
Japanese: 
And then lastly, we'll also send the code 
to the simulation, which Sofia made,

English: 
- All right, I'm taking us off of mute,
so people can hear us.
- They can hear you now.
- Yes, we're no longer on mute.
And one more minute before we start.
'Cause people are gonna start joining in.
Are you ready Sophia?
- Uh huh.
- Don't get nervous.

English: 
- That Hannah?
I can slightly hear her.
- We're not on mute.
- Really.
- We're waiting a few more
seconds 'cause people are joining
the Zoom call really, really quickly.
And we're almost ready to start.
- (whispers)
- All right it's 10a.m.
we're almost ready.
Don't forget to smile.
- Dad I'm gonna have to use the bathroom.
- After.
- I can't, I'm tiny.
- (laughing) you are tiny.
There you go.
(numbers beeping)

English: 
(computer beeping)
- Hi, welcome to Code Break.
And Happy Earth Day.
My name is Hadi.
There are tens of thousands
of people joining us
across Zoom, on Facebook
Live and on YouTube live.
Together we're hoping to
build the world's largest
live interactive classroom.
With so many students at
home, my team at code.org
invites families everywhere
to join us for a weekly dose
of inspiration, community
and computer science.
This is my daughter and side-kick Sofia.
- Hello.
- She's a budding computer scientist.
For those families who've
been enjoying Code Break,
I want to take a moment to
thank you for joining us
every week, and also
to ask you to consider
supporting us at code.org.
Our goal is to give every
student in every school
the opportunity to learn computer science
and every dollar you can
give code.org will support
one student to learn.
Our team created the Hour
of Code, which has engaged
so many students and we're just a few days
away from celebrating
one billion hours of code
done by students.

English: 
But we need your help
to keep education free
for all students.
So to support us, please
consider going to code.org
and click the button that says help us.
Or you can visit code.org/help.
Whether you choose to
donate money, or you can buy
one of these super cool hats,
together you can help our cause.
Please spread the word and invite others
to join Code Break.
The larger our audience, the
better the special guests
we'll have to join us.
And today we have a very, very
special guest, Bill Gates,
who'll be joining us in a little bit.
But first let's get a chance
to meet our live audience.
We have dozens of students on camera.
Can everybody wave?
We're gonna unmute you
and everybody say hello
all at the same time.
- Hello.
- Hi.
- Hello.
- Hi.
- Hello.
- Hi.
- All right so there's
still many more students
and I want to get a chance to
meet the rest of our audience.
To find out where everybody is from,

English: 
we use a geographic poll.
So I'm gonna switch to screen share,
to show where all these
students are calling from.
Look at all the countries of the world
that folks are calling from.
There's a whole bunch of
people in the United States.
You can see.
- Canada.
- Yeah and also from Canada.
There's people from Hawaii,
there's people from Africa,
there's a lot of people from India.
Oh my gosh, from South Korea, from Japan.
So these folks are calling in, it's live,
but for some folks it's
7a.m. or 6a.m. for some folks
it's after midnight.
People are calling from really all hours
to see this live show.
You can also, of course,
watch the recordings
after the fact if you miss it.
So those of you who are in Japan or China,
it's great to have you join us live,
but if there's families who miss this,
they can also watch it
on YouTube afterwards.
I also want to get a
sense of the different
age levels, grade levels,
and experience levels.
So can we do a quick audience poll,

English: 
to get a sense of what grade
the students joining us are in?
So, if you're on Zoom, you can answer
this poll and submit it.
Those of you who're watching us on YouTube
or on Facebook Live
we'll share the results
of the poll relatively soon.
And we're collecting answers
from thousands of folks.
Let's put the answers up on the screen.
All right, so we can see the biggest group
of folks are in middle school
and late elementary school,
but there are students
ranging everywhere from
K through 12 and a whole
bunch of adults, as well.
Let's also get a sense of the
experience level of folks.
So we're gonna put up another
poll asking you what your
computer science experience is.
Now, we prepared Code Break
for students who are beginners,
just getting started or
intermediate, or even advanced.
We're gonna try in one hour to go through
all levels of computer science.
Which is not an easy
thing to do in one hour.
All right if we can put
the results on-screen.
You can see the majority
of folks are intermediates

English: 
and a lot of beginners.
A few advanced folks, as well.
If you're advanced please
be patient with us.
We're gonna get to more advanced stuff
by the end of the hour.
And if you're a beginner and things move
too quickly for you,
it's okay, you don't
necessarily need to learn
every single thing we talk about,
but you'll still learn
some stuff that's cool.
Now, when Bill Gates joins
us, I want to make sure
to give everybody a chance
to ask Bill a question.
He's a few minutes away,
but you have time now
to think of your questions in advance.
I'm gonna tell you how
to ask your questions
when Bill joins.
So listen carefully because
I'm not gonna repeat this
on the fly.
If you're on Zoom, you can
use the Q and A button,
which looks like this.
And if you're on a touch
screen, you may need
to tap the screen to look at it.
If you're on Facebook Live,
you can use the comments
in the livestream.
And if you're on YouTube
Live, the comments have been
disabled but you can always use Twitter.
If you post to Twitter using
the hashtag #codebreak,
like this, #codebreak, we'll
pull the best questions

English: 
to ask from Bill Gates.
Now today's episode has multiple parts.
We're gonna talk about
simulation and data.
First we're gonna talk
about simulating a disease.
Next we're gonna do a Q
and A with Bill Gates.
Then we're gonna talk
about estimating the spread
of a disease.
And then finally about visualizing data.
And all of this, of course,
is within the context
of the coronavirus pandemic that's
going on through the world.
As we go through this we
may run into a few bugs,
and if we do run into
glitches we're gonna learn
a computer science
concept called debugging.
This is Sofia's little bug.
She drew it herself.
And debugging is what we do
when we run into problems.
Problems happen all the
time with computer science.
And it's not a question
whether you run into problems,
it's how you debug them.
Now before we start today's lesson,
we want to welcome some students
to demo their creations.
Last week's challenge was
to make your own pixel art,
or to improve our image doodler.
Each week when students
join Code Break, we ask you
to send the things you
create as challenges

English: 
for the next week, and then
we'll invite some folks
to join us for next week's episode.
So I'm gonna screen share,
but can we first invite Daniel and Sophia,
who sent us stuff from last week?
- [Daniel] Hi
- Are you guys up there?
Say hi.
- Hi.
- Hi.
- Hi there, where are you calling us from.
- [Daniel] Austin, Texas.
- Austin, Texas, wow that's a, you're like
in the middle of a
flower field, aren't you.
- [Daniel] Yeah.
- [Sophia] Yeah.
- That's a very cute background.
So I'm gonna screen share
what you two created.
And why don't you tell us a little bit
about what this is.
So you used the pixel tool?
- [Daniel] Mm hmm, yeah.
- [Sophia] Yeah.
- And these are pixel emojis?
Which one of you made which one?
- [Daniel] So, I made the red heart,
and my sister made the other one.
- [Sophia] Well, I made the red one
with the black outline.
And then Daniel made
the one with a red heart
but with a green outline.
- All right, and so you
see ones and zeroes.

