This macro-enabled spreadsheet is designed to support learning how different memory addressing modes work in Computing. The addressing modes supported are Immediate, Direct, Indirect and Indexed. Clicking the ‘New question’ button clears any previous answers and generates a new base address and an offset for Indexed Addressing. The learner then enters the data that will be found using each of the addressing modes. Clicking the ‘Show answers’ button then reveals the correct answers. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This spreadsheet is designed to support learning how well algorithms of differing time complexities scale in Computing. By changing the size of the data set, n, the learner can see how well algorithms with Constant, Linear and differing Polynomial, Exponential and Logarithmic complexities scale, even with small data sets.

This macro-enabled spreadsheet is designed to support learning how a Binary Search works in Computing. It simulates a database with record keys in the range zero to the user’s choice of between ten and one million. After entering the record number to be found, the spreadsheet shows how each iteration of the Binary Search focusses in tighter and tighter on the required record until it is found. It also gives learners the opportunity to see how algorithms of logarithmic complexity O(Log n) scale, i.e. how doubling the number of records only adds one to the maximum number of searches required to find the target. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled spreadsheet is designed to practice converting from Decimal to Floating Point Binary as used in Computing, and vice-versa. There are two worksheets, one with questions converting from Decimal to Floating Point Binary, and one with questions converting from Floating Point Binary to Decimal. Learners are guided through the steps necessary to complete each type of question, namely: Decimal to Floating Point Binary Calculating the positive signed raw Binary; Twos Complementing to obtain the negative raw Binary, if required; Determining the distance the point floats; Determining the direction the point floats; Determining the positive Decimal value of the Exponent; Calculating the Binary value of the Exponent; Twos Complementing to obtain the negative Binary value of the Exponent if required; Working out the Mantissa; Giving the full Floating Point Binary. Floating Point Binary to Decimal Calculating the positive signed raw Binary; Working out the Mantissa; Working out the Binary Exponent; Twos Complementing to obtain the positive Binary value of the Exponent to determine its magnitude if required; Determining the Decimal value of the Exponent; Determining the distance the point floats; Determining the direction the point floats; Un-normalising the Binary Mantissa into its raw Floating Point form; Twos Complementing to obtain the positive Binary value of the raw Floating Point Binary Mantissa to determine its magnitude if required; Giving the Decimal value. The size of the Mantissa can be varied between 4 and 8 bits in size, and the Exponent can be either 3 or 4 bits in size. This both changes the question difficulty and also gives learners an opportunity to appreciate how altering the sizes of the Mantissa and Exponent affect the range of values which can be stored and the accuracy with which they can be represented. With the Binary Exponent, both types of question use the convention with negative Binary numbers whereby if only the Sign Bit is a 1, it represents both sign and magnitude. For example, with a signed 4 bit Binary number, 1000 represents -8 in Decimal. Each worksheet generates five questions every time the ‘Generate Questions’ button is clicked. Once the learners have completed a question, clicking the associated ‘Mark It’ button reveals which steps of their answer are right or wrong. Changing an answer removes the marking until the button is clicked again. This worksheet is designed to be used prior to completing our ‘Endless Unguided Floating Point Binary Conversion question generator’ worksheet. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled spreadsheet is designed to demonstrate the ability to convert from Decimal to Floating Point Binary as used in Computing, and vice-versa. There are two worksheets, one with questions converting from Decimal to Floating Point Binary, and one with questions converting from Floating Point Binary to Decimal. The size of the Mantissa can be varied between 4 and 8 bits in size, and the Exponent can be either 3 or 4 bits in size. This both changes the question difficulty and also gives learners an opportunity to appreciate how altering the sizes of the Mantissa and Exponent affect the range of values which can be stored and the accuracy with which they can be represented. With the Binary Exponent, both types of question use the convention with negative Binary numbers whereby if only the Sign Bit is a 1, it represents both sign and magnitude. For example, with a signed 4 bit Binary number, 1000 represents -8 in Decimal. Each worksheet generates five questions every time the ‘Generate Questions’ button is clicked. Once the learners have completed a question, clicking the associated ‘Mark It’ button reveals whether their answer are right or wrong, and the steps required to complete the question successful, namely: Decimal to Floating Point Binary Calculating the positive signed raw Binary; Twos Complementing to obtain the negative raw Binary, if required; Determining the distance the point floats; Determining the direction the point floats; Determining the positive Decimal value of the Exponent; Calculating the Binary value of the Exponent; Twos Complementing to obtain the negative Binary value of the Exponent if required; Working out the Mantissa; Giving the full Floating Point Binary. Floating Point Binary to Decimal Calculating the positive signed raw Binary; Working out the Mantissa; Working out the Binary Exponent; Twos Complementing to obtain the positive Binary value of the Exponent to determine its magnitude if required; Determining the Decimal value of the Exponent; Determining the distance the point floats; Determining the direction the point floats; Un-normalising the Binary Mantissa into its raw Floating Point form; Twos Complementing to obtain the positive Binary value of the raw Floating Point Binary Mantissa to determine its magnitude if required; Giving the Decimal value. Changing an answer removes the marking until the button is clicked again. This worksheet is designed to be used after completing our ‘Guided Floating Point Binary Conversion questions’ worksheet. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled spreadsheet is designed to practice converting between the number bases Decimal (Denary, Base 10), Binary (Base 2), Hexadecimal (Hex, Base 16) and Octal (Base 8) as used in Computing. There are four worksheets, each having questions converting from one of the number bases to the other three. Each worksheet generates ten questions every time the ‘Generate Questions’ button is clicked. Once the learners have completed a question, clicking the associated ‘Mark It’ button reveals whether the answer is right or wrong. Changing an answer removes the marking until the button is clicked again. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled spreadsheet is designed to practice unsigned integer binary addition and subtraction in Computing. Each worksheet generates ten questions every time the ‘Generate Questions’ button is clicked. Once the learners have completed a question, clicking the associated ‘Mark It’ button reveals which bits are right and which are wrong. Changing an answer removes the marking until the button is clicked again. Both worksheets have space for the learner to place carry bits as part of their working. Also, the Addition worksheet allows for difficulty to be adjusted by selecting whether questions generate overflow or not which the learner then has to pick up, while the Subtraction worksheet provides space for the number to be subtracted to be Twos Complemented. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled spreadsheet is designed to practice signed integer binary addition and subtraction in Computing. Each worksheet generates ten questions every time the ‘Generate Questions’ button is clicked. Once the learners have completed a question, clicking the associated ‘Mark It’ button reveals which bits are right and which are wrong. Changing an answer removes the marking until the button is clicked again. Both worksheets allow for difficulty to be adjusted by selecting whether negative numbers can form part of the question. They also have space for the learner to place carry bits and any necessary Twos Complementation as part of their working. The Addition worksheet further allows for difficulty to be adjusted by selecting whether questions generate overflow or not which the learner then has to pick up. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled Excel spreadsheet contains four Mathematics starter tasks suitable for UK Key Stage 3 and GCSE sets or equivalent. Odd One Out The purpose of this starter is to enable learners to explain the properties of numbers and develop their use of correct mathematical terminology. Three integers are generated between maximum and minimum values selected by the teacher. Learners are invited to select one of the three numbers and give a reason why it is the odd one out. For example, if the numbers were 6, 36 and 49: 6 is the odd one out because it is the only Perfect Number. 6 is the odd one out because it is the only one that is not a Square Number. 49 is the odd one out because it is the only one that is not a multiple of 2. 49 is the odd one out because it is the only one that does not have 2 as a factor. 49 is the odd one out because it is the only one that is not a multiple of 3. 49 is the odd one out because it is the only one that does not have 3 as a factor. 49 is the odd one out because it is the only one that is not a multiple of 6. 49 is the odd one out because it is the only one that does not have 6 as a factor. 49 is the odd one out because it is the only one that is a multiple of 7. 49 is the odd one out because it is the only one that has 7 as a factor. The ‘Another!’ button generates a fresh set of numbers. Ordering The purpose of this starter is to arrange six numbers into ascending order. To increase or decrease difficulty, the teacher selects the number range to use (a minimum of 0 and a maximum of 100), the number of decimal places to use (0 to 3), or whether to have a mixture of 0, 1, 2 and 3 decimal place values. Once the learners have filled in the answers, the 'Mark Them! button reveals which responses are correct and incorrect. Changing an answer removes the marking until the button is clicked again. The ‘Another!’ button generates a fresh set of numbers. Decimal Places The purpose of this starter is to round six three decimal place real numbers to one and two decimal places. To increase the level of difficulty the teacher selects the number range to use (a minimum of 0 and a maximum of 100). Once the learners have filled in the answers, the 'Mark Them! button reveals which responses are correct and incorrect. Changing an answer removes the marking until the button is clicked again. The ‘Another!’ button generates a fresh set of numbers. Sig Figs The purpose of this starter is to round six numbers to one, two and three significant figures, The teacher selects the number range to use: either four- and five-digit integers or 5 decimal place real numbers. Once the learners have filled in the answers, the 'Mark Them! button reveals which responses are correct and incorrect. Changing an answer removes the marking until the button is clicked again. The ‘Another!’ button generates a fresh set of numbers.

