FUZE Project Workbook

Understand computing
Learn to program
Discover electronics Project workbook
Debug and fix your code for FUZE BASIC
Explore robotics
Written by Jon Silvera
Prepare for your future & Colin Bodley
About the FUZE
The FUZE started out as a personal project
intended to teach my own children how
computing looked back in my day… the 1980s.
When you turned on a computer back then it

wouldn’t load Windows, Mac OS X or Android, Please Note
etc., but just quietly and very quickly boot to a
The FUZE Project Workbook is a work in progress.
text based screen usually with a >Ready
prompt and a little flashing cursor. Please check the FUZE website under resources for
new projects, tutorials and lesson plans.
To get the computer to do things you typed in FUZE Projects should be considered complimentary
direct commands like PRINT and LET A=10, to the curriculum, not all encompassing.
or listings of commands called ‘programs’. FUZE BASIC offers an ideal introduction to text based
(‘real’) programming and as such works very well
And so it began…
alongside graphical environments like Scratch, Kodu,
Espresso and more complex text based ones like Py-
thon, Java and C.
Jon Silvera
Founder
Published in the United Kingdom in 2015. ©2013/2016 FUZE, FUZE BASIC, FUZE
BASIC Project Cards and the FUZE logo are copyright FUZE Technologies Ltd. This
document may be copied and distributed for use within educational establishments,
however it may not be edited, modified or sold in any format or by any method without
written approval from FUZE Technologies Ltd. For more information about FUZE
fuze.co.uk BASIC Project Cards and The FUZE visit www.fuze.co.uk.
Index
Page 4: Getting Started
“Lighting the FUZE”
Page 10: Project 1-1 Page 75: Special Stage 1-1

“Hello World!” “Wir sind die Roboter”
Page 19: Project 1-2

“Variables … eh?”

“It’s String Theory - knot!”

“It’s all 1’s and 0’s to me!”
Page 43: Project 1 Round up Page 83: Appendix

Computing programmes of study
“True OR False?” Mapping FUZE BASIC with Key
Stages 1 to 4
“Flashing lights”

“It’s an Analogue World”
GET WITH THE PROGRAM
Getting started For educators:

Mapping with the Curriculum
An introduction to the core components
In this project you will learn; making up a computer system.
Setting up the FUZE computer system Connecting, switching on and loading the
What is a computer? operating system. Selecting and executing
Computer basics applications.
About computer memory
A simple introduction to computer memory
and how information is digitally stored both in
RAM and storage memory.

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About your FUZE GET WITH THE PROGRAM
The FUZE is a unique computing platform. It has been designed to aid Getting started
users learn and develop computing skills. It comes with everything “Lighting the FUZE”
you need right out-of-the-box. So before we get started let’s just
make sure you have everything and know how to set it up.
My FUZE has got holes in it!
In the box Quite right too. The holes are compatible
First off is the FUZE itself. You can’t with many popular plastic building blocks
miss it, it looks like this… and electronic construction kits.
FUZE IO board
The FUZE IO board
is where you connect the
FUZE to the real world.
Flashing lights, sensors, robotics and
much, much more await…
FUZE mouse & mat
The FUZE mouse needs to be plugged in to
one of the USB ports on the back of the FUZE.
Motherboard
The computer inside the FUZE. This little board contains the CPU
(Central Processing Unit), RAM (Random Access Memory), storage
memory, USB sockets and a whole lot more, which we will look at later.
A bread board….. excuse me, did I
hear you correctly?
Electronic components kit This is used to build simple
The project kit includes 24 x coloured LEDs, 1 x seven segment LED, electronic circuits. In the olden days,
1 x light dependent resistor, 8 x micro switches, 30 x resistors actual wooden bread boards were
(mixed specifications), 20 x Jumper cables and 60 x Jumper wires. often used for building prototype
circuits and the name just stuck.
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Setting up your FUZE GET WITH THE PROGRAM
Connect a display, the power supply and mouse then, if it is not already Getting started
in, insert the SD Card (face down & carefully). Ensure the display is on
and then switch on the FUZE. Often, in schools, the Raspberry Pi is re- “Lighting the FUZE”
cessed a little to block easy access to the SD card. To access it remove
the top two screws to lift the lid.
Audio Jack
Only power on the system after you have inserted
If you’re not using a HDMI display with built in speakers
the SD Card. The system will not boot otherwise. then you can connect separate speakers to this socket.
You need to run the Raspberry Pi config program to tell
Power Socket the FUZE to send audio out via this socket.
Plug the FUZE power supply to the wall socket
and then the small end into the FUZE here.
Please make sure the FUZE
power switch is off when HDMI Display
connecting. Connect your HDMI
TV or monitor here.
If you have an older
On / Off switch VGA or DVI display
It’s best to shutdown the you will need an
operating system from the adapter (available
Desktop before switching from the FUZE
off. Only switch off once the website).
small red light on the FUZE IO
board has gone out. SD / MicroSD slot
This slot is where you insert the FUZE
SD card. This is the equivalent to a
Four available USB ports Internet / Network socket computer’s hard disk and as such
Connect various USB devices to these ports including To connect to the Internet or a network should be handled with care. Do not
your wireless mouse dongle (supplied) and robot arm via a hub connect the network cable remove or insert unless the red light
kit (optional). You can connect USB flash drives to here. Otherwise you can plug a Wi-Fi on the FUZE IO board is off.
easily transfer programs and information. dongle into a USB port.
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Everything you were afraid to know about computers but had to ask! GET WITH THE PROGRAM
Before we dive into the main projects why not take in a page of useless Getting started
really useful information…
So what is a computer? “That’s easy” I hear you say, “a computer is a
magic box that makes our world better because it has games, the Internet,
YouTube and Google”. Well yes, but how on earth does it do these things, Humans also have two kinds of memory - internal and
what’s going on inside the magic box? external. Internal is what we use all of the time to
remember and store information. External can be
I’ll try and make this quick… compared with encyclopaedias, dictionaries, the Internet,
A computer is an electronically powered calculating machine. Even an phones, books, invoices, comics, story books,
iPad / phone / Playstation / XBOX / Nintendo etc., are all just overgrown documentaries, films, photos and even music notation.
calculators. Although another way of looking at it would be to say a
computer is an electronic human… don’t believe me?, read on… Next up are the input and output devices. Humans have
senses like sight, hearing, touch, taste and nerves for heat
A computer has a number of main parts which allow us to make use of
or pain. Computers have keyboards, mice, touch screens,
them. It’s hard to list this in an order of importance as each part is pretty
monitors, cameras and electronic sensors for heat, light,
much as important as the rest but here goes;
motion, location and so on.
The CPU or Central Processing Unit. It is easiest to think of this as a
computer’s brain. In fact it works in very similar ways to our own brain. The difference between computers and humans today
Memory, again similar to humans, is used to store information, and in is intelligence. Whereas we humans have had a few
computer terms, everything is stored in memory. The picture on an iPad hundred thousand years to evolve our ‘programs’,
screen, the sound from a film, the music you download, every single computers have only just arrived. By comparison their
YouTube video, the key presses you type in an email or search engine, the ‘programs’ are just being born and they are evolving
movements from a mouse or on a touch screen and so on, everything is very quickly or at least, we are evolving them.
stored in computer memory.
Computers have two kinds of memory, quick access, which is available Lastly, a computer needs a source of power like a
only when it has power (or is alive!) and storage memory which is battery or a plug in a wall socket. Computers cannot
recorded to a permanent storage device like a hard drive, a DVD / Blue- convert food into energy just yet!
Ray disc, USB flash drive or as is popular nowadays, in the Cloud!
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Yes but how do they actually work? GET WITH THE PROGRAM
Let’s go back to the brain, sorry, the computer’s CPU. The CPU is quite simply,
Getting started
millions of tiny switches called transistors and logic gates. Depending how they
are set up the computer can be programmed to do different things. Information “Lighting the FUZE”
is sent to the CPU, then the CPU performs an operation on that information and
then sends the result to whereever it needs to go. So our new image would now look
Imagine a picture made from a grid ten little dots long like this;
by ten tall. Each dot can be any colour. With only a 10 x With only ten by ten pixels we
10 grid we couldn’t draw anything detailed but it can can’t do anything serious but I’d
give us an idea. like to try and get things in context
Now imagine that the very bottom left hand corner is so bear with me…
position number one and the very top right hand corner
is position one hundred. This gives us 100 memory To make each pixel a different colour takes a single
locations we can store information. unit of memory and each unit of memory (known as a
BYTE) can only hold a number up to 255 (actually 256
If we use these memory locations for our display then we can control what is
but computers always start from zero). So this means a
displayed just by changing the values of each location.
picture can only have 256 different colours right… no,
For example if dark red has a value of 10 and bright red is 100 then we could wrong!
increase the brightness of all the dark red pixels in our image just by adding 90 What if we joined more units (Bytes) together, in fact
to them. To do this a program is required. The program is also stored in how about we use three bytes for every pixel.
memory somewhere and could look something like this;
Light behaves differently to paint in that we use
Memory = 1 // Setup our memory counter to start at position 1 Red, Green and Blue light to make up any colour.
LOOP UNTIL Memory > 100 // Starts a loop that will stop at 100 Computers use each byte to store a maximum of
Value = PEEK Memory // reads a memory location and saves it in the variable Value 256 shades of each colour component, so the first
IF Value = 10 THEN Value = Value + 90 // if it is dark red add 90 byte is a shade of red, the second is green and the
POKE Memory, Value // write the new value back to memory third is blue. This means each pixel is made up
Memory = Memory + 1 // increase the Memory counter from three bytes each with a maximum of 256
REPEAT // go back to the start of the loop shades of R, G or B.
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How many colours per pixel do we have now? well the GET WITH THE PROGRAM
sum is 256 x 256 x 256 = 16,777,216. 16 million colours
for each and every pixel.
Getting started
The picture on the right is just 20 pixels wide by 30 tall.
Even with such a small picture it starts to look like a
photograph. Memory is still expensive, although not like it was early on.
Ok but what’s this got to do with computer memory? However we would need tons of the stuff if computers
today stored all our photos, movies, music and of course
Well this picture is 20 pixels wide x 30 pixels tall and each pixel is using homework in their main memory.
three bytes of memory. To store this image therefore takes 20 x 30 x 3 bytes
of memory. That’s 1,800 bytes to store this tiny little image. This is why computers also need storage memory and why
we talk about hard disks. We use hard disks to store
In the early days of computing memory was incredibly expensive to make
information so it can be accessed whenever we need it.
so computers came with very small amounts of it.
A computer’s main memory is called RAM, short for
The very first home computers shipped with as little as 1K of memory, that’s Random Access Memory. This is the computer’s
1,000 bytes. Actually it is 1,024 bytes because computers don’t generally working memory and, just like your brain, if you
think in decimal or base 10 as it is known, they think in base 2, or binary. switch it off, the information it has within is lost
More on that later. The K in this case means kilo or kilobyte.
forever. Very sad indeed.
1 kilobyte requires 1,024 memory locations, 1 megabyte is 1,024 x 1024
Storage memory is therefore just as important as
bytes or 1 million memory locations and a gigabyte is 1024 megabytes, a
RAM as it allows us to keep information forever.
terabyte and then a petabyte follow.
When we talk about Cloud storage it couldn’t
Early computers could not have even displayed the above image let alone
actually be further from the truth. Cloud storage is
store it in their tiny memory. Computers in the nineteen eighties were very
quite simply very powerful computers with gigantic
limited indeed.
amounts of storage memory, connected to the
A modern digital camera today can take pictures with a pixel resolution as Internet. They are often stored underground to
high as 5,000 x 5,000. Work out how many bytes that needs; keep them protected. Hmm, the Cloud eh…!
Remember, 5,000 x 5,000 x 3 (for the pixel colour), that’s around 73 We’ll come back to how computers work later on,
megabytes of memory for a single picture! for now let’s get programming…
* Do you recognise the incredibly famous handsome man in the picture? Whad’ya mean “no”…. It’s me you fool, me! You’ll get marks deducted for that, you’ll see, they’ll all see..
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Project stage 1-1 For educators:

“Hello World”
Although an incredibly simple program,
In this project you will learn; ‘Hello World’ introduces basic program flow
with loops and delays.
To write a simple program including;
A Loop The main principles are displaying text on
Displaying text screen, a simple loop and adding text colours.
Text colours Students are encouraged to change the text,
Delaying program flow delays and colours.
Commands introduced
LOOP, REPEAT, INK, PAPER, WAIT()
and PRINT
Key Stages 1, 2 & 3

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Part 1 - The basics GET WITH THE PROGRAM
This project shows you how to write a simple program. We’re using the Project Stage 1-1
easiest programming language of them all, BASIC.
“Hello World!”
A computer program is a bit like giving someone directions. Imagine if we BASIC?
wrote down the directions and handed them to whoever was asking; Beginner’s All-purpose Symbolic Instruction Code
“Hmm… the toy shop you ask, well, you need to…” Why oh why does it have to sound so complicated. It simply means
it is a language made from easy to understand instructions that can
Go straight ahead until you get to Apple Lane be used for just about any kind of program.
Turn left into Toshiba Street
Straight ahead until you see Android Village Hall [ Pic 2 ]
Turn right into Samsung Boulevard
Straight ahead until you reach Google Towers
Straight over into Microsoft City Centre
The toy shop is the second store on the right
This is very similar to a computer program. A simple list of instructions tell-

ing the user (or a computer) what to do. The whole thing is called the
Program and the instructions are often referred to as an Algorithm.
[ Pic 1 ]
Let’s get started..
If your screen is a different
All programmers, all of them, every single one ever, started out with this colour to this one then try pressing SHIFT and the TAB key at the same
program “Hello World”* time to switch between different versions.
Start up your FUZE as explained on page 6 and once on the FUZE Desktop
PROGRAM - a list of instructions or commands that tell a
look for an Icon on the screen like this and double click it to begin. computer what to do, when to do it and what colour to do
it in. Also known as Software.
You will see a FUZE window with the FUZE details at the top [Pic 1]. All computers, mobile phones, pads, tablets, game consoles,
Type in; Hello World - and then press Enter. electronic toys, washing machines, televisions and even cars
The Enter key has an arrow like this use software or programs to make them work.
You will get an error as shown in [Pic 2]. This is because there’s no PROGRAM in Learning to program is like learning to control the world…
the computer’s memory. Don’t worry, it’s nothing serious, as you will soon see. Mwaaah hahaahaha!
* This of course is completely untrue.
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Press F2 *. Now we’re getting somewhere [Pic 3]. This is the GET WITH THE PROGRAM
Program Editor. It allows us to enter and edit programs. If there Project Stage 1-1
is already a program there press the F12 key. This will erase any
previous program. Now, using the editor, type in;
“Hello World!”
Editor * F1, F2, F3 The Function keys
Across the top of your keyboard you
Cycle
will find a line of keys beginning with
Print “Hello World” an F and numbered from 1 to 12.
Repeat These are called the Function keys.
They can be programmed to do
Before we RUN * this program we should save our work. See the specific things. Press F1 in the FUZE
IMPORTANT note on the right of this page. BASIC to access the Help system.
[ Pic 3 ]
Let’s take a closer look to see if we can work out what our program is
going to do. Take each line, one-at-a-time; * RUN The RUN command
simply tells the computer to
Cycle - Hmm.. That’s not much to go on - try the next line; execute or start the program that
is in memory. When you turn on
Print “Hello World” an iPad for example, the device
RUNs the software to make it do
This one makes more sense. It’s going to print the words “Hello World”, all of those lovely things we take
but wait, we don’t have a printer! That’s Ok because Print in this case for granted.
means, print to the screen display.
SAVE - IMPORTANT - SAVE
And so to the last line; Repeat It’s very important to save our work, as when a computer is
shut down, any unsaved work is lost! To save, press F5
What does it all mean? Well, the first line of our program says Cycle and when in the editor (or F3 to save & RUN). Delete any
the last line says Repeat. The Cycle statement tells the program this previous filename and then enter your own, for example,
“Taylor” (without the quotations) and then press Enter. It is
is the beginning of a loop. The Repeat statement says go back to the
best to avoid using any special characters in file names, so
Cycle statement and ‘repeat‘ anything in between. stick to letters and numbers to be on the safe side.
Keep going, we’re on the right track
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What do you think will happen when we RUN the program? GET WITH THE PROGRAM
Take a little pause to think about it . . . . . . Let’s try it and see if you
Project Stage 1-1
were right. Press F3 to RUN the program. “Hello World!”
Whoa! How do we stop it? [Pic 4] Press the Esc key. This will stop Memory
the program from running. In future we will say press Esc or even A computer generally has
just exit the program. [Pic 5] two types of memory. The
first is its working memory
Press F2 to return to the program editor. where it keeps everything
running when it is switched
So what happened? The last line, Repeat, tells the computer to go on. The second is where
everything is stored when it
back to the first line, Cycle. is turned off.
[ Pic 4]
So repeat it did, and then it Printed “Hello World” again, then to the
If you switch a computer
Repeat statement again, and so it did, back to Cycle, Print “Hello off, then everything in the
World” and Repeat again, and so it did, back to…. Ok, I think you get working memory is lost.
the idea! We save or store
programs in storage
Let’s try something else. In the Editor, move the cursor (the white memory so we can use
square in the editor) to just after the last ” and add a semi colon ; them whenever we want
without having to type
[ Pic 5 ] them in all over again.
Editor
Note: To RUN the program within the Editor press F3. To
Exit the Editor press the Esc or F2 key. You can then RUN a
Cycle program by typing in RUN and pressing Enter. The Editor
Print “Hello World”; has its own set of keyboard commands that we will learn
Repeat about later. If you are not in the Editor for any reason then
on the main screen press F2 key to get back to it.
I wonder if anyone actually reads this bit…

