This document discusses programming a humanoid robot named Nao to do squats using the visual programming language Choregraphe. It begins with installing Choregraphe and an overview of its interface. Then it demonstrates basic speech and motion commands, parallel processing using wait signals, repetition with loops using a counter box, and organizing code into a subprogram box to improve readability. The goal is to program Nao to do five squats while counting them out loud.
Coding is part of the curriculum which is relatively new and often a part which teachers struggle with. I have created a presentation to show resources which you might use to teach Year 5-6 students. Tasks can be adapted or modified for other year levels.
Coding is part of the curriculum which is relatively new and often a part which teachers struggle with. I have created a presentation to show resources which you might use to teach Year 5-6 students. Tasks can be adapted or modified for other year levels.
In today’s age, it is important to have a basic understanding of computer programming, but it can be difficult to teach these skills to kids unless fun tools are introduced to help make programming easy. In this webinar, learn Scratch, a “programming language that makes it easy to create your own interactive stories, animations, games, music, and art” that will teach “important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.” Other tools and applications will be covered to give kids practice programming while having fun!
Source: http://info.scratch.mit.edu/About_Scratch
Fostering Creative and Critical Thinking using iPads in Primary MathematicsJoanne Villis
Apps to support creative and critical thinking in mathematics. This slide share offers ideas for fostering inquiry, generating ideas, reflecting and analysing. Explicit teaching of higher order thinking skills is required for our students and there are iPad apps to help support this process. This is my presentation for the SchoolstechOZ 2014 Conference http://www.iwb.net.au/schoolstechoz.htm
Coding for Teachers and Kids Workshop PresentationJoanne Villis
Coding for kids and teachers. How to make this a shared process. This is a presentation which I delivered at a conference. Notes are very brief. The main focus of the session was for teachers to have hands on time tinkering (playing).
My presentation (20 minutes + 10 minutes Q&A) was a brief exploration of what worked and what did not work on a fully online, summer Pre-sessional course at the University of Sheffield, UK. Drawing on my experience of teaching private students online for several years and my role with the IATEFL Learning Technologies Special Interest Group, this is a first-hand account of being in the virtual classroom, teaching EAP classes remotely for the first time. Recording will be made available on the TEL SIG You Tube channel. https://www.youtube.com/channel/UCVz0VVaVKALUK24CM2A4oJQ
Powerpoint of my session at ICT Links into Languages Conference, Southampton - Feb 2011.
Tutorials I created and the handout can be obtained from my Moodle site at: http://rubiales62.freewebclass.com in the Screencasting for Beginners pages
10.USING THE ECLIPSE DEBUGGERupdated 8618This t.docxpaynetawnya
10.
USING THE ECLIPSE DEBUGGER
updated: 8/6/18
This tutorial assumes that you have previously completed the Getting Started with Eclipse tutorial. Since much of what you're going to do for this tutorial is identical to what you've done for that tutorial, I will refrain from providing all the details this time. If you don't remember the details of how to do something, look it up in the previous tutorial.
This tutorial uses x: to refer to the drive that you're saving your work to. In the lab, x: should be replaced by the USB drive (assuming that you're using a USB flash drive storage device). At home, x: should be replaced by the USB drive or the hard drive, whichever you prefer.
Whenever you are asked to perform an action (left column below) that you've already done before, I will refrain from providing the supplemental information (right column below). If you don't remember the details of how to do something, look for it earlier in the tutorial. I expect you to have to look up a lot of previously covered material. This is my attempt to force you to memorize how to do things.
Actions
Supplemental Information
Load Eclipse.
Create a project named tutorial2.
In creating a tutorial2 project, Eclipse will 1) create a tutorial2 folder and put it in your workspace folder, and 2) create a .project file and put it in your tutorial2 folder.
Within your tutorial2 project, create a source code file named MouseDriver.java and enter this text:
public class MouseDriver
{
public static void main(String[] args)
{
String temp = "stan";
Mouse mickey = new Mouse(temp + "dard", 100, 10);
Mouse fivel = new Mouse("standard", 100, 10);
mickey.printStatus();
mickey.simulateGrowth(4);
mickey.printStatus();
fivel.simulateGrowth(4);
if (mickey.equals(fivel))
{
System.out.println("They're equal");
}
} // end main
} // end class MouseDriver
Save the source file.
