Teacher mode

World 1: Decomposition

Break It Down! Break a big problem into smaller problems you can solve one at a time.

1

Build a Sandwich

Beginner

Activity: Drag-and-drop sorting

Objective: Split one job into smaller sub-problems.

Student task: Drag each step into the part of the job it belongs to.

What students read first

Decomposition means breaking a big problem into smaller problems. Each small problem is easier to understand and solve on its own. Solve all the small ones and the big problem is solved too.

Pixel's three hints
  1. Which steps are about getting things out, before anything is cut?
  2. Washing, slicing and grating all change the food itself. They belong together.
  3. Pixel has put one step in the right place for you. Find the others like it.
Answer

Gather: bread, cheese and tomato, knife and plate. Prepare: wash the tomato, slice it, grate the cheese. Put together: lay the fillings, add the top slice, cut in half.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition

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2

Organise My Morning

Beginner

Activity: Put the steps in order

Objective: Order sub-tasks so each one comes after the tasks it depends on.

Student task: Put the morning tasks in an order that works. There is more than one right answer.

What students read first

A big task like getting ready for school is made of smaller tasks. Some small tasks depend on others, so those must happen first. Others can go in any order.

Pixel's three hints
  1. Which task has to come before every other task?
  2. Look for pairs: shower before getting dressed, breakfast before brushing your teeth.
  3. Pixel has put one task in its place. Work outwards from it.
Answer

One correct order: wake up, shower, get dressed, breakfast, brush teeth, pack bag, shoes and coat, leave. Packing can go anywhere after waking and before leaving.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition

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3

Fix the Robot

Beginner

Activity: Drag-and-drop sorting

Objective: Split a broken system into sub-systems you can fix one at a time.

Student task: Sort each repair job into the part of the robot it belongs to.

What students read first

When something complicated breaks, split the problem by its parts. Each part can then be tested and fixed on its own. Engineers call this working on one sub-system at a time.

Pixel's three hints
  1. Look at the robot picture: which part does each job touch?
  2. Cameras, microphones and distance sensors are how a robot senses the world.
  3. Pixel has sorted one job. Batteries, fuses and cables all bring power.
Answer

Sensors: camera lens, distance sensor, microphone. Power: battery, fuse, cable. Movement: wheel, motor, axle.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition

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4

Build a Dream House

Intermediate

Activity: Build a structure diagram

Objective: Draw a structure diagram: stages in order, with tasks under each.

Student task: Choose the four building stages, put them in order, then put each task under its stage.

What students read first

A structure diagram shows a problem at the top and its sub-problems underneath. Each sub-problem splits into smaller tasks below it. Reading across can also show the order the work happens in.

Pixel's three hints
  1. What has to be built first, so the house does not sink?
  2. Painting and carpets come last, once the walls, pipes and wires are in.
  3. Pixel has placed one card for you. Look for the card that goes with it.
Answer

Ground work: dig trenches, pour foundations. Walls and roof: brick walls, roof. Pipes and wires: water pipes, electric cables. Finishing: paint, carpets. Leave out the holiday and the goldfish.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition
  • OCR J277 2.1.2: structure diagrams

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5

School Trip Planner

Intermediate

Activity: Drag-and-drop sorting

Objective: Split a project so that a team can work on its parts at the same time.

Student task: Sort the planning jobs into the four parts of the plan, then answer Pixel's question.

What students read first

Big projects are split into sub-problems that different people can work on. Each person focuses on one part, at the same time as everyone else. The parts still fit back together into one plan.

Pixel's three hints
  1. Which jobs are about getting there, which about money, and which about keeping everyone safe?
  2. Consent forms and allergy checks keep students safe. A budget and payments are about money.
  3. Pixel has sorted one job for you. Each part has exactly three jobs.
Answer

Transport: coach, journey time, where the coach stops. Money: cost, payments, lunch budget. Safety: consent forms, medical needs, risk assessment. Timetable: galleries, lunch, leaving time. Answer: different people can work on smaller problems at the same time.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition

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6

Car Factory Challenge

Intermediate

Activity: Production-line simulation

Objective: Decompose a process into ordered stations, each with its own jobs.

Student task: Put the four stations in order, give each station its jobs, then run the line.

What students read first

A car factory decomposes making a car into stations along a line. Each station does one smaller job, in an order that works. If one station gets its job wrong, the car comes out wrong.