13
It’s not much but it will make quite a difference. Can you see, GET WITH THE PROGRAM
we’ve added a Semi Colon ; just after the quotation ( “ ) marks. Project Stage 1-1
This tiny addition tells the computer to print the next item “Hello World!”
following the last one on the same line, and not on the next line Make no mistake…
down. Press F3 to RUN the program [Pic 6] A computer never gets it wrong. A computer PROGRAM never gets
it wrong. The only mistake a computer can make is when a
Yuck! The words are all joined up so it’s hard to read, and it’s too programmer has written an error in the program. The computer
simply does what it is told to do and nothing more. Try and
fast. Press Esc and then F2 to return to the Editor. We can put
remember this when
this right in no time! [Pic 7] you’re shouting at the
computer - it’s not its
Move the cursor to just after the “d” and insert a space - just press fault!
the space bar.
Then move the cursor to the end of the same line and press Enter.
[ Pic 6 ]
This will insert a new line. Now add a new command; Wait(1). So
now you should have;
Editor
Cycle
Print “Hello World ”;
Wait(1)
Repeat
[ Pic 7 ]
Press F3 to exit and RUN the program. If everything’s gone to plan As you can see here, even missing out a single space in
our program makes a difference. The computer doesn’t
then your program should display “Hello World” at a nice steady pace
understand we have spaces between words so we have to
and should have spaces in all the right places. program them in.
I wish I was a Viking, strong bold and striking…
14
Ok we have some explaining to do. We added a new command, GET WITH THE PROGRAM
Wait(1). Wait(1) is actually pretty straightforward, Project Stage 1-1
especially if you watch the program running.
“Hello World!”
Wait(1) tells the computer to wait for a specified time. In this Computing and colour
Computers usually work with just three different colours, Red, Green
case, for 1 second. If you wanted to use less than a second you
and Blue or RGB. Each colour has 256 shades from very dark to very
need to specify a number with a decimal point so 0.5 is half a light. By mixing these a total of 16,777,216 (256 x 256 x 256) colours
second or 0.1, a tenth of a second. can be displayed which is lucky as this is about as many as the
human eye can manage!
It’s time to brighten things up a bit. All this black and white text is
And another thing, computers do not mix colours like paint. Computers display
really dull, don’t you think?
colour with light. Mixing light gives different colours to mixing paint. For example,
blue light and green light makes cyan, red light and green light makes yellow.
Pick a colour, any colour…. Actually not any colour, pick one of Red, green and blue light makes white or grey if you only use a bit of each.
these [Pic 8];
[ Pic 8
However, please do not pick black or else we’ll end up in no-end
of trouble, as black text on a black screen makes things a bit
difficult to read!
This picture has next week’s winning

lottery numbers on it, but as it’s black
text on a black background we can’t
read it. Oh well, we live and learn!
Important Note: When programming, it’s important to keep your listing

clean and tidy. Using capital letters at the beginning of words helps to make
things much easier to read. Press Esc and then F2 to return to the Editor.
Did you spot the deliberate colour mistake?
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Now add the following line to your program; not the blue bit! GET WITH THE PROGRAM
Project Stage 1-1
Editor (remember… F2 to return to the Editor)
“Hello World!”
Cycle Colour fun!
Ink=Lime or the colour you picked When you’re not in the editor you can type in and run single
Print “Hello World ”; commands directly. Try CLS for example. This means clear the
Wait(1) screen! Remember, you need to press Enter after each command.
Repeat Now you can try different colour combinations. Try these;
Ink=Red
Press F3 to RUN the program. Isn’t that pretty… Paper=White
CLS
Press Esc to exit the program and Esc again. We don’t want to go
back to the Editor this time as we are going to enter a few commands Wow!
directly.
If you get stuck,
use CLS to clear
Now we have a new problem. Everything’s gone green. Well
the screen and
everything’s changed to the colour you picked. This might be Ok, but then enter;
if you chose something very bright or very dark then it will make it
hard to read and edit the program. Before we go back to the editor Paper=black
Ink=white
type in Ink=white and press Enter. This will set the colour to white CLS
again.
This will return us
Ink in FUZE BASIC sets the text colour, and Paper sets the to the normal
background colour. settings. Phew!
You can try this out before going back to the editor. Set the colours to
something you like! [Pic 9]. [ Pic 9 ]
Hey, stop looking out of the window!

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Now go back to the editor (F2) and edit your program so it GET WITH THE PROGRAM
looks like this; Project Stage 1-1
“Hello World!”
Editor
Cycle
Ink=Pink
Paper=Blue
Print “Hello World ”;
Wait(1)
Repeat
Press F3 to RUN the program. [Pic 10 ]
How does that look?

[ Pic 10 ]
Press Esc to exit the program, F2 to return to the editor and then try a
few different combinations. You’ll also see that the colour settings are Programming is for boys, not girls…
now the same for the Editor. RUBBISH! Did you know the first ever actual computer
program was written by a young lady called Ada Lovelace.
Ada is famous for inventing computer programming and
IMPORTANT there is even a programming language named after her,
Finally for this project you need to SAVE your program. If we don’t “ADA”. Ada worked with another very important inventor,
SAVE it then when you switch off the computer the program is lost Charles Babbage who invented the first ever
forever. Press F5 to save the program. programmable computer called the Analytical Engine - you
can see why they got on so well!
Nothing to see here, move along!

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Stage 1-1 Assessments GET WITH THE PROGRAM
Now we’ve written our first program let’s see what we’ve Project Stage 1-1
picked up so far. “Hello World!”
Assessment 1 Name change

Can you change the program to display ‘Hello Your Name’ and This one is easy, as long as
you can remember your
not ‘Hello World’ as before? I hope you put your actual name and name of course!
not the words, ‘Your Name’!
Assessment 2
How could you make the program go really fast or really, really
slowly? What was the command now… let’s just Wait a moment
and think about it! Nice colours
Anything you like, anything,
go on, pick a colour.
Assessment 3
What about different colours? Try and make the program display
different colours. Hmm. “Ink=”
Assessment 4
Ok this one is a bit harder. Could you add another line of code to
display (Print) some more text, “My name is Pi” for example.
What about in another colour too and hey, while you’re at it, add Way to go!
another Wait to keep it all running smoothly!
End of Stage 1-1

Wow, this coding lark is fun :-)
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Project stage 1-2 For educators:

“Variables eh?”
Project 1-2 introduces simple numerical
In this project you will learn; variables and conditional REPEAT LOOPS.
Using a loop to reduce the number of available
To write a program including;
apples each time one is eaten the program
Conditional Loops
offers an insight into conditional UNTIL loops,
Displaying text
more complex program flow and simple
Variables
variable setting and manipulation.
Delays
New commands introduced

CLS, END, REPEAT UNTIL Loop
Key Stages 1, 2 & 3

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Project 1 - The basics GET WITH THE PROGRAM
This stage introduces Variables. Variables are an essential part of Project Stage 1-2
every programming language, so pay attention! “Variables eh?”
Variables SCORE
Almost every game uses the
Before we get started we should explain what variables are and why variable name SCORE to store a
we use them in computer programming. The word itself means player’s score. When you do
something good this happens;
changeable or something that can or does change. The weather is
SCORE=SCORE+POINTS.
a variable because it changes all the time. We can say that collecting a gold
coin makes POINTS=100. It’s not
First off make sure FUZE BASIC is ready to use. If it’s [ Pic 1 ] rocket science, well unless it’s a
not running already, switch on the FUZE and then game about rockets of course!
double click the FUZE BASIC icon. When you see the Case Sensitive
Ready> prompt [Pic 1] we can begin. Case what? To a computer
there’s a big difference
Computer programs use variables to store information so we can between HAT and hat and
even Hat. Each one of
access it whenever we need it. For example here are two variables;
these is seen by the
computer as different and
Type in;
so they could be used as
(we do not want to be in the Editor for this three different variables.
Girls=10 and press Enter part, just the start screen. This is also
[ Pic 2 ]
Boys=10 and press Enter known as ‘Direct Mode’ as we can type
commands that will RUN straight away) It is very important to remember this as FUZE BASIC will
report an error if it does not recognise a variable. If we use
Now we have stored information in the variables they will never HAT=10 and then say Print hat; we will get an error
change unless we do something to them. We no longer need to because the computer thinks it is a different variable that we
remember the numbers, just the names. We now know how many have not yet given a value. Programming languages are
generally Sensitive to the Case we use. [Pic 2] demonstrates
girls there are by looking at the variable “Girls”. [Pic 2] this very well, can you see why we got an error?
How long do you think I can keep these comments going ?
20
Type in; GET WITH THE PROGRAM
Print Girls and press Enter
Project Stage 1-2
Print Boys and press Enter “Variables eh?”
More about Variables
You should see 10 each time. Now we can do all kinds of clever There are a few rules we need to be aware of when it comes to
things, type; naming our variables. For example; A variable must not start with
a number but can contain or end with one. They cannot include
Class=Girls+Boys and press Enter any spaces, hyphens or full stops. Basically a variable should not
Print Class and press Enter start with a number and should only contain the letters Aa to Zz
and or the numbers 0 to 9. They can however include the
The answer should of course be 20. Now try; underscore character “_”
Good Bad
Girls=Girls+5 and press Enter
Blue_Cars=10 Blue Cars=10
Class=Girls+Boys and press Enter
RED_CARS=5 RED CARS=5
What’s going on here? We know Girls is equal to 10 so the first sum greencars=6 green.cars=6
is 10+5, this means Girls is now equal to 15. Then we made Class boy1=14 1boy=14
equal Girls+Boys again, so now Class equals…? Well, ask the Girl_2=12 2_Girl=12
computer; Boys_and_Girls=20 Boys_&_Girls=20
Two4tea=1 2fortea=1
Type Print Class and press Enter; the answer will hopefully be 25 Pizza-Topping=2.50
Pizza_Topping=2.50
So far we’ve only stored numbers in our variables. These numbers can Some tips when using variables
be whole numbers like 1, 2, 10, 200 or they can be numbers with a Most variables are used many times in a single
decimal point like 0.3, 2.67, 89.9999 or 0.001. This means we can use program. When you decide on a name for one it’s
variables to work on very complex numbers. That’s not all, we can therefore very sensible to make it as short as possible
even store words and sentences in variables, but we’ll get to that later but at the same time easy to remember. For example;
Player_One_Score=0 could be simply, P1_Scr=0. This
on. Let’s start a new program!
takes a lot less typing but still makes sense.
Quite a while I think, if I really put my mind to it.
21
Press F2 to enter the Editor. If there is another program listing GET WITH THE PROGRAM
there then make sure it isn’t needed and then press the NEW icon Project Stage 1-2
to clear it.
“Variables eh?”
Editor Speaking of Apples…
The Apple Computer Company
CLS
was founded on the 1st of April
Apples=6
1976 by three young men called
Print “We have ”; Apples; “ Apples” Steve Jobs, Steve Wozniak “Woz”
END and Ronald Wayne. The first
Apple computer was called the
Press F3 to RUN the program [Pic 3]. The first time you do this you Apple I and was designed and
will be prompted to SAVE. Give it a name and press enter. [ Pic 3 ] built in Steve Jobs’ garage. They
sold just a few hundred of them.
Firstly the program clears the screen, CLS and then stores the number
6 in the variable Apples. The Apple II was shown at the West Coast Computer Faire
in America on the 16th of April 1977. The orders started to
The Print line now looks more complicated. We actually display flow and the company was, unknowingly, on the way to
three things, the words “We have “ then the variable Apples and then becoming one of the largest companies in the world today.
the word “ Apples”. Remember, we use the semi colon to tell the Not bad for three young men working from a garage.
computer to print the next item right after the last. Actually the story goes, only the two Steves were really
responsible as Ronald Wayne left just three months after it
When the computer is asked to Print a variable it does not print the began, selling his stake in the company for just £500 - this
variable name, but its value. In this case, when the computer sees the would have been worth billions today!
variable Apples, it knows to print 6 as this is the value we gave to the So, what programming language do you think it came
variable in the line above. with?
BASIC, that’s what, good old BASIC. While the language
Because the last word, “ Apples” is in quotation marks, the computer has come on a long way since the early versions, you’d be
does not see this as a variable, it is just text it must display. amazed just how similar FUZE BASIC is today.
And another pointless comment…
22
Hmm.. All these apples are making me hungry! Edit your code to; GET WITH THE PROGRAM
Editor press F2 to display the edi- Project Stage 1-2
tor
[ Pic 4 ]
“Variables eh?”
CLS
Apples=6
Memory
Print “We have ”; Apples; “ Apples” Computers are all about
Print memory. In fact without memory
Print “If we eat one…” a computer would not really be a
Print proper computer at all.
Apples = Apples - 1
Wait(2)
When a program is running it’s stored in the computer’s working
Print “then we have ”; Apples; “ left.”
memory (RAM - Random Access Memory). If the power is
END switched off everything in RAM is lost. To avoid this we use
storage memory to save our work. This could be on a hard disk,
The extra Print command after each Print line displays a blank line to
Solid-state drive, memory card or a USB drive These kinds of
keeps things tidy. memory devices store information permanently without the need
for power. Storage memory is much slower than RAM so we use
Apples=Apples-1 instructs the computer to reduce the value of both, otherwise computers would be very, very slow.
Apples by one and store the answer back in the variable Apples.
CPU - You have to love computing and all its acronyms. An
We have used a Wait(2) command to tell the computer to wait for two acronym is a word made up of the first letters of a sentence
or phrase. We use them to shorten a long phrase into a
seconds. Well, we need time to eat it!
short one. For example “PE” is short for Physical Education
and “PSHE” for Personal, Social and Health Education.
Finally we Print the result. This time the value of Apples will be
different. RUN (F3) your program to see what happens [Pic 4]. It’s a bit like TXT speak really… LOL!
Still hungry huh? Well hold on to your seats, I can feel one of those So back to the CPU then. The Central Processing Unit is
quite simply, the brain of any computer. It’s the boss - it
LOOP things coming on. Return to the Editor, unless you’re already
keeps everything under control. A bit like a Head Teacher,
there, by pressing F2, and edit your program to the following; but it doesn’t moan all the time!
23
Editor GET WITH THE PROGRAM
Apples=6 Project Stage 1-2
Cycle “Variables eh?”
CLS P.I.C.N.I.C.
Problem In Chair, Not In Computer.
Print “We have ”; Apples; “ Apples”
Don’t forget, a computer will only
Print do exactly what it is told to do,
Wait(1) nothing more, nothing less. Because
Print “If we eat one…” a variable is just a name we can
Print store numbers in, it matters not if
Apples = Apples - 1 that number is large, small, positive
Wait(2) (+) or negative (-).
[ Pic 5]
Print “then we have ” ;Apples; “left.” If we tell a computer to count down
Wait(2) in one’s from 50 a hundred times, it
Repeat will do exactly that. It won’t stop at
END zero, it will just carry on until it gets
to minus (-) 50 [Pic 6].
Before we run the program let’s take a quick look to see what’s going
to happen. [ Pic 6 ]
It’s logical
Computers are all about logic. There are no grey areas. No
Remember the Cycle & Repeat commands from the last stage? maybe, perhaps or possibly. Either something is or it is not.
Everything between these two lines will be repeated so when it gets to
That’s not to say we can’t program a computer to behave
the Repeat command it jumps back to Cycle, clears the screen (CLS)
illogically. In fact, it’s possible to write programs that can
and does it all again. Each time the value stored in the variable, appear human. There are even competitions to see who can
Apples, is reduced by one. write a program to fool a human being (that’s one of us), into
thinking a computer is actually another human. I recommend
RUN (F3) the program [Pic 5]. What happens when we get to zero researching ‘The Turing Test’. We’ll come back to Turing, or
Mr Alan Turing to you and me, a bit later as he was a very
Apples? We can fix that. Exit the program (Esc) and press F2 to return important chap indeed. I say ‘was’ because he’s been dead
to the editor. for more than half a century, which is a shame!
24
Apples=6 Project Stage 1-2
Cycle
CLS
“Variables eh?”
Print “We have ”; Apples; “ Apples” LOOP the LOOP
Print Most computer programs do similar things over and over again so
Wait(1) understanding Loops is going to be very important. Consider
Print “If we eat one…” games for example. A game needs to check to see if you’re
Print pressing a key or moving a joystick. Even when you move a mouse
Apples = Apples - 1 around the screen or touch a screen to zoom a photo. The entire
time, the computer is running in a loop checking the mouse for
Wait(2)
movement, the screen for touch and the keyboard for key presses.
Print “then we have “; Apples; ” left.”
Wait(2) Loops are another very important part of any computer program
Repeat Until Apples = 0 so once again… PAY ATTENTION!
CLS
Ink=Red In our Apple program we’ve
Print “We ran out of Apples!” used a specific kind of loop
called ‘Repeat Until’
Print
Ink=White
END
Take a look at the Repeat command. We’ve added an Until condition to it. [ Pic 7 ]
This says keep repeating the program Until the value of Apples is equal to
zero. So every time the program arrives at this command it checks to see if
Apples=0 and if not it goes back and does it again. If it is zero then it goes
on to the next line and carries on with the program.
The beginning of the Loop starts with the Cycle
command. Everything in between ‘Cycle’ and ‘Repeat
When Apples gets to zero we clear the screen (CLS), change the text colour
Until’ is repeated until the ‘Until’ condition is met. So the
and Print a new message, and just to keep things tidy Print a blank line and program will ony continue past this line when Apples=0
change the text colour back to white ready to edit. otherwise it jumps back to the original Cycle command.
See!
25
Before we end this stage we’re going to look at how we enter our GET WITH THE PROGRAM
programs, because as they get bigger and more complicated they Project Stage 1-2
can start to look messy and become difficult to understand.
“Variables eh?”
So far, we haven’t worried about general formatting but from now More about Memory, CPU’s and Loops
on we will! The memory in a computer stores all the information a program
You don’t need to enter the program below (you can if you like needs to work. Imagine computer memory being like a ladder, a
really, really tall ladder indeed. Each foot hole is like one unit of
but remember to save your current work first). A quick glance and memory that can contain a single number.
you can see how much easier it is to read. If we store 10 numbers in memory and want to add 5 to each
Editor - Example - you do not have to type this in one, then firstly we need a Loop to count from 1 to 10. The CPU
has to go to the first memory unit, copy the number to a
CLS temporary location, add 5 to it and then copy the result back into
CYCLE the first memory unit. The loop goes back to the beginning but
INK=Red this time works on the second memory location and so on, until it
PRINT “My name is Raspbery Pi” has completed the entire block of ten memory locations.
PRINT A photograph is stored in memory as a series of numbers. A high
WAIT(1) quality picture needs millions of memory units. To make the
INK=White picture brighter we have to change every single number. This
PRINT “I live in this FUZE computer” means the computer has to do millions of simple sums just to
REPEAT increase the brightness of a picture.
END Luckily CPU’s are very fast. In fact most modern computers
have more than one CPU. You’ll read about computers with
All commands are now in capitals so we can see instantly what is a
Dual Core (2 CPU’s), Quad Core (4), Oct Core (8) and higher -
command and what is a variable. basically, the more Cores, the more powerful and the more
things it can do in a ‘clock cycle’.
More important though is the use of indentation (nudged over!). Every
time we use a LOOP the lines in the middle are indented. This makes CPU speed is measured in Hertz (Hz), or at least it used to be.
Today we measure in Mega Hertz (Mhz) and Giga Herts (Ghz).
everything much neater. Sorry to go on about it, but you’ll find out later
One Hz is one clock cycle per second. At one Hz the
it’s very important indeed - not like making your bed or getting to brightness calculation above would take weeks to finish. With
school on time, no, this stuff really matters! Ghz CPU’s the same process can be done millions of times
Just a couple more and I’ll have this one in the bag!
26
So, you think you’ve grasped variables eh? Just you wait, Project Stage 1-2
you’ve seen nothing yet! For now though… “Variables eh?”
Assessment 1
Can you change the program so that it’s all about a different item
Apples are not the only
of fruit. Don’t forget to change all the variables and all the times fruit!
we mention apples. Remember to change
‘Apples’ in every instance.
Assessment 2
Can you change how many we eat at a time. Remember to change
the text saying “if we eat one…”, as well as the sum using the
variable Apples, or whatever you changed it to above.
Make it pretty!
While you’re at it why
Assessment 3 not liven things up
with a bit of colour.
How about starting with a higher or lower number of items at the
beginning.
Assessment 4
Finally, try this; Start with 10 Cakes. Count down 2 at a time and Now that’s
when you are down to 4 left change it to say, “I’m bored of cakes… impressive
can I have an apple?!” Ok, if you’ve
managed to do this
part you’re doing
End of Stage 1-2 really well.
Hmm.. not that I’ve got a bag, doh!