English: 
So you guys didn't
actually color the dots in,
you made all these little, tiny little
ones and zeroes over here
to make the art to yourself.
Did it take a lot of time to make this?
Oh, I think we lost them
and their cool background.
Well.
I can't hear them so bye-bye
to Daniel and Sophia.
- Hello?
- The other thing I want
to share is this pixel art
that was created by Ishan.
Ishan is a six year old boy studying
in Bangalore, India, and
he's been with Code Break
for the entire time we've been doing it.
And he sent this in.
And again, this is pixel art he created
using ones and zeroes.
And he said, he wrote,
sent this in and said,
"I love the pixelation.
"It is so, so cool.
"I use three-bit code
to make the code sign.
"I first drew it on my math book
"and then I coded it on the workspace
"using ones and zeroes.
"And I chose the aqua
color with the 0-1-1 code
"because it's the color of code.org.
"I loved it, thank you."
Thank you so much, Ishan, as well.

English: 
So, we're gonna start today's lesson,
and I want to start
learning about simulation.
Our word for today is simulation.
Simulation is something that scientists
and computer scientists use
to run science experiments.
Usually when you make science experiments
you do it in a lab, like in chemistry
when you mix a bunch of chemicals together
to see what happens.
Or you can do something with live animals.
But there's a lot of things
you can't do in a lab,
and that's why you use simulation
to make an experiment that
simulates the real thing
that happens rather than
having it happen in realtime.
So, for example, if we wanted to simulate
how a disease spreads,
you don't want to actually
spread a disease among real humans,
you want to simulate it
to see what could happen.
Now Sofia's gonna join me to code this.
And I'm gonna share my screen
to show you what we're gonna be creating.
So, just one second.
So, I'm gonna first show
you the finished product
of what we're gonna create.
It's gonna be a simulation
that shows a bunch

English: 
of sprites, or little monsters.
You're gonna see these.
There's gonna be one that is gonna be red.
The red one is infected with a disease.
And if anybody, any of
these sprites that's red
touches one of the blue sprites,
they spread the infection.
And you can see gradually
the whole community
is getting that infection.
We're gonna create this
simulation in code.
And Sofia's gonna be doing the coding.
Here we are in code.org in
our tool called sprite lab.
This over here is where you're
gonna see the simulation.
This here are the different
commands you can use.
And our code itself is gonna be over here.
And I'm gonna hand the
mouse to Sofia to do this.
So, Sofia, the first thing you wanna do is
create a background, so
go into the World menu
and set a background.
And make it be a cave, because
our sprites live in a cave.
Now, what we wanna do is we wanna create
10 different sprites, so
go into the sprite menu,
and grab make new sprite.
But instead of having one of these,

English: 
we want 10 of them, so go into loops
and repeat 10 times.
So we're gonna make 10 sprites.
And now these are all at
the middle of the screen
so we want to change the location.
So, if you could take
that little block out
and go into the Sprite menu
and choose random location.
So there's gonna be 10
sprites at random locations.
Oh, perfect.
Now, these are too big, so
if you can make them smaller.
Go into the Action menu
and set their size to 50.
All right, perfect.
All right, so now we have our 10 sprites,
and these are the healthy sprites.
But we want one that is
infected with the disease.
So make a new sprite.
Go into the Sprite menu.
The Sprite menu.
And make a new sprite.
And choose a different costume for this.
Make the red one.
Now I want to show something, by the way,
you can change the costumes.
If I go into the costume
tab, you can choose different
looks and feels for
these sprites and you can
actually edit them yourselves.

English: 
We've already created some to
use in this tool right now.
So for this red sprite we also want to
make this one small, as well.
So go into the action menu and
set its size to 50 as well.
So we're gonna make
the red sprite size 50.
Great.
So, this is how our world is gonna start.
But we want to have all
these sprites moving around.
So go into action and have
the sprites begin wandering.
So have that Wandering
block, that's gonna make
all of the blue sprites wander.
And you want to make the
red sprite wander, as well.
All right, now if you hit
run what's gonna happen?
- They're gonna wander.
- They're all gonna wander.
But right now, nothings
been, the infection
isn't passing around, but we want
to write code so that
every time the red sprite
touches one of the blue sprites
it passes on the infection.
So hit reset.
And now you wanna use events.
Go into the Event area and say
so that when a red sprite
touches a blue sprite.

English: 
Oh sorry, when a blue sprite
touches the red sprite.
So first thing you wanna
do is have them bounce off.
So have an action to make it bounce off.
And then have another action
to have the blue sprite
change costume to become red.
Because basically he's
getting the disease.
And he becomes red.
All right, now hit run
and see what happens.
As soon as a blue sprite
touches the red sprite,
wait, all of them turned red.
Oh, that's because we made all
of the blue sprites turn red.
Ah, hit reset.
And see where it says change
the blue sprites to red,
you wanna get rid of that and
instead you want this sprite
to turn red.
So, yeah, so that way only this sprite
that touched the red sprite turns red.
All right, so now we can see
as soon as any of these sprites
touches the red sprite
the disease is spreading.
And this now, we made a simulation
of how a disease can spread.
But that's not all.
We can simulate more stuff.
Let's simulate what would
happen if we want to try

English: 
to prevent the spread of a disease.
So what I want to do is introduce
the idea of a green sprite
that doesn't get the disease.
And when you click a
sprite, you make it green.
So, can you add an event so
when you click on a blue sprite,
when you click on a blue
sprite change its color
to be green.
Go to Action, to change
its costume to be green.
All right, now run this
to see how it goes.
And then click on a blue sprite, oh wait,
all of them turned green.
Stop it again.
Instead of making all of
the blue ones turn green,
again, we we want to make
just this sprite that you,
turn green.
All right, so now, any time
we click on a blue sprite,
it's green, and because
it's green, the other event
won't happen so it's protected
from getting the disease.
- No.
- And this protection is like the vaccine.
It stays on and protects the sprite
so it can't get that disease.