Pixel's three hints
  1. What has to exist before you can paint it?
  2. The engine and wheels go in after painting. Testing always comes last.
  3. Pixel has placed one card for you. Every station gets two jobs.
Answer

Order: body shop, paint shop, engine and wheels, quality check. Body: weld panels, doors and bonnet. Paint: base coat, clear coat. Engine and wheels: engine, wheels. Check: brakes and lights, paint inspection.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition

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7

Rescue the Cat

Advanced

Activity: Plan a route, then steer through a maze

Objective: Plan a mission as sub-goals, then solve them one at a time.

Student task: Plan the rescue as four sub-goals in order, leaving out ideas that do not help. Then steer the robot through your plan.

What students read first

A tricky mission is easier as a list of sub-goals, solved one after another. Each sub-goal is a small problem with a clear finish line. Some sub-goals must come before others, so the order matters.

Pixel's three hints
  1. Look at the map: what is stopping you from reaching Pixel?
  2. The gate needs the key, and you can only lead Pixel out after you have reached Pixel.
  3. Pixel has put the first sub-goal in place. What does that let you do next?
Answer

Plan: get the key, unlock the gate, reach Pixel, lead Pixel to the exit. Leave out the coins and visiting every room.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition

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8

Game Developer Studio

Advanced

Activity: Build a structure diagram

Objective: Decompose a software project into parts and match each part to a specialist.

Student task: Choose the five parts of the game, put two tasks under each, then give each part to the right team member.

What students read first

Real games are made by teams, each working on one part. The game is decomposed into parts like graphics, sound and code. Each part is then given to the person with the right skills.

Pixel's three hints
  1. Which cards are parts of a game, and which are just distractions?
  2. Every part has exactly two tasks. Jump physics and scoring are both programming.
  3. Pixel has placed one card for you.
Answer

Graphics: player, scenery (artist). Sound: theme tune, sound effects (sound designer). Level design: platforms, enemies and coins (level designer). Game code: jump physics, scoring (programmer). Testing: play-test, fix bugs (tester).

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition
  • OCR J277 2.1.2: structure diagrams

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9

Space Mission

Expert

Activity: Build a structure diagram

Objective: Decompose a complex mission into ordered sub-problems with their own tasks.

Student task: Build the mission's structure diagram: four sub-problems in mission order, each with three tasks. Then launch!

What students read first

Complex missions are decomposed into sub-problems, and those into smaller tasks. Each team solves its sub-problem, and the mission runs them in order. If a sub-problem is missing, the mission fails at that point.

Pixel's three hints
  1. What has to happen first in any space mission?
  2. Parachutes and landing rockets belong to one sub-problem. Antennas and photos belong to another.
  3. Pixel has placed one card for you. Every sub-problem needs three tasks.
Answer

Launch: countdown, boosters, orbit. Navigation: route, thrusters, stars. Landing: parachute, landing rockets, touch down. Communication: antenna, photos, commands. Leave out the paint job, party, theme song and souvenirs.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition
  • OCR J277 2.1.2: structure diagrams

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10

Ultimate Decomposition Challenge

Expert

Activity: Build a structure diagram

Objective: Decompose a real-world project into a full structure diagram on your own.

Student task: Build the whole structure diagram yourself: four sub-problems with three tasks under each. Leave out anything that does not belong.

What students read first

Expert decomposition means choosing the sub-problems yourself. A good sub-problem is a meaningful part of the goal, and every task sits under exactly one of them. Anything that does not help solve the problem is left out.

Pixel's three hints
  1. Think about before, during and after the run: what has to be organised?
  2. The four big parts are safety, money, publicity and the day itself.
  3. Pixel has placed one card for you.
Answer

Route and safety: route, first aiders, marshals. Raising money: sponsorship forms, online page, bank the money. Publicity: posters, assembly, newsletter. On the day: start line, water, medals. Leave out the minibus, timetable, staff room, juggling, textbooks and goalposts.

  • KS3 National Curriculum: use computational thinking to break problems into parts
  • OCR J277 2.1.1: decomposition
  • OCR J277 2.1.2: structure diagrams

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World 2: Abstraction

Focus on What Matters! Keep the details that matter for the problem and leave out the rest.

1

What's Important?

Beginner

Activity: Keep or remove details

Objective: Keep only the details a job needs.

Student task: Sort each detail into Keep or Remove for the job shown. Then do it again for a new job.

What students read first

Abstraction means hiding the details you do not need, so you can focus on the ones that matter. Which details matter depends on the job you are doing. The same scene can be simplified in different ways for different jobs.

Pixel's three hints
  1. Read the job again. Would the job still work without this detail?
  2. Each job needs only two of the details. Everything else is extra.
  3. Pixel has sorted one detail for you. Use it as a clue for the rest.
Answer

League table: keep the team names and the final score. A new fan: keep the ground and the kick-off time. Every other detail is removed both times.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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2

Lost Teddy Bear

Beginner

Activity: Choose the details or sensors that tell things apart

Objective: Choose the few details that pick out one thing from many similar things.