27
Project stage 1-3

“It’s String Theory - knot!” For educators:
In this project you will learn;
Text based variables or strings ($) are essential
in programs to receive input from a user.
Nothing about string theory, but you
will discover something about; Once a $ variable is received it can be
Text based variables (strings $) examined and compared. Decisions (program
Conditional IF statements flow) can be influenced depending on input
How to accept input from the keyboard received. “Yes” or “No” for example can
determine the path a program takes.
In this example the colour ‘pink’ is used to
INPUT, IF THEN
choose a response from the computer.
Key Stages 2, 3 & 4

28
Project 1 - The basics GET WITH THE PROGRAM
This stage introduces a new variable type called a String variable Project Stage 1-3
or a $. String ($) variables are used to store text information “It’s String Theory - knot!”
rather than numerical. The name String, comes from the variables [ Pic 1 ]
containing a string of letters or characters.
To “Quote..”
Whenever we store
So far we’ve used variables to store numbers, but what if we wanted characters in a $ (string)
variable we must use
to store information about people. For example, names and
quotation marks. This tells
addresses or favourite films or bands. For this we need to store text the computer it’s text
information, not numbers. information and not just
another variable name.
Fortunately FUZE BASIC, and all other programming languages
allow for this. With BASIC you simply add a ‘$’ symbol to the The contents of a $ (string) variable can be pretty much
variable name and this tells the computer this variable is for text. anything although it’s best not to use additional quotation
marks within a $ text. [Pic 2] gives an example;
Let’s take a look. If it’s not running already, switch on the FUZE and [ Pic 2 ]
double click the FUZE BASIC icon. When you see the Ready >
prompt we can begin.
As in the last stage we’re going to type a few direct commands

before we write a full program. Direct mode is great for
experimenting. So… type in; [Pic 1]
Name1$=”Bilbo” - press Enter

Name2$=”Potter” - press Enter
As you can see using “Hi Bob” inside the $ variable
Print Name1$ - press Enter
causes a Syntax error. Replacing them with apostrophes
Print Name2$ - press Enter fixes the problem.
In 2013, there were around 10 billion devices connected to the Internet
29
Type in; GET WITH THE PROGRAM
Name3$=Name1$+Name2$ - press Enter
Project Stage 1-3
Print Name3$ - press Enter “It’s String Theory - knot!”
This should give you the answer BilboPotter. That’s a bit untidy, So what has the computer ever done for us?
Only a few years ago people used typewriters to write letters and the
enter the following;
telephone to talk to other people, oh and there was no Internet! If you
wanted to find out about something you had to look it up in a book. If
Name3$=Name1$+“ ”+Name2$ - press Enter
you didn’t have such a book and if there wasn’t a good bookshop nearby
Print Name3$ - press Enter then you would go to the library where they had thousands of books.
Now you should see Bilbo Potter which looks much better but still, Using the telephone was a very different experience than it is
it’s not quite right is it? Perhaps you should add another variable; today. Most households had just one phone so if you wanted a
private conversation, off you’d go, rain or shine down the road to
Name4$=”Baggins” the nearest phone box (a big red cubicle in the middle of the
street!). Sometimes you would have to queue and if the person
This should sort things out, type in; you wanted to speak to wasn’t in, you couldn’t leave a message.
You even had to insert coins before it would work!
Name3$=Name1$+“ ”+Name4$ - press Enter
Print Name3$ - press Enter Today we can text a friend in seconds, email letters, memos
and pictures anywhere in the world and look up information
Bilbo Baggins on the Internet about anything you can imagine.
There, that should keep everyone happy, especially Tolkien! More than this though, it was not that long ago you would
need a different device to do any of these things - now we
So text variables ($) can be treated in a similar way to number ones. just pick up our phone or tablet and do everything from there
We can add bits, take bits away, search for information in a $ and including take photos, listen to music and watch films.
even convert them into numbers.
It’s very likely, with recent developments, that in the next few
years all of the above is going to be on your wrist, straight
Time to begin a new program!
from your watch and a pair of snazzy glasses!
This is incredible considering there are only 7.1 billion people in the world today
30
Press F2 to enter the Editor. If there’s another program listed GET WITH THE PROGRAM
then make sure it isn’t needed and then press the NEW icon to Project Stage 1-3
clear it.
[ Pic 3 ]
Editor
CLS
INPUT “Hi, what is your name? ”, name$
WAIT (1)
CLS
PRINT “Hello ”; name$
END
CLS clears the screen and sets the background with the current
PAPER colour, which if it has not been set, is always Black.
INPUT is used when information needs to be entered into a
program. In fact, one way or another the INPUT command,
The WAIT (1) command tells the computer to wait for one second.
or variations of it, are used every time you enter your name
We can change the length of time by setting the number higher or and email address on a web page, every time a PIN number
lower. 1 is one second, 0.5 or .5 is half a second and 0.1 is one tenth is entered in a cash machine and even, every time a number
of a second and so on. The END statement indicates the end of the is tapped into a phone. It is therefore worth spending
some time getting to know it.
program.
We can use INPUT to request numbers or text. The
So, on with the program. We’ve introduced a new command, INPUT. variable name at the end of the INPUT statement should
When used like this the computer will display the text in quotes (“”) have a $ symbol to indicate it is a text variable. This is not
and then wait for the User to ‘Input’ something. Whatever is typed in required for a numerical one.
is then stored in the variable, name$ name$ = 10 - will give an error
name = “Taylor” - will give an error
RUN (F3) and enter your name when asked then press Enter [Pic 3]
and only 30% of the world’s population is actually connected to the Internet
31
It really doesn’t matter what you type in as it will still be stored in GET WITH THE PROGRAM
the variable name$. Now let’s add another variable and see what Project Stage 1-3
else we can do. Edit your code as follows;
Editor press F2 to display the editor [ Pic 4 ]
CLS
PRINT
INPUT “What is your favourite hobby? ”, hobby$
PRINT
WAIT (1)
CLS
PRINT
WAIT (1)
PRINT “So you like ”; hobby$; “ eh!”
END
We have a new question about hobbies and a new variable. The result
is stored in hobby$ and can now be used at any time just by referring
to the variable name. Notice on the last PRINT line we’ve inserted the
variable hobby$ right into the middle of a sentence. Of course it
won’t display “hobby$” as it knows to display whatever is stored in There are many commands related to INPUT that will help you to
the variable instead. This helps us to make the program seem more enhance your programs. Most of these allow the computer to
friendly and personal. understand what has been entered so you can program it to
respond accordingly using IF THEN commands.
Let’s find out a bit more about our user shall we? First though, now
One of the main computer uses over the last seventy years or so, has
would be a good time to save our work - When in the Editor press F5 been to store information about people so it can then be found
to save your program. Then edit the program as shown overleaf. quickly by hospitals, banks, insurance companies and the police.
This means on average, there are five devices connected to the Internet per person
32
CLS Project Stage 1-3
INPUT “Hi, what is your name? ”, name$ “It’s String Theory - knot!”
PRINT The Database
INPUT “What is your favourite hobby? ”, hobby$
A database is quite simply a list, often a very large list, of information
PRINT
stored on a computer. A simple database can look like the following:
WAIT (1)
CLS Pet Monster Database
PRINT “Hello ”; name$ Record 1:
PRINT [Field 1] Pet Name: Tyrannosaurus Rex
WAIT (1) [Field 2] Size (lrg-med-sml): lrg
[Field 3] Cuteness (1 to 10): 3
[Field 4] Attack power (1 to 100): 95
PRINT [Field 5] Health (100 to 1000): 800
WAIT (2) [Field 6] Speed (1 to 100): 20
INPUT “How old are you? ”, age
Record 2:
PRINT [Field 1] Pet Name: Fluffy the Rabbit
PRINT “I see…” [Field 2] Size (lrg-med-sml): sml
PRINT [Field 3] Cuteness (1 to 10): 10
WAIT (2) [Field 4] Attack power (1 to 100): 10
[Field 5] Health (100 to 1000): 100
IF age < 10 THEN PRINT ”Wow, so young, you’re lucky!”
[Field 6] Speed (1 to 100): 95
IF age >= 20 THEN PRINT ”that’s really, really old!”
PRINT Once the information has been entered we can write a
END program to perform different tasks depending on what we
want to do. Say for example we wanted to make a card game,
RUN (F3) the program. Clever eh! Run it again so you can enter ages we could use the DATA (the name given to information
younger than 10 and older than 20. stored in a database) to work out who was the strongest or
fastest and therefore was most likely to win in a battle or win
We’ve added a new variable, “age” to store the value the user enters and a race or even a beauty contest.
then the two “IF THEN” statements give different results depending on I think it’s safe to say that the humble database is very likely
the user’s input. Complete the program overleaf… to be the most common type of program ever.
How many have you got?

