diff --git a/docs/courses/csintro.md b/docs/courses/csintro.md
index 37bdadee..7c7a3add 100644
--- a/docs/courses/csintro.md
+++ b/docs/courses/csintro.md
@@ -15,7 +15,7 @@ The entire course is also available as a download. Choose any of these formats:
[ **OneNote** - Intro to CS with MakeCode for micro:bit](https://1drv.ms/o/s!AqsgsTyHBmRBgQvFaUaeANNHbxpC)
-[ **PDF** -Intro to CS with MakeCode for micro:bit](https://1drv.ms/b/s!AqsgsTyHBmRBgQ1Fjzm5y5wKG75M)
+[ **PDF** - Intro to CS with MakeCode for micro:bit](https://1drv.ms/b/s!AqsgsTyHBmRBgQ1Fjzm5y5wKG75M)
[ **iBooks** - Making with micro:bit](https://itunes.apple.com/us/book/making-with-micro-bit/id1255260221?mt=11)
### ~
diff --git a/docs/courses/csintro/algorithms/project.md b/docs/courses/csintro/algorithms/project.md
index 81b593c6..75a2ed77 100644
--- a/docs/courses/csintro/algorithms/project.md
+++ b/docs/courses/csintro/algorithms/project.md
@@ -51,7 +51,7 @@ Sample fidget cube designs
### micro:bit program
-**4 =** micro:bit program:
+**4 =** micro:bit program:
`*` uses event handlers in a way that is integral to the program
`*` compiles and runs as intended
`*` includes meaningful comments
diff --git a/docs/courses/csintro/arrays.md b/docs/courses/csintro/arrays.md
index 5b23b45e..62a83b39 100644
--- a/docs/courses/csintro/arrays.md
+++ b/docs/courses/csintro/arrays.md
@@ -1,6 +1,6 @@
# Arrays
-This lesson covers storing and retrieving data in an ordered fashion using Arrays. Introduces JavaScript as an alternate way of creating and modifying code. Uses a melody as a list/array of notes.
+This lesson covers storing and retrieving data in an ordered fashion using Arrays. Introduces JavaScript as an alternate way of creating and modifying code. Uses a melody as a list/array of notes.
## Lesson objectives
Students will...
@@ -11,9 +11,9 @@ Students will...
## Lesson structure
* Introduction: Arrays
-* Unplugged Activity: Different Sorts of People
-* Micro:bit Activity: Headband Charades, Starry Starry Night
-* Project: Make a Musical Instrument
+* Unplugged Activity: Different sorts of people
+* micro:bit Activity: Headband charades, Starry Starry Night
+* Project: Make a musical instrument
* Assessment: Rubric
* Standards: Listed
diff --git a/docs/courses/csintro/arrays/activity.md b/docs/courses/csintro/arrays/activity.md
index 5b75ee2b..e53c7046 100644
--- a/docs/courses/csintro/arrays/activity.md
+++ b/docs/courses/csintro/arrays/activity.md
@@ -20,14 +20,15 @@ Notice that the array comes with 2 string blocks. We’ll want more for our char
* Click on the blue gear-wheel icon in the top left corner of the 'create array' block.
* From the pop up window, add as many values (elements) as you'd like to the array block by dragging the value block from the left side of the window to the array block on the right side of the window.
* For now, we’ll add 4 more values for a total of 6 values.
+
* Drag 4 string blocks from the Text Toolbox drawer, and place them in the empty array slots.
```blocks
let arrayWords = ["", "", "", "", "", "", ""]
```
-* Fill each string with one word. Choose words that will be fun for a game of charades.
-Example:
+* Fill each string with one word. Choose words that will be fun for a game of charades. Example:
+
```blocks
let arrayWords = ["cat", "guitar", "flashlight", "cupcake", "tree", "frisbee"]
```
diff --git a/docs/courses/csintro/binary.md b/docs/courses/csintro/binary.md
index f1881caa..4027e673 100644
--- a/docs/courses/csintro/binary.md
+++ b/docs/courses/csintro/binary.md
@@ -13,7 +13,7 @@ Students will...