English: 
But we can also use a
different type of simulation
to simulate as if it's
washing their hands.
So hit reset.
We want to make it so
that clicking a sprite
to make it green is
like washing your hands
it doesn't stay washed.
You can actually make it
so that the green sprites,
it's got its hands clean, but
if it reaches a red sprite
again it's no longer clean.
- You can't wash your hands today and then
keep it clean tomorrow.
- Yeah, they're not clean forever.
So make it so that when
one of the green sprites
touch a red sprite.
When a green sprite
touches the red one,
it has its hands clean,
but when it touches
somebody with the infection,
it bounces off it again.
And then also you want
to change its costume now
to become blue.
So, it's back to normal.
It's not sick.
Change that to this sprite.
So now when a green sprite
touches the red sprites,

English: 
when you click a sprite
they wash their hands.
And when you click, you wash your hands
they're protected briefly,
but if they touch an infected sprite again
they need to become green again.
You need to continuously wash
the hands of these sprites
to protect them, click, click.
- Oh no.
- Protect them.
See, as soon as a blue
sprite touches a sprite
with the virus, you need
to click it again so
it washes it's hands again.
And so this is a simulation of
how the virus is trying to spread,
- No!
- and if you don't wash
hands quickly enough
everybody gets this infection.
All right, so this is
kind of a interesting way
to show a simulation and
this looks a little bit
more like a game.
Real science uses a
much larger simulation.
But this is something that we just created
in just 5 minutes.
And we can share this out to you.
I'm gonna click the share
button, to share this out.
And you see this QR code.
And I'm gonna make this
a little bit larger.
If you have a phone, you can
actually scan that QR code

English: 
by opening your phone's camera.
And if you do that you're gonna
actually get a little pop-up
on your browser that
actually sends you the URL
to the code that Sofia just made.
And you can actually play that simulation
on your phone right now.
And don't worry, if
you don't have a phone,
if you're actually watching
this on your phone,
if you sign up for Code
Break we're gonna email this
to you afterwards.
Now, not only can you play
this simulation that we
just created, we're gonna
challenge you to improve on it.
You know, what we created
simulates washing of your hands,
but as we know to stop
the spread of the disease
something else all of us have been doing
is social distancing and
staying away from each other.
So one of our challenges is gonna be,
what if you could make some
walls to prevent the sprites
from running into each other.
So they could sort of get back
and forth between the walls
but they don't run into
each other quite as often.
That's gonna simulate what
social distancing does.
Or you could simulate what
it's like to have a vaccine.
All of these simulations
are basically things
you can add to the code yourself.

English: 
Let me stop my screen share.
So, one thing I want to do
last is show by the way,
another very simple thing you
can do in this simulation,
is you can see, for
example, what would happen
if we had more sprites to begin.
So if we had 20 sprites at the beginning,
look how quickly the disease spreads.
- Look, save them.
- And how hard it is to wash your hands.
So, this is just an interesting simulation
you can do to see
basically what the spread
of a disease looks like.
- No!
- Now, what I wanna do.
All right, we're done with
talking about our simulation,
now we're ready for the
next part of today's lesson.
Which is our Q and A with Bill Gates.
Our special guest is
joining very, very soon.
Now, I can't wait to join,
Bill Gates to join us.
I first met Bill when I
was working at Microsoft
years ago when I was a
college student, actually.
And I was amazed by how much
effort Bill put into learning

English: 
everything about everything.
This is a man who was
reading multiple books a day,
every day.
And at code.org we are so
fortunate to consider Bill
among the very first supporters
of the work that we do.
Bill, are you hear with us yet?
- I am, do you hear me?
- Yup we can hear you.
How are you doing?
- I, you know, it's a crazy time.
Very different, but,
I'm safe and with my family
and trying to help out
with all the drugs and
vaccines we're gonna need
to get out of this situation.
- Yup.
So Bill, today's Code Break
is about simulation and data.
And we're gonna talk
about how we use modeling
in simulation to stop diseases.
We're joined by tens of
thousands of students,
either on this live Zoom
call, or on YouTube,
or one Facebook.
And they're ranging from
kindergarten through high school.
They're joining us live
from as far west as Hawaii
and as far east as Japan.
So it's anywhere from 6a.m.
to after midnight their time.
But first I want to introduce my daughter
and coding sidekick Sofia.

English: 
- Hello.
- She's an avid computer
scientist and she's gonna
start us off with a computer
science joke of the day.
- Okay.
Hi Mr. Gates, or am I
allowed to call you Bill?
- Sure.
- Okay.
Bill, why did the Java
programmer need eyeglasses?
- No idea.
- Because,
he couldn't see sharp.
- That's a good one.
- And if people didn't get the joke,
C# is a Microsoft programming language.
All right, so Bill, I have
a first question is this.
With one billion students
at home with school closed,
and teachers or parents
are struggling to make sure
learning keeps going, everybody's
having trouble focusing.
What do you do personally to make sure you
spend this time productively,
instead of just watching
TV or playing on an Xbox.
What are you doing with your time?
Are you reading?
How do you stay focused?
- Well, of course we're
all on different schedules,

English: 
and, you know, we're often
squeezed into less space,
in all, trying to get
things done than before.
I do think that having a normal pattern,
a new normal pattern of,
okay what time am I gonna
really focus on my schoolwork.
What breaks am I gonna take and that.
And trying every day to stick
to that is pretty helpful.
Then you need to figure
out who has the machine,
and when people need to be quiet in a room
that you're trying to do the work in.
It is amazing, you guys are
putting out great resources.
Kahn Academy is putting
out great resources.
So, people are rising to the occasion.
Sadly, some schools aren't
as equipped as others,
and teachers are having
to learn new things.
But, I do think that
discipline is pretty important.
I'm still reading a lot, mostly
about the epidemic, frankly.

English: 
I'm not reading as many
books as I used to,
because the stuff about
the epidemic, every day,
there's just so much new.
- Yeah it's not even in
books, it's online, exactly.
And by the way, one great
thing about Code Break,
this format that we're
doing, we designed it so
students could even
participate on smartphones.
So even in families that
don't have computers
can be watching, and lots are.
Sofia has a question which
I think is on behalf of
literally every student in the world.
Sofia, do you want to ask your question?
- Oh, do you think schools
will open again in the fall?
I mean, nobody knows for
sure, but what are the odds?
- I'm pretty optimistic.
But, you know, we can't say for sure.
What's gonna happen is
that, we'll get through
this first peak, in the United States,
and many other countries.
And then we'll want to open up somewhat.
So, some people will
be going back to work.
Although probably wearing masks and still
trying to distance from each other.

English: 
And, by the fall we should
have better treatments
for the diseases, so it's
not as risky as it is now.
We'll be getting closer
to a vaccine but we won't
have a vaccine until sometime next year.
You know, we'll understand
why young people
don't seem to get infected as much,
and don't get serious disease.
So maybe, if they're careful,
having school back in place
doesn't create a large risk.
So I think it's likely, but
there's a few months here
where we need to learn about the disease.
For example, we don't
know if it's seasonal.
Most respiratory viruses,
including the flu,
which is the most common
respiratory virus,
or rhinovirus that causes the common cold,
or these other forms of
coronavirus that were benign
that came before, they're seasonal.

