Lesson 4

Advanced Scratch Programming

In this lesson you will learn:
How to capture the input from the user.
A m How to write programs using variables and lists.

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Jyoti and Tejas are planning
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Sports to create a game called “Logic
Bingo” using Scratch programing
language. They start discussing
about it with Moz.

Moz: Why do you call it “Logic

Bingo”?
Jyoti: In the game there are some
conditions. The players have to find these conditions using logical reasoning before getting
to the answer. There are only four chances to win the game. So we named the game “Logic
Bingo”.
Moz: So what is this game?
Tejas: For sports day in our school, each student can participate in two games from a list of
six games.

Team games Individual games

Foot ball Athletics

Basket ball Swimming
Kho kho Gymnastics

Jyoti: Rules for combinations of games are as follows:

• Participation in two team games is not allowed (invalid choice).
• Participation in two individual games is allowed (valid choice).
• Participation in a team game and an individual game is valid.

Tejas: We want to convert this into a Scratch project. Students have to find the correct
combination of games in four chances.
Jyoti: We will not reveal the rules for valid combinations to students. We will display only
the names of the games. They have to guess the rules and find a valid choice.
Moz: Good project. So how do you start?

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Tejas: The main steps in our project are:
Step 1: Display the games.
Step 2: Repeat the following sequence four times.
i. Ask the student to enter the choice for first game. Receive the answer.
ii. Ask the student to enter the choice for second game. Receive the answer.
iii. Determine whether the two games are a valid combination.
iv. Display whether the combination is valid or invalid.
v. Keep score of valid choices.
Step 3: Display the final score.
Jyoti: We do not know the instructions for sub-setps in Step 2.
Moz: Let us start with sub-steps i and ii of Step 2. This is called receiving input from the
keyboard.

Receiving input from the keyboard

Moz: In which block do you find instructions to sense a
mouse click?
Tejas (thinks): Sensing. Oh! So words entered using the
keyboard is “sense the keyboard input”. Isn’t it?
Moz: Correct.
Jyoti: Let us check Sensing.

Look at this instruction

Moz: To learn how to use this instruction,

right click on the instruction to get help.

Tejas right clicks on the instruction and gets help for it.

Using Help option:

To learn about the functionality of an instruction, right click on the
instruction. This gives you a help option. Help option displays how to
S
use the instruction with an example. I LL
K S
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 Moz: Build a small block using the Sensing instructions and execute it.

Sensing input and its execution steps

2 3

Tejas: This is good. We can ask a question and also capture the answer given by the user.
Jyoti: Let us enter another question using the ask instruction.

Keyboard input
• ask and wait prompts users to type input using the keyboard.
CONCEPTS
• answer stores the keyboard input.

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 Creation of Variables
Tejas: What happens to the input entered for the first question. Is it lost?
Jyoti: I wish the computer can save the answer somewhere.
Moz: Sure it can. Check out the Variables block.

Tejas and Jyoti create Variables called name and age.

Variables
The variable blocks allow you to create variables and use them in
a program. The variables can store numbers or strings (sequence of
characters). A variable can be created such that:
• Only one of the Sprites can use it or all Sprites can use
o
the variable. Inf

Letters, words or sentences are called strings in Computer language.

CONCEPTS

Assigning values to a Variable

Tejas: Can we store a word in this variable?
Moz: Yes. When a word is saved in a variable, it is called a string variable.
Jyoti: I want to save answer in the string variable name.
Moz: Check out the help for answer under the Sensing block. If you want to save the current
answer, you can store it in a variable.

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 Moz: Scratch allows you to save answer in a variable that you have already created.

The variables are

set to the answer
entered by the user.

Operators (A symbol that represents a specific action. For example, a plus sign (+) is an
operator that represents addition.)
Tejas: Suppose the name typed is “Jyoti” then I want to say “Hello Jyoti”. How do I get this?
Moz: You want to join two words and display it. Join is a string operator. Check
out these instructions in Operators block.

Jyoti checks the help for string operator join. Then she adds the join instruction to her scratch
program and executes it.

Tejas: How do we compare strings? We will need it for our project, to compare the user’s
answer with ours.
Moz: How do you compare if two numbers are equal?