* Introduction: Bits and Bytes
* Unplugged Activity: Binary Vending Machine
-* Micro:bit Activity: Binary Transmogrifier
+* micro:bit Activity: Binary Transmogrifier
* Project: Make a Binary Cash Register
* Assessment: Rubric
* Standards: Listed
diff --git a/docs/courses/csintro/booleans.md b/docs/courses/csintro/booleans.md
index c6082de2..749d5eca 100644
--- a/docs/courses/csintro/booleans.md
+++ b/docs/courses/csintro/booleans.md
@@ -15,7 +15,7 @@ Students will...
## Lesson structure
* Introduction: Booleans in daily life
* Unplugged Activity: Two Heads are Better Than One
-* Micro:bit Activity: Double Coin Flipper
+* micro:bit Activity: Double Coin Flipper
* Project: Boolean
* Assessment: Rubric
* Standards: Listed
diff --git a/docs/courses/csintro/booleans/activity.md b/docs/courses/csintro/booleans/activity.md
index 0fdf2489..9cbc3902 100644
--- a/docs/courses/csintro/booleans/activity.md
+++ b/docs/courses/csintro/booleans/activity.md
@@ -188,7 +188,7 @@ input.onGesture(Gesture.Shake, () => {
```
Try it out!
-Have the students play a few more rounds of the Double Coin Flip using their new Micro:bit Double Coin Flipper!
+Have the students play a few more rounds of the Double Coin Flip using their new micro:bit Double Coin Flipper!
## Boolean operator NOT in a Loop
diff --git a/docs/courses/csintro/booleans/project.md b/docs/courses/csintro/booleans/project.md
index 2ed83cee..c6b61fec 100644
--- a/docs/courses/csintro/booleans/project.md
+++ b/docs/courses/csintro/booleans/project.md
@@ -319,7 +319,7 @@ if (player1Turn == true && Math.random(4) < 3) {
**2 =** At least 1 Boolean variable is implemented in a meaningful way.
**1 =** No Boolean variables are implemented.
-### Micro:bit program
+### micro:bit program
**4 =** micro:bit program:
`*` Uses Boolean variables in a way that is integral to the program.
diff --git a/docs/courses/csintro/booleans/unplugged.md b/docs/courses/csintro/booleans/unplugged.md
index 15e95c75..07589d7d 100644
--- a/docs/courses/csintro/booleans/unplugged.md
+++ b/docs/courses/csintro/booleans/unplugged.md
@@ -42,7 +42,7 @@ Have students flip their coins together, keeping track of the outcomes, perhaps
Example:
```
- Coin A Coin B Totals
+ Coin A Coin B Totals
========================
Heads Heads
Heads Tails
diff --git a/docs/courses/csintro/conditionals.md b/docs/courses/csintro/conditionals.md
index e11e050d..214305f3 100644
--- a/docs/courses/csintro/conditionals.md
+++ b/docs/courses/csintro/conditionals.md
@@ -13,9 +13,9 @@ Students will...
## Lesson structure
* Introduction: Conditionals in daily life
-* Unplugged Activity: Red if, Green then
-* Micro:bit Activity: Rock Paper Scissors
-* Project: Board Game
+* Unplugged Activity: Red if, green then
+* micro:bit Activity: Rock Paper Scissors
+* Project: Board game
* Assessment: Rubric for board game project
* Standards: Listed
diff --git a/docs/courses/csintro/conditionals/project.md b/docs/courses/csintro/conditionals/project.md
index 60723acd..193442ac 100644
--- a/docs/courses/csintro/conditionals/project.md
+++ b/docs/courses/csintro/conditionals/project.md
@@ -33,7 +33,7 @@ The micro:bit might:
* Display a dynamic score
* ... let your imaginations run wild!
-Ideally, students should be writing their own versions of Micro:bit programs to do something original.
+Ideally, students should be writing their own versions of micro:bit programs to do something original.
Here is one simple program to discuss and use as an example:
Battle Game Pieces
@@ -100,7 +100,7 @@ Space Race by K. and S.