Within your tutorial2 project, create a source code file named Mouse.java and enter this text:
public class Mouse
{
private String variety; // standard, hairless, etc.
private int weight; // the mouse's weight in grams
private int growthRate; // % that mouse grows each day
private int days; // # of simulated days so far
public Mouse(String v, int w, int gR)
{
variety = v; weight = w; growthRate = gR;
} // end Mouse constructor
public void simulateGrowth(int d)
{
days += d;
while ((d > 0) || (weight > 0))
{
weight += growthRate/100 * weight;
d--;
}
} // end simulateGrowth
public void printStatus()
{
System.out.println("After " + days + " days, " +
" weight = " + weight + ".");
} // end printStatus
public boolean equals(Mouse otherMouse)
{
boolean varietyCheck, weightCheck;
varietyCheck = (variety == otherMouse.variety);
weightCheck = (weight == otherMouse.weight);
return varietyCheck && weightCheck;
} // end equals
} // end class Mouse
Save t ...
In today’s age, it is important to have a basic understanding of computer programming, but it can be difficult to teach these skills to kids unless fun tools are introduced to help make programming easy. In this webinar, learn Scratch, a “programming language that makes it easy to create your own interactive stories, animations, games, music, and art” that will teach “important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.” Other tools and applications will be covered to give kids practice programming while having fun!
Source: http://info.scratch.mit.edu/About_Scratch
Fostering Creative and Critical Thinking using iPads in Primary MathematicsJoanne Villis
Apps to support creative and critical thinking in mathematics. This slide share offers ideas for fostering inquiry, generating ideas, reflecting and analysing. Explicit teaching of higher order thinking skills is required for our students and there are iPad apps to help support this process. This is my presentation for the SchoolstechOZ 2014 Conference http://www.iwb.net.au/schoolstechoz.htm
Coding for Teachers and Kids Workshop PresentationJoanne Villis
Coding for kids and teachers. How to make this a shared process. This is a presentation which I delivered at a conference. Notes are very brief. The main focus of the session was for teachers to have hands on time tinkering (playing).
My presentation (20 minutes + 10 minutes Q&A) was a brief exploration of what worked and what did not work on a fully online, summer Pre-sessional course at the University of Sheffield, UK. Drawing on my experience of teaching private students online for several years and my role with the IATEFL Learning Technologies Special Interest Group, this is a first-hand account of being in the virtual classroom, teaching EAP classes remotely for the first time. Recording will be made available on the TEL SIG You Tube channel. https://www.youtube.com/channel/UCVz0VVaVKALUK24CM2A4oJQ
Powerpoint of my session at ICT Links into Languages Conference, Southampton - Feb 2011.
Tutorials I created and the handout can be obtained from my Moodle site at: http://rubiales62.freewebclass.com in the Screencasting for Beginners pages
10.USING THE ECLIPSE DEBUGGERupdated 8618This t.docxpaynetawnya
10.
USING THE ECLIPSE DEBUGGER
updated: 8/6/18
This tutorial assumes that you have previously completed the Getting Started with Eclipse tutorial. Since much of what you're going to do for this tutorial is identical to what you've done for that tutorial, I will refrain from providing all the details this time. If you don't remember the details of how to do something, look it up in the previous tutorial.
This tutorial uses x: to refer to the drive that you're saving your work to. In the lab, x: should be replaced by the USB drive (assuming that you're using a USB flash drive storage device). At home, x: should be replaced by the USB drive or the hard drive, whichever you prefer.
Whenever you are asked to perform an action (left column below) that you've already done before, I will refrain from providing the supplemental information (right column below). If you don't remember the details of how to do something, look for it earlier in the tutorial. I expect you to have to look up a lot of previously covered material. This is my attempt to force you to memorize how to do things.
Actions
Supplemental Information
Load Eclipse.
Create a project named tutorial2.
