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from microbit import *
steps=0

while True:
if accelerometer.was_gesture('shake'):
steps += 1
display.show(steps)

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Pokemon Program(just a flip of the 8ball program)

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Pokemon Program(just a flip of the 8ball program)

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# Add your Python code here. E.g.
from microbit import *

import random

answers = [
"Pikachu",
"Charizard",
"Eevee",
"Squirtle",
"Charmander",
"Snorlax",
"Mewtwo",
"Dratini",
"Bulbasaur",
"Jigglypuff",
"Hypno",
"Gyarados",
"Psyduck",
"Dragonite",
"Caterpie",
"Pidgeot",
"Onix",
"Jynx",
"Machop",
"Paras",
]

while True:
display.scroll("I CHOOSE YOU!")
if accelerometer.was_gesture("shake"):
display.clear()
sleep(1000)
display.scroll(random.choice(answers))

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Top From Nand To Tetris Courses - Learn From Nand To Tetris Online | Coursera

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From Nand To Tetris courses from top universities and industry leaders. Learn From Nand To Tetris online with courses like Build a Modern Computer from First Principles: From Nand to Tetris (Project-Centered Course) and Build a Modern Computer ...

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The poetry of programming | Linda Liukas | TEDxCERN

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Are you an artist or designer who is interested in exploring code? Or maybe you have some experience with code and want to explore creative processes. Or perhaps you want to explore both! Either way, this project is for you! Over two activities, we will learn the basics of p5.js by creating a piece of digital art. Along the way, you will practice using the design process and get to know a range of Black and African American women and female-identifying designers and artists.

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coding for girls coding club summer coding girls code reshma saujani coding nonprofit brave not perfect

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Free Downloads! Girls Who Code is making CS educational activities available for download free of charge, to anyone who wants to access them.

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Videos - Latinx CS professionals speakers

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Videos - Latinx CS professionals speakers

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cs.santacruzcoe.org
K-12 Computer Science Initiative - Guest Speakers...https://cs.santacruzcoe.org/events/computer-science-education-week/guest-speakers

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Black in AI is a place for sharing ideas, fostering collaborations and discussing initiatives to increase the presence of Black people in the field of Artificial Intelligence.

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African-American women were among early pioneers in computing in the United States. Generally, they were hired as mathematicians to do technical computing needed to support aeronautical and other research. They included such women as Katherine G. Johnson and Dorothy Vaughan, who had careers of decades at NASA. Among Johnson's projects was calculating the flight path for the United States' first mission into space in 1961. She is credited as co-author of 26 scientific papers. The practice in 1960 was to list only the head of the division as author. The crediting of Johnson as an author in a peer-reviewed NASA report is significant.

Black women were also among the ENIAC programmers, who programmed the first digital computer for the US Army. Their stories have not been documented. Given the dearth of information regarding the contributions of women in early computer science, it is likely that other Black women have made significant contributions to computer science and society.

The Association for Computing Machinery (ACM) was founded in 1947, but computer science developed later as an academic field. In 1969 Clarence "Skip" Ellis became the first Black man to earn a doctorate degree in computer science.

Ten years later, the first Black woman earned a doctorate in computer science. One of the first women to earn a doctorate degree in Computer Science was Marsha R. Williams at Vanderbilt University in 1982.

In the mid-1980s, the representation of women in computer science peaked at approximately 40%. The decline in the representation of women has been attributed by some analysts to the increased marketing of personal computers and video games to boys.

There has been a decline in women of all races in computing in the United States; the representation of Black women in the field has continued to be lower than that of white female peers. For example, in 1985 when the number of women in computing was at a high, 77% of the related degrees were earned by White women, while fewer than 8% were earned by Black women. In 2002, 1.3% of the computer science doctorate degrees earned were awarded to Black women.

The representation of black women in computer science has been historically low. This is well documented. The Integrated Postsecondary Education Data System (IPEDS) reports the following data:

Between 1977 and 2013 (the years in which data has been recorded by the NCES), the greatest number of Black women to earn a doctorate degree in computer science in one year was 10 (2008).

In 2012, the Computing Research Association (CRA) Taulbee Survey reported there were "merely 56 Black/African American computer science tenure-track faculty members at PhD-granting institutions, which includes 12 (or 0.6%), 21 (or 1.4%), and 23 (or 3.0%) Full, Associate, and Assistant Professors, respectively."