33
CLS Project Stage 1-3
PRINT
INPUT “What is your favourite hobby? ”, hobby$ Storage
PRINT In the early days of computing storage was a major headache.
WAIT (2) Developing new technology to permanently store a lot of data which
CLS can then be retrieved very quickly is big business.
PRINT The problem was, and still is today, that no matter how much storage
WAIT (1) we have, we still find ways of making the data larger and larger .
PRINT To understand this better we need to look at how information is
WAIT (2) stored on a computer. Take a deep breath, this is a lot to take in!
INPUT “How old are you? ”, age
Take the letter ‘A’. To a computer the letter A has no meaning.
PRINT
When it is stored on a hard drive or in the computer’s memory
PRINT “I see…”
it is actually stored as the number 65, B is therefore 66. A letter
PRINT
‘a’ however is stored as number 97 and the number ‘1’ as 49.
WAIT (2)
Even the space symbol has a number, it’s 32.
IF age < 10 THEN PRINT “Wow, so young, you’re lucky!”
IF age >= 20 THEN PRINT “that’s really, really old!” But, that’s not the half of it as computers don’t actually
PRINT recognise these numbers either!
WAIT (2)
PRINT “Hey, what’s your favourite colour ”; name$; If you look closely, very, very closely at computer memory it is
actually just a series of ‘0’s and ‘1’s. It’s the arrangement of these
INPUT col$
digits that represent real numbers, letters and even pictures.
PRINT
WAIT (2) The use of ‘0’s and ‘1’s to represent more complex numbers was
IF col$<>“pink” THEN PRINT “shame, I’m not fond of ”;col$ established in the late seventeenth century by Gottfried Leibniz
IF col$=“pink” THEN PRINT “That’s incredible, me too!” and is referred to as the Binary Numeral System or Base 2.
PRINT
It all looks a bit too simple, just zeros and ones in a long line but
PRINT “Bye for now…”
there’s a lot of work required to turn this into information we can
END
understand. See overleaf…
I can count at least twenty three in my house, that can’t be good, can it?
34
RUN (F3) the program. We now know quite a lot about our user GET WITH THE PROGRAM
but some of these new statements need explaining. Project Stage 1-3
Firstly lets look at “IF age < 10 THEN” and “IF age >= 20 THEN”; “It’s String Theory - knot!”
More about storage
These are called conditional IF THEN statements. If the condition is A computer reads sequences of Binary digits and then software
met then it will do whatever is after the THEN instruction. If the (programs) converts them into useable information.
condition is not met then it will ignore the line and go on to the Going back to our letter ‘A’, which as we now know is represented by
next one. the number 65 is stored in computer memory thus;
In this case the first condition is; “IF age < 10” or “if age is less “01000001” So obvious you say, well yes, quite!
than 10” then print the “so young” message. The next line checks Ok, here’s how it works; each digit from right to left has a value.
the condition “IF age >= 20” or “if age is more than or the same The first is 1, the second is 2, and then 4, 8, 16, 32, 64 and 128.
as 20” then print the “old” message. “>=” and “<=” are known as
“more than or equal to” and “less than or equal to” Each individual binary digit is call a ‘BIT’, eight in succession are
called a ‘BYTE’, 16 of them a ‘WORD’, 32 a ‘LONG WORD’. We
IF THEN conditional statements are used a great deal in only need to worry about BITS & BYTES though (phew!)
programming. We will be exploring them a lot more later.
So, ‘01000001’ = 65 128 64 32 16 8 4 2 1
The last part of our program asks the user, by name (with name$ because;
0 1 0 0 0 0 0 1
added to the end of the line) for their favourite colour and
depending on the answer given, then displays different messages. We simply add the BITS that are on ‘1’, together to give us
The user’s favourite colour is stored in the text variable col$. our actual number, 65 in this case, and then the computer’s
Operating System works out the rest. So if it is expecting text
We’ve also introduced another variation of the “IF THEN” it knows that 65 equals the letter ‘A’ and so it displays an ‘A’.
conditional statement. This time we’ve used IF col$ <> “pink” and
IF col$ = “pink”. “ <> “ means “is not the same as or not equal Do you know what 128 64 32 16 8 4 2 1
to” and “ = “ means “is the same as or is equal to”. this Binary number
represents? 1 1 1 1 1 1 1 1
Ok, that’s all for now - please try the assessments overleaf.
We will come back to Storage and Memory in a later project.
Perhaps the more astonishing fact is not how many people are connected…
35
Right then, now that you’ve mastered String Theory, er.. not Project Stage 1-3
quite!, see how you get on with these;
Need INPUT
Turn your computer
Assessment 1
into a friend for life…
Could you ask another question after the Hobby one? What about so you’ll always have
“Favourite food” using food$ as the variable name. You should also someone to talk to!
add something like PRINT “You like to eat “; food$ too.
Assessment 2
Using “IF age = “, add one or two new responses to the “How old are
you?” question. If you check, you will see that nothing currently
How old?
happens if you enter numbers between 10 and 20…
You know it’s rude to ask
old people their age so
Assessment 3 don’t ask a teacher!
Can you change the colour section so that it will respond with
different answers to more colours. You should remove the line with
IF col$ <> “pink” for the moment as this will confuse things.
End of Stage 1-3
Did you get this far? You deserve a pat on the back!
but that FIVE BILLION people are not!
36
Project stage 1-4

For educators:
“It’s all 1s and 0s to me!”
In this project you will learn; The binary number system is the very lifeblood
of all computing systems. In fact, if it doesn’t
Where the fun starts! and a bit about count in binary then it’s probably not a com-
Binary and why it is important; puter in the first place!
Binary numbers A Space Invader graphic is used to introduce a
Font manipulation complex concept in a very accessible way.
Designing and animating small graphics
Simple font manipulation and animations are
New commands introduced also used to provide additional engagement
DEFCHAR, FONTSIZE, PRINTAT, CHR$ and students are encouraged to design their
own graphics. Graph paper, pens, pencils and
erasers are prerequisite for this project.
Key Stages 2, 3, 4 and beyond

37
Everything you were afraid to know about computers but had to ask! GET WITH THE PROGRAM
A computer understands two things, On and Off. That’s it, that’s all of it. So Project stage 1-4
how does a computer send emails, play games, make music, show movies
and surf the Internet?
Back on page 35 we explained how Binary digits, or BITS, are used to Then came 16 BIT computing and not long after 32 BIT
represent decimal numbers. Here’s a quick refresher; and now 64 BIT is the standard.
128 64 32 16 8 4 2 1 Using the same numbering system you will find a 32 BIT
0 1 0 0 0 0 0 1
= 65 number goes up to about 4 billion and 64 BITs, well just rest
assured it’s huge!
Each binary digit in sequence represents a value. The sequence above is an As time goes by computers become faster and faster. Not
8 BIT number or a BYTE. If all the BITs were on, or 1s, and you add them all just because the number of BITs increases but the speed
together you have a decimal value of 255. 1+2+4+8+16+32+64+128 = information moves around the computer increases and the
255. There’s still one more value though and that’s if all the BITs are off or number of calculations a computer can do in a single second
zero. This is the same as the decimal value 0. This gives us 256 possible also improves every year or so. We measure computer
values for an 8 BIT number. So what does a 16 BIT number look like… speed in MIPS or Million Instructions Per Second.
As ever, back in the old days things started off very

32768 16384 8192 4096 2048 1024 512 256 128 64 32 16 8 4 2 1
slowly. In fact in the early 1970’s speeds hadn’t reached
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 a single MIPS (Million Instructions Per Second). Today
in 2014 we see affordable computers running 200,000
If you add all of these together then the largest number you can get is 65535
MIPS. That’s 200 billion instructions per second.
or 65536 variations including zero.
Even the humble Apple iPhone is a 64 BIT computer
Early computers could only process information 8 BITs at a time. This meant
they could only access 256 bytes of memory at a time or calculate small capable of around 20,000 MIPS and that’s just a phone!
numbers or display very simple graphics. Actually, using clever techniques it is So back to BITS & BYTES, 0s & 1s. How does a
possible to join two 8 BIT bytes to make a 16 BIT one but it would take the computer take a series of binary digits and turn them
computer longer to do this as it had to work on twice as many bytes at a time. into something we can understand?
Computers back then were quite slow so this just made them slower still.
So, the name given to the single, smallest computing unit is a BIT. For now at least…
38
As we’ve covered earlier, a computer can only understand 1s and 0’s. GET WITH THE PROGRAM
Actually it doesn’t even know they are numbers. To a computer
Project stage 1-4
something is either on “1” or off “0”. Electronic switches, billions of tiny
electronic on off switches, make up the brain of a computer (the CPU) and “It’s all 1s and 0s to me!”
all its memory. The switches are called Transistors. A Microsoft XBOX
ONE has 5 billion for example. 128 64 32 16 8 4 2 1
Many scientists and electronic engineers believe the transistor is the most 0 1 0 0 0 0 1 0 = 66
important development in the history of computing. Without it the
iPhone, Samsung Galaxy, PS4, Nintendo 3DS and just about any other 0 0 1 0 0 1 0 0 = 36
computing device you’ve ever heard of may well not exist today. Or at 0 1 1 1 1 1 1 0 = 126
least if they did they’d not be as small or as fast!
0 1 0 1 1 0 1 0 = 90
Everything a computer does is an interpretation of the state of these
transistors. If they are on they have a value of 1 and if they are off then 0. 1 1 1 1 1 1 1 1 = 255
Using the binary system these can be converted into decimal numbers 1 0 1 1 1 1 0 1 = 189
which in turn can be turned into characters, graphics and sounds.
1 0 0 0 0 0 0 1 = 129
Take a Space Invader… 0 1 1 0 0 1 1 0 = 102
This how it might look on screen (left) but
to the computer it is just a series of switches Now all we have to do is feed this information into the
left in an on or off position (right) computer somehow. Sounds like we’ll need some kind
of Program!
That’s all well and good but it’s difficult for us to use binary All the letters, numbers and symbols we use when
information like this. Using the binary system we can easily convert typing an email or a txt etc., are created in a similar way
this into a series of decimal numbers. Remember, the first digit from and we can in fact design our own characters using
right to left has a value of 1 then the next 2, then 4, 8, 16, 32, 64 and FUZE BASIC.
finally 128. At least that is what an 8 BIT number has. So going back
to our chart we can convert this as follows; You will however need some graph paper, a pencil and
probably a calculator but more on this in a minute…
Eight BITs in a row are known as a BYTE and 1024 BYTEs is a KILOBYTE while 1024 KILOBYTES is a MEGABYTE
39
In the FUZE BASIC editor type in the following program; GET WITH THE PROGRAM
Editor press F2 to display the editor Project stage 1-4
CLS
This needs some explaining…
DEFCHAR (1, 0, 66, 36, 126, 90, 255, 189,129, 102, 0)
CYCLE Firstly there is a new command to take care of, DEFCHAR. This
PRINTAT (0,0); chr$(1); allows us to redefine the shape of any of the standard
REPEAT characters. The first number, in this case 1 and 2 tells the
END computer we want to redefine the first two characters available.
The next ten numbers represent each horizontal line of the
RUN, F3, this and you should see a tiny little invader at the top left of your character. We can have ten lines down but I have kept the first
screen. Press the Esc key to stop it. This won’t do, it needs to be much bigger and last as 0 so there’s a gap on the top and bottom.
for a start and how about we bring our alien to life with some animation…
FONTSIZE determines how big text characters will be. In this
Editor press F2 to display the editor case we have gone with eight times the normal size.
Experiment using much higher numbers like 20 and 30. If
CLS nothing appears, then you’ve gone too big.
DEFCHAR (1, 0, 66, 36, 126, 90, 255, 189,129, 102, 0)
DEFCHAR (2, 0, 24, 36, 126, 90, 255, 255,66, 60, 0) PRINTAT allows us to position the text cursor (position)
FONTSIZE (8) anywhere on the screen. We have set this at 0, 0 or the top
INK = GREEN left of the screen.
CYCLE
We then have a simple loop with a couple of wait commands
PRINTAT (0,0); chr$(1);
so it’s not too fast (try removing or changing the values).
WAIT(0.2)
Using this method it is possible to create all kinds of simple
PRINTAT (0,0); chr$(2);
WAIT(0.2) graphic games and characters. There are limits though as
REPEAT we can only use a single colour and we can’t really make
END anything detailed. That’s Ok though as there other things
we will cover later that will allow us to be much more
creative.
1024 MEGABYTES are called a GIGABYTE, and 1024 of those, a TERABYTE and then
40
In the FUZE BASIC editor change your program or start again to GET WITH THE PROGRAM
make it as follows; Note the numbers have changed a lot!
Project stage 1-4
Editor press F2 to display the editor Please grab some graph paper,
CLS a pen and a pencil and, if you are terrible at maths then
DEFCHAR (1, 126, 126, 24, 24, 24, 24, 24,24, 126, 126) maybe a calculator too. Draw the following grid pattern, with
DEFCHAR (2, 0, 36, 126, 255, 255, 255, 126,60, 24, 0) a pen, with the numbers along the top. You want 8 columns
DEFCHAR (3, 0, 66, 36, 126, 90, 255, 189,129, 102, 0) across and 10 rows down.
Then using a
FONTSIZE (8) 128 64 32 16 8 4 2 1 pencil, lightly fill
CYCLE
INK = YELLOW = in boxes to build
your own
PRINTAT (0,0); chr$(1); = characters,
WAIT(0.5) = shapes or
PRINTAT (0,0); chr$(2); symbols. Add
INK = PINK
= up the boxes in
WAIT(0.5) = each row to get
PRINTAT (0,0); chr$(3); = your decimal
INK = GREEN value at the end.
WAIT(0.5)
= You can then
REPEAT = add these to
your program by
END = replacing the
= ones already
there or create
RUN, F3, and all going well you should see an animation playing new ones.
I - Love - Space Invader. We now have three steps to our animation but of
course we could have any number. DEFCHAR (#, specifies the character number that you use
in the PRINT chr$(#) command. Be creative, although it is
You can now change any of these characters by simply changing the numbers. not easy with a small number of pixels to work with…
a PETABYTE, an EXABYTE, a ZETTABYTE and finanlly a YOTTABYTE follow…
41
Ok, you’ve learnt some important stuff here. Everything you Project stage 1-4
know is 0 and 1s, but lets see if you’ve really got it…. “It’s all 1s and 0s to me!”
More binary information
Assessment 1 Many of the earliest computers used cardboard to store information.
Change the colours and the delays we used to make the Strips and strips of card with little holes punched through them were
used to feed information into a computer. They became known as
animation show faster or slower. ‘Punch Cards’
Assessment 2
Change one, or all, of the characters for ones you have designed
yourself on graph paper. You will need to replace the numbers
in the DEFCHAR command but remember, the first number tells
the computer which character to replace. If you want to add
Not all punch cards used the same methods but binary was
more then you will need to increase this number. certainly one of them. The cards were fed into a machine reader
that scans for holes in the card. If there is a hole then it returns
DEFCHAR (1, xxx, xxx, xxx, xxx, xxx, xxx, xxx, xxx, xxx, xxx) a value of 1 if there is no hole then a value of 0 is returned.
This series of 1s and 0s are then converted into machine code.
Assessment 3 Machine code is a very complicated programming language but
is, in principle, still very similar to all other languages, including
This one is a bit harder. Can you change the position on the
FUZE BASIC.
screen of the character. Experiment to see how changing the
Today we use very similar methods to store information. The
values in PRINTAT (0,0) make a difference to the location. Compact Disc (CD), DVD and Blu Ray discs all use the same
Remember the first number changes the horizontal position and method. Tiny bumps are made on the inner surfaces of the disc
by firing a laser beam. Again, a laser is used to read information
the second number the vertical position. The characters don’t
back. A 1 or 0 is returned depending on there being a bump or
even need to be in the same position each time….. not.
It’s hard to imagine that nothing more than a long, long line of
End of Stage 1-4 zeros and ones could possibly end up as the latest Taylor Swift
song, but there you go, anything’s possible.
But did you know that the name given to just 4 BITs is a NIBBLE? Comic genius’ those geeks!
42
Project stage
“Round Up” For educators:
In this project you will review; While everything up till now is included, this
project raises the complexity level by
Everything we have covered so far but expanding simple loops into conditional ones,
with a much larger program; IF into IF THEN ELSE and ENDIF statements
and, random number generation with RND.
The entire program serves a real purpose and
Commands used
presentation plays an important role too. Text
CYCLE, INK, PAPER, CLS, INPUT, WAIT,
styling and layout is introduced and the
IF THEN ELSE, ENDIF, FONTSIZE,
program flows with a beginning, middle and
PRINTAT, CHR$, RND, FOR, REPEAT,
end to arrive at its purpose.
UNTIL, END, OR, TWIDTH, THEIGHT,
LEN Fasten seatbelts, this is the real thing!

