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Control & Logo

Control & Logo. What uses control?. We can control electrical devices by programming instructions into them. Why is control technology important? Control is all around us.

ronan-mcintosh
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Control & Logo

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  1. Control & Logo

  2. What uses control? We can control electrical devices by programming instructions into them.

  3. Why is control technology important? Control is all around us Computer control enables the user to switch on lights, buzzers and motors so that something is clearly seen or heard to happen. There is an effect. If we accept the centrality of purposive activity in learning (Wood, 1988, p. 84) then computer control is a wonderful tool with which to engage the learner. Wood, D. (1988) How Children Think and Learn. Blackwell.

  4. What is control about? Why do young children have to learn how to control computers?The skills, knowledge and understanding that pupils gain through programming benefits them in a range of areas of learning, vocational and life skills. Lessons in computer control can improve pupil's abilities in logical analysis, attention to detail, clear rationale, spatial awareness and accuracy of spelling and punctuation.

  5. What is control technology in the school context • Remote control toys • Simulations • Programmable toys/floor turtles • Screen turtles • Control boxes, sensors, switches, motors, etc

  6. Remote control toys

  7. Unit IF Understanding Instructions and Making Things Happen The main objectives of this unit are as follows: • In this unit children learn how to give and follow instructions to make things happen. They learn how to sequence instructions, so that others can follow them, and to predict what will happen. • Children learn that machines follow instructions and that they need to be switched on and off, and controlled. They will recognise the need for accuracy, definition, and common language. • Children will apply what they have learnt in this unit when giving instructions both written and verbal. The unit will also help them understand how everyday appliances operate

  8. Press the Clear button once to cancel what is in the memory. The arrows programme the Bee-Bot’s actions. The Bee-Bot will move 15cm which is slightly more than its own length. (Use 15cm grids and place the Bee-Bot in the middle) The Pause button makes the Bee-Bot wait for one second. The Bee-Bot makes a sound after each step and the eyes flash when the sequence has been completed.

  9. Unit 2D Routes: controlling a floor turtle The main objectives of this unit are as follows: • In this unit children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated sequences. • The unit will develop children's understanding of programmed devices used outside school. • Children should be able to apply what they have learnt in this unit when: creating and using maps in geography; working with shape and space in mathematics; and using devices in design and technology

  10. Roamer – Floor turtles Uses special language called logo Forward ____ Backwards___ Right____ Left____

  11. What would the Roamer draw? Forward 4 Right 90 Forward 4 Right 90 Forward 4 Right 90 Forward 4 Right 90

  12. What would the Roamer draw? Forward 4 Right 90 Forward 2 Right 90 Forward 4 Right 90 Forward 2 Right 90

  13. One of the main benefits of working with a programmable robot is that through its use, even the of youngest children come to realise the importance of care when entering instructions and that the order (syntax) is important. As they explore, they build up rules for themselves. This is a wonderful opportunity for the development of language skills. Research has shown that "when using control in the early years, children talk and listen, revise and review, evaluate and refine the use of their language in order to be understood and to achieve their joint goals". • Carol FineLecturer at the School of Education, Richmond UniversityMary Lou ThornburyLecturer at the School of Education, North London University

  14. Unit 4E Modelling effects on screen The main objectives of this unit are as follows: • In this unit children learn to enter instructions to control a screen turtle and will compare the operation of the screen turtle with a floor turtle. • They learn how to write a procedure that 'teaches' the computer a new word and will be asked to write short sequences to produce particular shapes on screen. • They understand that screen steps are smaller than floor turtle steps and will be asked to repeat procedures to produce 'crystal flowers' by rotating the screen turtle through 360 degrees. The suggestion at the end of the unit is for the children to colour their flowers in, which can then be used for display. Why not save their design and then open it in a paint program for children to colour it in?

  15. Screen turtles

  16. The children move from a 'concrete' approach to control to an on-screen simulation. • They also move from writing basic sequences of instructions to writing procedures (a list of instructions saved under a name). • The programming language used to write the instructions is 'Logo'.. • Most programs using Logo feature an on-screen robot or 'turtle'. • The children type in instructions to make the turtle move. • Logo teaches problem solving, logical thinking and constructive methods and allows the user to interactively create and manipulate mathematical processes.

  17. SuperLogo Toolbar Graphics window Command window

  18. Abbreviate! Forward Backwards Right Left Clearscreen Cleartext fd bk rt lt cs ct

  19. Challenges 1) 2) 5) 3) 4) Your initial

  20. Challenges

  21. Prediction • What will the turtle draw? • Fd 50 • Rt 45 • Fd 50 • What will the turtle draw? • Rt 90 • Fd 50 • Rt 90 • Fd 50 • Lt 90 • Fd 50

  22. Learning Objectives • Learn that instructions can be repeated • Use the repeat command • Able to predict what will happen when you use the repeat command

  23. Using the repeat command • What would these instructions draw? • Fd 200 • Rt 90 • Fd 200 • Rt 90 • Fd 200 • Rt 90 • Fd 200 • Rt 90 1 2 3 - Can you see the pattern? - The instructions are repeated 4 times 4

  24. Using the repeat command • This can be written as:- • Fd 200 • Rt 90 • Fd 200 • Rt 90 • Fd 200 • Rt 90 • Fd 200 • Rt 90 1 Repeat 4 [fd 200 rt 90] 2 3 • Lets check to make sure this works 4

  25. Using the repeat command • This can be written as:- • Fd 100 • Rt 60 • Fd 100 • Rt 60 • Fd 100 • Rt 60 • Fd 100 • Rt 60 • Fd 100 • Rt 60 • Fd 100 • Rt 90 1 Repeat 6 [fd 100 rt 60] 2 3 4 • Lets check to make sure this works 5 6

  26. Using the repeat command • Worksheet – using repeats session 3 • Extension – Can you design the instructions for this shape as a repeat?

  27. Plenary • Why is repeat useful? • Did anyone notice a pattern for creating shapes? • Repeat number of sides [fd 100 rt 360  number of sides] • e.g. repeat 3 [fd 100 rt 120] • repeat 6 [fd 100 rt 60] • What would be the formula for a ten sided shape? • repeat 10 [fd 100 rt 36]

  28. Know that procedures can call on other procedures • Learn how to make complex patterns • Edit the procedure to improve the pattern

  29. Creating Procedures

  30. Creating Procedures

  31. Creating Procedures • a procedure which will take out all the manual turning of the turtle • First we need to make the procedures we made last week, to make a square using a repeat, and make a hexagon. Repeat 4 [fd 100 rt 90] Repeat 6 [fd 100 rt 60]

  32. To make a pattern:- Repeat 200 [rt 4 hexagon]

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