English: 
And that would mean that you could get
in the summer, less spread,
but then as the Fall came,
you might see a rebound there.
And, the key is gonna be
having lots of testing,
so that we can start to
see are their pockets.
It won't be as uniform as it is right now.
They'll be many places
that have it under control,
and there'll be rebounds in a few places.
And those places may have
to tighten up their policy.
So, schools are gonna have to be agile.
I think they will meet in person.
But they might face a
situation that for a month
you would go back if
that particular location
was seen to see spread you might have to
go back online for a month.
So we have to prepare
for that eventuality.
But, I feel really bad for the students
who missed out, like, 3 months of school.
Particularly if their school isn't set up
to provide the online connection.
- Yeah, well hopefully
they can spend that time

English: 
whether on Kahn Academy
or on code.org to keep up.
So Bill, we're learning about simulations
and modeling today.
Scientists have, studying medicine disease
for centuries.
And vaccines were invented in the 1700's.
Antibiotics were invented in the 1900's.
In this century, what's
different about medicine
that's uniquely possible
thanks to computers
and computer science?
- If this epidemic had come
along, say, 10 years ago,
there's a lot of things
that would be worse.
Both in terms of our
ability to do medical work
and in terms of our being
able to stay in touch.
I mean things like the
call we're doing today,
there wasn't the bandwidth
or the capability.
You couldn't do Netflix, you couldn't do
these business meetings people are doing.
So, the internet is helping
reduce the pain a little bit.
In biology, now we can
actually sequence things.
It's so cheap to sequence things.

English: 
We can understand things
about who's infecting who.
We can discover antibodies very quickly,
and make tests based on those antibodies.
So, eventually we'll
have a little strip test
that instead of having to send the sample,
the swab up in your nose,
into a big machine, which
is called a PCR machine,
you'll be able to take that
swab, put it in liquid,
and then pour that on a piece
of paper and it'll indicate
do you have some of
the virus and therefore
you should be isolating yourself.
And getting that scaled up,
it looks like in the next six
months we'll get a of those.
And that's based on new technology.
Also, the ability to make
these drugs very quickly
and test them.
We have these mass assay
capabilities that have come along
in the last ten years.
And so treatments, that's
an area that I'm seeing
fairly quick response.
We have scientists sharing
all over the world.

English: 
Trying to figure out
what are the symptoms.
Because we don't have
enough tests for everybody,
if we can figure out what
symptoms might indicate
that you have the disease,
then we can give the test
just to those people.
And so we'll find out very quickly
who's at risk, and then
trace their contacts.
We weren't just ready for this epidemic
as we should have been.
There were people, including
myself, that worried about this
and spoke a bit about it.
Some work was done to
make vaccines faster.
Because they usually take
five years to create.
Here, we're hoping that
somewhere between a year
and two years we'll get a vaccine.
Which is pretty unheard of.
But, we have like, over a
hundred efforts around the world.
10 of which look very promising.
And, if this had come 10
years from now, I think
we would have had the
tests out more quickly
and a vaccine more quickly.

English: 
When something's spreading exponentially,
it's hard for people to appreciate
just acting a month earlier
would have been like,
30 times better.
Exponential stuff, we should
show people with software
how, you know, it's either doing this,
if your reproduction
rate is greater than one,
or it's doing this, if
your reproduction rate
gets below one.
And that's where a lot
of the U.S. is today,
is 'cause of these
drastic actions which have
caused big problems.
That reproductive, that
exponential number,
is below one, but,
sadly as we open up,
and some places will
go too far and it will
get back to, say, two.
And that runs the risk of
filling up the hospitals again.
- And we're actually,
later in this episode,
gonna walk through
modeling in a spreadsheet,
how you do that, because,
these models and simulations
are exactly how people are figuring out
how to slow down the virus.
We want to give a chance to the audience
to have an opportunity
to engage with you, Bill.

English: 
So folks have submitted
questions and I'd like to invite
Akiera Gilbert who
helps us run Code Break,
to introduce the various
student questions.
Akiera, are you there?
- I am.
How are you Hadi?
- I'm great, thanks.
And hello Bill.
So, last week we put
out a call to students
around the world ask one
question to Bill Gates.
So today we have our top video selection
as well as some excited panelists
that you can see on screen.
And first, I'd like to
introduce Aisha Cortez,
who's from Puerto Rico.
Aisha, are you ready?
You should be unmuted.
- Yes, Hi.
Hi Bill Gates and Hadi.
- Aisha do you have your question?
- Yes, okay.
My question is, what advice would you give
to the parents, the teachers and students
who are working from home.
- Well, it takes a little more discipline,
I think, to learn from home.
You don't have everybody sitting there.

English: 
If you get confused, it's a little harder
to reach out.
And sometimes it's hard to stay motivated,
hard to stay focused.
Your siblings are running around, and,
that can be tricky.
I do think some students are
gonna actually learn more.
It'll be interesting what they learn
about themselves and their
ability to look online.
Some of the online material,
whether it's lectures
or exercises are just really super good,
and of course you do get
to go at your own pace.
If you're confused about something,
you can go back, look at it.
I know a lot of parents
are kind of frustrated that
if their students are studying
a subject they don't know,
they feel like "oh, I
wish I could help out".
So, still, reaching out to
your friends, particularly
your friends who are
really good at the subject,
and sitting and talking things through,
I think that's important.
You can get discouraged if you're just
totally studying on your own.

English: 
And you can share where
you're understanding stuff,
share that with other students.
And, you still should
get outside a little bit,
if you're allowed to.
And get refreshed so you
don't overwhelm yourself.
But I can sit in front of the screen
for a long period of time.
Sometimes I stay up a
lot later than I should
if I run into some really
good online lectures.
- Well, thank you.
- Thank you Aisha and thank you Bill.
I'd now like to invite Bennett
Shwartz from New Jersey
to share his question.
Bennett, are you ready?
You should be unmuted.
- Hi Mr. Gates, I'm Bennett
Shwartz and I'm eight years old.
I am an avid coder.
What can I do at home with my own coding
to help with this pandemic?
- Well, I think, pandemic
is an opportunity
to look at many different things.
There's a group called Next
Strain, that's got a website

English: 
where they show how they're
sequencing the virus
and how it's changing over time.
And there's a lot of data there
that you can write programs
to try and visualize.
There's a lot of data, you
know, like different states
compared to their population
or how many different
number of cases, different
numbers of deaths,
the trend over time, so, in
terms of navigating data,
and graphing data, to
show interesting trends,
I think there's an immense
amount that can do there
that can even contribute
to people's understanding.
The actual simulation of which
activities put us at risk.
The modelers are having a
very tough time with that.
And because it's exponential if you get
just a few parameters
that we don't really know,
you get them wrong, you can
over predict or under predict.
And, the model that's
been the most successful
is more of a statistical model.

