Students will be able to:
Describe the basics of Robots.
Describe basic hardware and software of the LEGO Robot.
Write sequential code for LEGO Robot to move.
Students learn how two LEGO MINDSTORMS(TM) NXT intelligent bricks can be programmed so that one can remotely control the other. They learn about the components and functionality in the (provided) controller and receiver programs. When its buttons are pressed, the NXT brick assigned as the remote control device uses the controller program to send Bluetooth® messages. When the NXT taskbot/brick assigned as the receiver receives certain Bluetooth messages, it moves, as specified by the receiver program. Students examine how the programs and devices work in tandem, gaining skills as they play "robot soccer." As the concluding activity in this unit, this activity provides a deeper dimension of understanding programming logic compared to previous activities in this unit and introduces the relatively new and growing concept of wireless communication. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.
Rosetta Stone, 196 B.C.E., granite, 114.4 cm x 72.3 x 27.9 cm or 45 x 28.5 x 11 inches, Ptolemaic Period (British Museum, London). Speakers: Dr. Beth Harris and Dr. Steven Zucker. Created by Beth Harris and Steven Zucker.
Una introducción a R utilizando los datos de Gapminder. El objetivo de esta lección es enseñar a las programadoras principiantes a escribir códigos modulares y adoptar buenas prácticas en el uso de R para el análisis de datos. R nos provee un conjunto de paquetes desarrollados por terceros que se usan comúnmente en diversas disciplinas científicas para el análisis estadístico. Encontramos que muchos científicos que asisten a los talleres de Software Carpentry utilizan R y quieren aprender más. Nuestros materiales son relevantes ya que proporcionan a los asistentes una base sólida en los fundamentos de R y enseñan las mejores prácticas del cómputo científico: desglose del análisis en módulos, automatización tareas y encapsulamiento. Ten en cuenta que este taller se enfoca en los fundamentos del lenguaje de programación R y no en el análisis estadístico. A lo largo de este taller se utilizan una variedad de paquetes desarrolados por terceros, los cuales no son necesariamente los mejores ni se encuentran explicadas todas sus funcionalidades, pero son paquetes que consideramos útiles y han sido elegidos principalmente por su facilidad de uso.
Students work as if they are electrical engineers to program a keyboard to play different audible tones depending on where a sensor is pressed. They construct the keyboard from a soft potentiometer, an Arduino capable board, and a small speaker. The soft potentiometer “keyboard” responds to the pressure of touch on its eight “keys” (C, D, E, F, G, A, B, C) and feeds an input signal to the Arduino-capable board. Each group programs a board to take the input and send an output signal to the speaker to produce a tone that is dependent on the input signal—that is, which “key” is pressed. After the keyboard is working, students play "Twinkle, Twinkle, Little Star" and (if time allows) modify the code so that different keys or a different number of notes can be played.
How is it pronounced? Why? Let's discuss...
A Python Functions activity - "Scrabble game" - for CS0 students. Part of the CUNY CS04All project.
This website allows young learners to practice their coding skills. The website and app are free.
The website also provides several beginner tutorials to familiarize teachers and students with how the tools work.
Programming continues to be a an important skill in the modern world. Childhood is a great time start learning programming and to develop computational thinking creativity, and problem- solving skills!
This course teaches programming in Scratch through fun videos which explains programming in an inspiring and clear way. These are accompanied with assignments which let kids to practice programming and create programs they will like to use themselves!
On a weekly basis, we will be creating a game: a maze, an aquarium, a Flappy Bird Game and a Super Mario look-a-like. Every week, new programming blocks are taught and together we’re working on ways to improve your written code.
This course is an English version of a course that was used in primary schools in The Netherlands with great success. The material follows the educational curriculum for programming in primary education of The Netherlands.
Do you want to participate with more children? Create a personal account for every child or pupil in order for them to work at their own pace. Once they have fulfilled the entire course and were upgraded to the ID Verified track, a Scratch diploma with their names will be handed out.
