CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Learner’s Book answers

1 Computational How are we doing?
Learners will evaluate how precise their algorithm
thinking and was based on whether another pupil could follow
it to recreate their tower. They will edit their
programming algorithm to make it more precise if needed.
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1.1 Precise algorithms
Learners will identify the bugs in their
Getting started partners’ algorithms.
Learners discuss what they know about
algorithms. They may discuss that algorithms are 1.2 Debugging programs
sets of instructions which need to be correctly
ordered. They may recall following algorithms for Getting started
everyday tasks and finding errors, called bugs, in 1 Command: Go. Use: Runs the program stored
the algorithms. in the Bee-Bot.
Questions 2 Command: Turn right. Use: Makes the
Bee-Bot turn a quarter turn to the right.
1 Arun’s algorithm is not very helpful because it
is not precise. 3 Command: Backwards. Use: Makes the
Bee-Bot move one Bee-Bot step backwards.
2 No, his friends will probably not find his
house. Step 1 does not include the road name. Unplugged activity 1
Step 2 does not tell them which way to turn.
The Bee-Bot should stop at the shop.
Step 3 does not tell them what to look for or
which way to turn. Step 4 does not tell them Programming task 1
what to cross or which side the house is on.
The answers are shown as algorithms. If learners’
Unplugged activity 1 algorithms differ, but their Bee-Bot still reaches
the correct destination, this is acceptable. It may
Learners will write an algorithm which instructs
lead to a discussion about the different possible
others how to navigate through the maze.
routes and which are the most/least direct.
How are we doing? 1 Finish at the playground.
Learners evaluate how precise their algorithm was
by checking it has all of the detail listed.
GO
Unplugged activity 2
Learners will write an algorithm for a dance 2 Finish at the swimming pool.
routine. This should include enough detail for
a second learner to perform the dance as the
first learner intended. Learners may edit their
algorithm to add more detail and increase
its precision.
GO
Activity 3
Learners will write an algorithm describing how to
build their tower. It should contain sufficient detail
about the colour and location of the blocks so that
another pupil can create the tower.

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

3 Finish at the school, going through the sports How am I doing?

field to get there.
Learners will evaluate each of the programs they
wrote and complete the table.
Programming task 3
There are multiple answers to these challenges,
GO depending on the route learners’ Bee-Bots take.
All are acceptable. One possible solution is
presented below for each challenge.
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Challenge 1: Swimming pool via the sports field
1 There should only be two forward commands but avoiding trees
at the start, not three.
2 The Bee-Bot needs to turn right, not left.
How are we doing?
Learners will explain the bugs in Arun’s
algorithms, along with the changes they made to GO
correct them.
Challenge 2: Park via the swimming pool but
Unplugged activity 3
avoiding trees
Zara’s algorithm is correct.
Programming task 2
There are multiple answers to these challenges,
depending on the route learners’ Bee-Bots take.
All are acceptable. One possible solution is GO
presented below for each challenge.
Challenge 1: Swimming pool via the playground
1.3 Animal animations
Getting started
Yes, there is a bug.

GO The sixth step should be right turn.

It does not matter where the Bee-Bot starts.
Challenge 2: School via the shop The correct algorithm will draw a square no
matter where it starts.
Question
1 The rocket will move up three squares and
then return to the square it started at.
GO Programming task 1
Challenge 3: Shop via sports field, then school Learners will explore a range of commands from
the ‘Motion’ and ‘Looks’ command groups. They
will discuss with a partner what happens when
they add commands together and run them.
How am I doing?
GO Learners will draw pictures of the commands
they have explored. They will explain what these
commands do to other learners and listen to
explanations of commands they did not explore.

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Unplugged activity 1 Unplugged activity 1

