Book & Resources Computer Science Concepts in Scratch Michal Armoni and Moti Ben-Ari Copyright 2013 by Michal Armoni, Moti Ben-Ari, Weizmann Institute of Science. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. This book will familiarize you with the Scratch visual programming environment, focusing on using Scratch to learn computer science. The textbook was written for Scratch 1.4. Download The textbook is available in three formats: (a) with equal margins for screen display and one-sided printing; (b) with margins for two-sided printing and binding in the left margin; (c) with a large font on a small text area that enables better accessibility by magnifying the pdf. Textbook for Scratch 1.4—version 1.0, 5 May 2013 (one-sided, two-sided, small format). Our other learning materials for Scratch Research Hebrew language website: Contact: Please send comments and suggestions to: scratch.wis@gmail.com.
מדריך הפקודות של תוכנת סקראץ מבוא | הממשק של סקראץ | אבני בניין של סקראץ | תיאור אבני בניין | נספחים 1. מבוא סקראץ היא שפת תכנות חדשה המאפשרת יצירה של סיפורים אינטראקטביים, משחקים ואנימציות בצורה קלה ופשוטה. מדריך פקודות זה מפרט על תוכנת סקראץ. אתר סקראץ מציע עוד אמצעים ללמידת התוכנה כגון: סרטי הדרכה, כרטיסיות סקראץ ושאלות נפוצות. מדריך זה עבור סקראץ 1.4 יצא ביומי 2009. סקראץ מפותחת במעבדת המדיה של אמ.אי.טי על ידי קבוצת ה- "lifelong kindergarten Group" ובעזרה הכספית של הקרן הלאומית למדע, מיקרוסופט, קרן אינטל, נוקיה והקונסורטיום המחקרי של מעבדת המדיה באמ.אי.טי. מרכיבים בסיסיים ביצירה מסוג סקראץ יצירות סקראץ מורכבות מאוביקטים (עצמים) המכונים דמויות. לדמויות נותנים הוראות, לזוז, לנגן מוסיקה או להגיב לדמויות אחרות. 2. במה הבמה זהו המקום בו דמויות מגיבות לדמויות אחרות וכך מתעוררים לחיים הסיפורים, המשחקים והאנימציות שאתם יוצרים. הבמה היא ברוחב 480 ובגובה 360 יחידות ומחולקת לצירים רוחביים ואופקיים כאשר נקודת האפס של הצירים היא בדיוק באמצע הבמה. לחץ על "מצב מצגת" כאשר אתה מציג את היצירות שלך. .
Action "Informatique débranchée" - [IREM de Grenoble] Présentation de la journée Cette action a lieu dans le cadre de la Maison Pour la Science Alpes-Dauphiné, à destination des enseignants de collège et de primaire. En 2017 des actions sont programmées à Annecy, Grenoble et Valence. Présentation générale de l’Informatique Débranchée Au cours de la journée, les participants découvrent 3 activités dont les thèmes recouvrent différentes parties des programmes et permettent de manière incrémentale de découvrir de nouveaux concepts de la science informatique. Les activités traitées sont différentes selon le profil des stagiaires (ayant ou non déjà suivi l’action 2016 par exemple), parmi les suivantes : LiensSciences Manuelles du NumériquePage Médiation Scientifique de Marie DuflotComputer Science Unplugged (la traduction en français est accessible depuis l’onglet The Book)Médation scientifique à Inria GrenobleInformatique débranchée à Clermont-FerrandCargo-Bot jouable en ligne Activité algorithmique : Crêpier psychorigide
Scratch Help - Scratch Help ScratchEd An online community for educators using Scratch, with stories, discussions, and resources, such as the Scratch curriculum guide. Scratch Wiki The Scratch Wiki contains a wide variety of articles by Scratchers for Scratchers, including advanced topics and tutorials. Scratch 2 Offline Editor Download the Scratch 2 offline editor. Scratch 1.4 Download Links and information on the previous version of Scratch. Scratch Statistics Explore up-to-date statistics about the Scratch online community. Scratch and the Physical World Connect your Scratch projects to the physical world with MaKey MaKey, LEGO WeDo, or PicoBoard. Scratch Logo Access the Scratch logo and other media files.
Introduction To Scratch: Exercise 3 Scratch Exercise 3: Something to Eat. Conditionals, Variables, Hiding, and Sound. Step 1: Create the food! 1. Select a New Sprite from file. I used a tennis ball, but you can select or draw anything. 2. 3. Step 2: Create the scripts for score and hiding. 1. 2. 3. 4. 5. Step 3: Add a Sound when the Eater touches the ball. 1. 2. 3. 4. 5. Step 4: Copy objects. 1. 2. Step 5: Add background music. 1. 2. 3. 4. 5. 6. Back to Nebo Scratch Programming Projects Page ScratchMathGames - computersforcreativity Building Math Games using Scratch is a good example of project based learning - it is long term, collaborative, interdisciplinary, and has a real world application. Students must manage their own time to meet the deadlines provided. The Math games require players to solve math problems that are randomly created. Solving problems correctly allows the user to advance to the goals - which varied from getting oxygen in an underwater world, shopping online to escaping from sharks. Students learn advanced programming skills like variables, conditionals, user inputs, random numbers, and messaging. The Math games can be created in 5-8 classes of 30-40 minutes. ALTERNATE METHOD OF RUNNING THIS PROJECT: Instead of Teacher Demos listed in each class below - do no demos at all! Help document that I used in my classes is at Class Demo project Engage: Discuss Math games they have played. Activate: Place Mission and Tasks (shown below) on projector overhead or on class website/wiki Details Tasks Examples -
Scratch 1.4 Reference Guide Introduction | Scratch Interface | Scratch Blocks | Block Descriptions | Appendix Scratch is a new programming language that makes it easy to create interactive stories, games, and animations and share your creations with others on the web. This Reference Guide provides an overview of the Scratch software. If you are just getting started with Scratch, we encourage you to try the Getting Started Guide first (available from the Support section on the Scratch website). The Scratch website has many other resources to help you learn Scratch: Video tutorials, Scratch cards, and Frequently Asked Questions (FAQs). This guide is for Scratch version 1.4, released July 2009. Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab, with financial support from the National Science Foundation, Microsoft, Intel Foundation, Nokia, and the MIT Media Lab research consortia. Scratch projects are made up of objects called sprites. The Stage is 480 units wide and 360 units tall. . . . .