English: 
More of a trend following
model, that a group I fund
called International Health
Metrics and Evaluation has done.
It's at healthdata.org.
So I'd encourage you to look at that.
Data visualization is
something that I think
is an exciting thing, and the
code isn't that complicated
to try and look at data in different ways.
There's different runtime
libraries that can help with that,
or you could write the
code for that yourself.
So it's great everybody's
being open about how many cases
they have and deaths and
the trends on those things.
We need insights that pour out of that
to help us set the right policies.
- Thank you so much Bennett.
So, last week we actually had our audience
submit video questions for Bill
to answer live on our show.
We have one question from Andrew Casey,
who's a literacy coach.
And he joined in with his
family in Halifax, Canada.

English: 
- Considering we are in
a world of connectivity,
in what way do you foresee
students within our schools
can connect with those in
situation of high needs
throughout the globe, to
help with early literacy.
We are a nation in Canada
of diverse languages
and cultures, and as an
elementary teacher myself,
I see an opportunity
for global book buddies.
- Yeah, the use of
digital, which we're all
doing a lot more than we've
ever done in the past.
It definitely, it makes us think okay,
how can we reach out to other people?
Whether it's mentoring, tutoring,
just getting in touch with
people from other cultures.
Particularly the disease
is going to be worse
in the developing countries, which is,

English: 
although the number of cases
there is still pretty low,
it's likely to be much worse there.
And so, I think you're right that,
who can do tutoring, who can share ideas.
You do need to have a
common language still,
the translation isn't good enough to
avoid that requirement.
But we ought to be able to find, you know,
there's a lot of older people
who would love to mentor
and tutor, who are almost kind of isolated
and matching them up
with students that would
benefit from that, even if
they're not in the same country.
A lot that can be done
there to take the idle time
and put it to good use.
- Thank you for that.
And so now we have time for
a question that was submitted
by our audience in our Q and A.
This question comes in from Suzanna.
And she said, "How
important is imagination

English: 
"when doing work with computer science.
"What exercises do you do to
stimulate your imagination
"and how do you think that's
contributed to your success?"
- Well of course, you don't
want to write the same program
that everybody else has written.
Ah, first trying to do
the standard problems
helps you understand data
structures and algorithms.
But then, the real value
added is when you think "okay,
"what can I do that hasn't been done
"by somebody else before?"
Now you can be very inspired
from people who've done
fantastic work in the past.
But it's, you know it's kind of,
trusting that your wild ideas
will sometimes be right about things.
I remember I tried to
write programs for things.
I tried to do this huge
baseball simulation program
and it turned out that
was way too ambitious.

English: 
The computer and software at the time
just didn't let me do it.
So you can sometimes
reach too far in things.
But, you gotta be motivated
to really learn how to program
if you think there's something cool.
For some people that's a
way of looking at data.
Some people that's a way of making a game.
Sometimes it's actually solving a problem.
So, everybody should
push themselves to think
"Okay, my programming,
where can it contribute
"to the world?"
- Thank you so much.
And for our last question I'd
actually like to head back
over to our student panel,
and introduce Fiona, from Colorado.
It's Earth Day, and she had
a climate change question.
So, Fiona are you ready to share?
You should be unmuted at this point.
- Yeah, Hi Bill.
- Hi.

English: 
- What is a big project
the Gates Foundation
is working on to cope with climate change?
- Yeah, climate change, of course,
is a huge looming problem.
Before the pandemic, we
might have identified it
as one of the problems we're not putting
enough effort into.
Because over time it'll
be such a big deal.
It's a challenge because we have to change
not only the way we make electricity,
but the way we do transportation,
the way we grow food, the
way we make materials,
like cement and steel.
Even though I'm mostly
working on the pandemic,
I'm still keeping some of
the climate change work up.
It's going to require incredible
technology innovation.
One of the simulations,
is the,
what's the electricity
grid going to look like?
Because it's, we're
putting unreliable sources,
intermittent sources like sun and wind in,
where we used to have constant things

English: 
that wouldn't all go
away at the same time,
like a coal plant or a natural gas plant
that now we have to get rid of.
So I've been supporting
the idea of energy storage.
Which would help a lot.
Or, if nuclear reactors could
be much cheaper and safer,
that could help a lot.
And I created a venture, a thing called
Breakthrough Energy Ventures,
that's out investing in
now over 30 companies
that have these ideas
of making steel a new way.
So we need a lot of innovation.
The cost of doing things in
a green way is so expensive
that even if rich
countries chose to do it,
the countries like India,
they're trying to build new
cities and provide light,
and air conditioning.
Things we take for granted.
If the premium, the so-called
green premium, is still
as high as it is today, they
won't be able to shift over.

English: 
And so the U.S., even though
we have to cut our 15%
of emmissions, we have
to do more than that.
We also have to do the
innovation to make it
economic for all countries to go along
with these green approaches.
So, our foundation helps farmers,
because they're gonna suffer the most.
The bad weather is meaning
that the crops fail.
Which for a subsistence farmer means
they don't have enough to eat.
So, the pain of climate
change is already evident
in the places where people
live the toughest lives.
So giving them better
seeds, helping them out,
that's called adaptation.
And then reducing the emissions,
which is called mitigation.
Both of those are a big deal.
I hope we don't get too
distracted away from that.
Or, at least get back to it
as we get the pandemic over.
- Thank you Bill so much
for inspiring students
about the ways we can
help solve these problems.

English: 
Computer science is increasingly
becoming part of the
school curriculum and six
studies have now shown that
students who learn coding
and computer science go on
to outperform in reading and
writing, math and science,
and they're even more
likely to enroll in college.
So, with great power comes
great responsibility,
as we celebrate the 50 year
anniversary of Earth Day,
it's so important that educators make sure
computer science is taught
equitably, and that students
like the ones here are inspired to learn
to harness technology for good.
I have one last question
I wanted to ask you,
I know you're short on time.
With millions of coronavirus
infections globally,
many people are pointing
fingers, placing blame
and deepening political divides.
But we're all gonna look back one day,
and this is gonna be one
of the greatest trials
the human race has ever faced.
What are some of the best
things you've seen people do
to support each other, and
what would be a message
you can send about how
we can use this pandemic
as an opportunity to
bring the world together
rather than stray it apart.
- Yeah, this is a bit like a war.
But, in this case, all of
humanity is fighting the virus.

