This document advertises a Lego robotics summer club for grades 2-4. It will consist of 4 Saturday sessions from June 7 to June 28, focusing on engineering basics, sensors, programming, and applying concepts through model building. The fee for all 4 sessions is $100, or $30 per individual session. Students will learn skills in STEM areas like design, teamwork, and problem solving through hands-on activities using the Lego WeDo robotics platform.
All your legos are belong to Us Gr8Conf.EU 2015Ryan Vanderwerf
Lecture on programming Groovy with Lego Mindstorms EV3 given by @RyanVanderwerf at GR8Conf.eu 2015. Slide 1 is missing sorry, the deck2pdf version slideshare doesn't like.
Mindstorms EV3 is LEGO's 3rd generation robot building kit — now with a complete Linux OS on the programming brick. Think of it as a Raspberry Pi on wheels (or tracks!), that can shoot balls, grab things, play sounds, sense its surroundings and connect to mobile phones, arduinos and micro:bits.
In this session you'll learn the basics of hacking Mindstorms robots and see some examples of controlling robots using voice commands (using Google Voice or Apple's Siri), wearables and microcontrollers, computer vision (face detection) and web browsers!
User guide lego mindstorms ev3 10 all enus (2)Hans Alvarez
This document provides an overview of the LEGO MINDSTORMS EV3 technology, including the EV3 brick, motors, sensors, and how to connect and use them. It introduces the EV3 brick as the control center that powers the robot and describes its display, buttons, ports, and wireless connectivity options. It also briefly describes the large motor, medium motor, color sensor, touch sensor, infrared sensor, and remote infrared beacon included in the EV3 set.
Getting Groovy with Lego MindStorms EV3 - GR8Conf US 2016Ryan Vanderwerf
Getting Groovy with Lego MindStorms EV3 - GR8Conf US 2016. This covers building Gradle powered jars for Lego Mindstorms EV3. We also use a Grails app to simulate a Mars rover complete with camera and remote driving!
Este documento presenta un plan de lecciones para enseñar robótica a estudiantes usando el sistema LEGO MINDSTORMS Education EV3. Incluye 7 lecciones que enseñan conceptos como movimiento, detección de objetos y seguimiento de líneas, así como desafíos adicionales. Cada lección contiene objetivos, instrucciones paso a paso y criterios de evaluación.
This document provides an introduction to building and programming a simple EV3 robot. It describes starting with a base robot that has two motors and two sensors. The color sensor and gyro sensor are discussed as ways to help the robot navigate and sense its environment. Examples of simple programs are provided to demonstrate using the motors and sensors, including calibrating the color sensor. It is noted that programs may need to be adapted if the robot configuration is changed.
All your legos are belong to Us Gr8Conf.EU 2015Ryan Vanderwerf
Lecture on programming Groovy with Lego Mindstorms EV3 given by @RyanVanderwerf at GR8Conf.eu 2015. Slide 1 is missing sorry, the deck2pdf version slideshare doesn't like.
Mindstorms EV3 is LEGO's 3rd generation robot building kit — now with a complete Linux OS on the programming brick. Think of it as a Raspberry Pi on wheels (or tracks!), that can shoot balls, grab things, play sounds, sense its surroundings and connect to mobile phones, arduinos and micro:bits.
In this session you'll learn the basics of hacking Mindstorms robots and see some examples of controlling robots using voice commands (using Google Voice or Apple's Siri), wearables and microcontrollers, computer vision (face detection) and web browsers!
User guide lego mindstorms ev3 10 all enus (2)Hans Alvarez
This document provides an overview of the LEGO MINDSTORMS EV3 technology, including the EV3 brick, motors, sensors, and how to connect and use them. It introduces the EV3 brick as the control center that powers the robot and describes its display, buttons, ports, and wireless connectivity options. It also briefly describes the large motor, medium motor, color sensor, touch sensor, infrared sensor, and remote infrared beacon included in the EV3 set.
Getting Groovy with Lego MindStorms EV3 - GR8Conf US 2016Ryan Vanderwerf
Getting Groovy with Lego MindStorms EV3 - GR8Conf US 2016. This covers building Gradle powered jars for Lego Mindstorms EV3. We also use a Grails app to simulate a Mars rover complete with camera and remote driving!