Student task: Pick details for the poster so the helper finds the right teddy and no other. The poster has room for only a few.

What students read first

A good description keeps only the details that make one thing different from all the others. Saying a teddy is soft does not help, because every teddy is soft. Choosing the few details that matter is abstraction.

Pixel's three hints
  1. Look at the line-up. Which details does your teddy share with lots of other teddies?
  2. A detail only helps if some of the teddies do not have it.
  3. Pixel has put one useful detail on the poster for you.
Answer

Biscuit: brown fur, a red bow and a patch over one eye (all three are needed). Pickle: a blue scarf with either brown fur or the eye patch.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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3

Create a Map

Beginner

Activity: Keep or remove details

Objective: Turn a real place into a map that keeps only what a walker needs.

Student task: Remove every layer the walking map does not need. Then choose the library's symbol.

What students read first

A map is an abstraction of a real place. It keeps what helps you find your way, like roads and landmarks, and leaves out cars, people and clouds. Map makers also swap real buildings for simple symbols.

Pixel's three hints
  1. Will this thing still be in the same place tomorrow?
  2. A walking map needs the start, the finish and a way between them, including any crossing.
  3. Pixel has sorted one layer for you.
Answer

Keep the roads, the station, the library, and the river with its bridge. Remove cars, people, trees, clouds, birds and adverts. The library's symbol is a simple open book.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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4

Design an App Icon

Intermediate

Activity: Keep or remove details

Objective: Abstract a detailed picture into a simple icon.

Student task: Remove details until each icon is clear at the smallest size. Design icons for two apps.

What students read first

An app icon is tiny, so it must keep only the shapes that say what the app does. Small details like writing, scratches and shine turn into blurry dots when the icon shrinks. Designers abstract a real object down to one or two bold shapes.

Pixel's three hints
  1. Look at the 16-pixel preview. Which parts have turned into blur?
  2. Keep only the shapes you would draw if you had three seconds.
  3. Pixel has removed one detail for you.
Answer

Camera app: keep the body and the lens, and remove the brand name, dials, strap, scratches, reflections and shadow. Music app: keep only the musical note.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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5

Robot Detective

Intermediate

Activity: Choose the details or sensors that tell things apart

Objective: Choose the features a computer needs to tell things apart.

Student task: Fit the three sensors that let the robot sort every item, then run it. Then use the readings to sort the mystery items.

What students read first

A robot cannot see the world as you do: it only knows the readings its sensors give it. Those readings are an abstraction of the real object. Good sensor choices keep exactly the readings that tell things apart.

Pixel's three hints
  1. Find two items in different bins that your sensors cannot tell apart.
  2. The red cup and the red can look the same to a camera. What is really different about them?
  3. Pixel has fitted one of the right sensors for you.
Answer

Fit the metal detector, the water drop test and the squash test. Mystery items: beeps means metal, goes soggy means paper, stays rigid means glass, and the rest is plastic.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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6

Car Navigation Game

Intermediate

Activity: Find the quickest route on a graph

Objective: Use a graph, an abstraction of a road map, to find the quickest route.

Student task: Click junctions to drive the car from road to road. Find the quickest route in every round.

What students read first

A satnav does not store every house and tree. It stores junctions, the roads between them and how many minutes each road takes: an abstraction called a graph. With just that, it can work out the quickest route.

Pixel's three hints
  1. Add up the minutes on each road you use. The lowest total wins.
  2. A route that looks short on screen is not always quick. Trust the minutes, not the distance.
  3. Pixel has driven the first road of the quickest route for you.
Answer

Round 1: Home, A, B, C, Cinema (17 minutes). Round 2, with B to C closed: Home, Park, C, Cinema (18 minutes). Round 3, via School: Home, A, School, E, Cinema (22 minutes).

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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7

Weather Forecaster

Advanced

Activity: Choose data columns, then make decisions

Objective: Hide the data a decision does not need, then use what is left.

Student task: Choose only the columns the rule needs, then use them to decide each day. There are two decisions to make.

What students read first

Weather stations record lots of measurements, but each decision only needs a few of them. Hiding the columns you do not need is abstraction for data. It makes the pattern easier to see and the decision quicker.