Programming is becoming a more and more important skill to have. Childhood is a great time to start learning programming and to develop computational thinking, creativity, and problem- solving skills. In this course you will learn the basics of programming and how to teach it yourself as a primary or secondary school teacher.
This MOOC teaches programming in Scratch through fun videos which explain programming in an inspiring and clear way.
Every week you build a different Scratch project yourself: a flappy bird game, a virtual pet or a Mondriaan like artwork. Also weekly, new programming blocks are taught and together we’re working on ways to improve your written code. In addition, you will learn how you can integrate the same programming lessons in your class for both primary and secondary education.
Many programming principles covered in Scratch also apply to other programming languages such as JavaScript and Python. An introduction to Python as well as hardware such as robotics and a micro:bit are a part of this online course should you want to broaden your scope.
The content of this course is based on a course that was used in primary schools in The Netherlands with great success. The material follows the educational curriculum for programming in primary education of The Netherlands.
Students will explore the various types of loops available in Scratch, by creating musical programs.
The instructor presents a Scratch project with examples of short music loop scripts. Students examine the different types of loops used, and then build their own songs using the same kinds of loops and sounds.
Students reflect on why programmers use loops and the benefits they offer.
Loops— particularly nested loops—will be important in their final coding project at the end of the unit.
Students continue working on their cities in their collaborative groups, focusing on using loops and stamping to build buildings.
The class discusses the importance of the cycle of iterative development: testing and revising, testing and revising.
Students end the session by reflecting on what sort of feedback they might like from other groups about their project.
The Security Mindset: Cybersecurity through Threat Modeling
This is a book of readings discussing how social media and its related technologies shape individual and collective identities.
An overview of Setting innerHTML and textContent
We will be studying Macbeth and how the Visual Arts teacher can help enhance a student’s learning experience. The graphic novel form can help students interpret plot, character, and theme through its unique lens. This paper will examine both the purpose and the specifics of having students create their own graphic novel panels using Photoshop and Wacom (electronic drawing) tablets. One area of focus will be inclusion of detail. Deciding what to leave out is just as important as deciding what to leave in. Sometimes the reader’s imagination can conjure up an image that is far more powerful than any image an illustrator can create. Students will also closely consider the importance of visual clues to the reader, asking key questions as they proceed. For example, how will a sense of mood and atmosphere be conveyed? The same scene with different shading and or use of lighting can appear dramatically different. Character expressions are another consideration: How will the scene convey emotions?
Students will complete the unit – Four Scenes from Macbeth – having improved their skills in both literary interpretation and artistic technique.
The Shallow and the Deep is a collection of lecture notes that offers an accessible introduction to neural networks and machine learning in general. However, it was clear from the beginning that these notes would not be able to cover this rapidly changing and growing field in its entirety. The focus lies on classical machine learning techniques, with a bias towards classification and regression. Other learning paradigms and many recent developments in, for instance, Deep Learning are not addressed or only briefly touched upon.
Biehl argues that having a solid knowledge of the foundations of the field is essential, especially for anyone who wants to explore the world of machine learning with an ambition that goes beyond the application of some software package to some data set. Therefore, The Shallow and the Deep places emphasis on fundamental concepts and theoretical background. This also involves delving into the history and pre-history of neural networks, where the foundations for most of the recent developments were laid. These notes aim to demystify machine learning and neural networks without losing the appreciation for their impressive power and versatility.
The use of shape in visual storytelling.
In this video from Science City, Shaundra Bryant Daily, an electrical engineer, describes a software program she developed to help girls reflect on their emotions, and how her two passionsí_í_íŹscience and danceí_í_íŹare connected.
Critical Data Studies (CDS) is an interdisciplinary field that addresses the ethical, legal, sociocultural, epistemological and political aspects of data science, big data, and digital infrastructure.
This course focuses on current topics in critical data studies scholarship. Students will develop tools and methods to think critically and engage the public in conversation about data and society.
The overall course and module are designed for asynchronous independent or group learning experiences. Instructors and students are encouraged to use the module as a whole or incorporate individual videos, discussion, writing and/or reading assignments into their course of study as desired.
[Note: The first module is available, and a second module is planned for a future release]