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 Jyoti: Using ‘=’ (equal to) operator.
Moz: You can compare strings for equality also, just like numbers. Where do you find the
comparison instruction?
Tejas: In Control block.
Tejas and Jyoti write the following blocks to see how operators and control statements can
be used.

Script for the Cat Sprite Script for the Football Sprite

Stage after execution of program

Conditional statements:
• if and if-else in the control block are used to check for a condition.
CONCEPTS
• If the condition is true the set of instructions after if are executed.
• Otherwise, the set of instructions after else are executed.

Moz: Explore the other string operators too. You may get some more ideas to show
comparisons.
Tejas and Jyoti explore the following string operators:

Concatenates (combines) strings.

Reports the number of letters in a string.

Reports the letter at the specified position in a string.

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 Logic Bingo by Tejas:
Tejas: Let us create a game called “Logic Bingo”. There are six Sprites for the six games.
Cat Sprite will ask a question and capture the response. An Instruction Sprite will give the
instructions of the game.

Moz: Have you decided on the variables that you will require for the game?
Jyoti: Since the player enters two games of his or her choice, we need two variables, game1
and game2, to save the choices.

Moz: Good. What else do you need?

Tejas: We can decide if a game combination is valid or invalid by comparing the types of the
two games. So each time the player enters a choice, we should also save the type of the game.
Later, we can do the comparison and decide if the choices are valid or invalid. So we need
two variables, team and individual.

Moz: Good. So next what do you do?

Tejas: Import the sprites and position them on the stage.
Jyoti: We have to also create the variables.
Moz: Good. Summarize the steps.

Steps for creating Variables

Step 1: Click on Make a variable

to create a new variable.

Step 2: Type in the name of

the variable in the pop-up
box and click OK. The new
variable game1 is created.
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S KI
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 Steps for creating a game Logic Bingo

1. Import Sprites and position them on Stage:

Select Sprites from the available Sprites or paint the Sprites required for
the game.
Six Sprites for six games and Cat Sprite as referee of the game. One Sprite
which has instructions of the game.

2. Create the required variables:

Four variables are required. Two to save the names of games and two for
the types of games.

Moz: What is the next step? How does the program start?
Jyoti: The program starts as follows.

How does the game start?

3. Hide the Sprites and show the instructions of playing the game.
4. Hide the instructions and show the Sprites.

Script for Script for both Stage after running the Script
Instruction Cat Sprite and the
Sprite game Sprites

Moz: How do you take responses from the player?

Tejas: First, the Referee Sprite asks a question. Next, the Player responds. Then the response
is saved in game1.
Jyoti: We have to also save the type of game. We can use Broadcast. Referee Sprite can
Broadcast the name of the game. Then the corresponding game sprite will receive and save
the type of game in choice1.
Tejas: Let us use join while broadcasting. For example if the first game is football then we
can join it with ‘1’. So the Broadcast will go as football1.
Moz: Very good.
Tejas: If the choice of game is team game, then choice1 = team. If the choice is individual
type of game then choice1 = individual.
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 Jyoti: We can again use join to display the type of game.

Moz: Good.
Jyoti: We can use the same sequence and logic for the second choice of game too.
Moz: Correct. Go ahead and write the Scripts for referee and game Sprites.

5. Referee - Cat Sprite block:

Referee gives an instruction “Enter the name of the game you want
to play on sports day”
Player responds by entering the name of the game.
Save the name of the game in the variable game1.
Broadcast game1.
6. Game - Sprite:
The game that has been chosen receives the Broadcast.
Type of game is also saved by the chosen game Sprite in a variable
choice1.
7. Referee - Cat Sprite:
Receives the Broadcast and says the type of game (choice1) so that
the player knows type of the first game that he/she chose to play on
sports day.

Scripts for referee Sprite for choice1

Stage for choice1 of the player
for the game Logic Bingo

Individual game Sprite Team game Sprite

Script, if choice1 is Scripts, if choice1 is
swimming football

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Moz: Now that you have one choice, what should be your program for the next one?
Tejas: Program for choice2 will be the same as for choice1, except that player’s response will
be saved in variable game2.