The following is a list of notable Black women in computer science, in alphabetical order by last name:

Borum, Viveka, and Erica Walker. "What makes the difference? Black women's undergraduate and graduate experiences in mathematics." Journal of Negro Education 81.4 (2012): 366-378 online.

Charleston, LaVar J., et al. "Navigating underrepresented STEM spaces: Experiences of Black women in US computing science higher education programs who actualize success." Journal of Diversity in Higher Education 7#3 (2014): 166-76. online

Cheryan, S., Drury, B.J., & Vichayapai, M. "Enduring influence of stereotypical computer science role models on women's academic aspirations." Psychology of Women Quarterly (2013) 37:72-79 doi:10.1177/0361684312459328

Hanson, S. L. "African American women in science: Experiences from high school through the postsecondary years and beyond. NWSA Journal (2004) 16:96-115. doi:10.2979/NWS.2004.16.1.96

McCurdy, Eric R. "Discrimination as a Barrier to Diversity: Sexism and Microaggressions against African American Women in Computer Science and Engineering" (PhD. Diss. University of Akron, 2020), bibliography pp 135-145. online.

McGee, Ebony O., and Lydia Bentley. "The troubled success of Black women in STEM." Cognition and Instruction 35.4 (2017): 265-289 online.

Morton, Terrell R., Destiny S. Gee, and Ashley N. Woodson. "Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM." Journal of Negro Education 88.3 (2020): 327-342 online.

Sanders, Yolanda. "Voices of African American Women in Computer Science: Implications for K-12 Stem Education and Beyond" (PhD. Diss. Loyola University Chicago, 2020) excerpt.

Solomon, Amber, et al. "Not Just Black and Not Just a Woman: Black Women Belonging in Computing." 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (IEEE, 2018) online.

Yamaguchi, Ryoko, and Jamika D. Burge. "Intersectionality in the narratives of black women in computing through the education and workforce pipeline." Journal for Multicultural Education (2019). online

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African-American women in computer science - Wikipedia

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African-American women were among early pioneers in computing in the United States. Generally, they were hired as mathematicians to do technical computing needed to support aeronautical and other research. They included such women as Katherine G. Johnson and Dorothy Vaughan, who had careers of decades at NASA.

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Alan Turing video! - Short and relevant for youth!

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Alan Turing video! - Short and relevant for youth!

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Great short one about Turing's success as well as his lgbtq persecution!

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Alan Turing - betrayed by the country he saved

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Here's a few more for the series!

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To inspire students to learn about the scientific achievements of these remarkable women and how STEM education helped them purse their dreams, these posters share the images and stories on five groundbreaking women. Download and print the posters now on any home or office printer for use in classrooms or after-school programs. This second series features:

Hedy patented a technology enabling radio signals to jump frequencies, which makes mobile phone, wifi, and military communications possible. She was one of the most popular actresses of her day and starred in 30 Hollywood films during the 1930s and 1940s. Hedy ended her (unhappy) marriage to a Nazi Arms dealer, moved to America, and offered her invention to the U.S. Navy to support the war effort.

Evelyn was the second African-American woman to earn a Ph.D. in mathematics and helped in America's early space missions like the Apollo program. Luckily for her students, Evelyn loves teaching in STEM fields and worked at universities, elementary schools, and wrote a text book. She was born and raised in Washington, D.C., and lived in Tennessee, California, Connecticut, and Texas, where she sold chicken eggs with her husband.

At age 81, Barbara became the first woman to win the Nobel Prize in Physiology for Medicine as result of her own work (the other women who previously won this category were on teams with men). She discovered genetic transposition, when genes change positions on chromosomes, by studying corn for 26 years. She's commemorated on U.S. and Swedish postage stamps, and has buildings named after her at Cornell University and Cold Spring Harbor Laboratory. There's also a street named after her in Berlin.

Ruby was a biochemist and biologist whose research helped lead to vaccines against polio and infantile paralysis. Her father, brother, and sister were sent to internment camps during World War II but she was living in a different state and was spared a similar fate. Ruby taught microbiology and did cancer research at universities in Ohio and Indiana She also researched serums and antitoxins at William S. Merrell Laboratories.

Nora was the first woman to get a degree in civil engineering in the U.S. and a fighter for gender equality - just like her grandmother, Elizabeth Cady Stanton. She even solved a key problem in hydrodynamics while doing her thesis research at Cornell. Nora was a fighter - she sued the American Society of Civil Engineers after they only allowed her to be a junior member. She was the first woman ever admitted to the organization.