A 2, B 4, C 1, D 3, E 6, F 5 This task is designed to challenge learners.
When the program doesn’t match their prediction,
Question it’s an opportunity to develop curiosity – why did
2 a The sprite will move a greater number of it do that? An exact prediction is unlikely, but the
squares to the right. answer is:
b The sprite will rotate a greater The plane will move to the right one place and
amount clockwise. grow two units in size. This will be repeated twice.
Then the plane will move to the right one place
c The sprite will grow by a greater amount. and shrink two units in size. This will be repeated
Programming task 2 four times.
Learners’ programs will look similar to the code As the first part of the program (where the plane
shown below. The values they have in the wait and grows) is repeated twice, and the second part of
move right blocks may differ, depending on where the program (where it shrinks) is repeated four
their snake started. times, overall the plane will shrink on each pass
of the program.
The whole program will be repeated over and
over forever.
Programming task 1
Note: There are often different ways to turn an 1 Learners will discuss what they observed when
algorithm into a program, so if learners have the program was run.
different commands that still achieve the same
output, this is perfectly acceptable. 2 Learners will discuss whether the output
of the program matched their prediction or
How are we doing? was different.
Learners will show another pair their animation. 3 Learners will discuss any differences
They will discuss which commands they have used between their predictions and the output
and whether they match the algorithm when run. of the program.
Questions
1.4 Repeat, repeat, repeat
4 These commands
Getting started are repeated.
1 The cat sprite will move up one square and
then down one square. It will repeat this
four times.
2 The pattern is: ‘move up one, move down one’.
This pattern is repeated four times.
3 ‘Repeat a certain 5 ‘Repeat forever’
Questions number of times’. command.
1 This is the repeat command:
Programming task 2
Challenge 1: The program will not repeat over and
over forever.
Challenge 2: The plane sprite will move 1 square to
the right and grow 2 units in size. This will happen
over and over as the ‘repeat a certain number of
times’ command repeats these commands twice
and the ‘repeat forever’ command repeats the
2 The number 4 is how many times the whole program over and over.
commands are repeated.

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Challenge 3: As the first part of the program

(where the plane moves one place to the right 2 Managing data
and grows in size) is now repeated six times and
the second part of the program (where the plane 2.1 Data all around
moves to the right and shrinks) is only repeated
once, the plane will grow on each pass of the Getting started
program. The ‘repeat forever’ command causes
Data in the table will vary according to the
the program to repeat over and over.
learner’s country.
Challenge 4: Learners will choose their own new
command to add. Activity 1
Clothes for a sunny day: sun hat, sunglasses
How am I doing? (learners might also suggest: sandals,
Learners should explain that the first command T-shirt, shorts)
will repeat any commands placed within it by the
Clothes for a rainy day: raincoat, boots
number of times indicated on it.
(learners might also suggest: rain hat,
Learners should explain that the second command waterproof trousers)
is a ‘Repeat forever’ command. This is placed at
Clothes for a cold day: gloves, woolly hat
the end of a set of commands and will cause them
(learners might also suggest: scarf, thick coat)
to repeat over and over.
Programming task 3 Question
1 Learners might say: computers in school
Challenge 1: Learners should remove the ‘repeat
storing test scores; computers in shops storing
forever’ command from the end.
prices; computers in banks storing data about
Challenge 2: Learners’ commands should look how much money you have.
like this:
Unplugged activity 2
1 Two patients are under ten years old.
2 Two people have a cough.
3 There are five patients altogether.

Challenge 3: Learners need to ensure the amount

Activity 3
the aeroplane grows and shrinks on each pass is
Type of animal How many?
equal. This can be done by changing the numbers
in the grow and shrink commands, or the number cat 3
of times these are repeated, or both. Here is one
answer: rabbit 4
bird 2
snake 1
1 The animal the vet has the most of is rabbits.
Check your progress 2 The animal the vet has the fewest of is snakes.
1 B 3 There are ten animals in total.
2 C
3 Learners’ answers will vary.
4 A
5 C
6 A
7 C

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Activity 4
Because it needs to be kept Because there is lots of data
private
bank account details 1000 words for children to learn
a child’s school records a list of all the books in a bookshop
your friend’s phone number a record of the daily temperature from the last ten years

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Learners may suggest grouping the counters according to colour. They could count them
using a tally chart, or they could count the groups at the end and record the amounts in a
table on paper or by creating a digital table.
Practical task 1
1 Learners’ answers will vary.
2 Learners should be able to explain that, because they have saved the table, they would be
able to go back into the file and make a change to an answer. They may identify that if it
was on paper, the table could have been lost or no longer be easy to access. Rather than
replacing the data, if it was on paper they would have to cross out the old answer and
there might not be room to make the change.

2.2 Problem solvers

Getting started
Arun asked: ‘What is your favourite game?’
Unplugged activity 1
Question Statistical Non- Is the data usually words,
statistical numbers or pictures?
What size are your shoes? 3 numbers
What is the most common shoe 3 numbers
size in our class?
What is your favourite flavour of 3 words or pictures
ice cream?
What is the most popular flavour of 3 words or pictures
ice cream in our school?

Questions
1 Watching a film was the most popular idea.
2 Playing sports was the least popular idea.
3 The data is in the form of numbers.
4 Learners might say that it was a good idea for Zara to give a short list of only three
choices. They might also suggest that it was unfair if a child’s choice was not one of those
three ideas. They might say that recording the responses on a tablet was a good idea as it
keeps the data safe and it is easy to change if necessary.
Practical task 1
Learners should ask something like: What is your favourite lunch: pizza, pasta or chicken and rice?