Pixel's three hints
  1. Read the rule word by word. Which columns does each part of it talk about?
  2. Careful: 'pressure falling' is about the trend, not the number, and 'temperature' is not 'feels like'.
  3. Pixel has done one step for you.
Answer

Rain rule: pressure trend and humidity; rain on Monday and Friday only. Sports day rule: wind speed and temperature; called off on Wednesday, Thursday and Friday.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1 and 1.2: abstraction in data and records

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8

Smartphone Designer

Advanced

Activity: Design a product for a user

Objective: Design a model around real user needs and leave out the rest.

Student task: Read each person's needs and fit the four features that meet them. Leave out features they do not need.

What students read first

A model is a simplified version of a real thing that keeps only what matters for its purpose. A phone designed to do everything ends up perfect for no one. Designers start from the user's real needs and leave out everything else.

Pixel's three hints
  1. Match each need on the card to one feature. If a feature matches no need, leave it out.
  2. Look for the feature that solves the problem directly, not one that is just nice to have.
  3. Pixel has fitted one feature for you.
Answer

Grandad Joe: big text and buttons, extra-loud speaker, three-day battery, SOS button. Zara: gaming processor, pro video camera, fast charging, drop-proof case.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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9

Escape the Data Maze

Expert

Activity: Filter a database to unlock doors

Objective: Use only the fields a question mentions to find one record.

Student task: Read each door's clue, filter the records using only what the clue mentions, then type the code you find. Open all three doors to escape.

What students read first

A database can hold hundreds of records, each with many fields. To answer a question, you use only the fields the question mentions and filter out everything else. Ignoring the rest is abstraction at work.

Pixel's three hints
  1. Find the facts in the clue. Each fact is one filter.
  2. Ignore the columns the clue does not mention, like the cover colour on the first door.
  3. Pixel has set a filter for you.
Answer

Door 1: Year 8, Monday, March leaves The Silent Server, 198 pages. Door 2: red, Ms Green, March leaves Codebreakers, 251. Door 3: Year 7, sorted by pages, gives Pixel Pirates, 225.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1 and 1.2: abstraction in data and records

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10

Master of Abstraction

Expert

Activity: Multi-stage challenge

Objective: Build a model, use it, and test where else it works.

Student task: Build the Queue Buster model for Pixel Park, use it, then find where else it works. There are three stages.

What students read first

Abstraction lets you build a model: a simple version of a real system that still gives useful answers. You keep the details that change the answer and drop the ones that do not. Then you test whether the same model works in other places too.

Pixel's three hints
  1. For each detail, ask: would the answer change if this detail changed?
  2. A model works somewhere else if the same few details decide the answer there too.
  3. Pixel has done one step of this stage for you.
Answer

Stage 1: use the queue, riders per go and minutes per go; waits are Dragon Coaster 20, Log Splash 15, Space Spinner 10 and Ghost Train 25 minutes. Stage 2: the checkout, lunch queue, car wash and lift fit the same model. Stage 3: keep hunger, energy and happiness.

  • KS3 National Curriculum: design, use and evaluate computational abstractions that model real-world problems
  • OCR J277 2.1.1: abstraction

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World 3: Pattern Recognition

Spot the Pattern! Find what repeats or stays the same, and use the rule to predict and to save work.

1

Finish the Sequence

Beginner

Activity: Pattern gaps, predictions and bug hunts

Objective: Find the part of a pattern that repeats and use it to predict what comes next.

Student task: Fill each gap with the shape that keeps the pattern going. Then say which part repeats.

What students read first

A pattern is something that repeats or changes in a regular way. Once you spot the part that repeats, you can predict what comes next. Computer scientists look for patterns so one rule can solve many problems.

Pixel's three hints
  1. Say the pattern out loud: star, moon, star, moon...
  2. Find the smallest group that repeats, then keep repeating it.
  3. Pixel has filled one gap for you.
Answer

Round 1: star, moon. Round 2: apple, banana. Round 3: square, square. The part that repeats is triangle, square, square.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.1: computational thinking

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2

Colour Code Challenge

Beginner

Activity: Pattern gaps, predictions and bug hunts

Objective: Use the length of a repeating pattern to work out any position.

Student task: Finish each colour code. In the last round, predict a bead far along the string.

What students read first

Patterns can be made of colours, sounds or moves, not just shapes. If you know how long the repeating part is, you can work out any position without drawing them all. That saves a lot of work.

Pixel's three hints
  1. Count how many beads are in the part that repeats.
  2. For a far-away bead, divide its number by the length of the repeating part and look at what is left over.
  3. Pixel has filled in one bead for you.
Answer

Round 1: yellow, blue, red. Round 2: red and red. Round 3: the repeat is 4 beads long and 20 ÷ 4 = 5, so bead 20 is green.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.1: computational thinking

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3

Number Detective

Beginner

Activity: Pattern gaps, predictions and bug hunts

Objective: Find the rule behind a number pattern and use it.