Notes on Per Martin-Löf's "On the Meanings of the Logical Constants and the Justifications of the Logical Laws" Per Martin-Löf’s (OMLCJLL) “On the Meanings of the Logical Constants and the Justifications of the Logical Laws” Intro I know I tried to write up the Meetup announcement to draw people here with a computer science or programming background. So, that was pretty unfair of me, I apologize. So first, you need to believe me when I say that logic and programming are actually the same task entirely. Given p-a-t we can translate this entire long, dense philosophical paper about logic into a long, dense philosophical paper about programming. You should care because p-a-t tells us that when logics and (programming) languages align nicely then they’re probably catching on to something truly universal. So Wadler suggests that when logic and programming align we’re hitting on something more than universal—it could not be possible for such a structure to fail to exist in any conceivable universe. And so by studying p-a-t you can look at programming languages with a lens to what is utterly fundamental.
mypad.northampton.ac Scrap that last post about how much I was struggling with the SMART software and how I couldn’t make anything useful, because now I have made not one but TWO interactive whiteboard resources! They’re both Geography themed, one intentionally so and the other not so much. My first resource was made to accompany a lesson I was giving as part of a group in Professional Studies, and the other was a group effort in our ICT lesson. I’ll talk through the Professional Studies resource first as it was the first to be created, and because the second resource is almost an expansion on one of the pages from it. You can download the first one by clicking here. It starts with a ‘drag and drop’ page. In Notebook 11, the box is created by using the ‘shape’ tool on the top bar (found by clicking on the picture of an orange square and a blue circle), it is then filled by right-clicking the box and selecting ‘properties’. Students are then asked to find the UK within Europe.
Scratch 2.0: programming for kids, now in the browser The MIT Media Lab's Lifelong Kindergarten Group has shipped version 2.0 of Scratch, the justly famed and much-loved programming language for kids. Scratch makes it easy to create powerful simulations and games, even for small kids (basically, if you can read, you're ready for Scratch). The new version of Scratch runs right in a browser (no downloads or installs required), and is remarkable in its polish and power to excite. The programming environment is embedded in a sharing and shareable community, with millions of Scratch projects ready to be downloaded and remixed. It's just amazing. With Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community. Share with others around the world (via O'Reilly Radar)
AR SPOT: An Augmented-Reality Programming Environment for Children | Augmented Environments Lab AR SPOT is an augmented-reality authoring environment for children. An extension of MIT’s Scratch project, this environment allows children to create experiences that mix real and virtual elements. Children can display virtual objects on a real-world scene observed through a video camera, and they can control the virtual world through interactions between physical objects. This project aims to expand the range of creative experiences for young authors, by presenting AR technology in ways appropriate for this audience. Download (Windows only) Installation Instructions Download the ZIP file, and unpack it.In the SpotDocumentation folder, you will find a file called “SPOT Cards”. AR SPOT Details The source code for Scratch was modified to include a camera feed, and novel functions were added to the library of programming blocks. Users can interact through two types of objects: cards and knobs. Resources
STS-2020-Lesson 14 Hair-by-Chas SCRATCH TUTORIAL SPACE SHUTTLE MISSION STS-2020 Lesson 14 Create a Missile Sprite Description. This lesson, we will use the Paint Editor to create a Missile spite. Draw a missile. When you are done click OK In the Sprite info area, rename it to Missile1. Us the Grow and Shrink buttons to resize the Missile sprite. Polynômes versus fonctions polynomiales Nous avons commencé en insistant sur la différence entre polynômes et fonctions polynomiales ; il est temps de voir le rapport entre ces deux concepts. On peut associer à chaque polynôme une fonction polynomiale, mais il n'est pas du tout évident d'associer un polynôme à une fonction polynomiale. Les morceaux «évidents» de la proposition suivante resteraient vrais sur des anneaux, mais on l'énonce sur des corps pour pouvoir prononcer des termes d'algèbre linéaire. Démonstration : Les deux premiers paragraphes sont totalement évidents : il faut juste déplier successivement la définition de , celle de fonction polynomiale associée à un polynôme et celle de valeur d'un polynôme en un point. Le paragraphe intéressant est le dernier. un élément de . est la fonction nulle, c'est-à-dire que pour tout de . sont des racines de . infini, ceci entraîne que a une infinité de racines. ce qui prouve que est réduit à donc l'injectivité de , qui n'est manifestement pas 0. , sa valeur en est et sa valeur en dans