In creating a tutorial2 project, Eclipse will 1) create a tutorial2 folder and put it in your workspace folder, and 2) create a .project file and put it in your tutorial2 folder.
Within your tutorial2 project, create a source code file named MouseDriver.java and enter this text:
public class MouseDriver
{
public static void main(String[] args)
{
String temp = "stan";
Mouse mickey = new Mouse(temp + "dard", 100, 10);
Mouse fivel = new Mouse("standard", 100, 10);
mickey.printStatus();
mickey.simulateGrowth(4);
mickey.printStatus();
fivel.simulateGrowth(4);
if (mickey.equals(fivel))
{
System.out.println("They're equal");
}
} // end main
} // end class MouseDriver
Save the source file.
Within your tutorial2 project, create a source code file named Mouse.java and enter this text:
public class Mouse
{
private String variety; // standard, hairless, etc.
private int weight; // the mouse's weight in grams
private int growthRate; // % that mouse grows each day
private int days; // # of simulated days so far
public Mouse(String v, int w, int gR)
{
variety = v; weight = w; growthRate = gR;
} // end Mouse constructor
public void simulateGrowth(int d)
{
days += d;
while ((d > 0) || (weight > 0))
{
weight += growthRate/100 * weight;
d--;
}
} // end simulateGrowth
public void printStatus()
{
System.out.println("After " + days + " days, " +
" weight = " + weight + ".");
} // end printStatus
public boolean equals(Mouse otherMouse)
{
boolean varietyCheck, weightCheck;
varietyCheck = (variety == otherMouse.variety);
weightCheck = (weight == otherMouse.weight);
return varietyCheck && weightCheck;
} // end equals
} // end class Mouse
Save t ...
LESSON 2. CONDITIONAL LOGIC, IF ELSE STATEMENTS, SELECTION, DEBUGGING
Introduction to, with examples, conditional logic and the use of IF and ELSE statements. Look at SELECTION in game design. Learn about Debugging and Error Checking. Analyse the use of a flow chart and how to design before implementation. Discuss: Video gaming addiction! Create a password checker and a username and password (login) app. Learn about the use of ELIF. Learn about Boolean variables and their use. Learn about Multiple comparisons using and/or. Includes a suggested videos, ‘Big ideas’ discussion, and HW/research projects section. Discussion on Artificial Intelligence and Robotics.
LESSON 3B. FOCUS: FOR LOOPS, NESTED LOOPS, TASKS AND CHALLENGES.
Introduction to, with examples, For loops. Challenges and tasks included with solutions (predict the output). Compare ‘while’ and ‘for’ loops. Use the break statement and explore how it works in different scenarios. Learn about Nested Loops. Learn about the need for initialisation (set starting value). Create your own for loops. Create the beginnings of an arithmetic quiz using a random function and for loops. Big ideas discussion: Is the universe digital. A program? Introducing Gottfried Leibniz and Konrad Zuse. Includes a suggested videos, ‘Big ideas’ discussion, and HW/research projects section.
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Coding io1--materials for students-group6
1. Teaching Method and Flexible Tools
MATERIALS FOR STUDENTS
ACTIVITIES GROUP 6 –
(SECONDARY LEVEL)
This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained
therein
2. Programming Nao,
a humanoid robot
Speech, Motion, Parallel processing, Loops, Subprograms
Boštjan Resinovič, School Center Celje
3. Nao
humanoid robot made by Aldebaran
(now Softbank)
movement
face and object detection and
recognition
speech synthesis and recognition in
multiple languages
web interaction
can be programmed in a dedicated
visual programing language
Choregraphe and in several text
based languages (Python, C++, …)
4. Installing Choregraphe
you can download the trial version at
https://developer.softbankrobotics.com/us-en/downloads/nao-v5-v4
you can register as a developer and receive a free lifelong license at
https://community.ald.softbankrobotics.com/en/developerprogram
1. Sign in, Create new account, logout
2. login at the above URL again, fill in the questionnaire (if it doesn‘t show up, click
Join)
3. choose Resources and then Software, select NAO as your robot and download
Choregraphe (carefull, if you don‘t select NAO, the version for Pepper, a different
robot, will be downloaded)
4. install Choregraphe using the licence number you received by email when you
joined the Developer (step 2)
5. Using Choregraphe
Choregraphe automatically connects to a VIRTUAL ROBOT if you don‘t have a real
one, so you will be able to do A LOT of things with Nao even if you don‘t have one
at all!