English: 
And so, every bit of understanding
that can be developed helps all of us.
So, it doesn't really matter
which country the vaccine
comes from or the drug that's a therapy,
or even the understanding
of what type of opening up,
how you can do it in such a way,
that you don't get more cases.
And so, you know, we're
looking at Germany,
and Sweden and Denmark
who are a little ahead
doing this opening up and trying to see,
okay, what happens there.
Sadly, some people are trying to
point fingers at other countries because,
of course, the infection has
spread by international travel.
And, international travel
will be greatly reduced.
So, hopefully, that's
not a permanent thing
in terms of international
commerce, or exchange of ideas
that have built up the
trust and working together.
I am seeing at the scientific
level, it is pretty amazing.

English: 
The Chinese, even in the early days,
were publishing the gene sequence.
And now the number of papers coming out
that are collaborations.
Clearly, in order to make the vaccine,
we're gonna have to
have factories in many,
many, many countries.
And multiple companies
collaborating on that.
And, wow, everybody's,
this has their attention.
And so, we see great
international collaboration.
We also see crazy rumors, but,
I don't think that many people
are paying attention to those.
I hope not.
There's a big triumph that will come here,
based on the scientists of
the world working together.
So I'm optimistic about, that
we've got all of humanity
working towards a common goal.
- Thanks so much, Bill.
Thanks so much for inspiring us.

English: 
And I know I speak on behalf of all of us,
that we appreciate you joining us today.
We have all the students
on camera right now,
if everybody could all wave
and say goodbye to Bill
to say thank you.
- Thanks you guys.
That was great.
It was fun.
Good to see you all.
Thanks, Hadi.
Bye bye.
- Bye bye.
All right so now we're
gonna take a quick break
for a trivia question, it's trivia time.
So since we just met
with Bill Gates today,
this trivia question is
which was released first,
the first version of Microsoft Excel,
or the first version of Microsoft Windows?
And this is gonna show up as a Zoom poll
for those of you who are
joining us live on Zoom.
Those of you who are
on YouTube or Facebook,
we're gonna share the answers
soon but which came first,
Microsoft Excel or Microsoft Windows?
Kind of a tough question.
All right we're collecting
answers in real time
from thousands of people.
Let's share the results.
All right so most of you
guessed that Windows came first,

English: 
and some of you said
that Excel came first.
Then a small group said that
both came at the same time.
So I'm gonna show the results
on screen, just one second.
And this is a very short
history lesson in Microsoft.
Windows 1.0 was released
on November 20, 1985.
That was 35 years ago.
And it was the first version
of the Microsoft Windows line.
This is what it looked like.
Sofia does this look like your computer?
- No.
- No.
But it turns out Microsoft
Excel was released earlier.
51 days earlier, and was released
for the Macintosh operating
system, in September 30, 1985.
And this is what Microsoft
Excel used to look like
35 years ago.
So yeah, it's kind of interesting.
And in fact, Excel for
Windows took two more years
before it came out.
Now, speaking of Excel, this
is gonna take us to the next
part of our episode.
Which is, just as Bill talked
about how scientists use data
and simulation to look
at exponential growth,

English: 
we're gonna learn how
to estimate the spread
of a virus.
And we're gonna use
Microsoft Excel as our tool
for doing that.
So I'm gonna share my
screen again to do this.
Just one second.
And what we're gonna do
is show what it's like
to model the spread of a virus.
Now, this is gonna be a
very simplistic model,
but it's gonna familiarize us
with how exponential growth
can get really big and how delicate it is
and how scientists are using
actually computer science
to protect us.
So let's start by asking how many people
does an average person meet in a day.
Sofia, what would you say?
Like five, or 10 or 20?
- Just, let's do 10.
- Let's do 10.
Right, so if an average
person meets 10 people
in one day.
So what's the chance
that an infected person
passes the disease when
they meet somebody?
Should we say, like, 1%, 2%?
- 2%.

English: 
- 2%.
So if you run into somebody
and their infected,
and there's a 2% chance
you get it from them.
So then, each day, one infected person
infects how many more?
- .2, right?
- .2, yeah.
They're gonna meet 10 people
and there's a 2% chance.
And we can calculate
this with an equation.
We can say equals this times that.
So point each one infected
person infects .2 people.
Now let's model the growth of a virus.
Just using those very simple assumptions.
Now I'm not assuming how many people die,
or how many recover, or if
we have any other things.
Just at this very basic thing,
and if we start with
500 people on one day.
And I'm gonna put January 22
here because that's the day
that the coronavirus had 500 people.
And then if I say what
happens the next day.
So if it's this day plus
one, we're gonna have

English: 
the next day the same 500 people plus
a new set of infections which is
this set of people multiplied by point 2.
So basically, 500 people who
already had the infection
and each one of them brings on .2 more.
So then what happens one day later,
those 600 people infect 720.
And then one day later those 720,
and I'm just copying down these formulas.
And I can copy them way down to here,
all the way to April 22nd,
and we get a whole bunch of people.
And now if I actually
want to chart this growth,
I can insert a chart.
So I'm gonna say insert chart.
And this can now chart
the growth of the virus,
using these very simplistic assumptions.
Now, what you'll see right now,
this font is a little small
so let me change the font

English: 
so everybody can see it.
But this tiny font, you can see,
in just the three months we
reached 8 billion people,
which is the entire human
population would get the virus
with these assumptions.
Now, what's interesting
about exponential growth
is how small changes
can make a difference.
So if we had people meeting each other
just a little bit less, like
each persons nine people a day,
suddenly instead of 10 billion
people we got to 1.8 billion.
If each person met only
eight people in a given day,
suddenly that top line growth
became only 350 million.
What would happen if we all started
washing our hands more, which
of these numbers would change?
- Um.
- The second one, the 2% chance.
- Yeah.
- You're less likely to get the disease
if you wash your hands.
So let's say it's a 1.5%
chance you get the disease.
Now it's 14 million people.
Or if you said there's a 1% chance you
get the disease, now only 500,000 people
get the disease.
And if we distance ourselves even more
so the average person
only meets three people

English: 
a day, wow, now only 7,000
people get the disease.
It's a complete difference.
Small numbers can make a huge difference.
Now this is basically
fake data we're making up,
but scientists are
looking at the real data
that looks like this.
And we're actually gonna
share out to all of you
real data that is live
that shows in every state
in the United States, on any given date,
how many cases there
were and how many deaths.
And in every country, oops,
these are all states as well.
But we're gonna have data for basically
every state and every Country showing
how many people have gotten this disease.
Now, if you have this data on
Excel you're gonna click here
in Ideas, and Excel will
help you visualize it.
But instead of doing that,
what I'm gonna do is,
we're gonna switch to the
next part of our episode,
which is gonna be about
talking about visualizing data.
Visualizing data.
And to do this, we're
gonna bring on Hannah.
Hannah Walden is gonna join us.