Este documento presenta un plan de lecciones para enseñar robótica a estudiantes usando el sistema LEGO MINDSTORMS Education EV3. Incluye 7 lecciones que enseñan conceptos como movimiento, detección de objetos y seguimiento de líneas, así como desafíos adicionales. Cada lección contiene objetivos, instrucciones paso a paso y criterios de evaluación.
This document provides an introduction to building and programming a simple EV3 robot. It describes starting with a base robot that has two motors and two sensors. The color sensor and gyro sensor are discussed as ways to help the robot navigate and sense its environment. Examples of simple programs are provided to demonstrate using the motors and sensors, including calibrating the color sensor. It is noted that programs may need to be adapted if the robot configuration is changed.
The document provides an overview of the Introduction to Programming EV3 Curriculum. It is designed to teach core computer programming logic and reasoning skills using a robotics engineering context. The curriculum contains 10 projects organized around key robotics and programming concepts like loops, sensors, and switches. It aims to help students learn computational thinking practices that are critical for problem solving across STEM disciplines. The document outlines the learning objectives, standards addressed, topics covered in each unit, and how teachers can implement the curriculum in their classroom.
Open the door of embedded systems to IoT! mruby on LEGO Mindstorms (R)Takehiko YOSHIDA
mruby is lightweight implementation of the Ruby language, and it will encourage embedded system programmers to open the door to IoT (Internet of Things).
This document provides an overview and introduction to the Lego EV3 system. It discusses the various sensors that can be used including touch, gyro, color, and ultrasonic sensors. It also covers how to set up the Lego EV3 software and install additional blocks for sensors like the gyroscope and ultrasonic sensors. Finally, it provides a basic "Hello World" example and outlines that the next class will cover building a color sorting mechanism. It also lists the course website and contact emails for the instructor and TAs.
Este documento habla sobre la importancia de la privacidad y la seguridad en la era digital. Explica que debido al gran volumen de datos personales que se comparten en línea, es crucial que las empresas protejan esta información de manera responsable para mantener la confianza de los clientes. También enfatiza la necesidad de que los usuarios tomen medidas para salvaguardar sus propios datos a través de contraseñas seguras y software antivirus.
This document provides an introduction to the various types of pieces in a Lego set, including beams, connectors, gears, wheels and treads, decorative pieces, miscellaneous pieces, and electronic pieces. Beams are described as coming in straight, angular, thin, and linking varieties. Connectors include pins, axles, bushes, and cross blocks. Gears include spur gears, bevel gears, and worm gears. Wheels, treads, and tires are categorized together. Decorative pieces cover panels, teeth, swords, and other ornamental elements. Miscellaneous pieces comprise balls, shooters, magazines, and rubber bands. The electronic section lists the intelligent brick, motors, sensors, and cables.
Our society has been interacting with robots for decades; plus, science fiction novels have given them a growing place in popular culture. Consumer robot kits are becoming very popular in K-12 school programs, library makerspaces and other collaborative learning spaces, as well as in people’s homes. In this webinar:
• Define what a robot is and what they are capable of doing
• Understand the history of robots and robotics
• Describe the various types of robots
• Learn how to get started building your own robot
• Create a robotics league
This document provides information about using Lego EV3 robots with LeJOS, including how to set up the software and connect to the EV3 brick from Windows. It describes the hardware components of the EV3 brick and various sensors. It also includes steps to build a wind turbine project with a fan, light sensor, and motors to rotate the turbine and fan. Code examples are provided to control the motors and read the light sensor.
This document provides information about the LEGO MINDSTORMS Education EV3 solution. It describes the EV3 robot and core set components including the P-brick, motors, sensors and software. The software provides graphical programming, data logging, content editing for teachers and students, and resources for design engineering projects. Additional sensors are also described like the infrared seeker sensor, infrared beacon, Bluetooth dongle and temperature sensor.
This document describes two lesson plans that utilize interactive technology including Mobi devices, student responders, and LCD projectors. The first lesson involves reviewing for a science test using a Jeopardy game, where students use Mobis and responders to select and answer questions. The second lesson demonstrates dividing fractions, allowing two students at a time to work problems using Mobis at their seats. Both lessons aim to engage students and provide immediate feedback using interactive instructional technologies.
