Manuel De Rfrence Mswlogo Et Ucblogo
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Apuntes De Logo
APUNTES DE LOGO Eugenio Roanes Lozano 1 y Eugenio Roanes Macías 2 Unidad Docente de Álgebra 3 Facultad de Educación Universidad Complutense de Madrid 26 Diciembre 2015 1 [email protected] 2 [email protected] 3 www.ucm.es/info/secdealg/ 1 DESCARGA DE LOGO: Una breve resumen de la historia de Logo (y sus dialectos) y la posibilidad de descargar MSWLogo 6.3 (funciona hasta Windows XP, no compatible con Windows 7 y posteriores): http://roble.pntic.mec.es/~apantoja/familias.htm Descarga de MSWLogo 6.5a (compatible con Windows modernos) (el más recomendable 4) http://neoparaiso.com/logo/versiones-logo.html Descarga de FMSLogo 6.34.0 (compatible con Windows modernos) 5: http://neoparaiso.com/logo/versiones-logo.html ALGUNAS OBSERVACIONES Ambos dialectos derivan de UCBLogo, diseñado por Brian Harvey, de la Universidad de Berkeley. Los tres volúmenes de su libro “Computer Science Logo Style”, publicado en 1997 por el MIT e información sobre Logo puede encontrarse en: http://www.cs.berkeley.edu/~bh/ El libro pionero y enciclopédico sobre las posibilidades de la geometría de la tortuga es: • Abelson, H. & di Sessa, A. (1986). Geometría de tortuga: el ordenador como medio de exploración de las Matemáticas. Madrid, España: Anaya. Un libro de esa época en que se desarrollan diferentes aplicaciones educativas para antiguos dialectos de Logo es: • Roanes Macías, E. & Roanes Lozano, E. (1988). MACO. Matemáticas con ordenador. Madrid, España: Síntesis. Es de destacar que hay localizados más de 300 dialectos de Logo. Véase: http://www.elica.net/download/papers/LogoTreeProject.pdf INSTALACIÓN: Sólo hay que ejecutar el correspondiente archivo .EXE. -
BERKELEY LOGO 6.1 Berkeley Logo User Manual
BERKELEY LOGO 6.1 Berkeley Logo User Manual Brian Harvey i Short Contents 1 Introduction :::::::::::::::::::::::::::::::::::::::::: 1 2 Data Structure Primitives::::::::::::::::::::::::::::::: 9 3 Communication :::::::::::::::::::::::::::::::::::::: 19 4 Arithmetic :::::::::::::::::::::::::::::::::::::::::: 29 5 Logical Operations ::::::::::::::::::::::::::::::::::: 35 6 Graphics:::::::::::::::::::::::::::::::::::::::::::: 37 7 Workspace Management ::::::::::::::::::::::::::::::: 49 8 Control Structures :::::::::::::::::::::::::::::::::::: 67 9 Macros ::::::::::::::::::::::::::::::::::::::::::::: 83 10 Error Processing ::::::::::::::::::::::::::::::::::::: 87 11 Special Variables ::::::::::::::::::::::::::::::::::::: 89 12 Internationalization ::::::::::::::::::::::::::::::::::: 93 INDEX :::::::::::::::::::::::::::::::::::::::::::::::: 97 iii Table of Contents 1 Introduction ::::::::::::::::::::::::::::::::::::: 1 1.1 Overview ::::::::::::::::::::::::::::::::::::::::::::::::::::::: 1 1.2 Getter/Setter Variable Syntax :::::::::::::::::::::::::::::::::: 2 1.3 Entering and Leaving Logo ::::::::::::::::::::::::::::::::::::: 5 1.4 Tokenization:::::::::::::::::::::::::::::::::::::::::::::::::::: 6 2 Data Structure Primitives :::::::::::::::::::::: 9 2.1 Constructors ::::::::::::::::::::::::::::::::::::::::::::::::::: 9 word ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 list ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 sentence :::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 fput :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: -
Using Computer Programming As an Effective Complement To
Using Computer Programming as an Effective Complement to Mathematics Education: Experimenting with the Standards for Mathematics Practice in a Multidisciplinary Environment for Teaching and Learning with Technology in the 21st Century By Pavel Solin1 and Eugenio Roanes-Lozano2 1University of Nevada, Reno, 1664 N Virginia St, Reno, NV 89557, USA. Founder and Director of NCLab (http://nclab.com). 2Instituto de Matemática Interdisciplinar & Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas, Facultad de Educación, Universidad Complutense de Madrid, c/ Rector Royo Villanova s/n, 28040 – Madrid, Spain. [email protected], [email protected] Received: 30 September 2018 Revised: 12 February 2019 DOI: 10.1564/tme_v27.3.03 Many mathematics educators are not aware of a strong 2. KAREL THE ROBOT connection that exists between the education of computer programming and mathematics. The reason may be that they Karel the Robot is a widely used educational have not been exposed to computer programming. This programming language which was introduced by Richard E. connection is worth exploring, given the current trends of Pattis in his 1981 textbook Karel the Robot: A Gentle automation and Industry 4.0. Therefore, in this paper we Introduction to the Art of Computer Programming (Pattis, take a closer look at the Common Core's eight Mathematical 1995). Let us note that Karel the Robot constitutes an Practice Standards. We show how each one of them can be environment related to Turtle Geometry (Abbelson and reinforced through computer programming. The following diSessa, 1981), but is not yet another implementation, as will discussion is virtually independent of the choice of a be detailed below. -