43
Time for review GET WITH THE PROGRAM
The last few projects have introduced you to a few programming Project stage 1 Round Up
fundamentals. However, we’ve not put them all together yet.
This project brings everything we have looked at so far into one fun
little game. ‘Think of a number’ is a computing classic. I warn you
though, the Round Up projects are generally a bit longer, so please turn = 10
be sure to save your work regularly and try very hard not to make guess = 0
any typing errors as they are harder to find in larger programs. CYCLE
CLS
Also our methods change a little for the Round Up Projects, as again IF turn < 10 THEN
the programs are much longer. We will start, in this case, with a PRINTAT (1, 1); result$
ENDIF
complete game, but it has no frills - those we will add one by one.
PRINTAT (1, 3);
To the Editor we go PRINT "You have "; turn; " turns left"
PRINTAT (1, 5);
You need to start a fresh new program so first off clear anything you INPUT "What is your guess ? ", guess
might already have in memory. If you’re in the Editor, press F2 to go WAIT (1)
to Direct mode. If you’re already in Direct mode then save anything IF guess < number THEN result$ = "too low"
you need to and then type New and press Enter. Now press F2 to go IF guess > number THEN result$ = "too high"
WAIT (1)
back to the blank editor and enter the following program;
turn = turn - 1
IF turn < 1 THEN
Editor press F2 to display the editor PRINT "Bad luck!"
CLS END
PRINT "I am thinking of a number between 1 and 100" ENDIF
PRINT "You have TEN turns to try and guess my number" REPEAT UNTIL guess = number
WAIT (1) CLS
result$ = "" PRINT "WELL DONE"
number = RND (100) + 1 END
“Gangnam Style” by Psy is still the most viewed YouTube video of all time. It’s been viewed over two billion times
44
In the Editor press F3 to RUN and see how it plays. GET WITH THE PROGRAM
Play the game through a few times and make sure you win and Project stage 1 Round Up
lose so you can see what happens.
Before we jazz things up a bit lets go through and see if we can
make sense of it. The command ‘REPEAT UNTIL
guess = number’ will always return to the CYCLE
The first few lines are easy, CLS, PRINT and a WAIT command. command unless (UNTIL) our ‘guess’ is the same as
These clear the screen, print a couple of lines of text and then (or equal to) the computer’s ‘number’.
pause for one second.
Once we guess the right number then this condi-
In the next few lines we define a few important variables that we tion is met and the program is allowed to pass the
are going to use throughout our game. ‘result$’ is a string (text) REPEAT and go on to the next part where it clears
variable to store ‘too high’ or ‘too low’ in depending on your guess. the screen (CLS) and prints a message.
‘number’ is the computer’s guess. RND (100)+1 picks a random
number from zero to 100. Actually it is from 0 to 99.9999999 so it Just before this, the turn variable is reduced by one
will never pick 100. We add 1 to the result so the ‘number’ is then and if it gets to zero (or less than one) then the mes-
from 1 to 100. sage “Bad Luck!” is displayed and the program ENDs
‘turn’ is the number of player turns left and ‘guess’ is the variable If the correct guess is entered guess = number then
we store your guess in each time. the loop condition is met and the loop will exit and
the message “WELL DONE” is displayed instead.
The CYCLE command starts our main loop. This loop is very
important as it determines the flow of our program. Look for the
line ‘REPEAT UNTIL guess = number’. We know that the variables To make sure you understand how the program
‘number’ and ‘guess’ are where we have stored the computer’s is working try changing the number of turns
choice and our guess. allowed to a smaller one and change the mes-
sages displayed as well.
What's in a name…? Amazon was initially named 'Cadabra', Twitch and Jitter were considered for Twitter and eBay actually stands for Echobay which could have been its name. 45
So, what do you think so far? GET WITH THE PROGRAM
Project stage 1 Round Up
Be truthful, it’s a bit dull isn’t it?… Well, with a bit of tweaking we
can change that. A bit of colour and tidying up will work wonders.
The problem is that we are about to make so many changes it is WAIT (1)
better if we start again. If you are in the editor then press F2 to PAPER = Black
enter Direct mode and then type the following or if you are al- INK = Red
CLS
ready in Direct mode just type it straight away
PRINTAT (1, 1);
NEW (and then press enter) PRINT "I'm very sorry to hear that... Goodbye"
PRINT
Press F2 to return to the editor and type in the following program; WAIT (3)
CLS
END
Editor press F2 to display the editor ENDIF
FONTSIZE (3) Ok, so this is just the start of our new version.
PAPER = Navy
When you RUN it you will see it is more colourful
INK = Lime
CLS and personal, human even. It now asks for your
PRINTAT (1, 1); name and if you would like to play a game.
INPUT "What is your name? ", name$
WAIT (1) If you don’t want to play it says Goodbye. When
PAPER = Maroon you input the Y / N answer it stores your entry
INK = Pink into the string variable A$ and then checks to see
CLS your if answer was anything else other than an
PRINTAT (1, 1); name$;
upper or lower case Y. If it’s not a Y then it prints
INPUT ", would you like to play a game (y/n)? ", A$
IF A$ <> "y" AND A$ <> "Y" THEN the Goodbye message but if it is then it reaches
the end of the program.
It took just four years for the Internet to achieve 50 million users. Radio took 38 years to achieve the same and television 13 years. Today more than 2 billion people use the Internet!
46
Now we need to add the next part. After the last line, ENDIF GET WITH THE PROGRAM
please enter the following statements; Project stage 1 Round Up
Editor press F2 to display the editor

A change of font and colours and we’re on to the
WAIT (1)
next part of our game.
FONTSIZE (2)
PAPER = Olive Nothing clever happens yet, just a few more
INK = Black
questions.
CLS
PRINTAT (1, 1); At the end we setup our main variables with;
PRINT "Great, then let's get started.";
PRINT result=””
PRINTAT (1, 4); number = RND (100) +1
PRINT "I am thinking of a number between 1 and 100.";
goes = 10
WAIT (2)
PRINTAT (1, 6); guess = 0
PRINT "You have TEN goes to try and guess my number."
WAIT (3) The next part is huge so it would be a good idea
FONTSIZE (4) to save and test what you have so far, just so
PRINTAT (1, 5); "READY ..." you know it’s all working as it should be.
INK = White
WAIT (3) As the program gets longer and more complex
FONTSIZE (2) it becomes much harder to track down any
result$ = "" errors or bugs that might have crept in.
number = RND (100) + 1
goes = 10
guess = 0 When you’re good to go please enter the listing
on the next page immediately after the last line
(guess=10)
There are now more than 1.1 billion registered websites
47
Editor press F2 to display the editor GET WITH THE PROGRAM
CYCLE
FONTSIZE (3)
Project stage 1 Round Up
PAPER = Blue
CLS
IF goes < 10 THEN
PRINTAT (1, 1); The CYCLE command indicates the start of our
INK = Pink
PRINT "Your last guess with "; guess; " was "; result$ Main Loop. This time however we are checking to
ENDIF see if the guess you entered is within the range of
INK = Silver
PRINTAT (1, 3); 1 to 100 and if it is either lower than 1 or higher
PRINT "You have "; goes; " goes left" than 100 then the message "! I said between 1
PRINTAT (1, 5); and 100 silly" is displayed.
INPUT "Your guess this time ? ", guess
IF guess < 1 OR guess > 100 THEN
PRINTAT (1, 7); The variable result$ is used to store your clue for
PRINT guess; "! I said between 1 and 100 silly" the next turn (IF guess is lower than the compu-
result$ = "silly!" ter’s number then result$=“too low” - IF guess is
WAIT (2)
ELSE higher then result$=”too high” or if your guess is
IF guess < number THEN result$ = "too low" out of bounds then result$=”silly!”
IF guess > number THEN result$ = "too high"
ENDIF Each turn the variable turn is reduced by one until
ENDIF
WAIT (1) it finally will be below 1 where the “LOSER” mes-
goes = goes - 1 sage is displayed and the program ENDs.
IF goes < 1 THEN
FONTSIZE (10)
PAPER = Black This is the longest program we have written so
INK = Red far so once again please SAVE it and test it a few
FOR num = 1 TO 100 CYCLE
PRINT "LOSER "; times. You should try and lose as well as win so
REPEAT you can make sure it does the right thing. Also
END
ENDIF try numbers below 1 and above 100 to make
REPEAT UNTIL number = guess sure this part works too.
The inventor of the modern World Wide Web, Sir Tim Berners-Lee, was knighted in 2004 by Queen Elizabeth II
48
Now please pay attention as I shall say this only once… GET WITH THE PROGRAM
In this next part, you do not need to add the grey parts. Just Project stage 1 Round Up
make sure you add the CYCLE command at the very beginning
and the rest after the REPEAT UNTIL number = guess line.
Then a FOR loop is started. The loop will count from 1 to
Editor press F2 to display the editor 100 so the loop runs 100 times.
CYCLE -add this before the first line
A random (RND) colour from 15 is chosen.
fontSize (3)
PAPER = Navy
…... Now PRINTAT will position the text cursor at position X
…... -You don’t need to add the grey lines (horizontal), Y (vertical).
…...
END We want to print the message in the exact centre of the
ENDIF
REPEAT UNTIL number = guess screen so we use a couple of system variables, these are
FONTSIZE (5) -add the rest after the last line ones that are looked after by FUZE BASIC itself.
PAPER = Black
TWIDTH and THEIGHT refer to the number of character
CLS
text$ = "WELL DONE" positions there are across and top to bottom. We divide
FOR num = 1 TO 100 CYCLE these by 2 to work out the middle. Then the LEN command
INK = RND (15) tells us the length of text$ and we divide this by 2 also.
PRINTAT (TWIDTH / 2 - LEN (text$) / 2, THEIGHT / 2 - 2)
PRINT text$; We subtract half the length of text$ from the middle
PRINTAT (TWIDTH / 2 - LEN (name$) / 2, THEIGHT / 2) point to give us the starting point of our text$
PRINT name$; message and PRINT it there. We then do the same
PRINTAT (RND (TWIDTH - 1), RND (THEIGHT)); 10 - goes; for name$ and print that in the middle also.
REPEAT
REPEAT THEIGHT is also divided by 2 to get the vertical
END
screen centre. Then a RND (random) position is
chosen from the total screen width and height and
Now we have a proper ending. The WELL DONE message is only ever
the number of goes remaining (10 - goes tells us
displayed if your guess is equal to the computer’s number. However, the how many turns are left out of 10).
end sequence is tricky and needs some explaining; Firstly the words
“WELL DONE” are stored in a variable called text$ That’s it. RUN it, PLAY it, CHANGE it and REPEAT!
There are more than 2,000,000 emails sent every second and more than two thirds of it is spam and junk mail.
49
Project stage 2-1

“True OR False?” For educators:
In this project you will learn;
This is a fairly difficult stage as Boolean Logic
needs a fair amount of explanation and can be
About Boolean logic;
a hard concept to grasp.
What is TRUE?
What is FALSE?
If you are Key Stage 3 or above then it is
Variations in programming languages
recommended that additional resources are
AND, OR & NOT…. oh good grief?
used to gain a thorough understanding of the
Complex conditional IF THEN ELSE
topic as Boolean operators like AND, OR, NOT
statement.
are essential in advanced programming.
TRUE, FALSE, AND

Written by Colin Bodley
50
What is Truth? GET WITH THE PROGRAM
This is a very deep question that humankind has been thinking Project stage 2-1
about for thousands of years but I hope that you would agree “True OR False?”
with me if I told you that 1 + 1 = 2 *
Boolean Variables
This is what is known as a TRUE statement. What the = (or equals These are special types of variables in some
sign) does is says that the things on the left hand side have the programming languages that can only have one of
same value as the things on the right. two values: TRUE or FALSE.
I hope that you would also agree with me if I told you that In FUZE BASIC a normal numeric variable is used to
2 + 2 = 5 is a FALSE statement, because the things on the left do this with the value 0 (zero) representing FALSE
hand side do not have the same value as those on the right. and any number other than 0 (for example 1)
representing TRUE. It also has two built in constants
However the statement 2 + 2 <> 5 is actually a TRUE statement called FALSE and TRUE which have the values 0 and
because <> means “Is not equal to” that is the things on the left 1. You cannot change the values of these so for
hand side do NOT have the same value as the things on the right. example TRUE = 0 will give an error.
You may have noticed by now that TRUE and FALSE are exact Conditions
opposites of each other, that is TRUE = NOT FALSE. A condition is a test of whether something is TRUE
or FALSE. For example X = 2 will be TRUE if X has
So, how do we use all of this in a computer program? Well, say
the value 2 but FALSE if it has any other value.
that we have 2 numeric (number) variables called X and Y and I
tell you that X + Y = 2. Is this a TRUE statement or a FALSE one?
Conditional Statements
It will depend upon the values of X and Y. If they both have the These allow a program to carry out different ac-
value 1 then it will be TRUE. If they both have the value 2 then it tions depending on the results of the condition.
will be FALSE (2 + 2 = 4 not 2). Without this our programs would always do the
same things and would not be very interesting!
* This is actually more difficult to prove than you might think!
51
The IF…THEN Command GET WITH THE PROGRAM
The simplest conditional statement is the IF THEN command Project stage 2-1
which looks something like this: “True OR False?”
IF condition THEN
Programming Languages
commands
There are lots of different programming languages
ENDIF
If the condition is TRUE then the commands (there can be more and they all have different commands and ways of
than one) will be RUN but if it is FALSE they won’t be. The ENDIF doing things. However, nearly all will have something
command marks the end of the commands to be RUN (or not!). similar to the IF THEN conditional statement on the
left. Here are a few examples:
Right let’s get programming. I assume by now that you know how to
get FUZE BASIC up and running but if you can’t remember you need
to look back at the first project card (1-1). Python C/C++/C#/Java/PHP
if condition: if (condition)
Once you have done so, press F2 to start the Editor. If there’s another
commands {
program listed then make sure it isn’t needed and then press F12 to
clear it. Then enter the following lines of code: commands
}
Editor Pascal/Delphi
X=1 if (condition) then
begin BASIC/Visual Basic
Y=1
IF X + Y = 2 THEN commands IF condition THEN
PRINT X;" + ";Y;" = 2" end; commands
ENDIF ENDIF
END Don’t worry too much about the details of each
What do you think will happen when the program runs? Press F3 to language. The most important thing is that you
RUN it now and find out. As before you will be prompted to first SAVE understand what a conditional statement is:
your work. Enter a name for your program, for example IF THEN. one that is run when a certain condition is met.
Be careful with this logic stuff! You might prove that black is white and get run over on a zebra crossing!
52
Did you guess correctly? You should have seen the statement GET WITH THE PROGRAM
1 + 1 = 2 printed on the screen because the condition X + Y = 2 Project stage 2-1
is TRUE when X is 1 and Y is 1 (1 + 1 = 2 is TRUE).
“True OR False?”
Now change the value of X and/or Y to something bigger than 1 Flowcharts
and see what happens when you run the program again. This time These are diagrams that show the way that a process
you should get nothing printed to the screen at all. This is because flows. In the example below for the IF…THEN…ELSE
the condition is now FALSE. command the program will either go down the right
side or the left side depending on the outcome of
What if we want to print something out in this case? We could use
the test of the Condition.
two IF commands one testing if the condition is TRUE and the
other if it is FALSE. Luckily we don’t have to. To make our life easier
there is another part to the IF command called the ELSE part.
The IF…THEN…ELSE Command