This document provides a class syllabus for keyboarding and computer applications courses at Johnson Middle School. It outlines the course information, teacher details, class resources, course descriptions, rules and procedures, grading policy, homework policy, and state standards covered in the courses. The courses aim to develop keyboarding skills, reinforce word processing and computer skills, and expose students to real-world applications through a variety of projects and activities using programs like Word, Excel, Access, and PowerPoint.
The document contains an opening prayer for a new school year asking God to bless the students and faculty. It then introduces the computer orientation class, including the teacher, course outline, grading system, safety guidelines, and expectations. The course will cover programming fundamentals like algorithms, flowcharting, variables, conditional statements, and looping commands. Students will work on hands-on activities, projects, recitation, and homework. Rules are in place to maintain safety and order in the computer lab. The document closes with a prayer for blessings in the new school year and studies.
This 3-sentence summary provides the essential information about the document:
The document describes the course description for the Fundamentals of Robotics course at Tennessee State University, including the course objectives, topics, schedule, textbooks, assignments, policies, and instructor information. The principal objective is to teach students the fundamental principles of robotics, with an emphasis on mathematical models of robot kinematics, dynamics, motion, control, and applications. The course will cover topics such as coordinate systems, manipulator kinematics, mobile robot kinematics, differential motion, dynamics, task planning, and localization over a 15-week semester.
This document provides information about netiquette rules for communicating appropriately online. It discusses 10 core rules of netiquette including remembering the human on the other side, adhering to the same standards of behavior online as in real life, respecting other people's time and privacy, avoiding "flame wars", and being forgiving of others' mistakes. The importance of checking spelling, grammar, and making sure content is meaningful is also emphasized.
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
This is our introduction PowerPoint for our very first course, 'Fundamentals of Machine Tools.' It presents an overview of our course content, guidelines, requirements, and grading.
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
This document provides information about an introductory course on microprocessors taught at Punjab College of Technical Education. It includes:
- An overview of topics to be covered including architecture of Intel 8085 and 8086 microprocessors, instruction types, clock generator 8284, interrupt controller 8257, and DMA controller 8237.
- Prerequisites of basic digital logic concepts for students.
- Goals of helping students understand microprocessor systems, programming techniques, and interfacing with I/O devices.
- Course structure including assignments, tests, presentations and grading criteria.
- Policies on attendance, assignments, classroom behavior and a proposed timeline for covering topics over the semester.
Tinker Education is a STEM curriculum-based program designed by Emcast, South Korean Education Technology Company.
At our Nairobi (Kenya) learning centre kids explore computer science skills through programming & physical computing activities to maximize student's critical thinking and 21st century skills.
Visit www.tinkeredu.net to learn more.
This document provides highlights from 2008-2009 related to photography, environmental projects, classroom technology use, robotics clubs, and plans for the following year. It summarizes projects in photography, creating a documentary on energy conservation, providing students with Google Apps accounts, developing a class website, integrating technology with core subjects, successes in a first-year robotics club, starting a Lego club, and plans to start a yearbook/photography club and expand junior robotics activities. The projects aimed to raise environmental awareness, enhance technology and programming skills, and engage students through hands-on activities.
The document provides an overview of the Introduction to Programming EV3 Curriculum. It is designed to teach core computer programming logic and reasoning skills using a robotics engineering context. The curriculum contains 10 projects organized around key robotics and programming concepts like loops, sensors, and switches. It aims to help students learn computational thinking practices that are critical for problem solving across STEM disciplines. The document outlines the learning objectives, standards addressed, topics covered in each unit, and how teachers can implement the curriculum in their classroom.
Open the door of embedded systems to IoT! mruby on LEGO Mindstorms (R)Takehiko YOSHIDA
mruby is lightweight implementation of the Ruby language, and it will encourage embedded system programmers to open the door to IoT (Internet of Things).
This document provides an overview and introduction to the Lego EV3 system. It discusses the various sensors that can be used including touch, gyro, color, and ultrasonic sensors. It also covers how to set up the Lego EV3 software and install additional blocks for sensors like the gyroscope and ultrasonic sensors. Finally, it provides a basic "Hello World" example and outlines that the next class will cover building a color sorting mechanism. It also lists the course website and contact emails for the instructor and TAs.