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To inspire students to learn about the scientific achievements of these remarkable women and how STEM education helped them purse their dreams, these posters share the images and stories on five groundbreaking women.

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These are awesome! I have had several colleagues download these and put them in my room!

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code this game!: make your game using python

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then break your game to create a new one!

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games & activities - video & electronic games

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games & activities / video & electronic games

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juvenile nonfiction / computers / coding & programming

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction / games & activities / video & electronic games

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction/computers - coding & programming

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction/games & activities - video & electronic games

# data[].attributes.attachment_link.keywords[]
coding for kids; how to program for children; teach python 3; step by step instructions; easy to learn; learn to code; basic coding concepts; build a computer game; intro projects; beginners; beginning learners; coding 101; 10 11 12 13 14 year olds; ages ten eleven twelve thirteen fourteen; 4th 5th 6th 7th 8th graders; for girls in fourth fifth sixth seventh eighth grade; middle school boys; middle schoolers; elementary school curriculum; csta standards; stem workbook; introduction to coding; teach python; coding bootcamp; coding basics; computer science standards; python tutorial; make your own video game; coding for high school; game hacking; cs game; steam workbook; home school; homeschool; programming languages; binary code

# data[].attributes.attachment_link.keywords[]
coding for kids; how to program for children; teach python 3; step by step instructions; easy to learn; learn to code; basic coding concepts; build a computer game; intro projects; beginners; beginning learners; coding 101; elementary school curriculum; csta standards; stem workbook; introduction to coding; teach python; coding bootcamp; coding basics; computer science standards; python tutorial; make your own video game; programming languages; coding for high school; game hacking; binary code; cs game; steam workbook; 10 11 12 13 14 year olds; ages ten eleven twelve thirteen fourteen; 4th 5th 6th 7th 8th graders; for girls in fourth fifth sixth seventh eighth grade; middle school boys; middle schoolers; home school; homeschool

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games & activities / video & electronic games

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction / computers / coding & programming

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction / games & activities / video & electronic games

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction/computers - coding & programming

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction/games & activities - video & electronic games

# data[].attributes.attachment_link.title
Code This Game!: Make Your Game Using Python, Then Break Your Game to Create a New One!

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Code This Game!: Make Your Game Using Python, Then Break Your Game to Create a New One! [Ray, Meg, Odd Dot, Zoo, Keith] on Amazon.com. *FREE* shipping on qualifying offers. Code This Game!: Make Your Game Using Python, Then Break Your Game to Create a New One!

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A piece of code that displays an animation and when the button is pressed, it stops at the frame for a second than continues on. Austin and I were looking at a program like this. Just thought I would share it.

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Got my stations. I love the stations and exercises as ideas for future lessons/activities with my students.

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learning - trying to learn how to make my speaker and bulb work with alligator clips
success - able to code a list to count down/backwards

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Micro:bit can be fun and engaging for students to begin learning coding. Lots of support and resources.

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While it requires patience, I was able to get creative and build my own program(a bomb to diffuse, I feel like that dude from Speed!) One thing that I learned was that it is VERY helpful to use comments at first to lay out what you're trying to do!

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learning - still learning, learned how to make lists and lists within lists
successful - got help to figure out why the bulb wasn't turning on, and eventually we switched the alligator clips to make it work

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There are some things with Python that are unique to the micro:bit.

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I have learned that the sensors are not that accurate.

I was successful at programming the fan to run automatically when it gets hot.

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Loved doing the scavenger hunt and the compass.  I have enjoyed learning about these hands on projects.  I will definitely use them in class.

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A success was making the fan and lightbulb work, Im learning that many functions are very complicated in Python

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A success was making the fan and lightbulb work, Im learning that many functions are very complicated in Python

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Python has a set of built-in methods that you can use on lists/arrays.

Note: Python does not have built-in support for Arrays, but Python Lists can be used instead.

Learn more about lists in our Python Lists Tutorial.

Learn more about arrays in our Python Arrays Tutorial.

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Python has a set of built-in methods that you can use on lists/arrays. Note: Python does not have built-in support for Arrays, but Python Lists can be used instead. Learn more about lists in our Python Lists Tutorial. Learn more about arrays in our Python Arrays Tutorial.

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I feel confident!

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The NASA Worldview app provides a satellite's perspective of the planet as it looks today and as it has in the past through daily satellite images. Worldview is part of NASA's Earth Observing System Data and Information System. EOSDIS makes the agency's large repository of data accessible and freely available to the public.