6. Using Choregraphe
Commands are represented by boxes.
Boxes are located in the Box Libraries (left bottom panel).
Programs are written by placing boxes in the main panel (central panel) and
connecting them with lines indicating the program flow.
Commands are executed from left to right (boxes have inputs on the left and
outputs on the right).
Programs are triggered by clicking on the green arrow in the tool bar and
stopped by clicking the red square in the tool bar (or when they‘re finished).
The robot‘s (a real or virtual one‘s) movement is animated in the Robot View
(right bottom panel).
The robot‘s speech and user input are available through the Dialog (bottom
right panel).
If any of the panels are not visible, they can be shown through the View
menu.
7. Let‘s do some squats
Let‘s try to program the robot to do some squats and count them.
Motivation:
learn to work with a humanoid robot and simultaneously learn lessons in computer
programming
working with Nao is fun, so programming can be fun as well
Goals:
learn some basic commands to make the robot speak and move
make the robot do more than one thing at the same time (parallelism)
perform actions multiple times (loops)
place some code in a custom box (subprograms)
8. Basics – speech and motion
Let‘s start with doing only one squat.
Write and run the following program:
the robot should fist stand up if necessary
the language is set to English (click on the wrench)
the robot says: „Ok, doing my one and only squat.“ (double click on the Say box, choose
English and write the text)
the robot does a squat (crouch with the Rest box and Stand Up again)
at the end it says „That was hard. I've had enough!“
Observe the Dialog and the Robot View panels.
9. Parallelism
Let‘s move the first Say box so the robot will do a squat and speak at the same
time.
Run the program and observe the Dialog and the Robot View panels.
What happened and why?
10. Parallelism
The second Say box is triggered as soon as the first signal reaches it.
Saying „Ok, doing my one and only squat.“ takes much less time then doing a squat.
So the robot says „That was hard. I've had enough!“ before the squat is completed!
Immediately after that the program ends and the robot still hasn‘t finished doing the
squat!
In parallel processing SYNCHRONIZATION is often needed!
11. Parallelism
Let‘s add the Wait For Signals box to synchronize the speech and movement
of the robot.
Run the program and observe the Dialog and the Robot View panels.
12. Repetition (loops)
In order to repeat actions several times loops are used in programming
languages.
In Choregraphe we can use the Counter box:
two inputs (squares on the left of the box)
the upper one increases the counter by one,
the lower one reinitializes the counter
two outputs (squares on the right of the box)
the upper one outputs the current number,
the lower one is triggered when the loop ends (the current number exceeds the final value)
parameters (accessible by clicking the wrench)
initial and final value
step
example: initial=4, final=10, step=2 => we count like this: 4, 6, 8, 10
13. Repetition (loops)
Let‘s write a program in which the robot will do five squats and count them.
the robot says „Hello, I will do five squats.“
the robot does a squat in a loop that will repeat five times
the Counter controls the number of repetitions (initial=1, final=5, step=1)
the current number from the counter is passed to the Say Text box and it stimulates the
robot‘s motion
after a squat is done and the number pronounced the Wait For Signals returns the control
to the Counter box which determines whether to do another repetition or finish
when the counting is finished (the robot has done five squats), the robot says
„That was hard. I've had enough!“
15. Subprograms
Let‘s create a new custom box Squat&Count which
represents a subprogram containing the complete code for a squat
hides the details and thus increases readability
offers usage of the new box many times (even in other programs)
Select the four boxes, right click and select Convert to box
16. Subprograms
The final code now contains everything it had before but some of the code is
in a subprogram (nested in a new box).
The subprogram‘s code can be seen by double clicking the Squat&Count box.
Clicking the root box brings us back to the main program (top level of code).