Este documento habla sobre la importancia de la privacidad y la seguridad en la era digital. Explica que debido al gran volumen de datos personales que se comparten en línea, es crucial que las empresas protejan esta información de manera responsable para mantener la confianza de los clientes. También enfatiza la necesidad de que los usuarios tomen medidas para salvaguardar sus propios datos a través de contraseñas seguras y software antivirus.
This document provides an introduction to the various types of pieces in a Lego set, including beams, connectors, gears, wheels and treads, decorative pieces, miscellaneous pieces, and electronic pieces. Beams are described as coming in straight, angular, thin, and linking varieties. Connectors include pins, axles, bushes, and cross blocks. Gears include spur gears, bevel gears, and worm gears. Wheels, treads, and tires are categorized together. Decorative pieces cover panels, teeth, swords, and other ornamental elements. Miscellaneous pieces comprise balls, shooters, magazines, and rubber bands. The electronic section lists the intelligent brick, motors, sensors, and cables.
Our society has been interacting with robots for decades; plus, science fiction novels have given them a growing place in popular culture. Consumer robot kits are becoming very popular in K-12 school programs, library makerspaces and other collaborative learning spaces, as well as in people’s homes. In this webinar:
• Define what a robot is and what they are capable of doing
• Understand the history of robots and robotics
• Describe the various types of robots
• Learn how to get started building your own robot
• Create a robotics league
This document provides information about using Lego EV3 robots with LeJOS, including how to set up the software and connect to the EV3 brick from Windows. It describes the hardware components of the EV3 brick and various sensors. It also includes steps to build a wind turbine project with a fan, light sensor, and motors to rotate the turbine and fan. Code examples are provided to control the motors and read the light sensor.
This document provides information about the LEGO MINDSTORMS Education EV3 solution. It describes the EV3 robot and core set components including the P-brick, motors, sensors and software. The software provides graphical programming, data logging, content editing for teachers and students, and resources for design engineering projects. Additional sensors are also described like the infrared seeker sensor, infrared beacon, Bluetooth dongle and temperature sensor.
This document describes two lesson plans that utilize interactive technology including Mobi devices, student responders, and LCD projectors. The first lesson involves reviewing for a science test using a Jeopardy game, where students use Mobis and responders to select and answer questions. The second lesson demonstrates dividing fractions, allowing two students at a time to work problems using Mobis at their seats. Both lessons aim to engage students and provide immediate feedback using interactive instructional technologies.
This document provides a class syllabus for keyboarding and computer applications courses at Johnson Middle School. It outlines the course information, teacher details, class resources, course descriptions, rules and procedures, grading policy, homework policy, and state standards covered in the courses. The courses aim to develop keyboarding skills, reinforce word processing and computer skills, and expose students to real-world applications through a variety of projects and activities using programs like Word, Excel, Access, and PowerPoint.
The document contains an opening prayer for a new school year asking God to bless the students and faculty. It then introduces the computer orientation class, including the teacher, course outline, grading system, safety guidelines, and expectations. The course will cover programming fundamentals like algorithms, flowcharting, variables, conditional statements, and looping commands. Students will work on hands-on activities, projects, recitation, and homework. Rules are in place to maintain safety and order in the computer lab. The document closes with a prayer for blessings in the new school year and studies.
This 3-sentence summary provides the essential information about the document:
The document describes the course description for the Fundamentals of Robotics course at Tennessee State University, including the course objectives, topics, schedule, textbooks, assignments, policies, and instructor information. The principal objective is to teach students the fundamental principles of robotics, with an emphasis on mathematical models of robot kinematics, dynamics, motion, control, and applications. The course will cover topics such as coordinate systems, manipulator kinematics, mobile robot kinematics, differential motion, dynamics, task planning, and localization over a 15-week semester.
This document provides information about netiquette rules for communicating appropriately online. It discusses 10 core rules of netiquette including remembering the human on the other side, adhering to the same standards of behavior online as in real life, respecting other people's time and privacy, avoiding "flame wars", and being forgiving of others' mistakes. The importance of checking spelling, grammar, and making sure content is meaningful is also emphasized.
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
This is our introduction PowerPoint for our very first course, 'Fundamentals of Machine Tools.' It presents an overview of our course content, guidelines, requirements, and grading.
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
This document provides information about an introductory course on microprocessors taught at Punjab College of Technical Education. It includes:
- An overview of topics to be covered including architecture of Intel 8085 and 8086 microprocessors, instruction types, clock generator 8284, interrupt controller 8257, and DMA controller 8237.
