Code for the Cup

Information and Communications Technology | KS3 | KS4

Learning Objectives

  1. Code a solution to be fit for purpose.
  2. Know the importance of code efficiency.
  3. Learn to detect and correct errors and refine programs.
 

Lesson Description

This Computing topic explores the real-life context of the America’s Cup race start where the boats need to cross the start line as close to the gun as possible but not before!

This engaging activity will promote computational thinking, provide challenge and provide a competitive experience. Throughout this topic, students will understand the importance of coding efficiency by exploring a range of algorithmic solutions developed using code blocks. They will sequence instructions to develop a program which they will test and then make further refinements.

This topic comprises of a set of slides which support underpinning computational thinking concepts and provide the teacher with guidance and suggestions for further exploration.

This film gives a brief insight into the the coding and programming used in INEOS TEAM UK's America's cup campaign.
 

For immediate access to all of our free Key stage 3 and 4 STEM teaching resources.

2. Code for the Cup Presentation Editable presentation for delivering a coding session focused around the Code for the Cup game.

Curriculum Links

Key stage 2
Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Key stage 3
Pupils should be taught to:

  • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
  • use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

 

Subject

Information and Communications Technology

Key Stage

KS3, KS4

Resource For

Students, Teachers
 
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