Student task: Type the missing numbers in each pattern. Then choose the rule.

What students read first

Number patterns follow a rule, such as 'add 3' or 'double it'. Find the rule by comparing each number with the one before it. Once you have the rule, you can carry on the pattern for ever.

Pixel's three hints
  1. Work out the difference between each number and the next.
  2. If the differences keep growing, try multiplying instead of adding.
  3. Pixel has typed one number for you.
Answer

Round 1: 15, 18 (add 3). Round 2: 35, 25 (take away 5). Round 3: 16, 32 (double). The rule is double each time.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.1: computational thinking

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4

Animal Patterns

Intermediate

Activity: Drag-and-drop sorting

Objective: Group things by the key features they share, then use the pattern on something new.

Student task: Sort each animal into its group by its key features. Then use the pattern to place a strange new animal.

What students read first

Things that share the same key features belong to the same group. Spotting the shared pattern lets you sort things you have never seen before. Look for the features that matter, not the ones that only look similar.

Pixel's three hints
  1. Ignore where the animal lives. Look at its body: fur, feathers, gills or scales?
  2. A whale and a bat are tricky. What do they feed their babies?
  3. Pixel has sorted one animal for you.
Answer

Mammals: dog, whale, bat. Birds: penguin, eagle, parrot. Fish: shark, clownfish. Reptiles: snake, crocodile, turtle. The platypus is a mammal.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.1: computational thinking

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5

Robot Dance

Intermediate

Activity: Program a dance and write it as a loop

Objective: Spot a repeating pattern of moves and write it as a loop.

Student task: Watch the dance, spot the pattern, and program what comes next. In the last round, write the whole dance as a loop.

What students read first

Dances are full of patterns: the same moves repeat again and again. Spot the repeating moves and you can describe a long dance in a few words, like 'do this 3 times'. Programmers call that a loop.

Pixel's three hints
  1. Watch the dance again and say the moves out loud.
  2. Find the shortest group of moves that repeats.
  3. Pixel has programmed one move for you.
Answer

Round 1: lean left, lean right, arms up. Round 2: spin, spin. Round 3: repeat 3 times: lean left, lean left, spin.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.2.1: iteration (count- and condition-controlled loops)

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6

Snake Pattern Game

Intermediate

Activity: Snake game: keep the pattern going

Objective: Continue a pattern by choosing the right next item every time.

Student task: Steer the snake with the arrows to eat the fruit that comes next in the pattern. Finish all three rounds.

What students read first

The snake's body shows the order it has eaten its fruit, and that order is a pattern. Spot what repeats, then eat the fruit that keeps the pattern going. Eat the wrong fruit and the pattern breaks!

Pixel's three hints
  1. Read the snake's body from its tail to its head. Which fruits repeat?
  2. The strip above the board shows the fruit eaten so far. What comes after the last one?
  3. Pixel has lit up the next fruit for you.
Answer

Round 1: banana, apple, banana, apple. Round 2: cherry, grapes, grapes, cherry. Round 3: apple, banana, cherry, apple.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.1: computational thinking

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7

Traffic Light Detective

Advanced

Activity: Pattern gaps, predictions and bug hunts

Objective: Use a repeating cycle to fill gaps, predict the future and spot a fault.

Student task: Fill in the missing lights, predict the light at a later time, and find the faulty step.

What students read first

UK traffic lights follow a fixed cycle: red, red and amber, green, amber, then red again. Because the cycle repeats, you can work out what the light will show at any time. A step that breaks the cycle means the light is faulty.

Pixel's three hints
  1. Say the cycle out loud: red, red and amber, green, amber, red...
  2. One full cycle takes 60 seconds. Take away whole cycles first.
  3. Pixel has done one step for you.
Answer

Round 1: red and amber, amber, green. Round 2: green (95 seconds is 35 seconds into a 60-second cycle). Round 3: step 7 is the fault; it should be green.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.1: computational thinking

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8

Find the Bug

Advanced

Activity: Pattern gaps, predictions and bug hunts

Objective: Find where output breaks its pattern, then fix the line that caused it.

Student task: Find where each output breaks its pattern and fix it. In the code rounds, click the line with the bug, then choose the fix.

What students read first

When a program's output should follow a pattern, a value that breaks the pattern points to a bug. Debugging means finding where the pattern breaks, then working out which line caused it. Testing against the pattern you expect catches bugs fast.