- Prerequisites of basic digital logic concepts for students.
- Goals of helping students understand microprocessor systems, programming techniques, and interfacing with I/O devices.
- Course structure including assignments, tests, presentations and grading criteria.
- Policies on attendance, assignments, classroom behavior and a proposed timeline for covering topics over the semester.
Tinker Education is a STEM curriculum-based program designed by Emcast, South Korean Education Technology Company.
At our Nairobi (Kenya) learning centre kids explore computer science skills through programming & physical computing activities to maximize student's critical thinking and 21st century skills.
Visit www.tinkeredu.net to learn more.
This document provides highlights from 2008-2009 related to photography, environmental projects, classroom technology use, robotics clubs, and plans for the following year. It summarizes projects in photography, creating a documentary on energy conservation, providing students with Google Apps accounts, developing a class website, integrating technology with core subjects, successes in a first-year robotics club, starting a Lego club, and plans to start a yearbook/photography club and expand junior robotics activities. The projects aimed to raise environmental awareness, enhance technology and programming skills, and engage students through hands-on activities.
This course is designed to familiarize teachers with digital citizenship and how to apply its nine elements in middle school classrooms. Over nine weeks, students will study each element, present their learning to colleagues, evaluate a school's technology policy, and develop a plan for teaching digital citizenship. Assessments include discussions, a professional blog, presentation, and final school plan. The instructor will be available online and expects students to regularly participate and complete assignments by weekly deadlines.
This course is designed to familiarize teachers with digital citizenship and how to apply its nine elements in middle school classrooms. Over nine weeks, students will study each element, develop plans for teaching it, and create resources to educate their colleagues. Assessments include online discussions, a professional blog, a presentation, reviewing a school's technology policy, and a digital citizenship training plan. The instructor will be available virtually and expects students to regularly participate and complete assignments by posted deadlines.
This document provides the syllabus for the course "Human Perspective in Artificial Intelligence" offered at the University of Puerto Rico, Mayagüez Campus. The course introduces students to computing systems and artificial intelligence from a human perspective, covering topics like human senses, perception, emotions, and influences on perspective. It will be administered using the Moodle platform and Piazza discussion forum. Students will be evaluated based on exams, a project report, and homework assignments.
The document is a welcome letter from a biology teacher to parents about the upcoming semester. The teacher plans to incorporate technology into lessons to enhance learning and research. Students will learn about cell organelles by drawing and labeling them, then viewing them under microscopes. They will research organelles online and write a lab report following a specific format. Grades will be based on attendance, assignments, quizzes, internet research, and the lab report. The teacher welcomes parent involvement and provided contact information.
This document provides instructions and outlines the syllabus for the laboratory course CS8383 – Object Oriented Programming Laboratory. It includes 12 experiments covering topics like generating bills, currency conversion, inheritance with employee classes, interfaces, string operations with ArrayList, abstract classes, exception handling, file processing, multithreading, generics, and event-driven programming for a calculator application. The course aims to help students develop and implement Java programs involving classes, packages, interfaces, and concepts like exception handling, file processing, and event handling.
The document outlines a lesson plan for a cell biology class. It describes the 20 students in the class, who range in age from 14-16, and analyzes their learning styles and basic competencies. The objective is for students to tweet about cell theory and scientists' contributions after participating in a WebQuest and video. Students will break into small groups to complete the WebQuest using devices provided. Their understanding will be evaluated based on tweets and a subsequent presentation.
1. DO YOU LIKE TO BUILD?
Mechanization is becoming the way of
21st century life, and with it, the field of
robotics is booming. Robots in all of
their sizes, shapes, and levels of
complexity are vital to our everyday
lives—everything from the car you drive
to the energy it runs on is dependent in
some way on the power of robotics and
mechanical engineering. Do you have a
mechanical mind? Do you like to build
things? Then this summer club is for
you!
Problem Based Learning curriculum
that enables each child to develop his or
her ability to think creatively, work
collaboratively and reason systematically.
Activities cover science, technology,
engineering, mathematics (STEM), and literacy.
Provides a hands-on learning experience that
actively engages children’s creative thinking,
teamwork, and problem-solving skills
Lego
Robotics Club
Summer Session in Naperville
Grades 2 to 4
CYBERSHALA.COMINC.