This is just an extension of the IF…THEN command and looks like this:
IF condition THEN
commands
ELSE
commands
ENDIF
In this case IF the condition is TRUE then the commands under THEN The different shaped boxes have different
will be run until the ELSE is reached and if it is FALSE the commands meanings. The rounded ones mark the start
under ELSE will be run until the ENDIF is reached. Now we can change and end of the process, the diamond shape is a
our program to do different things depending on the values of X and Y decision to go one way or another and the
as shown overleaf: boxes are actions to carry out.
If you think this stuff is funny you need to check out the Hitch-Hikers Guide to the Galaxy!
53
X = 2 Project stage 2-1
Y = 2 “True OR False?”
IF X + Y = 2 THEN
PRINT X;" + ";Y;" = 2"
NOT!
ELSE As mentioned earlier TRUE and FALSE are exact opposites
PRINT X;" + ";Y;" <> 2" of each other and the NOT operator will reverse them so:
ENDIF TRUE = NOT FALSE and FALSE = NOT TRUE
END
This time when you run the program you should see the statement So, for example, this means that the condition
2 + 2 <> 2 (remember that <> means is not equal to) as 2 + 2 is not A <> B is the same as NOT (A = B).
equal to 2 and the ELSE part of the conditional statement is RUN.
In some programming languages the NOT operator
So we now have a program that tells us that 2 + 2 is not equal to 2. is written as ! and the <> operator is written as !=
This doesn’t seem very useful! Let’s make it a bit more general. Edit
the program as shown below:
NOT Gate
In digital electronics a NOT gate takes an input signal which
Editor is at high (on, 1, +5V or TRUE) and outputs a signal that is at
INPUT "X = ", X low (off, 0, 0V or FALSE) and the other way around.
INPUT "Y = ", Y
Input Output
INPUT "Z = ", Z
IF X + Y = Z THEN 1 0
PRINT X;" + ";Y;" = ";Z 0 1
ELSE
You might use a NOT gate to switch a light on in a
PRINT X;" + ";Y;" <> ";Z
car when the door (and a switch attached to it) is
ENDIF
END open. When the door (and switch) is closed the
input goes to on and the output (and light) goes off.
“We don't need no education” is a double negative which is a positive!
54
This time when you run the program it will prompt you to enter 3 GET WITH THE PROGRAM
numbers (X, Y and Z - press the Enter key between each) and will then Project stage 2-1
tell you if X added to Y gives the result Z (or NOT). Sample outputs
from the program are shown in [Pic 1] and [Pic 2] on the right.
String Comparison
[ Pic 1]
Conditional statements work with string variables too. Two strings
are considered equal if they have the same length and all of the
characters match EXACTLY. This means that letters have to be the
same case (capital letter or small ones) and punctuation has to be
the same as well (including spaces).
Say that we want to write a program that prints a different message [ Pic 2]
depending on who is running it, we could do something like this:
Editor
INPUT "Enter your Name: ", Name$
IF Name$ = "Dave" THEN [ Pic 3]
PRINT "Hi Dave. Welcome back."
ELSE
PRINT "I don't know you, "; Name$
ENDIF
END
[ Pic 4]
If you run this program and enter the name Dave (followed by the Enter
key) you will get the output shown in [Pic 3]. If you enter any other
name, including DAVE (all in capitals) you will get something like the
output in [Pic 4]. You need to be very careful about case (whether letters
are capital or small) when comparing strings.
Keep going!
55
Multiple Conditions GET WITH THE PROGRAM
What if you wanted to test more than one condition at a time? Project stage 2-1
You could do something like this: “True OR False?”
AND Gate
IF condition1 THEN
In digital electronics an AND gate takes two input
IF condition2 THEN
signals which are either at high (on, 1, +5V or TRUE)
commands
or low (off, 0, 0V or FALSE). If they are both high then
ENDIF
the output is high otherwise it is low.
ENDIF
The commands would only be executed if condition1 is TRUE AND Input A Input B Output
condition2 is TRUE. The AND operator makes this much clearer to
read and understand:
0 0 0
0 1 0
IF condition1 AND condition2 THEN 1 0 0
commands
ENDIF 1 1 1
The condition (condition1 AND condition2) results in either TRUE or

FALSE depending on whether condition1 and condition2 are TRUE or Symbol
FALSE. If both of them are TRUE the result is TRUE but if either (or
both) of them are FALSE the result is FALSE. An example of where you might use an AND
gate would be in a microwave oven. The door
You can also test more then 2 conditions at the same time by using
could be made to open and close a switch
multiple AND operators e.g. (condition1 AND condition2 AND
attached to input A. Then the actual On/Off
condition3). An example of using the AND operator is shown on the
switch could be attached to input B and the oven
next page.
would only work when the door was closed.
Nothing to see here, move along now!
56
In this example the < operator means ‘less than’, <= means ‘less GET WITH THE PROGRAM
than or equal to’, > means ‘greater than’ and >= means ‘greater Project stage 2-1
than or equal to’. Enter the program into the Editor and RUN it.
Try inputting different ages. Can you work out what answer you
will get before you run the program? OR Gate
In digital electronics an OR gate takes two input
Editor signals which are either at high (on, 1, +5V or TRUE)
INPUT "Enter Your Age: ", Age or low (off, 0, 0V or FALSE). If either are high then the
IF Age <= 12 THEN output is high otherwise it is low.
PRINT "You are really young"
ENDIF Input A Input B Output
IF Age > 12 AND Age < 20 THEN
PRINT "You are a teenager" 0 0 0
ENDIF 0 1 1
IF Age >= 20 THEN
PRINT "You are really old"
1 0 1
ENDIF 1 1 1
END
What if we want to test whether one condition is TRUE OR another is TRUE. In Symbol
A out
this case we can use the OR operator as shown below: B
IF condition1 OR condition2 THEN
An example of where you might use an OR gate
commands would be in a burglar alarm system. Sensors
could be attached to doors and windows and
ENDIF
attached to the OR gates inputs. If any one of
In this case as long as one of the conditions is TRUE the commands will be RUN the sensors is triggered then the output will go
even if the other is FALSE. Only if they are both FALSE will they not be RUN. to on setting off an alarm.
The wheels on the bus go round and round, round and round, round and round. Come on now all sing together…. The wheels on the….
57
OK so you think you know what is TRUE and what is FALSE. Project stage 2-1
Let us find out now. “True OR False?”
Summary
After completing this Project Card you should now
understand what a Conditional Statement is: one that is
Assessment 1
only executed (RUN) under certain conditions.
Change the program on Page 4 to tell you whether two numbers
when multiplied together equals a third number. The multiplication A condition is a test of whether something is TRUE or
operator is * (asterisk - shift key and 8 on the keyboard) as x would FALSE. You can do this test using a number of operators:
get confused with a variable called x.
Symbol Meaning = TRUE =FALSE
Assessment 2 = Equal 2+ 2= 4 6 *9 = 42
Change the program on Page 5 to give you a friendlier greeting <> Not Equal 6 * 9 <> 42 2 + 2 <> 4
than anyone else who is running the program. > Greater Than 38 > 27 27 > 38
< Less Than 27 < 38 38 < 27
Assessment 3 >= Greater Than or 32 >= 32 31 >= 32
Can you get this program to work if you enter your name in all Equal
<= Less Than or 32 <= 32 33 <= 32
capitals OR all small letters as well?
Equal
Assessment 4 You should also understand the simplest

Change the program on the previous page to give different conditional statement IF THEN ENDIF and the
responses if you are between 20 and 30 or 30 and 40 etc. slightly more complicated IF THEN ELSE ENDIF.
You should also be able to combine conditions in
these statements using the AND or OR operators.
If I Ruled the World… Hmm… if Colin ruled the world there would be no cars, just trains, bicycles and loud music, oh and tea, lots and lots of tea! 58
Project stage 4-1

For educators:
“Flashing lights” Mapping with the Curriculum
In this project you will learn; Our first foray into the world of electronics is a
simple but very engaging one.
How to setup and control a simple
Using FOR REPEAT loops we control the direction
electronic circuit;
of electricity around a simple circuit to create an
A simple explanation of electricity
animated sequence of LEDs.
A brief introduction to resistance
Using FOR loops to control program A deliberately layman’s explanation of current flow
flow and resistance is provided to gently introduce
electronics. The real objective is to use simple
Commands & components introduced electronics to further the understanding of basic
PINMODE, DIGITALWRITE, Resistors, programming concepts including FOR loops.
LEDs and Jumper wires.

59
Project 4 - An introduction to electronics GET WITH THE PROGRAM
Here’s where we start playing with very high voltage and extreme- Project stage 4-1
ly dangerous electronic equipment. You will need, rubber gloves “Flashing lights”
and footwear, goggles, an earthing and anti static workstation, a
dust and contamination free environment, rubber flooring and
access to a 33,000 Volt AC supply, oh and a few “Danger of Death
Nuclear Power” warning signs!
A more complex
Just kidding - we don’t need any of the above. What you will need explanation
however is a good understanding of electronics. You need to know Everything around you is
made from molecules that in
that electricity is the transference or flow of electrons from one atom
turn are made from different
to another. Depending on the molecular structure of the material the combinations of atoms.
electrons are flowing along and depending on the voltage applied An Atom
along with the physical resistance imposed by any opposing force or
We’re talking about the very small here, from the air we
materials then the output will vary significantly.
breathe to the hairs on your arm, all that we know is made
from atoms.
Erm…. Sorry, just kidding again.
While different combinations of atoms make very different
Electricity is power. We use it to make things glow and move substances like water, wood, food and even smoke, atoms
around. The electricity we use is manufactured (made) by big themselves have very similar characteristics with each other.
companies burning things like wood, coal, oil and gas. The heat they They are all made of the same basic items, but one
difference is the number of items they are made from.
generate is converted by very clever people in white suits (scientists)
into electricity and then sent all around the country to power-stations An atom consists of a centre, the Nucleus, which itself holds
who, if we pay them lots of money, send it to our homes, offices and a number of Protons (positively charged particles) and
Neutrons (of no charge or neutral). Orbiting this Nucleus is
hospitals. We use it by plugging electrical devices into wall sockets.
a number* of negatively charged Electrons.
Some of this ‘Power’ is stored in batteries that we buy in shops when
we need to make a toy work or a torch light up. It is the movement or flow of these Electrons from atom to
atom that defines an electric current.
*Usually equal to the number of Protons, but not always the case, take Ions for example….
60
To truly understand electricity, schools often employ people to GET WITH THE PROGRAM
teach others everything they know about it. These people are called Project stage 4-1
teachers and you can easily attract their attention by jumping up
and down and shouting at the top of your voice. You will want to
focus your efforts on those with padded patches on their jacket Project requirements
For this project you will need the following components;
elbows*. When you do capture the attention of one, feel free to
instruct them to astound and fascinate you with their incredible
1 x20cm Jumper cable (blue)
knowledge on the subject. 8 x10cm Jumper cables (red)
So moving swiftly on, what we do need to understand is as follows;
Electricity flows around a circuit (like a racetrack). If we position

things along the circuit for the electricity to flow through, it will 8 x LED's (any colour)
power the item making it glow, heat up, beep or move.

Some things need more power and some less. Occasionally we need
to lower the amount of power so it does not damage an item. To do
this we use a Resistor. A resistor is a bit like treading on a hosepipe - WARNING!
Connecting LED’s to either of the power pins on the IO board
it lets less electricity through just like your foot pressing down on the
without using a resistor can cause them to explode.
hose lets less water through.
Unless you are using protective goggles, DO NOT DO
One last thing… With our projects, as we’re working with very low THIS. The power pins are marked 3.3 V and 5.5 V
power, you don’t need to worry too much about electric shocks.
However, please do not play or experiment with any other kind of
8 x 100R Ohms resistors colour coded
electricity, especially the kind that comes from wall sockets. Quite brown - black - Brown - gold
simply, it can hurt you, really, really hurt you. In fact, it can even kill
you!
Shall we get started then?

* required due to the amount of time their elbows are spent on a desk, head in hands and groaning in pure frustration at just how difficult it is to teach basic physics & chemistry to young people these days!
61
Firstly we need to set the ‘breadboard’* up as shown in [Pic 1]. GET WITH THE PROGRAM
You can use any colour LED and wires but in this case they are Project stage 4-1
connected as follows; “Flashing lights”
Resistance is useful!
One blue cable is connected to the Ground socket (GND) and
Too much electricity is never a good thing. A little LED light doesn't
another to the GPIO 0 (zero). A Resistor is inserted to bridge over need much to light up, and just a bit too much can cause it to burn-
the central gap in the breadboard. Different colour codes determine out or even explode!
the amount of power to let through so it is important you follow the A Resistor restricts the amount of electricity allowed to pass
through so the next component on the circuit is protected. We will
code.
explain resistance in greater detail at a later time. For now, just use
them, Ok… good now move along please.
LED's have an active pin which is always the longer of the two. This
should be at the top as this is where our positive power supply will
come from. Make sure everything is in the same line, vertically.
At this point nothing will happen because the pin sockets have not
been told how to behave so;
In Direct Mode (exit the editor with F2) and then type;
[ Pic 1 ]
PinMode (0,1) - press enter
This tells the computer that this pin (GPIO zero) is now configured
The breadboard has two lines along the top and bottom.
to send out digital signals. Nothing will happen yet though as we They are are connected all the way along until the line is bro-
still need to actually send a signal. ken, after which another line starts again. This allows a signal
to be sent all the way along with just one connection. You
DigitalWrite (0,1) - press enter can then add LEDs and other components along the line to
pass the signal to the main section. In this project we’re con-
That’s better - all going well, the LED should light up [Pic 2] overleaf. necting the blue line to the GROUND socket on the IO board
If not check your connections thoroughly and then swap the LED. using a blue cable. If we want to apply a ground signal to a
new LED we can add one directly onto the blue line.
*I would be very happy if someone could give me a good reason as to why it is called this!
62
You can set any socket from 0 to 7 to PinMode 1 (Digital Out) GET WITH THE PROGRAM
and then send a high signal (1) to it to send power to that pin. Project stage 4-1
Now turn it off by sending a low signal (0) to pin 0 (zero) “Flashing lights”
DigitalWrite (0,0) - press enter
[ Pic 2 ]
And off it goes, well hopefully!
Switch to the Editor (F2) and start a new program (F12) and
enter the following;
Music and lights,

