In this culminating activity of the unit, students bring together everything they've learned in order to write the code to solve the Grand Challenge. The code solution takes two images captured by robots and combines them to create an image that can be focused at different distances, similar to the way that humans can focus either near or far. They write in a derivative of C++ called QT; all code is listed in this activity.
The goal of this book is to provide an Informatics-oriented introduction to programming. The primary difference between a computer science approach and the Informatics approach taken in this book is a greater focus on using Python to solve data analysis problems common in the world of Informatics.
Students write Arduino code and use a “digital sandbox” to create new colors out of the three programming primary colors: green, red and blue. They develop their own functions, use them to make disco light shows, and vary the pattern and colors of their shows. The digital sandbox is a hardware and software learning platform powered by a microcontroller that can interact with real-world inputs like light, while at the same time controlling LEDs and other outputs.
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.
Based on the Scratch "Animate Your Name" tip tutorial, this mini-lesson has students showing their school spirit by animating their school mascot. The step-by-step instructions assume that the teacher has a little exposure to the Scratch platform.
" This class teaches the fundamentals of signals and information theory with emphasis on modeling audio/visual messages and physiologically derived signals, and the human source or recipient. Topics include linear systems, difference equations, Z-transforms, sampling and sampling rate conversion, convolution, filtering, modulation, Fourier analysis, entropy, noise, and Shannon's fundamental theorems. Additional topics may include data compression, filter design, and feature detection. The undergraduate subject MAS.160 meets with the two half-semester graduate subjects MAS.510 and MAS.511, but Assignments and Labs differ."
The Teach Computing Curriculum is broken down into 4 key stages: Ages 5-7, Ages 7-11, Ages 11-14, and Ages 14-16.
- Resources include lesson plans, slides, activity sheets, homework, and assessments
- Each key stage has a teacher guide and curriculum map to help you get started
- Built around an innovative progression framework where computing content has been organized into interconnected networks we call learning graphs
- Created by subject experts, using the latest pedagogical research and teacher feedback
All of the content is free for you to use, and in formats that make it easy for you to adapt it to meet the needs of your learners
The act of program creation, using common compilers and assemblers, takes software from an information-rich source code format and transforms it into a difficult-to-read machine code format. The reverse process, trying to convert machine code into a human-readable format, is significantly more difficult and requires high-level intuition and pattern matching skills. This book is going to discuss the disassembly and decompilation of x86 machine code and x86 assembly code.