BETTEREDUCATIONSMARTERKIDS
1023BURKECT
NAPERVILLEIL60563
CONTACTUS
WEBSITE:WWW.CYBERSHALA.COM
PHONE:630-995-9799
CONTACT:CONTACT@CYBERSHALA.COM
2. Session1: Saturday, Jun7
Engineering Basics - Simple
Machines, Gears, Pulleys, Lego
technics construction
Build-to-Express
Session2: Saturday, Jun14
Sensors – Motor, Tilt and motion
Build-to-Express
Session3: Saturday, Jun21
We-Do Programming
Session4: Saturday, Jun28
Applying of concepts through
Model building
Total Fee for all 4 sessions $100
OR
Fee per session $30
ROBOTICS DESIGN & VISUAL
PROGRAMMING
The WeDo Construction enables students
to build and program simple LEGO models
that are plugged into a computer. The set
contains more than 150 elements, including
a motor, motion and tilt sensors, and the
LEGO USB Hub. Combine with the
Software and Activity Pack to carry out 12
theme-based activities.
Key Learning Values:
Designing and making
Brainstorm to find creative alternative
solutions
Learn to communicate, share ideas and
work together
Basic Programming idea
With this platform, students will build
and explore machines and mechanisms,
investigate motorized machines,
calibrate and capture sensors, and study
gearing mechanisms.
ENROLLMEMNT FORM
Student’s Name
Student’s Age
Student’s email
Student’s Phone
Home Address
Parent’s Name
Parent’s email
Parent’s phone
Batch Preference
Batch1: 10:30am to
12:30 pm
Batch2: 2:30pm to
4:30 pm
Does the student
have any previous
background with
Lego Robotics?
Provide detail
Rules and terms:
1. Students should arrive 5 minutes prior to class start time.
2. Students will act in a behaved and professional manner towards
their fellow students and coaches.
3. Students will respect the environment and property of the
Classroom and shall be responsible for any damage thereof to
self or property that may be caused willfully.
4. There will be no rescheduling of any session as this causes
grievance to other students.
5. Limited Seats (10 per batch) – so registration will be accepted on
first come first serve basis.
I _____________________ agree to adhere to the
rules and terms of the Program.
Signature __________________Date_____________
SESSION DETAILS
Session1: Saturday, Jun7
Engineering Basics - Simple
Machines, Gears, Pulleys, Lego
technics construction
Build-to-Express
Session2: Saturday, Jun14
Sensors – Motor, Tilt and motion
Build-to-Express
Session3: Saturday, Jun21
We-Do Programming
Session4: Saturday, Jun28
Applying of concepts through
Model building
Total Fee for all 4 sessions $100
OR
Fee per session $30
ROBOTICS DESIGN & VISUAL
PROGRAMMING
The WeDo Construction enables students
to build and program simple LEGO models
that are plugged into a computer. The set
contains more than 150 elements, including
a motor, motion and tilt sensors, and the
LEGO USB Hub. Combine with the
Software and Activity Pack to carry out 12
theme-based activities.
Key Learning Values:
Designing and making
Brainstorm to find creative alternative
solutions
Learn to communicate, share ideas and
work together
Basic Programming idea
With this platform, students will build
and explore machines and mechanisms,
investigate motorized machines,
calibrate and capture sensors, and study
gearing mechanisms.
ENROLLMEMNT FORM
Student’s Name
Student’s Age
Student’s email
Student’s Phone
Home Address
Parent’s Name
Parent’s email
Parent’s phone
Batch Preference
Batch1: 10:30am to
12:30 pm
Batch2: 2:30pm to
4:30 pm
Does the student
have any previous
background with
Lego Robotics?
Provide detail
Rules and terms:
1. Students should arrive 5 minutes prior to class start time.
2. Students will act in a behaved and professional manner towar
their fellow students and coaches.
3. Students will respect the environment and property of th
Classroom and shall be responsible for any damage thereof
self or property that may be caused willfully.
4. There will be no rescheduling of any session as this causes
grievance to other students.
5. Limited Seats (10 per batch) – so registration will be accepted
first come first serve basis.
I _____________________ agree to adhere to t
rules and terms of the Program.