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

How am I doing? 2 Sofia found one spider.

Learners might suggest that organising the data 3 She found the same number of caterpillars
in a table made it clear for the cook to see exactly and snails.
how many people wanted each dish. They might How am I doing?
also notice that their data was different from that
of a class member if they had made a mistake Learners might say that having the data organised
when counting or entering the data. into a pictogram made counting and answering
the questions easier as they could see the height
Unplugged activity 2 of the columns and use the numbers to help them.
1 B What is your favourite type of story? They might say that counting the minibeasts
from the picture was confusing as it was hard to
2 The type of story she should buy the most of remember which they had counted.
is scary stories.
3 The type of story she should buy the fewest of
Check your progress
is animal stories. 1 Learners might say: to keep things safe;
to protect private information.
2.3 Presenting data 2 B
Getting started 3 You need to collect data to answer a statistical
Learners may say that by using a form, question. Non-statistical questions only have
a whole class could fill it in at once rather than one answer.
going round to every learner, which would 4 You could solve a statistical question by
take longer. collecting data.
Activity 1 5 Learners might say: maths, English,
science, history, physical education, art,
Learners’ answers will vary. computing, etc.
Activity 2 6 Two people take the bus to school.
1 Chocolate is the most popular flavour. 7 a It is a block graph.
2 Mint is the least popular flavour. b Cycling is the most popular sport in
the class.
3 Four people chose caramel.
c Football is the least popular sport in
4 Zara asked 20 people altogether.
the class.
How am I doing?
Learners may find data entry errors which can be
resolved by changing the data entered to create the 3 Networks and digital
block graph.
Unplugged activity 3
communication
1 Strawberries are the most popular fruit. 3.1 Connect to a network
2 Oranges are the least popular fruit. Getting started
3 Two people like bananas. Learners can check if their devices are connected
4 Marcus asked 17 friends altogether. to the internet by trying to access websites,
or watching videos on video sharing platforms,
How are we doing? or downloading apps from an app store.
Learners may say that using the pictogram made
it easier to answer the questions by looking at the
rows of pictures.
Practical task 1
1 The minibeast that there is most of
is butterflies.

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Unplugged activity 1
door opener
security camera

alarm

card machine

self-checkout scanner

receipt printer

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Unplugged activity 2 Unplugged activity 2

Point out to learners that it’s not always the case 1 Learners might say: sending online is quicker;
that, if you can carry something around, it uses a the picture is less likely to get lost or damaged;
wireless connection. Use the example of a printer it is easy to resend if there is a problem.
to demonstrate the point. 2 Learners might agree with Arun because they
want to get the picture quickly, or because
Device Wired Wireless the picture will not get lost in the post.
connection connection They might agree with Sofia if they like to
1 Laptop 3 3 receive post in the mail.

2 Smartwatch 3 3 Learners might use messaging apps to send

pictures, messages or videos to friends
3 Desktop 3 or family.
computer
Unplugged activity 3
4 Printer 3 3
5 Tablet 3 Keeps a network Could be dangerous
safe to a network
6 Smartphone 3
keeping passwords sharing passwords
7 Handheld 3 private with other people
game console
logging off when opening documents
How am I doing? we finish using a sent to us by
computer strangers
Wireless devices:
smartwatch, tablet, smartphone and handheld Check your progress
game console. 1 Marcus is describing a router.
Learners may also have spotted that the following 2 True
devices can be wireless or wired: laptop, printer.
3 B
Question 4 Possible answers: computer, smart TV, tablet
1 It could be hard to connect to the internet in on wall
the desert and the jungle. 5 Learners’ answers will vary. Possible answers:
Activity 3 sharing information, sending information
quickly, having a record of what has been
Learners will note the name of the wireless sent, sending information to another town
network they are connected to (e.g. the school or country.
network) and any other available networks, and
6 C
they may see the padlock symbol if the network
is secured.

3.2 Why have a network? 4 Computer systems

Getting started 4.1 Hardware and software
Examples might include: send a message to a Getting started
family member in another town, share a photo
with a penpal in another country. Types of computer could include: laptops,
tablets, desktop computers, smartphones and
Unplugged activity 1 games consoles.
Marcus: sound file Questions
Zara: text document 1 A keyboard and headphones can also be seen
Sofia: video in the picture.
2 Learners’ answers will vary.

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Unplugged activity 1 How am I doing?

Types of hardware found could include: a monitor Learners should state that they chose software 2
(screen), keyboard, mouse, speakers and printer. because it allows for text and images to be added
and the layout to be changed. Software 1 and 3 do
Question not allow for images to be added.
3 a The boy uses the remote control to choose
what to watch.
Activity 6
b The screen shows what the boy Learners’ answers will depend on the
has chosen. software available.
For voice recording software they may have used
Unplugged activity 2 Audacity, Book Creator or Garage Band.
1 E, 2 A, 3 D, 4 B, 5 C For video recording software they may have
How am I doing? chosen iMovie, Canva or ActivePresenter.