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MicroPython on the BBC micro:bit comes with a powerful music and sound module. It's very easy to generate bleeps and bloops from the device if you attach a speaker. Use crocodile clips to attach pin 0 and GND to the positive and negative inputs on the speaker - it doesn't matter which way round they are connected to the speaker.

Note

Do not attempt this with a Piezo buzzer - such buzzers are only able to play a single tone.

Let's play some music:

import music

music . play ( music . NYAN )

Notice that we import the music module. It contains methods used to make and control sound.

MicroPython has quite a lot of built-in melodies. Here's a complete list:

music.DADADADUM

music.ENTERTAINER

music.PRELUDE

music.ODE

music.NYAN

music.RINGTONE

music.FUNK

music.BLUES

music.BIRTHDAY

music.WEDDING

music.FUNERAL

music.PUNCHLINE

music.PYTHON

music.BADDY

music.CHASE

music.BA_DING

music.WAWAWAWAA

music.JUMP_UP

music.JUMP_DOWN

music.POWER_UP

music.POWER_DOWN

Take the example code and change the melody. Which one is your favourite? How would you use such tunes as signals or cues?

Wolfgang Amadeus Microbit

Creating your own tunes is easy!

Each note has a name (like C# or F ), an octave (telling MicroPython how high or low the note should be played) and a duration (how long it lasts through time). Octaves are indicated by a number ~ 0 is the lowest octave, 4 contains middle C and 8 is about as high as you'll ever need unless you're making music for dogs. Durations are also expressed as numbers. The higher the value of the duration the longer it will last. Such values are related to each other - for instance, a duration of 4 will last twice as long as a duration 2 (and so on). If you use the note name R then MicroPython will play a rest (i.e. silence) for the specified duration.

Each note is expressed as a string of characters like this:

For example, "A1:4" refers to the note named A in octave number 1 to be played for a duration of 4 .

Make a list of notes to create a melody (it's equivalent to creating an animation with a list of images). For example, here's how to make MicroPython play opening of "Frere Jaques":

import music

tune = [ "C4:4" , "D4:4" , "E4:4" , "C4:4" , "C4:4" , "D4:4" , "E4:4" , "C4:4" ,
        "E4:4" , "F4:4" , "G4:8" , "E4:4" , "F4:4" , "G4:8" ]
music . play ( tune )

Note

MicroPython helps you to simplify such melodies. It'll remember the octave and duration values until you next change them. As a result, the example above can be re-written as:

import music

tune = [ "C4:4" , "D" , "E" , "C" , "C" , "D" , "E" , "C" , "E" , "F" , "G:8" ,
        "E:4" , "F" , "G:8" ]
music . play ( tune )

Notice how the octave and duration values only change when they have to. It's a lot less typing and simpler to read.

Sound Effects

MicroPython lets you make tones that are not musical notes. For example, here's how to create a Police siren effect:

import music

while True :
    for freq in range ( 880 , 1760 , 16 ):
        music . pitch ( freq , 6 )
    for freq in range ( 1760 , 880 , - 16 ):
        music . pitch ( freq , 6 )

Notice how the music.pitch method is used in this instance. It expects a frequency. For example, the frequency of 440 is the same as a concert A used to tune a symphony orchestra.

In the example above the range function is used to generate ranges of numeric values. These numbers are used to define the pitch of the tone. The three arguments for the range function are the start value, end value and step size. Therefore, the first use of range is saying, in English, "create a range of numbers between 880 and 1760 in steps of 16". The second use of range is saying, "create a range of values between 1760 and 880 in steps of -16". This is how we get a range of frequencies that go up and down in pitch like a siren.

Because the siren should last forever it's wrapped in an infinite while loop.

Importantly, we have introduced a new sort of a loop inside the while loop: the for loop. In English it's like saying, "for each item in some collection, do some activity with it". Specifically in the example above, it's saying, "for each frequency in the specified range of frequencies, play the pitch of that frequency for 6 milliseconds". Notice how the thing to do for each item in a for loop is indented (as discussed earlier) so Python knows exactly which code to run to handle the individual items.

© Copyright 2015-2016, Multiple authors Revision b0bf4a91.

Built with Sphinx using a theme provided by Read the Docs.