Signature __________________Date_____________
SESSION DETAILS
Session1: Saturday, Jun7
Engineering Basics - Simple
Machines, Gears, Pulleys, Lego
technics construction
Build-to-Express
Session2: Saturday, Jun14
Sensors – Motor, Tilt and motion
Build-to-Express
Session3: Saturday, Jun21
We-Do Programming
Session4: Saturday, Jun28
Applying of concepts through
Model building
Total Fee for all 4 sessions $100
OR
Fee per session $30
ROBOTICS DESIGN & VISUAL
PROGRAMMING
The WeDo Construction enables students
to build and program simple LEGO models
that are plugged into a computer. The set
contains more than 150 elements, including
a motor, motion and tilt sensors, and the
LEGO USB Hub. Combine with the
Software and Activity Pack to carry out 12
theme-based activities.
Key Learning Values:
Designing and making
Brainstorm to find creative alternative
solutions
Learn to communicate, share ideas and
work together
Basic Programming idea
With this platform, students will build
and explore machines and mechanisms,
investigate motorized machines,
calibrate and capture sensors, and study
gearing mechanisms.
ENROLLMEMNT FORM
Student’s Name
Student’s Age
Student’s email
Student’s Phone
Home Address
Parent’s Name
Parent’s email
Parent’s phone
Batch Preference
Batch1: 10:30am to
12:30 pm
Batch2: 2:30pm to
4:30 pm
Does the student
have any previous
background with
Lego Robotics?
Provide detail
Rules and terms:
1. Students should arrive 5 minutes prior to class start time.
2. Students will act in a behaved and professional manner towards
their fellow students and coaches.
3. Students will respect the environment and property of the
Classroom and shall be responsible for any damage thereof to
self or property that may be caused willfully.
4. There will be no rescheduling of any session as this causes
grievance to other students.
5. Limited Seats (10 per batch) – so registration will be accepted on a
first come first serve basis.
I _____________________ agree to adhere to the
rules and terms of the Program.
Signature __________________Date_____________
SESSION DETAILS
3. DO YOU LIKE TO BUILD?
Mechanization is becoming the
way of 21st century life, and with
it, the field of robotics is booming.
Robots in all of their sizes, shapes,
and levels of complexity are vital
to our everyday lives—everything
from the car you drive to the
energy it runs on is dependent in
some way on the power of robotics
and mechanical engineering. Do
you have a mechanical mind? Do
you like to build things? Then this
summer club is for you!
Problem Based Learning curriculum
that enables each child to develop his or her
ability to think creatively, work
collaboratively and reason systematically.
Engage students in computer science,
science, technology, engineering, and
math with this new hands-on robotics
platform.
Lego
Robotics Club
Summer Sessions in Naperville
Grade 6 to 8
CYBERSHALA.COMINC.
BETTEREDUCATIONSMARTERKIDS
1023BURKECT
NAPERVILLEIL60563
CONTACTUS
WEBSITE:WWW.CYBERSHALA.COM
PHONE:630-995-9799
CONTACT:CONTACT@CYBERSHALA.COM
4. Session1: Saturday, June 7
Engineering Design - Complex
construction
Session2: Saturday, June 14
Sensors – Touch, Ultrasonic, Light,
Sound, Rotation & Gyroscope
Session3: Saturday, June 21
EV3 Programming and logical
reasoning
Session4: Saturday, June 28
Applying of concepts through
Missions
Total Fee for all 4 sessions $160
OR
Fee per session $45
Robotics Design & Visual Programming
Utilizing the newly released
LEGO®
MINDSTORMS®
Education EV3
Base Set and Software, your child will
overcome robotic engineering challenges
throughout the session! Combining the
versatility of the LEGO building system,
the most sophisticated microcomputer
brick ever made by LEGO and intuitive
drag-and-drop EV3 software, this course
will have you and your team engineering
cool robots and learning visual
programming.
With this platform, students will build and
explore machines and mechanisms,
investigate motorized machines, calibrate
and capture sensors, and study gearing
mechanisms.
ENROLLMEMNT FORM
Student’s Name
Student’s Age
Student’s email
Student’s Phone
Home Address
Parent’s Name
Parent’s email
Parent’s phone
Batch Preference
Batch1: 10:00am to
01:00pm
Batch2: 02:00pm to
05:00pm
Does the student
have any previous
background with
Lego Robotics?