Learners compare their answers with a partner, For writing software they may have chosen Word,
and if they differ they work out which are correct Pages or Google Docs.
by looking at the hardware and the definition.
4.2 Different types of computer
Unplugged activity 3
Learners should include ticks to highlight which Getting started
types of hardware these used and the frequency. Laptop, mobile phone and tablets are being used
They should be able to state what they used the in the picture.
hardware for.
Learners might say desktop computers or
How am I doing? games consoles.
Learners share their diary with a partner, Question
explaining how they utilise their most used piece
of hardware. For example, they might use their 1 A mouse is an input device.
headphones the most frequently because they use Activity 1
them when playing games.
Learners’ answers will vary depending on the
Unplugged activity 4 digital device chosen. For example:
This is a digital camera.
Input devices Output devices
You use it by looking at the screen on the back
keyboard screen then pressing the button to take a picture.
mouse printer
speaker
Unplugged activity 2
1 desktop computer
Questions
2 smartphone or tablet
3 The controller is both an input and an
3 smartphone or tablet
output device.
4 Learners’ answers should reference that the How am I doing?
controller acts as an input device because 1 Sofia could use a desktop computer because
it sends information to the computer to she is indoors and because they have a
move the characters, and as an output keyboard which is good for typing on.
device because it shares information from
the computer by vibrating when something 2 Marcus could use a smartphone or tablet
happens to the character. because it can be used outside.
3 Zara can use a smartphone or a tablet
Unplugged activity 5 because it uses a battery and is light enough
Sofia should choose 2, which adds text and images to carry.
and allows layout changes.

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

Question How are we doing?

2 Someone who wants to design a poster could Learners’ answers should reference that a
use a desktop computer because it has a larger computer would not get bored sorting tinned food
screen. This makes it easier to see all parts of repeatedly, or that a computer would not get tired
the poster. and make mistakes when adding up the price of
the shopping.
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A 1; B 3; C 2 Question
1 B, 2 C, 3 A
Unplugged activity 4
Zara should use a laptop. (Learners may also say Unplugged activity 3
smartphone, but a laptop would be better due to Learners should put the steps in the
the larger screen.) following order:
How am I doing? 2 The car wash collects information about how far
away the car is.
Learners’ explanations should indicate that the
computer needs to have speakers so Zara can 3 The car wash uses the information to know when
hear her family, a camera so Zara’s family can see to move the brushes.
her, a microphone so they can hear what Zara is 1 The car wash moves the brushes to clean the car.
saying and a screen so Zara can see her family.
E.g. learners might pick the laptop because it has Unplugged activity 4
a camera, a microphone and speakers. It also has
Fiction: robots look a bit like humans; robots
a bigger screen than the smartphone which will
act like humans; robots have feelings. Real life:
make it easier for Zara to see her family.
robots do not look like humans; robots act the
way they need to act to do their job; robots do not
4.3 Computers, humans have feelings.
and robots
Check your progress
Getting started 1 Arun is using a mouse.
Learners might say: Zara is using a keyboard.
• device 1 is a cuboid, device 2 has an ‘arm’ Marcus is using a printer.
• device 1 washes clothes, device 2 picks plants 2 The person is using a scanner to let the
• device 1 is used in the home, device 2 is not. computer know what she is buying.
This is an example of an input device.
Unplugged activity 1 The screen shows how much it costs.
Learners’ answers should include a reference to the This is an example of an output device.
repeated nature of the task and that they probably 3 1 C, 2 D, 3 B, 4 A
made mistakes because they were trying to do the
task as fast as possible. They should also reference
that it would be boring to do this one task all day.
Unplugged activity 2
Job for a computer Job for a human
sorting tinned food writing a story
adding up the price helping someone who
of shopping is upset
lifting very heavy teaching someone
objects all day to swim

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 CAMBRIDGE PRIMARY COMPUTING 2: LEARNER’S BOOK ANSWERS

4 Learners might say: Home security system:

Washing machine robot: • A computer can constantly check if
• The robot does not get tired or need someone is in the house. It does not need
a rest. to take a break. It would be difficult
for a human to do this 24 hours a day.
• It is always accurate and will not A human would need to have a rest.
lose concentration.
• The computer checks that there is nobody
• It might be working in a place that is in the house while the family is away
dangerous for humans. on holiday.
• It is faster than a human.
• It does not need to take a break.
• It will not get bored.

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