Junior Programming: Scratch Level 3 Course | Advanced Problem-Solving & Algorithms

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4 Months

1 Hour Class

Medium

Online - Zoom

Why take this course?

Why did we start learning programming in the first place? To learn to problem-solve. Now that we have acquired tools like lists and understood concepts like abstraction and decomposition, it is time to put that into practice and develop better thinking skills

This course reinforces the importance of mathematical thinking and computer science where the students will be generating patterns. These will also help them think on a deeper level because of nested loops and multiple variables. We will cover modularization and abstraction to help students create a project with multiple levels and several enemies with their special properties.

A huge portion of this course will be spent on developing students’ algorithmic thinking skills, hence we will also introduce a maze-solving algorithm, which can prompt students to think about solving challenges like the micro-mouse competition.

Prerequisites:

Students must be 10 years or older and meet the following skill qualifications.
Successful completion of Junior Programming: Scratch Level 2 is required.
Must be comfortable designing projects that use lists, abstraction, decomposition, cloning, and complex conditional logic.
Experience with advanced problem-solving and logical flow beyond simple sequence is essential.

Course Outline

4 Month Plan

1) Algorithmic Thinking

a) Nested Loops

We will get started by analyzing the changes in a few variables through a loop.
Students will make use of these variables to be input in a nested loop system to create half-triangles of bubbles to create their patterns for a game.

b) Grid System

Students will learn to track empty spaces in a loop iteration and use it to create a different version of the triangle pattern.
Students will once again use mathematical operators to gain more control of the type of patterns they wish to generate.

c) Recursion

Students will learn about recursion through a simple clock-running program.
Students learn to stop recursion at a desired point while also learning about the conversions of different time units.

d) Spiral with Recursion

Students will compare an old project with a newer recursive version and compare program efficiency.
Students will bring in lists to add new functionality to the spiral program.

2) Modularization & Abstraction

a) Access Modifiers

Students will use nested loops to place the enemies of this Mega game in a 2D grid of rows and columns.
Students will learn about public and private variables to control clones in a better way to find their coordinates.

b) New Motion blocks

Students will learn to access the coordinates of other sprites through a new block, not previously used and create a bullet-firing animation triggered through a variable.
Students will learn to move the player sprite in a different way offering much more sliding effect than the move steps method.

c) More list blocks

Students will track the current enemies through a list, using its length, adding and deleting their clone numbers to program them to fire at random intervals.
Continuing to divide the problem, students will make bullet costumes to create the illusion of destroying an object around it.

d) Finishing touches

Students will again use the length of remaining enemies as a multiplying factor to make the remaining enemies move faster.
Students will program the game over broadcasts and program the next-level clones to appear lower using a variable multiplier with the y values.

3) Understanding Program State

a) Invisible Paint

Students will use lists to record all coordinates of the positions of the sprite without having the pen down to make an invisible drawing.
Students will use these coordinates to trace the path while having the pen down to reveal the word.

b) Fixing Glitches

Students will also track the pressing or release of the mouse button to track when to pen up and when to down again.
Students will try to test the program with different controls to see which type of input allows for better recording of the coordinates in the lists.

c) Traversing Maze

Students will build a maze according to the size of the mouse. They will program the mouse to traverse forward and turn if it hits a wall.
Students will use the color touching color sensing to program an algorithm that turns in one specific direction if it hits a wall.

d) Complex Mazes

Learning the need to record the path traversed that would not be taken again.
Students will use bring modularity into their project and will write a program that checks at every step, where there is a path on the right, front, or left.

4) Maze-Solving

a) Maze Design

Students will build different types of mazes and learn the drawbacks of different algorithms that can not solve them.
Students will program their first algorithm to try to solve a loop maze.

b) Graphs (Unplugged)

Students will learn about graphs and learn about the cost of traversing a path and finding the shortest path.
Students will get an introduction to the vertices, edges, and weighted and unweighted graphs.

c) Recursive Backtracking

Students will explore the concept of recursive backtracking to find a path when encountering a dead end.
Students will evaluate their program for finding the shortest path.

d) Fixing Glitches

Students will learn about the efficiency of different sensing methods for finding walls and paths in a maze.
Students will evaluate each other’s codes for markings, learning about best practices.

Learning Outcomes

Students will have the skill set of creating patterns using nested loops.
They will be familiar with recursive thinking and will be able to explore the names of other algorithms.
Students will have made 5-7 projects with higher level complexity. With interconnected programs, clones, lists and will have acquired project management skills.
Structure code effectively using access modifiers, public/private variables, and modularization techniques like functions and procedures.
Manipulate invisible data with lists to create impressive effects like "invisible drawing" and efficient maze traversal.
Design and solve complex mazes using advanced algorithms like backtracking and have an introduction to graph theory, understanding the strengths and limitations of each approach.

Schedule

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Frequently Asked Questions

To enroll in any of our programming courses, your child must first attend a STEM Explorer Session. This helps us understand your child’s learning profile and ensures they are placed in a course that matches their skills and interests. After the session, we will share available time slots and course details and guide you through the next steps for enrollment.

Book a 30-minute STEM Explorer Session to find out the most suitable course for your child.

Learning to code helps build essential 21st-century skills such as critical thinking, problem-solving, and creativity. It fosters logical reasoning, boosts confidence in using technology, and prepares children for a future increasingly shaped by digital tools.

While we highly encourage punctuality and regular attendance, we understand that emergencies can happen. In such a case, parents must inform the instructor before the class and request a recording. In this way, the instructor can arrange a recording if informed in advance, as we do not usually record classes.

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