Editor press F2 to display the editor well lights, er well
Ok… Light!
CLS
PinMode (0,1)
CYCLE
DigitalWrite (0,1) [ Pic 3 ]
Wait (.1)
DigitalWrite (0,0)
Wait (.1)
REPEAT
END
Press F3 to RUN. After setting Pin 0 to Output mode we can easily send
on (high) and off (low) signals to the pin to switch it on and off.
Set the breadboard up as displayed in [Pic 3] and update the program as Note, we have connected GPIO 1 to the second LED,
shown on the next page… (F2 to go to the Editor) added another resistor and connected the new LED to the
GND signal on the blue track.
I mean, it’s not like they’re big enough to slice bread on, and even if you did then the crumbs would fall into the little sockets and make it pretty useless. A very silly name indeed.
63
Editor press F2 to display the editor GET WITH THE PROGRAM
CLS Project stage 4-1
PinMode (0,1) “Flashing lights”
PinMode (1,1) [ Pic 4]
CYCLE
DigitalWrite (0,1)
Wait (.1)
DigitalWrite (1,1)
DigitalWrite (0,0)
Wait (.1)
DigitalWrite (1,0)
Wait (.1)
REPEAT
END
Press F3 to RUN. Now we have two flashing LEDs! Make sure you connect the cables as follows;
GPIO 0 to the first LED (left to right)
Set the breadboard up as shown in [pic 4] and then Return to the GPIO 1 to the second LED
Editor and rewrite the program as shown on the next page. This will be GPIO 2 to the third LED
a complete rewrite so you might as well just hit F12 to clear the current GPIO 3 to the fourth LED
GPIO 4 to the fifth LED
one. GPIO 5 to the sixth LED
Firstly, six GPIO pins are configured to Digital Output mode using a Notice we have added a resistor to every LED so there are
simple FOR LOOP to set them all to 1 in succession. now six LEDs, resistors and GPIO cables connected in total.
Remember the LEDs have one pin longer than the other,
Then two more FOR LOOPS switch the lights on and off in sequence to
this is the Active pin and it needs to be at the top.
create an animated effect. Now turn the music up and get with the
light show dudes! And one last time, just to be clear, nothing should be
connected to the 3.3 v or 5.5 v power sockets.
So, how small is an atom really? Well, here’s an interesting way to think about it… 64
CLS Project stage 4-1
FOR p = 0 TO 5 CYCLE “Flashing lights”
PinMode (p,1)
DigitalWrite (p,0) The next two FOR loops behave very differently to
REPEAT
each other. The first is straightforward as it simply
CYCLE
counts through the pins, 0 to 5 one-by-one, turning
FOR p = 0 TO 5 CYCLE
DigitalWrite (p,1) each one on and then off. We’ve added a short, one
WAIT (0.1) tenth of a second delay with WAIT (0.1)
DigitalWrite (p,0)
The second loop;
REPEAT
FOR p = 4 TO 1 STEP -1 CYCLE FOR p = 4 TO 1 STEP -1 CYCLE
DigitalWrite (p,1)
WAIT (0.1) counts in reverse (STEP-1) from pin 4 to pin 1. It doesn’t
DigitalWrite (p,0) count 0 or 5 as these are taken care of by the first loop.
REPEAT
REPEAT Try changing it to, 5 TO 0 and see how it affects
END the animation. You’ll notice that the first and last
LED's stay on for twice as long as the rest. That’s
A few things to take note of here;
because they’re switched on at the start of both
The first FOR loop is used to configure the the six GPIO pins, 0 to 5, to loops. We want them to look the same all the
digital output mode and at the same time set them all to low (off) with way along so the second loops counts just 4 of
DigitalWrite (p,0). the pins.
It’s generally good practice to set things up exactly how we want them There’s no harm in experimenting here, just make
to be when we start up, so there are no surprises. sure your program looks like it does on the left
before going on to the assessments overleaf.
Take a small sweet, something like a Smartie and pop it in your mouth. Mmm, delicious…
65
Try the following challenges. Project stage 4-1
Assessment 1
Assessment 1
Increase the number of LED's to eight, and make sure they’re all
animated. Don’t forget to increase the loop counter! You will need
to add cables to the sockets numbered 6 and 7.
Assessment 2
Adapt the program so all the LED's flash off and on at the same
time. Hmm… how could you speed up the animation by so much it
will look like they are all coming on at once? Don’t delay, you’ll
Assessment 2
work it out.
Assessment 3 Assessment 3
Set up the LED's as shown and then alternate between red and
green.
You’ll need to count in steps and then fill in the gaps, somehow…
Assessment 4
Create your own animated pattern using all three colours. You’re Assessment 4
on your own with this one. Good luck! Rock and roll!
How many atoms are in a Smartie? There are more atoms in one single Smartie than the entire number of Smartie’s ever made since they
started making them in 1937. 50 Million tubes are made each year in the UK alone. In fact, you could probably add Tic-Tacs to this as well! 66
Project stage 4-2

For educators:
“It’s an Analogue World” Mapping with the Curriculum
In this project you will learn; Using a simple light sensor (LDR) to introduce the
wonderful world of analogue is a great way to
How to use a Light Dependent Resistor; elaborate the use of variables, logic and
The meaning of analogue and digital conditional statements.
The difference between
Most importantly is to develop a solid
Using FOR loops to control program
understanding that contrary to popular
flow
understanding we do not live in a digital world but
an analogue one.
Commands & components introduced
ANALOGREAD, ANALOGWRITE, UPDATE, While it is true that we transfer and consume
INKEY, CIRCLE, TONE media digitally, our interaction with the real world
is more often than not an analogue one.

Written by Colin Bodley
67
Analogue vs Digital GET WITH THE PROGRAM
You may not be familiar with the word Analogue but I expect that Project stage 4-2
you have heard the word Digital (for example when used to talk “It’s an Analogue World”
about a type of television or watch*). What do these words mean
and what is the difference between them? Analogue vs Digital Watches
What is the difference between an analogue
Analogue (or Analog in American) watch and a digital one?
Analogue values represent something in the real world such as
temperature, sound or light. The values vary continuously over An analogue watch like the
time. one on the left uses the
position of the hands to
represent the time. This will
Digital
vary continuously as time
The word digital comes from the word digit (which is another word
passes.
for a finger or a single number) . Digital values can be used to
represent something in the real world but they are only ever an
approximate value at a given point in time. A digital watch like the one on the right
shows a number that approximates the
Analogue and Digital Devices time at a given
An analogue device is something like a thermometer where the point. The
height of a column of liquid is used to represent the current actual time will
temperature. A digital thermometer converts the temperature to an be somewhere
electrical voltage and then to a number. between one
second and the
next.
* I still think that digital watches are a pretty neat idea.

68
Don’t worry if you are finding this a bit complicated. It is enough GET WITH THE PROGRAM
to understand that we can measure things in the real world such Project stage 4-2
as light or sound and store them in a computer as numbers. “It’s an Analogue World”
On the other hand we can take the numbers stored in a
computer and convert them back to something in the real world Analogue to Digital Conversion
such as light or sound. Your digital devices such as mobile The FUZE IO Board has a special chip underneath it
phones, MP3 players and digital TVs do this sort of thing all of which can perform Analogue to Digital Conversion
the time. (and the other way around). This involves reading the
voltage at a moment in time and converting it to a
You can even store the values of a sound over time and then number (0 to 255).
convert it back into both light and a sound! You have probably
seen programs that display patterns on a screen as music is So first we need something that converts our real
played (called visualization). world analogue signal and turns it into a voltage.
In the graph below the black line could represent

Reading Analogue Values
something like the continuously changing values
Right that’s enough of the boring explanation stuff, let’s get on
of a sound wave and the red line the values a
and do some programming. First you need to learn about a new
particular point in time which we can store
FUZE BASIC command called analogueRead.
digitally in a computer.
value = ANALOGREAD(inputPin)
This reads a voltage going in to one of 4 analogue inputs on the

FUZE IO board and converts it to a number between 0 (0 volts)
and 255 (3.3 volts).
* What did the digital watch say to the analogue watch?

69
First you need to build the circuit shown on the right in [Pic 1]. One GET WITH THE PROGRAM
side of the Light Dependent Resistor is connected to the 3.3 Volt Project stage 4-2
supply and the other side to Analogue In 0 on the FUZE IO Board. “It’s an Analogue World”
Next you need to enter the following program into FUZE BASIC
Light Dependent Resistors (LDRs)
using the Editor as before:
You have already used resistors in a previous project.
They reduce the amount of current flowing in an
Editor electrical circuit and at the same time reduce the
CLS voltage level. A light dependent resistor is one where
CYCLE the amount of resistance varies depending on how
Pin0 = ANALOGREAD(0) much light is shining on it. You will find
HVTAB(10,10) one in your FUZE Electronic
PRINT Pin0;" " Components Kit:
UPDATE
REPEAT UNTIL Inkey = 32 [ Pic 1 ]
END
This program loops around reading the value from Analogue In 0

and printing it on the screen until the space bar is pressed. When
you Save and Run this program you should see a number printed
on the screen (The HVTAB command makes sure that it is always
printed in the same place).
The value of this number will vary depending on how dark it is

where you are. You may find that it changes slightly as you are
watching it.
Look no hands! 70
Now try putting your hand over the top of the Light Dependent GET WITH THE PROGRAM
Resistor. You should see the value drop to nearly zero. If you were Project stage 4-2
to shine a very bright light on to the LDR the value should go up “It’s an Analogue World”
to nearly the maximum (255). The more light that shines the lower
the resistance and the higher the voltage is.
Dark
Now let’s make this program a bit more interesting:
Editor
COLOUR=RED
CYCLE
CLS2
Pin0 = ANALOGREAD(0)
HVTAB(10,10)
Normal
PRINT Pin0;" "
Light
CIRCLE(GWIDTH/2, GHEIGHT/2, Pin0 * 2, 1)
UPDATE
WAIT(0.01)
REPEAT UNTIL Inkey = 32
END
This time we are using the value read from Analogue In 0 as the
width of a circle drawn in the middle of the screen (actually I have
Bright
doubled it to make the effect bigger). This time when you SAVE
Light
and RUN the program you will a get a red CIRCLE in the middle
of the screen. The size of this circle will vary depending on how
much light is shining on the LDR.
71
Writing Analogue Values GET WITH THE PROGRAM
This still isn’t very useful is it? What if we want to make a light Project stage 4-2
come on gradually as it gets darker outside? Let’s add a light to “It’s an Analogue World”
our original circuit. Place an LED (Light Emitting Diode) as shown in [ Pic 2]
[Pic 2]. Remember that the longer leg of the LED is the positive (+).
This should go on the left. Connect this leg to Analogue Out 0.
Connect the other leg to GND (0 Volts) using a 100 Ohm resistor
(brown, black, brown, gold).
Now we need another new command analogWrite which takes a
number between 0 and 255 and converts it into a voltage between
0V and 3.3V. Change the program to add this as follows:
Editor
COLOUR=RED
CYCLE
CLS2
ANALOGWRITE(0,255-Pin0)
HVTAB(10,10)
Digital to Analogue Conversion
PRINT Pin0;" "
CIRCLE(GWIDTH/2,GHEIGHT/2, Pin0 * 2, 1) This is the opposite process where we take the
UPDATE numbers stored in the computer and convert
WAIT(0.01) them back into a voltage and then to
REPEAT UNTIL Inkey = 32 something in the real world. Because we only
END store the values at intervals of time the gaps in
between have to be filled in. If the time interval
Notice that we want the value to go down as the light goes up
is small enough our brains can’t spot them!
which we do by subtracting it from the maximum (255).
72
Burglar Alarm GET WITH THE PROGRAM
We can make a simple burglar alarm using only an LDR and an Project stage 4-2
LED. Change the circuit slightly as shown in [Pic 3]. This will set the “It’s an Analogue World”
LED to permanently on. Now CAREFULLY bend the LDR down so [ Pic 3]
that it is facing the LED. Make sure that the pins are not touching!
Finally change the program to look like this:
Editor
Alarm = FALSE
Threshold = 10
CYCLE
CLS2
PRINT Pin0;" "
IF (Pin0 < Threshold ) THEN Alarm = TRUE
UPDATE
WAIT(0.1)
REPEAT UNTIL Alarm Threshold
PRINT "Alarm Activated!"
What do we mean by the word threshold? This
TONE(1,70,440,3)
is a value that when passed triggers an action
END
to occur. In this case it is the amount of light
Wh
that means that someone has passed between
en you run this program nothing will happen until you place a
the LED and the LDR. You need to find a value
piece of paper between the LED and the LDR. Then the alarm will
that always sets off the alarm when someone
be activated. You may need to change the value of the Threshold
does but doesn’t go off just because it is
variable depending on the amount of light where you are. The
getting dark!
TONE command plays a sound but you will only hear this if your
73
Try the following challenges: Project stage 4-2
“It’s an Analogue World”
Assessment 1 Conclusion
Can you think how you might use an LDR and an LED to send a Computers are very good at storing and processing
signal from one FUZE to another one? You don’t have to really do it numbers. In order to make them useful we have to
(unless you have 2 FUZEs and you want to try!) turn things in the real world into these numbers.
These can then be stored and even altered by a
Assessment 2 computer. Finally we can change the numbers back
Change the program on page 71 to make the circle get bigger as it into things in the real world.
gets darker rather than smaller. (Hint: see the bottom of page 72)
In the digital world of the computer everything is
Assessment 3 either 1 or 0 (True or False) but in reality these are
Change the burglar alarm program so that a flashing circle is voltages that we have assigned to these values
displayed on the screen when the alarm is activated. (Hint: Draw a (e.g +5V for True and 0V for False). So perhaps it
red CIRCLE, WAIT and then draw a black CIRCLE and WAIT again, is an Anlogue world after all.
REPEAT)
Assessment 4
Change the burglar alarm program and circuit so that another LED
flashes when the alarm is activated (Hint: Project Card 4-1 Flashing
Lights!)
End of Stage 4-2
74
Project stage Special 1-1

“Wir sind die Roboter” For educators:
In this project you will learn; If you are fortunate enough to have the FUZE
Robot Arm then this is a fantastic way to introduce
How to control a Robot Arm using direct pro- ‘real-world’ interaction and control.
gramming commands;
By creating a simple user defined interface the
How to send electrical signals to a circuit
user can control each joint of the Robot Arm.
How to use Procedural programming
How to create a user interface The project encourages the use of Procedural
programming techniques as well as complex
Commands & components introduced conditional choice statements such as SWITCH
PROC, DEF PROC, ENDPROC, ARMBODY, and CASE.
ARMSHOULDER, ARMELBOW, ARMWRIST,
ARMGRIPPER, ARMLIGHT, SWITCH, CASE,
ENDCASE, ENDSWITCH
Written by Key Stages 2, 3, 4 and beyond
Jon Silvera
75
Special Stage 1-1 - The Robots GET WITH THE PROGRAM
Before you attempt this project it is important to have covered some Special Stage 1-1
of the early steps of using FUZE BASIC. Please “Wir sind die Roboter”
be sure to have completed Projects 1-1 and 1-2 before starting this Robota
one. Please setup your FUZE computer and connect the robot arm to The first known use of the word Robot comes from the Czech
one of the available USB ports. It’s best to connect the Arm before “Čapek” brothers and was used in Karel Čapek’s science fiction
running FUZE BASIC and make sure it’s switched on. play “Rossum's Universal Robots”
What do you mean you haven’t built the Robot Arm yet? Well that The original meaning of the word Ro-
just won’t do will it. Ok off you go then and come back once bota, was ”drudgery” or “slave labour”.
you’ve done it, in about three hours I reckon. How awful is that!
Double click the FUZE BASIC icon to begin Robots and computing
Whereas early robotic equipment was generally [ Pic 1 ]
As you will have come to expect, FUZE BASIC will leap into action and based on complex machines
present you with the Ready> prompt. cleverly engineered to perform
a specific labour saving
First of all straighten the robot arm a bit so it’s not all folded up. function, it was not until
See [Pic 2]. Don’t worry if the arm clicks here and there this is just the development of
the gears clicking and nothing actually breaking. integrated circuits
(silicon chips) and small
Type in; Warning: These commands will set the powerful motors and
robot arm moving as soon as you press electronic sensors
ArmBody (1) - press Enter that things really started to progress.
enter. If you don’t type the next [ Pic 2]
ArmBody (-1) - press Enter command the arm will go as far as it can
ArmBody (0) - press Enter and start clicking - you should enter the My favourite robot by far is “Marvin the Paranoid Android” by
ArmBody (0) command to stop it. Douglas Adams and his comedy science fiction story The
Hitchhiker’s Guide to the Galaxy. Marvin is a very, very de-
If at this point you get an error stating “unable to find Robot Arm” or pressed robot and well known for letting us know this with
similar then exit FUZE BASIC using Exit - press Enter quotes like; "My capacity for happiness," he added, "you could
fit into a matchbox without taking out the matches first"
Ha, Robots eh… they’ll never take off. Mind you they said that about flying machines once.
76
Unplug the arm and reconnect it again. Also please make sure the arm GET WITH THE PROGRAM
is switched on [Pic 3]. Start FUZE BASIC again try the above again. If Special Stage 1-1
at this point it doesn’t work, seek help from an adult or if you are an
adult, from a child. On the basis things did work, try the same with
“Wir sind die Roboter”
these other control commands;
Today, robots can be incredibly
ArmShoulder (x) - x can be 1, -1 or 0
complicated machines. Even a
ArmElbow (x) - x can be 1, -1 or 0 small toy robot can have in
ArmWrist (x) - x can be 1, -1 or 0 excess of twenty motors, light
ArmGripper (x) - x can be 1, -1 or 0 sensors, cameras, speech
ArmLight (x) - x can be 1 or 0 synthesis and significant
computing power, all in a
A useful trick to know at this point is that you can repeat the last device six inches tall!
[ Pic 3]
command by pressing the up arrow key and then just edit the number.
Remember though, you still need to press enter. Do androids dream of electric sheep?
Let’s put some of this new found knowledge into action. Press F2 to enter the There are so many questions surrounding robotics but perhaps
Editor. If there’s another program listed then none more so than those concerned over the future of the
make sure it isn’t needed and then press F12 to Editor human race. Are we developing machines that will one day
become intelligent and then decide they should rule the world?
clear it. CLS
PROC ResetArm Some people believe that as mankind evolves we will enhance
Start with the following lines of code- END ourselves more and more with robotic parts and electronic
Press F3 to run the program. You will be DEF PROC ResetArm circuitry. This is known as Cybernetics. The result, the Cyborg
prompted for a file name. Best to name it ARMBODY (0) or for a simpler term, The Man Machine!
ARMSHOULDER (0)
something like “JSrobot” where JS is your initials Where will it end… with the complete annihilation of the
ARMELBOW (0)
so you don’t overwrite someone else’s program. ARMWRIST (0) human race of course, boo!
The purpose of this section is to make sure the ARMGRIPPER (0) Not to worry though as by then we will have transferred our
arm can be instructed to switch everything off, ARMLIGHT (0) consciousnesses into computers and so will live forever and
ENDPROC be permanently connected to the Internet with ultra fast
so absolutely nothing will happen at this point broadband… yay!
Leonardo da Vinci designed and built the first known humanoid robot around 1495.
77
Edit the program to add the following - the grey text is what you GET WITH THE PROGRAM
should already have. You can see how it should look in [Pic 4] Special Stage 1-1
Editor press F2 to display the editor “Wir sind die Roboter”
PROC ResetArm
PROC DisplayInstructions
[ Pic 4 ]
END
…................
DEF PROC ResetArm
ArmBody (0)
ArmShoulder (0)
ArmElbow (0)
ArmWrist (0)
ArmGripper (0)
ArmLight (0)
ENDPROC
DEF PROC DisplayInstructions