Pixel's three hints
  1. Compare each value with the one before it. Where does the pattern change?
  2. In the code, find the line that makes or controls the numbers. Bugs in a pattern usually live there.
  3. Pixel has done one step for you.
Answer

Round 1: 26 should be 25. Round 2: the sixth flash should be blue. Round 3: line 2 should be print(i * 2). Round 4: line 2 should be while n > 0.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.1.2 and 2.3.2: finding logic errors and testing

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9

Code Pattern Detective

Expert

Activity: Replace repeated code with a loop

Objective: Replace repeated code with a loop.

Student task: Turn each long program into a short loop by filling the gaps. Run it to check it prints exactly the same.

What students read first

When lines of code repeat with only a small change, that is a pattern a loop can replace. Find what stays the same and what changes, and use the loop counter for the part that changes. One short loop is easier to read and to fix than many copied lines.

Pixel's three hints
  1. Compare the lines. Which part stays the same, and which part changes each time?
  2. Use the loop counter i wherever the number changes. To count down, the step is negative.
  3. Pixel has filled one gap for you.
Answer

Round 1: for i = 1 to 5. Round 2: for i = 1 to 5 with print(7 * i). Round 3: for i = 10 to 6 step -1.

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.2.1: iteration (count- and condition-controlled loops)

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10

Pattern Master

Expert

Activity: Multi-stage challenge

Objective: Recognise patterns in shapes, numbers and code, and use each rule to predict.

Student task: Open each lock of the Pattern Vault by cracking its pattern. There are three locks.

What students read first

Pattern recognition works everywhere: in shapes, numbers, cycles and code. A pattern master spots the rule, tests it, and uses it to predict. Open the three locks of the Pattern Vault to prove it.

Pixel's three hints
  1. Find the rule first: what repeats, or how each item changes from the one before.
  2. For the 10th number, count how many steps of the rule it takes to get there from the 1st.
  3. Pixel has done one step for you.
Answer

Shape lock: orange, orange, then the sixth shape should be yellow. Number lock: 31, then 162. Code lock: for i = 1 to 4 with print(3 * i).

  • KS3 Computing: computational thinking (pattern recognition)
  • OCR J277 2.2.1: iteration (count- and condition-controlled loops)

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World 4: Algorithms

Think Step by Step! Design precise steps, as flowcharts and pseudocode, then test and fix them.

1

Put It in Order

Beginner

Activity: Put the steps in order

Objective: Put the steps of an algorithm in an order that works.

Student task: Put the steps in order. Watch the flowchart grow as you go.

What students read first

An algorithm is a precise set of steps that solves a problem. The steps must be in the right order, or the result goes wrong. A flowchart shows the steps as boxes joined by arrows, from Start to End.

Pixel's three hints
  1. Which step has to happen before all the others?
  2. Read your steps from top to bottom like a robot would. Does each step make sense at that moment?
  3. Pixel has moved one step into place.
Answer

Seed: pot, hole, seed, cover, water. Log in: open, username and password (either order), click Log in, home page. Hands: wet, soap, scrub, rinse, dry.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.1.2: designing algorithms with flowcharts and pseudocode

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2

Help the Cat Get Home

Beginner

Activity: Program a robot on a grid

Objective: Plan a sequence of moves as a program, then run it.

Student task: First drive Pixel home with the arrows. Then plan each route as a program and run it.

What students read first

Computers follow instructions exactly, one at a time, in order. A program for a robot is a sequence of moves, and one wrong move sends it the wrong way. Planning the whole route before you run it is algorithmic thinking.

Pixel's three hints
  1. Trace the route with your finger first, one square at a time.
  2. Count the squares in each straight line. Each square is one arrow.
  3. Pixel has added the next move for you.
Answer

Round 1: right, right, down, down, right, right, down. Round 2: down, down, right × 4, down. Round 3: right × 4 (fish), down, down, left × 4, down.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.2.1: sequence, selection and iteration

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3

Robot Commands

Beginner

Activity: Program a robot on a grid

Objective: Program a robot with forward and turn commands, and use repeat loops.

Student task: Program the robot with forward and turn commands to reach its goal. Use repeat loops to stay within the block limit.

What students read first

Robots usually turn and move forward rather than moving up, down, left and right. A repeat loop runs the same commands several times, which makes programs shorter. Count carefully: the robot does exactly what you say.

Pixel's three hints
  1. Stand up and act it out: which way are you facing after each turn?
  2. Look for a group of commands that repeats, and put it inside one repeat block.
  3. Pixel has added the next command for you.
Answer

Round 1: F, F, R, F, F, L, F, F. Round 2: repeat 4 [F, F, R]. Round 3: repeat 4 [F, R, F, L], then F.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.2.1: sequence, selection and iteration

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4

Flowchart Builder

Intermediate

Activity: Build and run a flowchart

Objective: Build flowcharts with the standard symbols, then run them with test data.