Scripts for referee Sprite for choice2

Stage of the player for choice2 response

Individual game Sprite Script, Team game Sprite Scripts,

if choice2 is swimming if choice2 is football
Jyoti: Now we have to build the program for comparing choice1 and choice2.
Moz: What would the referee Sprite do now?
Tejas: Referee Sprite compares the combination of selected games and says whether it is
valid or invalid.
Moz: Good. Suppose someone enters their choice1 again in choice2?
Jyoti: We can handle that easily. We will first write the logic to check duplicate. The full
comparison logic is as follows:

1. If the same game is selected twice then the combination is not

valid.
If game1 = game2, then say “Duplicate selection of games – invalid
combination”
2. If the two games selected are team games then the combination is
not valid.
If choice1 = team game and
If choice2 = team game, say “invalid game combination”.
3. Rest of the combinations are correct.
choice1=team, choice2 = individual, then valid combination.
choice1=individual, choice2=individual, then valid combination.

Moz: That is a very good comparison sequence. First you are making sure there are no
duplicates. Next, since there is only one more invalid combination, you are checking for it.
Rest of the combinations are valid.
Tejas: We will now complete the game.

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 Final stage of Logic Bingo

Referee Sprite script to display the following choices:

Moz: Have you noticed there is one more option under the Variables block: ?

Tejas: Is it something like the lists we make for purchasing things from the grocery store?
Moz: Yes, it is similar to lists that we normally use.
Jyoti: We will click on it and make a new list. Let us name it as Mylist.
Moz: When you create a list you get eight different blocks under list. If you click on the help
for you can get the functions of all these eight blocks.

Lists (arrays)
CONCEPTS
• Use list blocks to store a list of numbers and strings.

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Tejas: Let us write a program to get four items from the user, which can be taken while going
on a picnic.
Tejas and Jyoti explore the various commands for list and write the following program.

There are some blocks in Scratch such as , , which

are designed to fit in the input area of other blocks. These blocks are called
Reporters. Reporters with rounded ends (such as , ) report
numbers or strings, and fit in blocks with rounded or rectangular holes (such
as ). Reporters with pointed ends (such as ) report values
(true or false) and fit inside blocks with pointed or rectangular holes (such
as or ).
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 Level V Lesson 4 WORKSHEETS
1. Gargi has written a program to capture the input from the user. She has created
a variable named Input. What will be the final value of this variable after the
execution of the program?
a. Hello!
b. User name
c. User’s friend’s name
d. answer

2. The following is a small program. The last line of the program is missing. When
executed the user gave the name as Annie. If you want the sprite to say “Hello
Annie”, what should be the last line of the program?

3. A small program which compares two strings is given below. The user has
entered the name of two items he likes to eat. Can you tell what the Sprite will
say at the end of this program?

a. Oh! You entered the same thing

b. Cakes Cakes
c. Enter Item 2
d. Enter Item 1
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Level V Lesson 4 WORKSHEETS

4. In the following program there are three variables: Choice1, Choice2 and
Game. When the program runs fully, what will be the final value of the variable:
Game?
a. Basketball,
b. 0
c. Football
d. 2

5. Here is a program to compare numbers. What will the Sprite say when the
numbers entered by the user are 250 and 500. Circle the correct option.
a. Choice1 is less than Choice2
b. 250 is less than 500
c. Choice1 is greater than Choice2
d. 500 is greater than 250

6. Here is a program which calculates

the length of the name entered by a
user. But the instructions are jumbled
up. Rearrange the instructions by
numbering them.

1
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 Level V Lesson 4 WORKSHEETS

7. The stage of the game Collide (which has Cat and Gobos as sprites), and the
scripts for the cat, yellow Gobos and the pink Gobos are given below.

Cat Script Script for yellow Gobo Script for pink Gobo

Using the scripts given above for the game Collide answer the following:

i. initializes the __________ of the Sprite and the variable ______.

ii. What is the Goal of the game?

Help the Cat ____________ the mine field of Gobos with the _________.

iii. What are the Rules of the game?

Collect _____ Gobos to earn points, Avoid _______ Gobos to lose points.

iv. What happens when you earn points?