English: 
And Hannah's one of the top
computer science teachers
at code.org.
She's actually the author of
the CS Principles curriculum
which is the most popular
high school course
in computer science, and
it's a wonderful course.
In fact, what she's gonna
be walkin' us through
is gonna be part of what
students are gonna do
in that course later this year.
Hannah, are you there with us?
- Hi Hadi, can you hear me?
- Yup, I can hear you but
I, can you say hi again?
- Hello.
- All right.
- I think Zoom may be acting up on us.
We may be having a bug, Sofia?
Do you got your bug ready?
(laughing)
All right.
- Where are you calling us from, Hannah?
- So, I am calling from Maine,
and I am here with my daughter Eva.
Eva you want to say hi?
- Hi.
- Hi Eva, how old are you?
- I'm 17.
- So Eva's my daughter, she's
joining me here in Maine.
We are social distancing
together here in our house
and I am going to try to pull up my screen
for all of you right now.

English: 
Hadi, I think if you
stop sharing your screen.
- I believe I have
stopped sharing my screen.
- Yes, yes.
Zoom is crashing on my computer.
So that's a lot of fun right now.
All right, so Hadi, what
I think that we should do
right now is, if you could take over this,
I'd like you to show the
model again on your screen.
And I'm gonna reload Zoom on my end
and I will rejoin in just a minute.
- All right.
Well, I'm gonna go into
screen sharing again.
And can, Sofia pull out your bug?
So, what Hannah's gonna
do is basically bring us
to show the same Excel
spreadsheet that we created
that showed the number
of deaths and the number
of cases from a virus.
What we're gonna do is
we're gonna take data
that looks like this that
has data from every state
and from every country and
we're gonna make our own app
that basically graphs
the growth of the virus.

English: 
And Hannah, if you're not ready there,
if your computer's still crashing.
- I'm ready, Hadi, I think we're here.
- All right, yay, there you are.
- All right, let's do this.
Okay so I'm gonna share my screen.
There we go.
All right.
So we are looking at App Lab right here
and Eva's gonna be my programming partner.
And we are going to program an app
to visualize the data
that Hadi just showed.
So, let's get started here.
I'm gonna actually show what this app is
doing right now.
It's partially working.
We're gonna finish it up.
So, as I click Run it's loading,
and now we're going to pick a U.S. state
or territory to visualize.
Eva, where are we gonna start?
- Let's do North Carolina.
- All right, so we're gonna
do North Carolina, here we go.
And what's happening here
Eva, what are we seeing?
- so, we're looking at the North Carolina
COVID-19 cases and
deaths on any given day.
- Right, so as I mouse-over
or I click on the line,
I can see the data
points for any given day.

English: 
And now if I go to country
and I choose a country,
Eva, what country should I choose?
- Choose the Bahamas.
- Ooh, nice and warm in the Bahamas.
Let's go there.
Okay.
But nothing's showing up.
Eva why is that?
- 'Cause we didn't add the chart.
- We need to add the chart.
So, if you remember
from previous episodes,
we showed you that in design mode you can
set up your app.
So I'm gonna go to design mode now
and Eva's gonna take over and show us how
to add a chart to our app.
- All right, so to add a chart,
you can either drag over the chart button
or to make things a lot easier you can
click on the chart that
you've already created,
and you can duplicate it and drag it down.
Yeah.
- All right, I'm gonna make my screen
just a little bit wider,
so we can see things
just a little bit easier.
There we go.
Okay.
So we've created a chart.
And now, let's go code it.
So up at the top of the code,
this may look like a lot of code to you,
but what's happening here
is this is starter code
that is pulling in the spreadsheet
that Hadi just showed you.

English: 
So, we've done the work
for you and when we
share out this app later with you,
you can take a look, you
can unpack all of these
start web request blocks
and read our comments
and see how all this works.
But we've got it set up so
that we can just focus down
at this button part and set up things.
So we're gonna go right
down to the bottom.
And this is the area where
we set up our charts.
So, Eva, first we need
to make sure that we're
sending it to the right chart.
We're gonna draw the correct chart.
So, what do we need to do here?
- We need to call chart 2.
- Okay, so we're gonna draw chart 2.
And right now it's set to be a bar chart.
What type of chart were we using?
- We want a line chart.
- All right so let's set a line chart.
And let's run it.
And here we go.
The data is loading, and once it's done,
it will swap to the next screen
where we can visualize it.
Here we go.
All right Eva, another state?
- Let's do Connecticut.
- Connecticut it is.
And, one more country.
- Do France.
- France, okay.

English: 
And, our app is working.
And this is an interesting app.
It helps us to compare different states,
different countries.
Get that information.
But, as I was hearing Hadi and
I was hearing Bill Gates talk
about using computer science
for good, I was thinking about
how we can use these
visualizations as inspiration.
And what we can do now that
we have this knowledge.
So, I've been working on an app
that I'd like to share with you now.
And this is the Maine COVID-19 data app.
Eva, for those who don't
know, where is Maine located?
- So, Maine is in the
northeast of the United States,
its upper corner, and it is very cold.
- Yes, in fact it snowed last night.
- It's still snowing in Maine?
- Yes, it did.
- Wow.
- So, here we've got our app.
It's got the same starter
code up at the top.
We're loading our chart just like we did
in the other app.
But now, we have some
new buttons down here,

English: 
that take us to helpful
websites that will give us
kind of interesting
information that we can use
then to help our community.
So, I've got a button down here,
it says Sewing Masks for Maine.
If I click on this button,
it's going to take me
to this website.
And on this website,
there's information about
how to sew masks, how to
make them the correct way,
how to volunteer.
And then, hooking up with
people who need those masks.
So, Eva, tell me about your sewing skills.
- They're not very good.
(laughing)
- Okay, so maybe this
volunteer opportunity
isn't quite the right one for you,
but let's see if we can find another one.
So let's go back here and we're gonna add
another button here.
So Eva, can you walk me
through how to do that?
- All right, so we're going
to go to the home screen,
and you can select the Sewing
Maine, masks for Maine,
and you can duplicate it.
- All right, so we're gonna
create a button that looks
just like the other one,
so it looks nice and neat.
And what are we gonna call it?
- Volunteer button.