Student task: Drag each step, with the right symbol, into the numbered boxes. Then run your flowchart with the test data.

What students read first

Flowcharts use standard symbols: an oval for Start and End, a parallelogram for input and output, a rectangle for a process, and a diamond for a decision. A decision has two exits, labelled Yes and No, and a loop is an arrow that goes back to a decision.

Pixel's three hints
  1. Inputs and outputs use parallelograms, calculations use rectangles, and questions use diamonds.
  2. Follow the arrows from Start with a test value. What happens at each box?
  3. Pixel has placed one card for you.
Answer

Odd or even: Input number, remainder = number MOD 2, decision remainder == 0?, Yes: Output "Even", No: Output "Odd". Count: count = 1, loop while count <= 5?, Output count, count = count + 1.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.1.2: designing algorithms with flowcharts and pseudocode

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5

Traffic Light Simulator

Intermediate

Activity: Build and run a flowchart

Objective: Complete a control algorithm and test it in a simulation.

Student task: Finish the crossing's flowchart by dragging each step into its box. Then run the simulation.

What students read first

A pelican crossing is controlled by an algorithm: it waits for the button, then changes the traffic lights and the green man in a safe order. A loop keeps checking the button until someone presses it. If the steps are in the wrong order, people could get hurt, so the order matters.

Pixel's three hints
  1. Think about safety: what must happen to the cars before people are told to cross?
  2. The loop at box 1 keeps waiting until something happens. What is the crossing waiting for?
  3. Pixel has placed one card for you.
Answer

Box 1: Button pressed? Box 2: Lights: amber. Box 3: Lights: red. Box 4: Man: green. Box 5: Man: red.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.1.2: designing algorithms with flowcharts and pseudocode

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6

Car Driving Challenge

Intermediate

Activity: One pseudocode algorithm for several boards

Objective: Use selection inside a loop so one algorithm drives every track.

Student task: Practise on track 1 with the driving buttons if you like. Then fill the gaps so one algorithm drives all three tracks.

What students read first

A self-driving car repeats the same check again and again: is there road ahead? A while loop repeats until the car reaches the finish, and if, elseif and else choose what to do each time. One good algorithm should work on every track, not just one.

Pixel's three hints
  1. The loop should keep going while the car is NOT at the finish.
  2. Check for road ahead first. If there is none, check one side and turn that way; otherwise turn the other way.
  3. Pixel has filled one gap for you.
Answer

while NOT atFinish(): if roadAhead() then forward() elseif roadOnLeft() then turnLeft() else turnRight(). Checking roadOnRight() and turning right, else left, also works.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.2.1: sequence, selection and iteration

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7

Fix the Broken Flowchart

Advanced

Activity: Test, find and fix a flowchart bug

Objective: Use test data to find and fix the step that makes a flowchart go wrong.

Student task: Run the tests, then click the step that makes a test fail and choose the fix. Fix all three flowcharts.

What students read first

Testing means running an algorithm with chosen data and comparing what it does with what it should do. When a test fails, follow the path the data took through the flowchart to find the step that went wrong. Boundary values, like exactly 18, are where bugs often hide.

Pixel's three hints
  1. Run the tests first. Which test fails, and what did it output instead?
  2. Follow the failing test's data through the flowchart, box by box. Where does it go the wrong way?
  3. Pixel has pointed to the broken step for you.
Answer

Ticket: change the decision to age >= 18? Count: change the loop to count <= 5? Total: change total = n to total = total + n.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.3.2: testing, test data and trace tables

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8

Pseudocode Detective

Advanced

Activity: Multi-stage challenge

Objective: Order, debug and trace pseudocode.

Student task: Put the pseudocode in order, find and fix a bug, then complete a trace table. There are three stages.

What students read first

Pseudocode is an algorithm written in structured English that looks like code. OCR's version uses words like if, then, else, endif, for, next, while and endwhile, and = to store a value in a variable. A trace table follows a program line by line to record what each variable holds.

Pixel's three hints
  1. Read the pseudocode line by line, as the computer would.
  2. In a trace table, change one value at a time, in the order the lines run.
  3. Pixel has done one step of this stage for you.
Answer

Stage 1: the two inputs (either order), if a > b then, print(a), else, print(b), endif. Stage 2: line 2 should be for i = 1 to 4. Stage 3: x goes 3, 2, 1, 0; total goes 0, 3, 5, 6; the output is 6.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.1.2: designing algorithms with flowcharts and pseudocode
  • OCR J277 2.3.2: testing, test data and trace tables

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9

Snake Algorithm Challenge

Expert

Activity: One pseudocode algorithm for several boards

Objective: Write one algorithm, in pseudocode, that solves several different boards.