Maximize _________ while playing the game.

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Level V Lesson 4 WORKSHEETS
8. You are given a Sprite “fantasy man”, costumes for the Sprite which are “extinct
birds and animals” and a list “avatar” with the names of the costumes and
jumbled up instructions for the Sprite. Arrange the instructions into a Scratch
block by:
1. Using the Sprite and costumes given.
2. Arranging the jumbled up Scripts such that the following actions are
repeated:
• The fantasy man asks the user to guess the next avatar that he would change
to from the list of extinct birds and animals given on the stage.
• The user guesses the next avatar and enters the corresponding number from
the list on the stage.
• Fantasy man changes to a random costume.
• If the guess matches the costume that the fantasy man changes to then he
makes a positive statement, else provides the name of the costume that he
changed to.

2
Scratch block of fantasy man
3 1

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 ACTIVITY Level V Lesson 4

1. Open the following Scratch projects and do the activities.

i. Bouncing Music Balls: Use the arrow keys to

move the small balls. When the small balls hit the
big ball, music is produced. Follow these steps to
start the project:
Scratch ---> Projects ---> Simulation ---> Bouncing
Music Balls
Activities to do:
• Press H to read the help on how to play.
• Use arrow keys and + and - keys on the
keyboard and observe what happens.

ii. Mouse Recorder: This projects lets you record

and play back movements of the mouse. It uses
lists to store x and y positions of the mouse.
Follow these steps to start the project:
Scratch ---> Projects ---> Interactive Art --->
Mouse Recorder
Activities to do:
• Press record button ( ). Move the
mouse around to record the movements
of the cursor. Press stop ( ). Press
play ( ) to see the recording.
• Explore the Scripts to see how list is
used in the program.

iii. Piano Machine: Balls bounce on the piano keys

to make music. To start the project follow these
steps:
Scratch ---> Projects ---> Music and Dance --->
Piano Machine
Activities to do:
• Click and drag any piano keys to a new
position for different music.
• Click on the number icon to change the
number of balls in motion.
• Change the program and create your
own piano.

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 ACTIVITY Level V Lesson 4

iv. Simple Electrical Circuits: Place all the components in the circuit to light up the bulb.
Scratch ---> Projects ---> Simulations ---> SimpleElectricalCircuits
Activities to do:
• Position the circuit components and light up the bulb.
• Change the program to introduce another bulb and light up both the bulbs.

Project
Do project 4.1, 4.2, 4.3 from lesson 8.

Explore!
1. Explore what are boolean operators?
2. Find out the fumctions of commands under
Operators block like , .

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 Teacher’s Level V

Corner Lesson 4

This lesson is best taught in front of a computer running Scratch.

The purpose of this lesson is to teach students how to use the instruction blocks related to
conditional statements, variables, lists, operators and keyboard input, available in Scratch.
Students are already familiar with this programming language and understand that they
can make the computer do something using this activity.

Begin by revising the functions of different instruction blocks already taught. You can ask
them to write a small project to refresh their memory of what they already know. Tell the
students that they will now learn to use additional instruction blocks to write a variety of
interesting projects.

Start Scratch and open an existing project (e.g. Examples --->Speak up ---> Global warming)
that includes sensing and variable instructions. At this time, do not show the Script. Ask
them to observe the animation. Now show the Script area and ask them to observe if they
find any new instruction blocks, and of what colour. Ask them to which instruction block set
do they belong. Let them guess its functions, if they can. To do this, you can use the strategy
of think pair share, where students can partner with their classmate and do this activity.

Now explain the functions of different sensing options using the example mentioned in the
book. Right click on the different block and open the help screen and ask them to read their
functions. Do it for a couple of instructions and ask the students to explore the remaining
instruction blocks themselves. Similarly teach the functions of different variable options.
Give a demonstration of the Script included in the lesson to show how to use the different
instruction blocks.

Emphasize that it is important to plan and organise the different activities you want to do
using Scratch. Ask the students to write the Script for the Scratch project in their notebook.
Now ask them to exchange it with their partner and program using Scratch for each other’s
activity.

Summarize the lesson and give the students activities to practice.

Further Reading:
http://scratch.mit.edu/

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