English: 
- Okay, so this is our Volunteer button.
And, what text is gonna display?
- We're gonna display
Volunteer Opportunities.
- Perfect.
All right, so, now we
have our button all set.
And now where is that button gonna go?
So, I did a little research beforehand,
and I found a website called
The Maine Ready website.
And this website has all sorts
of volunteer opportunities,
essential volunteer
opportunities in Maine.
So these are the volunteer opportunities
that are safe to participate in,
that are essential for the state.
And good ways to get connected.
So, again, this is our local community.
We want to support them.
So I'm gonna copy this
URL and go back here.
And now, Eva, what am I going to do
to program this button?
- You're going to need
to create an On event.
- All right.
So, let's go over here to my toolbox.
I'm going to grab an On event.
And pop it in here.
Okay?

English: 
- And then you need to
create the Open link.
- Right.
First off, I'm gonna make
sure that we're connecting
to the volunteer button.
Yes, and I'm gonna use the
Open block that's down here.
It's a yellow block in
the UI controls drawer,
and I'm gonna drag it over.
And here's how the Open block works.
I have the command Open, and
then over here I have a string
where I'm going to put the URL,
the web link that I'm
gonna go to, the address.
So, I'm going to copy/paste that in there.
And now we're all set
and we're ready to go.
One last thing, actually.
Let's actually change our
chart up a little bit.
So I'm gonna hit run just so we can see
how things are set up.
I'm not gonna test my button just yet.
But we're almost there.
So I've got a green line
and a purple line here,
but what if I wanted to
change the way my chart looks.
Eva, can you give me two
other colors I could use?
- Orange.
- 'Kay.
- And blue.
- Perfect.
- That's some good colors.
- 'Kay.
We're gonna have some good contrast there,

English: 
that's a good thing to think
about when you're charting.
So I'm gonna click Run.
And let's look at this chart now.
The data's loading.
We don't want to visualize the chart
before the data is ready.
Here it is, we have a nice
orange line and a blue line.
Very visible.
Great.
And now, if I'm using this
app, I'm seeing the trend
in my State, and I'm ready
to click on different links
that will give me information.
What can I do, now that I see the trends,
now that I know what's
happening in my state.
What can I do about it?
So let's actually test out
the button that we added.
But to do that, what we're
gonna do, instead of testing it
here on the screen, 'cause I'm
gonna click the share button,
so all of you at home can
test this out with us.
Sofia are you ready with your phone, too?
All right.
So I'm going to put up the QR code.
I'm gonna make it nice and big.
You can scan that QR code.
Eva's gonna scan it.
All right.
And, I'm gonna take this
down for just a minute.

English: 
Stop screen sharing.
So I can show you Eva's phone.
And on Eva's phone, it's
loading the data right now.
A little hard to see there
Eva, can you hold it up there?
Okay.
So, yup, there we go.
- Thousands of people loading
the data all at the same time,
so I don't know if that's
making it any harder.
- Oh, that's a very good point.
Everybody's loading it all at once so
it's a little bit slow.
But what will happen eventually,
is the data will load, and we'll be taken
to that screen and we'll
be able to test our button.
So let's actually go
back to the screen share
so we can see that really quick before we
close this out.
So I'm gonna go back here.
Gonna close this down.
- Although you'll be waiting
at the same time, as well.
- And if I click on my
volunteer opportunities button,
it's going to take me, it's
going to give me a message
asking if I want to open
that link, and I do,
and it will take me right here.
So that's what should
happen on your app, as well,
when you load it.
So, I would say, give
it another 10 minutes

English: 
or so, and give it another try,
and we'll see if that works.
- Hannah, if you could stop
screen sharing for a second.
For anybody who want to get
that app that Hannah shared out,
we're gonna email multiple
apps and the spreadsheets
for people to follow along as
your challenge for this week.
You'll certainly get the
two apps that Hannah and Eva
showed for us.
One visualized states and countries where
you can change your state and country.
And one which you can
customize to your own country
or your own U.S. states.
And you can put whatever you want on it.
The starter code we
give you pulls that live
coronavirus data from the
spreadsheet that I showed earlier.
And we'll also send you a
link to that spreadsheet
so you can do your own
modeling or visualization
in the spreadsheet.
And then lastly we'll
also send the code to the
simulation that Sofia made,
with the little sprites
moving all around infecting each other.
And we're gonna challenge you to create,

Japanese: 
with the little sprites moving all
around infecting each other.

Japanese: 
We will challenge you to create 
model and simulate
what would it be to add a vaccine 
on top of washing your hands
or to model and simulate 
how social distancing would work.
To get every one of these assignments,
you will go to CO/break, 
and sign up there.
We'll send you the assignments
for each week.
So whether it's creating
your custom coronavirus tracking app 
for your location.
Whether it's modeling and simulating
the data better.
Any of those things
you can get from there.

English: 
model and simulate what
would it be to add a vaccine
on top of washing your hands
or to model and simulate
how social distancing would work.
To get every one of these
assignments, you wanna go to
code.org/break, and sign up there,
and each week we'll send you
the assignments for that week.
So whether it's creating your custom
coronavirus tracking
app for your location.
Whether it's modeling and
simulating the data better.
Any of those things
you can get from there.
I also want to remind
you again, by the way,
parents who are out there,
please support us at code.org.
If you go to code.org/help
of if you click the Help Us button,
we want your help to help
support the work at code.org
to keep computer science free.
- Get the hat.
- And you can buy our hats which are very,
very cool, as well.
Before we close I also want
to say two more things.
First of all, please spread
the word to other families.
The more people we have
joining code.org the better
the special guests we're gonna have.
And in fact, next week's
special guest I'm gonna announce
ahead of time.
There's two of them.

English: 
But one of them is gonna be Vint Cerf,
the actual inventor of
the internet, is gonna be
joining us on Code Break.
And what's particularly
neat about Vint Cerf is,
he's a relatively older
guy, and he actually
just caught the coronavirus.
He's been struggling with it
throughout the month of April,
and he just recovered in
time to join us on Code Break
next week, so that's gonna
be pretty cool to see
the actual inventor of the internet.
There's also another
special guest that'll be
joining him as well, so we'll
announce that in a few days.
But that's it for today's
episode, let's switch
to our folks on camera.
I also want to say since
we're here on Zoom,
I want to say one cool thing we can do
that's better for the pandemic is,
when you're on Zoom it doesn't
matter how you're dressed
because we're all at home.
And I'm proud to say I spoke to Bill Gates
in my pajama pants.
Which of course Bill didn't know.
But thank you everybody.
And let's wave hi to the camera
as we close today's Code Break.
And see you next week.
If you're studying
alone, take a Code Break.

English: 
Bye bye everybody.
- Bye.
- All right.
(upbeat piano music)

Japanese: 
Subtitles by the Amara.org community