This macro-enabled Excel spreadsheet contains three styles of simultaneous equation questions suitable for UK Key Stage 3 and GCSE sets or the equivalent. For each style, the ‘Generate questions’ button generates ten questions at a time. The solution to each question can be revealed individually by clicking the appropriate ‘Show answer’ button. Difference The x terms in both equations are the same positive integer and the simultaneous equations are solved by subtracting the bottom equation from the top equation. Addition The x terms in both equations are the same magnitude, but the top x term is positive, and the bottom x term is negative. The simultaneous equations are solved by adding the top and bottom equations. Balancing The simultaneous equations are solved by balancing either the y terms or the x terms and subtracting. Both methods are shown when the ‘Show answer’ button is clicked. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

This macro-enabled Excel spreadsheet contains quadratic questions suitable for UK Key Stage 3 and GCSE sets or the equivalent. For each worksheet, the ‘Generate questions’ button generates ten questions at a time. The solution(s) to each question can be revealed individually by clicking the appropriate ‘Show answer’ or ‘Show answer(s)’ button. Factorising Quadratic expressions are created to be factorised. To vary the difficulty, the teacher can select whether the x² term is always 1, and whether or not the factors will always be integers. If the factors are not integers, they are given correct to two decimal places. Solving Quadratic equations are created to be solved. To vary the difficulty, the teacher can select whether the x² term is always 1, and whether or not the solutions will always be integers. If the solutions are not integers, they are given correct to two decimal places. NOTE: for this spreadsheet to work correctly, the copy of Excel in which it is running must allow macros to execute, and ‘Enable Content’ must be clicked when the spreadsheet is opened.

Payback Period Calculator models when an initial investment in a business will be repaid within a five-year period, if at all. Sales for each of the five years can be input, as can the initial investment, cost price, desired profit, and whether that profit will be a mark-up or a margin. The payback period is displayed as years and weeks as well as years and months. Revenue, costs, net return and outstanding repayment are calculated for each of the five years. Payback Period Calculator is fully supported by a comprehensive help file which includes an explanation of the difference between mark-up and margin when determining profit and also how to use the system to set a sale price.

Python Resource Pack 2 is a set of coding challenges designed to support the teaching and learning of the Python programming language. This pack is designed for those who have some experience of programming in Python, such as completing the exercises in Resource Pack 1. It is suitable for teaching Python in schools from Year 7 onwards, tutors and learners in adult learning classes or for the hobbyist learning at home. The pack also encourages the learner to start to consider the whole system life cycle and program documentation by including a requirement for all testing (both unsuccessful and successful tests, together with any corrective actions) to be recorded as a part of the solution alongside the code. Some of the tasks also require preparatory design before attempting to code the solution to the challenge. The pack is designed to support learning that has previously taken place in the classroom, via self-directed study, or by following tutorials. The pack contains: A pdf file with five coding challenges. Fully commented example solutions to each of the challenges. The following topics are introduced: Combining individual instructions into more complex instructions. The .format command as an alternative to the str command when concatenating strings with numbers. The import command to access specialised commands in addition to the basic Python command set. The math.fmod command to perform modulo division (finding the remainder). The .upper() command to convert text to all capitals and its help with data entry verification. The use of logical or. The if… elif… else command for multiple options in a selection command. The use of functions to segregate programs and generate and return data. The random.randint command to generate random integers. Using while True to create endless loops. The .lower() command to convert text to all capitals and its help with data entry verification. Use of the comma to concatenate and space integers and strings. The challenges are designed so that some self-directed research will be required to complete them; they are not a cut-and-paste tutorial. The challenges: Input how many integers are to be added together. Input and add that many integers and display the sum with an informative message. Input a month name and output how many days are in that month, taking leap years into consideration. Write a dice rolling game according to the given rules. Write a Rock, Paper, Scissors game. Write a Rock, Paper, Scissors, Lizard, Spock game.

Math Parser Compiler Emulator supports learning how a compiler creates an executable program file from source code. Using mathematical expressions as an input, Math Parser shows how the following stages of compilation are performed: Lexical Analysis Syntax Analysis Code Generation Optimisation In addition, Math Parser demonstrates: How mathematical expressions are formed into Reverse Polish Notation (RPN) for execution using the Shunting Yard algorithm and the Stack data structure. How an Abstract Syntax Tree can be created from the RPN, showing how a recursive algorithm is used in practice. The RPN and Data Dictionary from successfully compiled expressions can be saved and then evaluated using the Math Parser Virtual Machine. Math Parser supports implied multiplication (e.g. 5x) as well as explicit multiplication (e.g. 5 * x) in its input expressions. Fully supported by a comprehensive Help file, Math Parser includes all the algorithms used and explains all the technical terminology.