Provide detail
Rules and terms:
1. Students should arrive 5 minutes prior to class start time.
2. Students will act in a behaved and professional manner towar
their fellow students and coaches.
3. Students will respect the environment and property of th
Classroom and shall be responsible for any damage thereof
self or property that may be caused willfully.
4. There will be no rescheduling of any session as this causes
grievance to other students.
5. Limited Seats (20 per batch) – so registration will be accepted
first come first serve basis.
I ________________________ agree to adhere to the rule
terms of the Program.
Signature of Parent______________Date ____________
SESSION DETAILS
Session1: Saturday, June 7
Engineering Design - Complex
construction
Session2: Saturday, June 14
Sensors – Touch, Ultrasonic, Light,
Sound, Rotation & Gyroscope
Session3: Saturday, June 21
EV3 Programming and logical
reasoning
Session4: Saturday, June 28
Applying of concepts through
Missions
Total Fee for all 4 sessions $160
OR
Fee per session $45
Robotics Design & Visual Programming
Utilizing the newly released
LEGO®
MINDSTORMS®
Education EV3
Base Set and Software, your child will
overcome robotic engineering challenges
throughout the session! Combining the
versatility of the LEGO building system,
the most sophisticated microcomputer
brick ever made by LEGO and intuitive
drag-and-drop EV3 software, this course
will have you and your team engineering
cool robots and learning visual
programming.
With this platform, students will build and
explore machines and mechanisms,
investigate motorized machines, calibrate
and capture sensors, and study gearing
mechanisms.
ENROLLMEMNT FORM
Student’s Name
Student’s Age
Student’s email
Student’s Phone
Home Address
Parent’s Name
Parent’s email
Parent’s phone
Batch Preference
Batch1: 10:00am to
01:00pm
Batch2: 02:00pm to
05:00pm
Does the student
have any previous
background with
Lego Robotics?
Provide detail
Rules and terms:
1. Students should arrive 5 minutes prior to class start time.
2. Students will act in a behaved and professional manner towa
their fellow students and coaches.
3. Students will respect the environment and property of th
Classroom and shall be responsible for any damage thereo
self or property that may be caused willfully.
4. There will be no rescheduling of any session as this causes
grievance to other students.
5. Limited Seats (20 per batch) – so registration will be accepte
first come first serve basis.
I ________________________ agree to adhere to the rule
terms of the Program.
Signature of Parent______________Date ____________
SESSION DETAILS
Session1: Saturday, June 7
Engineering Design - Complex
construction
Session2: Saturday, June 14
Sensors – Touch, Ultrasonic, Light,
Sound, Rotation & Gyroscope
Session3: Saturday, June 21
EV3 Programming and logical
reasoning
Session4: Saturday, June 28
Applying of concepts through
Missions
Total Fee for all 4 sessions $160
OR
Fee per session $45
Robotics Design & Visual Programming
Utilizing the newly released
LEGO®
MINDSTORMS®
Education EV3
Base Set and Software, your child will
overcome robotic engineering challenges
throughout the session! Combining the
versatility of the LEGO building system,
the most sophisticated microcomputer
brick ever made by LEGO and intuitive
drag-and-drop EV3 software, this course
will have you and your team engineering
cool robots and learning visual
programming.
With this platform, students will build and
explore machines and mechanisms,
investigate motorized machines, calibrate
and capture sensors, and study gearing
mechanisms.
ENROLLMEMNT FORM
Student’s Name
Student’s Age
Student’s email
Student’s Phone
Home Address
Parent’s Name
Parent’s email
Parent’s phone
Batch Preference
Batch1: 10:00am to
01:00pm
Batch2: 02:00pm to
05:00pm
Does the student
have any previous
background with
Lego Robotics?
Provide detail
Rules and terms:
1. Students should arrive 5 minutes prior to class start time.
2. Students will act in a behaved and professional manner towards
their fellow students and coaches.
3. Students will respect the environment and property of the
Classroom and shall be responsible for any damage thereof to
self or property that may be caused willfully.
4. There will be no rescheduling of any session as this causes
grievance to other students.
5. Limited Seats (20 per batch) – so registration will be accepted on a
first come first serve basis.
I ________________________ agree to adhere to the rules and
terms of the Program.
Signature of Parent______________Date ____________
SESSION DETAILS