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Music - BBC micro:bit MicroPython 1.0.1 documentation

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MicroPython on the BBC micro:bit comes with a powerful music and sound module. It's very easy to generate bleeps and bloops from the device if you attach a speaker. Use crocodile clips to attach pin 0 and GND to the positive and negative inputs on the speaker - it doesn't matter which way round they are connected to the speaker.

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from microbit import *
import random

answers = [
    "It is certain",
    "It is decidedly so",
    "Without a doubt",
    "Yes, definitely",
    "You may rely on it",
    "As I see it, yes",
    "Most likely",
    "Outlook good",
    "Yes",
    "Signs point to yes",
    "Reply hazy try again",
    "Ask again later",
    "Better not tell you now",
    "Cannot predict now",
    "Concentrate and ask again",
    "Don't count on it",
    "My reply is no",
    "My sources say no",
    "Outlook not so good",
    "Very doubtful",
]

while True:
    display.show("8")
    if accelerometer.was_gesture("shake"):
        display.clear()
        sleep(1000)
        display.scroll(random.choice(answers))

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List of API categories available in the editors

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https://www.bosch-mobility-solutions.com/en/mobility-topics/automated-driving-sense-think-act/

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We have had the students make flip art book-like stories before.

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Made with ❤️ in Microsoft MakeCode for micro:bit.

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Introducing them to coding, and how writing coding can get them to display words and images on a microbits, starting with basics and big picture.

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Do your students find programming difficult? Are they staring blankly at a blan k editor window not knowing where to start? Well they are not alone. Research has shown that many students find it difficult to write a program from scratch. As an educator, you probably use a variety of techniques to help them, presumably some of the strategies that helped you yourself to learn to program.

PRIMM is an approach to planning programming lessons and activities and includes the following stages:

These stages are used in planning lessons and activities and are designed to support learners at all stages of learning programming in school, not just complete beginners.

Why might this be useful?

Many teachers are able to recognise that students can find programming difficult and they can identify the stages that novice school-aged programmers go through in developing skills. However, it is not as easy to specify a particular teaching strategy that will support learners in gaining confidence and a deep understanding of programming concepts. A substantial body of research has identified that reading and tracing code is useful in understanding how program code actually works (and before writing), and other research has focused on adapting existing code to support developing problem-solving skills prepare students for ownership of (and resultant responsibility for) code. Another strand of research is around moving between different levels of abstraction when programming. By recommending a PRIMM approach, we are combining these three research contributions to develop guidelines for teachers that support student learning.

The Predict phase involves students looking at short program and trying to decide what it will do. This can be a starter, can be done in pairs, or you could even spend a whole lesson on this phase.

The Run phase involves downloading the code and then running it to check your prediction. It does not involve any copying in of code (not my favourite strategy for children learning programming), and as the program is written by the teacher, the student can focus on what it does and not whether they typed it in correctly.

The third stage is Investigate, which should be varied - there are many, many lovely exercises that you can do to get into the nitty gritty of the code - annotate it, use Parson's puzzles to get it in the right order, put errors into it and do some debugging, trace through it (use the PLAN C TRACS activities for this), label the variables, etc.

The fourth stage is to modify the code by changing first something simple, and then make more and more modificatons, which can add lots of differentiation to your class.

Finally the students make a brand new program, when they can borrow bits of code from the original program but it will have a new function, context or problem to be solved. These five phases may not be in every lesson, depending on the topic. And you may cycle through the first three or four phases several times.
Go to example teaching materials

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Do your students find programming difficult? Are they staring blankly at a blank editor window not knowing where to start? Well they are not alone. Research has shown that many students find it difficult to write a program from scratch.

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I hope to start off by playing games where they code their own "Rock Paper Scissors" with selecting buttons or a mafia fame where they can create their own games to play with each other around the classroom or outside.  I am interested in knowing what the sensors can do!

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I like the idea of doing little bits at the time, and having the students code then test it on the micro:bit. This was really helpful for me today :)

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Let them play with the micro:bits as they accomplish activities similar to our stations today

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My thoughts for my class will be to chunk the concepts of python into sections as I normally would in my intro class, but then create a micro.bit lesson for each small section to see it in action as well.  I am not sure the order....will I do micro.bit first and then more details with the code or vice versa? I need to think that through.

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I will be starting with Blockly and then move to some of the simple tasks in Python. 

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I will be starting with Blockly and then move to some of the simple tasks in Python. 

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University of Canterbury Computer Science Education Research Group

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Pixel Viewer - Computer Science Field Guide

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An online interactive resource for high school students learning about computer science