Finished game
-Micro:bit Holder
+micro:bit Holder
Game pieces
@@ -161,7 +161,7 @@ previous_roll = 0
`*` Complete
`*` Neat
`*` Fits with the theme of the game
-`*` Micro:bit is a central part of the game
+`*` micro:bit is a central part of the game
**3 =** Game board meets only 3 of the conditions listed for a score of 4.
**2 =** Game board meets only 2 of the conditions listed for a score of 4.
**1 =** Game board meets only 1 of the conditions listed for a score of 4.
@@ -169,7 +169,7 @@ previous_roll = 0
### micro:bit program
>**4 =** micro:bit program:
-`*` Uses the Micro:bit in a way that is integral to the game
+`*` Uses the micro:bit in a way that is integral to the game
`*` Uses conditionals correctly
`*` Compiles and runs as intended
`*` JavaScript includes comments in code
diff --git a/docs/courses/csintro/coordinates.md b/docs/courses/csintro/coordinates.md
index 193c7931..14694f28 100644
--- a/docs/courses/csintro/coordinates.md
+++ b/docs/courses/csintro/coordinates.md
@@ -17,7 +17,7 @@ Students will...
* Introduction: Coordinate Grid
* Unplugged Activity: Battleship
-* Micro:bit Activities: Animation and Patterns
+* micro:bit Activities: Animation and Patterns
* Project: Screensaver or Game
* Assessment: Rubric
* Standards: Listed
diff --git a/docs/courses/csintro/introduction.md b/docs/courses/csintro/introduction.md
index 4c475fcc..533ad989 100644
--- a/docs/courses/csintro/introduction.md
+++ b/docs/courses/csintro/introduction.md
@@ -13,11 +13,11 @@ We are now at the point where a third of the students taking computer science ar
## Course Introduction
This is an introduction to coding and computer science by way of making and design, using the revolutionary new micro:bit microcontroller board, and Microsoft's easy and powerful MakeCode block-based coding environment. It is a project-based curriculum with a maker philosophy at its core; the idea is that by making physical objects, students create a context for learning the coding and computer science concepts.
-
+
-* Micro:bits may be purchased from these resellers:
+* micro:bits may be purchased from these resellers:
-> http://microbit.org/resellers (you will need 1 micro:bit per student for this course). The "Micro:bit Go Kit" includes a battery pack and USB cable as well.
+> http://microbit.org/resellers (you will need 1 micro:bit per student for this course). The "micro:bit Go Kit" includes a battery pack and USB cable as well.
* Other optional suggested micro:bit accessories include:
@@ -53,21 +53,21 @@ This course takes approximately 14 weeks to complete, spending about 1 week on e
Each of the 12 lessons is comprised of the following parts:
* Topic Introduction
-* Unplugged Activity (30 min) ̶ An offline game or activity that demonstrates the concept/topic
-* Micro:bit Activity (45-60 min) ̶ An activity that everyone makes on their micro:bit that teaches the skills learned in this lesson.
-* Project (60-120 min) ̶ A prompt for an original project that each student will create to demonstrate their understanding of the skills and concepts covered in this lesson.
-* Project Mods ̶ Examples of additional things students can do to extend the project
-* Assessment ̶ A project rubric and guidance for grading the project.
-* Standards ̶ A list of [CSTA K-12 Computer Science Standards](https://www.csteachers.org/?page=CSTA_Standards) and/or concepts covered by this lesson.
+* Unplugged Activity (30 min) ̶ An offline game or activity that demonstrates the concept/topic
+* micro:bit Activity (45-60 min) ̶- An activity that everyone makes on their micro:bit that teaches the skills learned in this lesson.
+* Project (60-120 min) ̶- A prompt for an original project that each student will create to demonstrate their understanding of the skills and concepts covered in this lesson.
+* Project Mods ̶ Examples of additional things students can do to extend the project
+* Assessment ̶- A project rubric and guidance for grading the project.
+* Standards ̶ -A list of [CSTA K-12 Computer Science Standards](https://www.csteachers.org/?page=CSTA_Standards) and/or concepts covered by this lesson.
-### Topic Introduction
+### Topic introduction
The introduction to each lesson will tell you what learning objectives are covered in the lesson, and presents an overview of that lesson's topic. Some lessons have a specific activity that can help introduce the topic to students in a fun way.
-### Unplugged Activity (30 min)
+### Unplugged activity (30 min)
Each lesson starts with an unplugged activity, which doesn't require a computer or a micro:bit. It's a chance to get students up and moving around, and is designed to be a fun introduction to the computer science concept covered in that lesson. Unplugged activities are an important way to demonstrate new concepts in a tangible, often kinesthetic, way. Since so many computer-based topics are abstract, unplugged activities are very effective at fostering understanding that students will then demonstrate in later activities.
