![]() ![]() Allow students time to explore as time allows. This guide will provide a range of numbers to use in the code to make different sounds as well as some guidance on errors. Guide students to reference the sound options through the Speaker section in the Knowledge Base and select beep(). Students should add several additional lines of code with different sounds to make a song. Students will encounter that even though there isn’t an error shown, you cannot hear any beep.Ĭhallenge students to take what they learned in their investigation to add additional lines of code to create a song. Note: Students may have already discovered this on their own. Explain that the number 400 represents the frequency, the number 1000 represents the length of time in milliseconds and the number 100 represents the volume.Īsk students to replace the number 400 (frequency) with a number lower than 100. Ask students to identify what the number 400, 1000 and 100 represents in the code. Encourage students to try different numbers.Īllow students to share the new sounds they have created by changing the numbers. Review the code with students to identify what sections of the code tell the software what to do (importing the speaker), what portions of the code tell the hub what to do (beep), and what portions are just notes to the programmer (# green sections).Īsk students to identify areas that they could change to play different sounds. Have students type the code into the programming canvas. Provide students with the sample code below. Students should connect their hub.Īllow students to investigate how sounds can be made using the hub with this sample program. Ask students to erase any code that is already in the programming area. Investigate producing beep sounds on the hub.ĭirect students to open a new project in the Python programming canvas. Examples may include whistles or honking a horn to get someone’s attention, clapping hands to show approval, or a scream that means you are very scared of something.Ĭreating sounds is a great way to communicate. Students should create their own sounds for each brick and try to work together to build the stacks.ĭiscuss with students how sound can be used to communicate other than talking.Make each sound as you create your stack.Demonstrate the idea by saying that the green brick is represented by a clap, the red brick by a snap, and the blue brick by a stomp.Ask the teams to come up with a way to communicate with each other using sounds. ![]() However, this time students cannot show the stack to each other. Next, challenge the students to repeat the exercise with Partner B creating the stack. The simplest approach here would be to show Partner B how to build the stack. Partner A should communicate to Partner B how to build the stack without talking.For example, if the student’s bricks are green, red, and blue, then the stack might be green on the bottom, red in the middle, and blue on top. Partner A will stack the three bricks in any order.Ensure that each student in the pair has the same three colors bricks.Students will explore how to program sounds.Įach partner in the team will need a matching set of three bricks of three different colors. ![]()
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