Student task: Fill the gaps, or type your own pseudocode, so the snake eats all the food on all three boards. Test it, fix it and test again.

What students read first

A snake that hunts by itself needs an algorithm: look for food ahead, to the left and to the right, then move. The same few rules, repeated in a loop, can clear any trail of food, but a snake that turns more than twice in a row gets dizzy. Write it once, then test it on every board.

Pixel's three hints
  1. Keep looping while NOT all the food is eaten.
  2. If there is food ahead, move forward. If not, check one side and turn towards the food.
  3. Pixel has filled one gap for you.
Answer

while NOT allEaten(): if foodAhead() then forward() elseif foodOnLeft() then turnLeft() else turnRight(). Checking foodOnRight() and turning right, else left, also works.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.2.1: sequence, selection and iteration

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10

Algorithm Grand Master

Expert

Activity: Multi-stage challenge

Objective: Test, trace and debug algorithms in flowcharts and pseudocode.

Student task: Fix a flowchart with tests, choose test data, trace a program and debug pseudocode. There are four stages.

What students read first

Good programmers do not just write algorithms: they test them with normal, boundary, invalid and erroneous data, trace them to check every step, and debug anything that goes wrong. This final challenge asks you to do all of that.

Pixel's three hints
  1. Use the tests and the trace to see exactly where an algorithm goes wrong.
  2. Boundary data sits exactly on the edge of the rule; invalid data is the right type but out of range; erroneous data is the wrong type.
  3. Pixel has done one step of this stage for you.
Answer

Stage 1: change the decision to mark >= 50? Stage 2: normal 45 and 72; boundary 0 and 100; invalid -5 and 150; erroneous "abc" and "twelve". Stage 3: count goes 0, 0, 2, 2, 6 and the output is 6. Stage 4: line 2 should be if n MOD 2 == 0 then.

  • KS3 National Curriculum: understand several key algorithms; use sequence, selection and repetition
  • OCR J277 2.1.2: designing algorithms with flowcharts and pseudocode
  • OCR J277 2.3.2: testing, test data and trace tables

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Bonus puzzles

  • Pixel's Picnic (Drag-and-drop sorting, unlocked by chest 1): Split a picnic into smaller jobs. Preview
  • Fibonacci's Rabbits (Pattern gaps, predictions and bug hunts, unlocked by chest 2): Find a pattern where each number depends on the two before it. Preview
  • Treasure Island (Find the quickest route on a graph, unlocked by chest 3): Use a graph to find the quickest way to the treasure. Preview
  • Rally Cross (One pseudocode algorithm for several boards, unlocked by chest 4): Reuse one algorithm on brand-new tracks. Preview
  • Grand Finale Loops (Replace repeated code with a loop, unlocked by chest 5): Shrink long programs into loops with a step. Preview

Labs

Badges

  • Decomposition Detective: Finish all ten Decomposition levels.
  • Abstraction Architect: Finish all ten Abstraction levels.
  • Pattern Hunter: Finish all ten Pattern Recognition levels.
  • Algorithm Engineer: Finish all ten Algorithms levels.
  • Flowchart Master: Finish every flowchart level: Algorithms 4, 5, 7 and 10.
  • Pseudocode Pro: Finish Pattern Recognition 9 and Algorithms 8 and 9, and run a program in the Pseudocode Playground.
  • Debugging Genius: Earn three stars on every debugging level: Pattern Recognition 8 and Algorithms 7 and 8.
  • Computational Thinking Champion: Finish all forty levels.

The pseudocode convention

Store a value
score = 0
Output
print("Hello")
Input
name = input("Name? ")
Text to a number
age = int(input("Age? "))
Number to text
print("You are " + str(age))
Selection
if x > 5 then
    print("big")
elseif x == 5 then
    print("five")
else
    print("small")
endif
Count-controlled loop
for i = 1 to 10 step 2
    print(i)
next i
Condition-controlled loop
while x < 100
    x = x * 2
endwhile
Loop that runs at least once
do
    x = x - 1
until x == 0
Comparison
==  !=  <  <=  >  >=
Arithmetic
+  -  *  /  ^  MOD  DIV
Boolean
AND  OR  NOT
Arrays
array names[3]
names[0] = "Ada"
Strings
s.length  s.upper  s.lower  s.substring(start, length)  s.left(n)  s.right(n)

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