-### Micro:bit Activity (45–60 min)
+### micro:bit activity (45–60 min)
Each lesson also contains a micro:bit activity, which we informally refer to as a "birdhouse" activity, after the innumerable wooden birdhouses so many of us made in wood shop as a way to master basic skills. Each lesson's micro:bit activity is an example that walks students step-by-step through building a project that demonstrates that lesson's topic. By the time students finish the activity, they will have written code that they can use in a different project of their own design.
Some students will finish the activity more quickly than others. Those students can then be a helpful resource for their classmates, or they can challenge themselves by modifying, or "modding" the activity to do something different. We have provided examples and suggestions at the end of many of these activities, and feel free to suggest your own (or encourage your students to come up with their own ideas!)
diff --git a/docs/courses/csintro/iteration.md b/docs/courses/csintro/iteration.md
index e51f6472..9863649a 100644
--- a/docs/courses/csintro/iteration.md
+++ b/docs/courses/csintro/iteration.md
@@ -14,7 +14,7 @@ Students will...
* Introduction: Lather. Rinse. Repeat.
* Unplugged Activity: Walk a Square pseudocode
-* Micro:bit Activities: Code a Sprite to Walk a Square, Travelling Light, Micro:bit Alarm!
+* micro:bit Activities: Code a sprite to walk a Square, travelling light, micro:bit alarm!
* Project: Get Loopy!
* Project Mods: Use servo motors to add a motion element to the project
* Assessment: Rubric
diff --git a/docs/courses/csintro/making.md b/docs/courses/csintro/making.md
index 531e7422..6950260c 100644
--- a/docs/courses/csintro/making.md
+++ b/docs/courses/csintro/making.md
@@ -20,7 +20,7 @@ Students will...
* [**Introduction**: The micro:bit is for making](/courses/csintro/making/introduction)
* [**Unplugged**: Design Thinking](/courses/csintro/making/unplugged)
* [**Activity**: MakeCode download](/courses/csintro/making/activity)
-* [**Project**: Micro:pet (including mods and rubric)](/courses/csintro/making/project)
+* [**Project**: micro:pet (including mods and rubric)](/courses/csintro/making/project)
## Related standards
diff --git a/docs/courses/csintro/making/project.md b/docs/courses/csintro/making/project.md
index 75b7cd6e..7f13af77 100644
--- a/docs/courses/csintro/making/project.md
+++ b/docs/courses/csintro/making/project.md
@@ -38,12 +38,12 @@ Have students write a reflection of about 150–300 words, addressing the follow
## Rubric
For creative projects such as these, we normally don’t use a qualitative rubric to grade the creativity or the match with their partner’s needs. We just check to make sure that the micro:pet meets the required specifications:
* Program properly downloaded to micro:bit
-* Micro:bit supported so the face is showing
-* Micro:bit can be turned on and off without taking critter apart
+* micro:bit supported so the face is showing
+* micro:bit can be turned on and off without taking critter apart
* Turned in notes on interview process
* Written reflection (prompt is above)
-## Micro:Pet Examples
+## micro:pet Examples
Dog
diff --git a/docs/courses/csintro/making/unplugged.md b/docs/courses/csintro/making/unplugged.md
index c05a576a..9afd8edc 100644
--- a/docs/courses/csintro/making/unplugged.md
+++ b/docs/courses/csintro/making/unplugged.md
@@ -10,7 +10,7 @@ The first step in coding by design involves understanding someone else’s need.
**Materials:** Pairs of students, something to take notes on
**Getting started:**
-Pair students up with each other. One is Student A, the other is Student B. The goal of this activity is to gather information from their partner that will help them to design a Micro:bit pet for their partner.
+Pair students up with each other. One is Student A, the other is Student B. The goal of this activity is to gather information from their partner that will help them to design a micro:bit pet for their partner.
**5 minutes:** Student A interviews Student B. The goal is to find out what Student B considers to be their ideal pet. Student A should mostly listen, and ask questions to keep Student B talking for the entire time. Here are some questions to start with:
diff --git a/docs/courses/csintro/radio.md b/docs/courses/csintro/radio.md
index 41118c7d..83e9f2f7 100644
--- a/docs/courses/csintro/radio.md
+++ b/docs/courses/csintro/radio.md
@@ -12,9 +12,9 @@ Students will...
