## Finch Pen

In this activity, you will use the Finch to draw on the computer screen!

Start by writing a program that uses the Finch accelerometer to move a sprite on the screen. The x and y positions of the sprite should be controlled by two different acceleration values. You may need to use math operator blocks to scale the acceleration values.

## Binary with the Finch

This Finch activity is based on Worksheet Activity: E-mail and Modems from csunplugged.org.

At the lowest level, computers represent information in the binary (base 2) number system. In binary, numbers are represented using only zeros and ones. You can lean more about binary numbers in this video.

## Remote Control I

In this activity, you will use the keys on your computer to control the Finch. This means that the Finch will operate by remote control, rather than acting on its own (autonomously).

Your program should make the Finch do these things:

## Simon Says II

In this activity, you will make a Finch version of the game Simon Says. The Finch will give the user random commands and count how many the user successfully follows.

Start by creating a list called PossibleOrientations. Store the following Finch orientations in this list: Beak Up, Beak Down, Level, Upside Down, Left Wing Down, and Right Wing Down. You should also declare a variable to hold the user’s score.

Your program should meet the following requirements:

## Finch Polygons

This activity assumes that you have completed How Far Will the Finch Turn?. Make sure you have already done that activity before you start.

You have an equation that relates wait time to the angle that the Finch turns. In this activity, you will use this equation to write a program that makes the Finch draw a polygon. The user will be able to choose how many sides the polygon will have!

Your program must meet the following requirements:

## How Far Will the Finch Turn?

This activity was developed in collaboration with Brian Johnson of Lakeside Junior High School in Springdale, AR.

As you have learned to make the Finch move and turn, you have varied the speed of the motors and the wait time. You may have spent some time trying to choose exactly the right wait time to make your Finch turn a particular angle. In this activity, you will use math to find an easier way to make your Finch turn whatever angle you chose!

## Monitoring with the Finch

In this project, you will use the Finch to monitor the light level and temperature in your classroom. You will start by monitoring these variables over a one minute period, and then you will modify your program to monitor them over 24 hours.

Write a program that meets the following requirements:

## Programming with Gestures

In this project, you will create a way for young children to program the Finch. The Finch will have two modes. In the recording mode, a child can tilt the Finch in different directions. Your program will save this sequence of tilts in a list. In the play mode, the Finch will translate the sequence of tilts into a sequence of movements.

## Finch Pong II

For this activity, you will be using the program you wrote for Finch Pong I. If you didn’t complete that activity, do that now!

In Finch Pong I, you wrote a program with a ball sprite that fell at a random x position. The user controls a paddle with the Finch and tries to catch the ball. In this activity, you will make the game more complex by making the ball bounce and moving the ball horizontally as well as vertically. You will also increase the speed of the ball as the user plays.

## Exponents and Loops

The repeat block is a loop that repeats the blocks inside it a certain number of times. For example, the program below causes the Finch to move as follows: forward, turn, forward, turn, forward, turn. This script should make the Finch move in a rough triangle. Try out this program and tweak the wait times so that your robot moves in a triangle. You can attach a marker to the Finch so you can see it draw the shape.