The BBC bitesize revision page gives the example of the problem of drawing a cat, where we must look at different cats and find the similarities we can see in all of them to determine how to draw them. For example, while they may have different coloured fur, different coloured eyes, and different length tails, they all have eyes, fur and tails, therefore the cats we draw must have eyes, fur and tails (among other things!)
Abstraction
Following on from the cat analogy in pattern recognition, abstraction would consider which information about the cats was important for drawing them and which information was irrelevant, determining the vital information and the additional information. The process allows us to get a general idea of what a problem is and how it may be solved whilst removing irrelevant information (find more information at BBC Bitesize)
One example of abstraction seen in day to day life is in road signs. The pictured road sign warns of roadworks, which could involve temporary traffic lights, lanes closed and congestion. While it does not specify what sort of disruption is ahead, it warns motorists to be vigilant and prepare for a change in the road conditions (Turvey et al., 2016).
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Variables
Variables are a changeable value within a programme. BBC bitesize has produced a video aimed at Key Stage Two children that explains how computers use variables. They suggest that variables could be thought of like a box in which the computer stores changeable information. This information changes based on what is inputted by the user of a computer program. The example given in the video is a squirrel trying to keep track of how many nuts he has buried and where. In the program, the computer tracks the quantity of nuts and the name of the place they are buried. Additionally, the computer program could track the type of nuts the squirrel has buried. In computer games, these variables are often used to track the score, number of lives remaining or personalise the game (for example, including the players name in the game.)
Logical Reasoning
Logical reasoning is the thought process that is used to determine the most efficient method of achieving a desired outcome.
One real-life example of this problem would be when a person loses their keys in an office building. By using logical reasoning we can determine that the most efficient way to search for the keys would be for the owner to search all of their pockets for the keys first, and then retrace their steps, working backwards until they find their keys. Alternatively, you could search every inch of the building, starting at the bottom floor and working upwards. This would guarantee that you would find your keys, however it is not an efficient way to find the keys and would take a great deal of time and energy.
While both solutions are based in a logical, methodical process, the former option demonstrates logical reasoning as it is the most time and energy efficient way to resolve the lost keys problem.
One real-life example of this problem would be when a person loses their keys in an office building. By using logical reasoning we can determine that the most efficient way to search for the keys would be for the owner to search all of their pockets for the keys first, and then retrace their steps, working backwards until they find their keys. Alternatively, you could search every inch of the building, starting at the bottom floor and working upwards. This would guarantee that you would find your keys, however it is not an efficient way to find the keys and would take a great deal of time and energy.
While both solutions are based in a logical, methodical process, the former option demonstrates logical reasoning as it is the most time and energy efficient way to resolve the lost keys problem.
Reference List
Turvey, K., Potter, J., Burton, J. (2016) (7th Edition) Primary Computing and Digital Technologies: Knowledge, Understanding and Practice, London: Sage