## Lesson structure
-* Introduction: Radio & Communication
-* Unplugged Activity: Infection Simulation
-* Micro:bit Activity: Marco Polo & Morse Code
+* Introduction: Radio & communication
+* Unplugged Activity: Infection simulation
+* micro:bit Activity: Marco Polo & Morse Code
* Project: Radio
* Assessment: Rubric
* Standards: Listed
diff --git a/docs/courses/csintro/variables.md b/docs/courses/csintro/variables.md
index 4350e683..1cec2be8 100644
--- a/docs/courses/csintro/variables.md
+++ b/docs/courses/csintro/variables.md
@@ -20,7 +20,7 @@ Students will...
* Introduction: Variables in daily life
* Unplugged Activity: Rock Paper Scissors scorekeeping activity
-* Micro:bit Activity: Make a game scorekeeper
+* micro:bit Activity: Make a game scorekeeper
* Project: Make a scorekeeper
* Project Mods
* Assessment: Rubric
diff --git a/docs/courses/csintro/variables/activity.md b/docs/courses/csintro/variables/activity.md
index db2b6590..c486dc6a 100644
--- a/docs/courses/csintro/variables/activity.md
+++ b/docs/courses/csintro/variables/activity.md
@@ -128,7 +128,7 @@ What do you think would happen if we did not clear the screen? Try it.
## Showing the final values of the variables
-To finish our program, we can add code that tells the Micro:bit to display the final values of our variables.
+To finish our program, we can add code that tells the micro:bit to display the final values of our variables.
Since we have already used buttons A and B, we can use the ‘on shake’ event handler block to trigger this event.
We can use the ‘show string’, ‘show leds’, ‘pause’, and ‘show number’ blocks to display these final values in a clear way.
Here is the complete program.
diff --git a/docs/courses/csintro/variables/project.md b/docs/courses/csintro/variables/project.md
index 165bb2d8..fd9b74dd 100644
--- a/docs/courses/csintro/variables/project.md
+++ b/docs/courses/csintro/variables/project.md
@@ -33,7 +33,7 @@ Using the 'On Shake' block, you can detect when the micro:bit has been shaken an
See if you can count your steps while running or doing other physical activities carrying the micro:bit. Where is it best mounted?
-**Extra Mod:** Design a wearable band or holder that can carry the Micro:bit securely so it doesn’t slip out during exercise.
+**Extra Mod:** Design a wearable band or holder that can carry the micro:bit securely so it doesn’t slip out during exercise.
### Calculator
@@ -56,7 +56,7 @@ In any design project, it's important to start by understanding the problem. You
If you are designing something else, think about how you might find out more information about your problem through interviewing or observing people using current solutions.
-Then start brainstorming. Sketch out a variety of different ideas. Remember that it's okay if the ideas seem far-out or impractical. Some of the best products come out of seemingly crazy ideas that can ultimately be worked into the design of something useful. What kind of holder can you design to hold the Micro:bit securely? How will it be used in the real world, as part of a physical design?
+Then start brainstorming. Sketch out a variety of different ideas. Remember that it's okay if the ideas seem far-out or impractical. Some of the best products come out of seemingly crazy ideas that can ultimately be worked into the design of something useful. What kind of holder can you design to hold the micro:bit securely? How will it be used in the real world, as part of a physical design?
Use the simulator to do your programming, and test out a number of different ideas. What is the easiest way to keep track of data? If you are designing for the accelerometer, try to see what different values are generated through different actions (you can display the value the accelerometer is currently reading using the 'Show Number' block; clear the screen afterward so you can see the reading).
@@ -80,7 +80,7 @@ Have students write a reflection of about 150–300 words, addressing the follow
* What was the problem you were trying to solve with this project?
* What were the Variables that you used to keep track of information?
* What mathematical operations did you perform on your variables? What information did you provide?
-* Describe what the physical component of your Micro:bit project was (e.g., an armband, a wallet, a holder, etc.)
+* Describe what the physical component of your micro:bit project was (e.g., an armband, a wallet, a holder, etc.)
* How well did your prototype work? What were you happy with? What would you change?
* What was something that was surprising to you about the process of creating this project?
* Describe a difficult point in the process of designing this project, and explain how you resolved it.