This software models the passing of a voltage through metal wires of varying dimensions to see how resistance and current varies until a power equilibrium is reached, when the power going into the circuit equals the power coming out via heat emission. It is designed to support the teaching of Science and Physics at GCSE and A Level. The model takes into account the resistivity and temperature coefficient of the metal. The following parameters can be varied within the model: Voltage applied; Length and diameter of the wire; Room temperature; The required sample interval. As these parameters are varied, the number of samples that will be taken is displayed so that the optimum number for a particular experiment can be selected. The temperature, resistance, power in and out and current are calculated for each sample. Parameters can be adjusted and the metals list modified to the user’s specification. These new settings can be saved in a file for later use. The results can be printed and also exported as a CSV file for further analysis or graphing. The application is supported by a comprehensive help file which includes guidance on how to generate the required number of samples.

Electrolysis Solution Finder shows what ions from an ionic compound (either molten or dissolved in water) are attracted to the cathode and anode during electrolysis. It is designed to support the teaching of Science and Chemistry at GCSE and A Level. The following parameters can be varied within the model: The Ionic Compound to test; Whether the Ionic Compound is dissolved in water or molten. The ions and half equations involved are displayed, while in a graphic, solids forming on an electrode are demonstrated by an appropriate colour change at the electrode, liquid forming shown by a cloud forming around the electrode, and gas by a bubbling animation and sound effect. The application is supported by a comprehensive help file.

This software contains two models: The Fundamental Frequency Of A String Or Wire Under Tension This software calculates the Fundamental Frequency of a string or wire under tension and plays a tone at that frequency. It is designed to support the teaching of Science and Physics at GCSE and A Level. The model takes into account the density of the material. The following parameters can be varied within the model: Length of the string or wire; Diameter of the string or wire; Tension the string or wire is under. The volume and mass of the string or wire are calculated as well as the Fundamental Frequency. Parameters can be adjusted and the materials list modified to the user’s specification. These new settings can be saved in a file for later use. The results are calculated in real time as the parameters are changed, and can be printed. A tone can be played at the currently calculated Fundamental Frequency if it is within the system boundaries. The Fundamental Frequency Of A Gas Filled Tube Or Pipe This software calculates the Fundamental Frequency of a gas filled tube or pipe and plays a tone at that frequency. It is designed to support the teaching of Science and Physics at GCSE and A Level. The model takes into account the Heat Capacity Ratio and the Molecular Mass of the gas. The following parameters can be varied within the model: Length of the tube or pipe; Temperature within the tube or pipe; Whether or not the tube or pipe has one end closed. The speed of sound is calculated as well as the Fundamental Frequency. Parameters can be adjusted and the gases list modified to the user’s specification. These new settings can be saved in a file for later use. The results are calculated in real time as the parameters are changed, and can be printed. A tone can be played at the currently calculated Fundamental Frequency if it is within the system boundaries. The application is supported by a comprehensive help file.

This software models the heating of liquids in an insulated container over time and is designed to support the teaching of Science and Physics at GCSE and A Level. The model takes into account the density, boiling point and specific heat capacity of the liquid. The following parameters can be varied within the model: Mass and initial temperature of the liquid; Room temperature; Resistance and current of the heater; Heating time; Container diameter and insulation thickness; The required sample interval. As these parameters are varied, the number of samples that will be taken is displayed so that the optimum number for a particular experiment can be selected. The energy used, liquid temperature and the temperature rise are calculated for each sample. Parameters can be adjusted and the liquids list modified to the user’s specification. These new settings can be saved in a file for later use. The results can be printed and also exported as a CSV file for further analysis or graphing. The application is supported by a comprehensive help file which includes guidance on how to generate the required number of samples.

This software models spheres falling through different fluids. It also models their rising after bouncing, should they bounce. It is designed to support the teaching of Science and Physics at GCSE and A Level. The model takes into account the viscosity and density of the fluid. The following parameters can be varied within the model: Height from which the sphere falls; Mass and diameter of the sphere; Energy loss on impact; The required sample interval. As these parameters are varied, the number of samples that will be taken is displayed so that the optimum number for a particular experiment can be selected. The fall time, fall velocity and fall distance are calculated for each sample as the object falls. The rise time, rise velocity and rise distance are calculated for each sample as the object rises. If the object instead floats in the fluid when released, then this is reported. Parameters can be adjusted and the fluids list modified to the user’s specification. These new settings can be saved in a file for later use. The results can be printed and also exported as a CSV file for further analysis or graphing. The application is supported by a comprehensive help file which includes guidance on how to generate the required number of samples.