CLS
FONTSIZE (2)
INK = Red
PRINT “We are the ROBOTS!”
INK = White
HVTAB (0,2)
PRINT “Press”
PRINT
PRINT “1 or 2 for Body left & right”
PRINT “3 or 4 for Shoulder up & down”
PRINT “5 or 6 for Elbow up & down”
PRINT “7 or 8 for Wrist up & down”
PRINT “9 or 0 for Gripper open & close”
PRINT “Enter to turn the Robot light on”
INK = Red At the moment this just displays the text as listed in the
PRINT program. We still need to add the best bit - brrrr… click
PRINT “Space to stop movement & switch light off” ….. Brr click …. Brrrrr… soon, soon, don’t be so impatient!
ENDPROC
The robot was an armoured knight that could sit up, wave its arms, and move its head while opening and closing its jaw, presumably meant to scare children who were misbehaving.
Sounds like just about every Head Teacher I’ve ever met!
78
We have introduced a couple of new commands deserving a brief GET WITH THE PROGRAM
explanation. Special Stage 1-1
PROC DisplayInstructions and PROC ResetArm “Wir sind die Roboter”
The PROC command is short for Procedure. The command tells the
Screen coordinates
program to jump to the part of the program labelled DEF PROC
There are two ways to display information on the screen using
“procedure name”; in this case DisplayInstructions and ResetArm. FUZE BASIC or just about any other language for that matter.
We either place text on the screen or graphics and pictures.
The end of the procedure is defined by the ENDPROC or End
Procedure command at which point the program will return to where In both cases we us a simple X and Y coordinate system. When
it was called from. using text, the X & Y positions are determined by the width of the
text so if you use huge text you will have very large grid spaces.
Procedures help keep a program really tidy as we can place routines
and functions away from the main program. They also allow us to The example below is made possible by using the following
HVTAB command;
reuse the same routine many times with a single command. The
ResetArm procedure for example can be used at any point to turn HVTAB (1, 5)
everything off just by using PROC ResetArm. It’s important to grasp PRINT “ROBOT”
this as we will be using them a lot later.
FONTSIZE is very straightforward (1) is normal size whereas (3) is
three times the size. You can experiment with this in Direct mode.
HVTAB is also very simple to grasp once explained. H is for
Horiziontal and V is for Vertical. The command positions the text
cursor at a specified position on the screen so that the next PRINT
command will place the text at that position on screen. See opposite.
However when we use graphics the X & Y coordinates
are based on the height and width of the screen. Also
the Y position 0 starts at the bottom left, not at the top
as when using text.
2040 is the year we should be in fear of, or looking forward to - you decide…
79
Editor There is a lot to add here so GET WITH THE PROGRAM
PROC ResetArm
please be sure to copy it Special Stage 1-1
PROC DisplayInstructions exactly. Notice you need to “Wir sind die Roboter”
CYCLE continue typing the second More ‘stuff’ about robots…
Key = INKEY column right after the first. The Three Laws of Robotics
SWITCH (Key) The extremely renowned and very prolific science fiction author
CASE 49 Editor Isaac Asimov wrote hundreds upon hundreds of books, articles
ARMBODY (1) and short stories about science and robotics.
CASE 57
ENDCASE ARMGRIPPER (1) He introduced the idea of programming a set of rules or laws into
CASE 50 all robots to protect humankind.
ENDCASE
ARMBODY (-1)
CASE 48 The stories written around these laws are extremely popular.
ENDCASE
ARMGRIPPER (-1)
CASE 51
ENDCASE 1. A robot may not injure a human being or, through inaction,
ARMSHOULDER (1)
CASE 32 allow a human being to come to harm.
ENDCASE
CASE 52 PROC ResetArm 2. A robot must obey the orders given to it by human beings,
ARMSHOULDER (-1) ENDCASE except where such orders would conflict with the First Law.
ENDCASE CASE 13
ARMLIGHT (1) 3. A robot must protect its own existence as long as such
CASE 53 protection does not conflict with the First or Second Law.
ARMELBOW (1) ENDCASE
ENDCASE ENDSWITCH
Asimov later went on to add a new law to precede these -
CASE 54 REPEAT the "Zeroth Law", which focuses on humanity as a whole
ARMELBOW (-1) rather than the individual.
ENDCASE END
CASE 55 DEF PROC ResetArm 0. A robot may not harm humanity, or, by inaction, allow
ARMWRIST (1) ArmBody (0) humanity to come to harm.
ArmShoulder (0)
ENDCASE ArmElbow (0) There are many debates as to whether we should impliment
CASE 56 ArmWrist (0) a similar set of rules into modern day robots.
ARMWRIST (-1) ArmGripper (0)
ArmLight (0) Personally, I think we’ll need something, otherwise who
ENDCASE
ENDPROC knows what might happen.
Some scientists and computer futurists predict that robots will emerge as their own species by 2040, with feelings and expectations.
80
DEF PROC DisplayInstructions
CLS
Special Stage 1-1
FONTSIZE (2) “Wir sind die Roboter”
INK = Red
PRINT “We are the ROBOTS!” More about Inkey
INK = White The Inkey command is a very important one that you will use over
HVTAB (0,2) and over again. For example, we can use Inkey to pause any
PRINT “Press” program to wait (LOOP) for a key to be pressed;
PRINT
PRINT “1 or 2 for Body left & right” PRINT “Press any key to continue”
PRINT “3 or 4 for Shoulder up & down” CYCLE
PRINT “5 or 6 for Elbow up & down”
PRINT “7 or 8 for Wrist up & down” REPEAT UNTIL INKEY <> -1
PRINT “9 or 0 for Gripper open & close”
If no key is being pressed the the value of INKEY is -1.
PRINT “Enter to turn the Robot light on”
INK = Red Whenever a key is pressed its code value is stored in INKEY. So
PRINT the above loop will repeat until Inkey is not equal to -1.
PRINT “Space to stop movement & switch light off”
ENDPROC This also means we can check if a specific key is pressed. For example
the value of the space bar is 32 so we could change the above to;
So two new things here; firstly the INKEY statement. This is a very
useful command indeed. Please read the opposite page - “More PRINT “Press the Space bar to continue”
CYCLE
about Inkey”. REPEAT UNTIL INKEY = 32
In our program we are storing the value of Inkey (the code value of This time the program waits specifically for the space bar to be
any key pressed) in the variable Key pressed and anything else will be ignored.
Here’s a few more INKEY codes, just in case you need them.
The rest is much easier than it looks. The SWITCH and CASE
48 - 0 49 - 1 50 - 2 51 - 3 52 - 4 53 - 5
commands check the value stored in Key and depending on the value
54 - 6 55 - 7 56 - 8 57 - 9 65 - a 66 - b
performs the command(s) in the relevant CASE section. 67 - c 68 - d 69 - e 70 - f 71 - g 72 - h
73 - I 74 - j 75 - k 76 - l 77 - m 78 - n
So if the “1” is pressed, the code value is 49 (see reference chart
79 - o 80 - p 81 - q 82 - r 83 - s 84 - t
opposite) and so the command, ARMBODY (1) is excecuted. 85 - u 86 - v 87 - w 88 - x 89 - y 90 - z
32 - Space Bar 13 - Enter
It’s always nice to have something to look forward to!
81
Special Stage 1-1 Assessments GET WITH THE PROGRAM
Time to prove you’ve mastered the robot arm project. Special Stage 1-1
“Wir sind die Roboter”
Control commands
Assessment 1
The commands are;
Practice moving different parts of the robot around in Direct ArmBody (x)
mode? Remember F2 switches between Direct mode and the ArmShoulder (x)
ArmElbow (x)
Editor.
ArmWrist (x)
ArmGripper (x)
Assessment 2 ArmLight (x)
Can you write a different program to display (PRINT) differerent
Where x is 1, -1 or 0
things at different locations on the screen. Remember to Save your The light is just 1 or 0
work before entering the NEW command to start a new program.
HVTAB (x,y)
Assessment 3 Remember, HVTAB places the
Write a new program to repeat a series of Robotic movements. cursor at a set position. X is the
Use the WAIT command to determine how far each movement horizontal and Y is the Vertical.
goes.
Marvin: “I am at a rough estimate thirty billion times

more intelligent than you. Let me give you an example.
Think of a number, any number.”
Zem: “Er, five.”
Marvin: “Wrong. You see?”
*The album, The Man Machine by the German band Kraftwerk, has a very good song about Marvin the paranoid android, by Douglas Adams from
Robots on it called “We are the Robots”, but of course it was originally in German, hence the project title. The Hitchhiker’s Guide to the Galaxy
82
Appendix
For educators:
Mapping FUZE BASIC
with the Curriculum
This section aligns the FUZE BASIC projects

with various parts of the Computing
Curriculum.
Mapped by Jon Silvera

83
The national curriculum for computing aims to GET WITH THE PROGRAM
ensure that all pupils: Appendix
Mapping FUZE BASIC with the
Curriculum
Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic,
algorithms and data representation.
Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order
to solve such problems.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and communication technology.
The above is broken down and applied to the corresponding Key Stages over the following pages.
FUZE BASIC is an incredibly powerful programming language and like all versions of BASIC before it, is designed to be
understandable to the layman and non computing specialists.
Due to its simplicity it is therefore ideal for teachers and students alike, as many core programming fundamentals can be
learnt in minutes and certainly do not require pages upon pages and sites upon sites of reference material.
Additionally the programming environment is simple and self contained and as such provides instant feedback accelerating
the learning process.
FUZE BASIC and the FUZE BASIC Projects have been specifically designed to help fulfil the requirements of the new
computing curriculum. The following pages describe which projects are applicable to the various Key Stage requirements.
Additional teaching materials are available from the FUZE website and if you feel you have content that would fit in the same
framework and would be willing to share it with the FUZE community then please contact [email protected] for the attention
of Jon Silvera.
Thank you. I hope you enjoy using FUZE BASIC as much as we do.
84
Key Stage 1 GET WITH THE PROGRAM
Appendix
Curriculum
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by
following precise and unambiguous instructions.
All projects but start with 1-1 to 1-4 and Round up
Create and debug simple programs.

Use logical reasoning to predict the behaviour of simple programs.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Projects 1-2, 1-3
Recognise common uses of information technology beyond school.

Projects 1-4, 4-1, 4-2 and Special Stage 1-1
Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when
they have concerns about content or contact on the Internet or other online technologies.
Not directly relevant to programming
85
Appendix
Curriculum
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts.
All projects but start with 1-1 to 1-4 and Round up. Note control and physical systems are included in 4-1, 4-2 and SS 1-1
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Projects 1-2, 1-3, Round Up, 2-1
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Understand computer networks including the Internet; how they can provide multiple services, such as the world wide web; and
the opportunities they offer for communication and collaboration.
Not included at this time but further Projects will include networking, TCP/IP, Internet and other protocols.
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Select, use and combine a variety of software (including Internet services) on a range of digital devices to design and create a range
of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and
information.
All projects
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to
report concerns about content and contact.
86
Appendix
Curriculum
Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical
systems.
All projects but start with 1-1 to 1-4 and Round up. Note control and physical systems are included in 4-1, 4-2 and SS 1-1
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.
At this time this is not comprehensively covered but these projects do offer an insight; 1-2, 1-3, Round Up and 2-1
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.
FUZE BASIC is a text based language. All projects.
Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand
how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary
addition, and conversion between binary and decimal].
Projects 1-4, 2-1 and 4-2
Understand the hardware and software components that make up computer systems, and how they communicate with one
another and with other systems.
Not directly relevant to programming but there are a number of projects that communicate with external devices. These
include 4-1, 4-2 and SS 1-1
87
Key Stage 3 continued GET WITH THE PROGRAM
Appendix
Curriculum
Understand how instructions are stored and executed within a computer system; understand how data of various types (including
text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits.
Projects 1-2, 1-3, 1-4, Round Up and 2-1
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices,
to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
Projects 1-2, 1-3, 1-4, Round Up and 2-1
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
Not covered
Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online
identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.
88
Appendix
Curriculum
All pupils should be taught to: develop their capability, creativity and knowledge in computer science, digital media and
information technology.
All projects
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
All projects
Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and
how to identify and report a range of concerns.
89
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Understand computing

When you turned on a computer back then it

Page 10: Project 1-1 Page 75: Special Stage 1-1

Page 19: Project 1-2

Page 28: Project 1-3

Page 37: Project 1-4

Page 43: Project 1 Round up Page 83: Appendix

Page 67: Project 4-2

Getting started For educators:

Written by Jon Silvera

Project stage 1-1 For educators:

Key Stages 1, 2 & 3

This is very similar to a computer program. A simple list of instructions tell-

I wonder if anyone actually reads this bit…

This picture has next week’s winning

Important Note: When programming, it’s important to keep your listing

Hey, stop looking out of the window!

Press F3 to RUN the program. [Pic 10 ]

How does that look?

Nothing to see here, move along!

Assessment 1 Name change

End of Stage 1-1

Project stage 1-2 For educators:

New commands introduced

Key Stages 1, 2 & 3

Hmm.. not that I’ve got a bag, doh!

Project stage 1-3

Key Stages 2, 3 & 4

As in the last stage we’re going to type a few direct commands

Name1$=”Bilbo” - press Enter

How many have you got?

End of Stage 1-3

Project stage 1-4

Key Stages 2, 3, 4 and beyond

As ever, back in the old days things started off very

Key Stages 2, 3, 4 and beyond

Editor press F2 to display the editor

Project stage 2-1

Key Stages 2, 3, 4 and beyond

The IF…THEN…ELSE Command

depending on who is running it, we could do something like this:

The condition (condition1 AND condition2) results in either TRUE or

Assessment 4 You should also understand the simplest

Project stage 4-1

Key Stages 2, 3, 4 and beyond

Electricity flows around a circuit (like a racetrack). If we position

power the item making it glow, heat up, beep or move.

Shall we get started then?

And off it goes, well hopefully!

Music and lights,

Project stage 4-2

Key Stages 2, 3, 4 and beyond

* I still think that digital watches are a pretty neat idea.

In the graph below the black line could represent

This reads a voltage going in to one of 4 analogue inputs on the

* What did the digital watch say to the analogue watch?

This program loops around reading the value from Analogue In 0

The value of this number will vary depending on how dark it is

End of Stage 4-2

Project stage Special 1-1