Polish Python: a Short Report from a Short Experiment Jakub Swacha Department of IT in Management, University of Szczecin, Poland [email protected]
Polish Python: A Short Report from a Short Experiment Jakub Swacha Department of IT in Management, University of Szczecin, Poland [email protected] Abstract Using a programming language based on English can pose an obstacle for learning programming, especially at its early stage, for students who do not understand English. In this paper, however, we report on an experiment in which higher-education students who have some knowledge of both Python and English were asked to solve programming exercises in a Polish-language-based version of Python. The results of the survey performed after the experiment indicate that even among the students who both know English and learned the original Python language, there is a group of students who appreciate the advantages of the translated version. 2012 ACM Subject Classification Social and professional topics → Computing education; Software and its engineering → General programming languages Keywords and phrases programming language education, programming language localization, pro- gramming language translation, programming language vocabulary Digital Object Identifier 10.4230/OASIcs.ICPEC.2020.25 1 Introduction As a result of the overwhelming contribution of English-speaking researchers to the conception and development of computer science, almost every popular programming language used nowadays has a vocabulary based on this language [15]. This can be seen as an obstacle for learning programming, especially at its early stage, for students whose native language is not English [11]. In their case, the difficulty of understanding programs is augmented by the fact that keywords and standard library function names mean nothing to them. Even in the case of students who speak English as learned language, they are additionally burdened with translating the words to the language in which they think. -
Pipenightdreams Osgcal-Doc Mumudvb Mpg123-Alsa Tbb
pipenightdreams osgcal-doc mumudvb mpg123-alsa tbb-examples libgammu4-dbg gcc-4.1-doc snort-rules-default davical cutmp3 libevolution5.0-cil aspell-am python-gobject-doc openoffice.org-l10n-mn libc6-xen xserver-xorg trophy-data t38modem pioneers-console libnb-platform10-java libgtkglext1-ruby libboost-wave1.39-dev drgenius bfbtester libchromexvmcpro1 isdnutils-xtools ubuntuone-client openoffice.org2-math openoffice.org-l10n-lt lsb-cxx-ia32 kdeartwork-emoticons-kde4 wmpuzzle trafshow python-plplot lx-gdb link-monitor-applet libscm-dev liblog-agent-logger-perl libccrtp-doc libclass-throwable-perl kde-i18n-csb jack-jconv hamradio-menus coinor-libvol-doc msx-emulator bitbake nabi language-pack-gnome-zh libpaperg popularity-contest xracer-tools xfont-nexus opendrim-lmp-baseserver libvorbisfile-ruby liblinebreak-doc libgfcui-2.0-0c2a-dbg libblacs-mpi-dev dict-freedict-spa-eng blender-ogrexml aspell-da x11-apps openoffice.org-l10n-lv openoffice.org-l10n-nl pnmtopng libodbcinstq1 libhsqldb-java-doc libmono-addins-gui0.2-cil sg3-utils linux-backports-modules-alsa-2.6.31-19-generic yorick-yeti-gsl python-pymssql plasma-widget-cpuload mcpp gpsim-lcd cl-csv libhtml-clean-perl asterisk-dbg apt-dater-dbg libgnome-mag1-dev language-pack-gnome-yo python-crypto svn-autoreleasedeb sugar-terminal-activity mii-diag maria-doc libplexus-component-api-java-doc libhugs-hgl-bundled libchipcard-libgwenhywfar47-plugins libghc6-random-dev freefem3d ezmlm cakephp-scripts aspell-ar ara-byte not+sparc openoffice.org-l10n-nn linux-backports-modules-karmic-generic-pae -
Drawing with Recursion
Leone Learning Systems, Inc. Phone 847 951 0127 Leone Learning Systems, Inc. 237 Custer Ave Fax 847 733 8812 Evanston, IL 60202 Wonder. Create. Grow. Email [email protected] Drawing with Recursion TJ Leone April 2005 . Introduction In the unit on Combining Functions, you learned that you can invoke a procedure you wrote from inside another procedure. In the example below, the procedure triangle.inches invokes the procedure feet.to.inches: to feet.to.inches :feet op product 12 :feet end to triangle.inches :side fd feet.to.inches :side rt 120 fd feet.to.inches :side rt 120 fd feet.to.inches :side rt 120 end One of the things that make Logo so powerful is that Logo procedures can also invoke themselves. Here’s an example (if you try it, you’ll need to use the Halt button to stop it): to circle fd 1 rt 1 circle end This technique of writing a procedure that invokes itself is called recursion. Recursion can be used to draw simple figures like circles or polygons. It can also be used to draw complex shapes called fractals. Fractals can be mathematical structures like the Sierpinski triangle, Koch snowflake, Peano curve, Mandelbrot set and Lorenz attractor. Recursive drawings can also describe many real-world objects that do not have simple geometric shapes, such as clouds, mountains, turbulence, and coastlines. In this unit, we will start with simple designs to explore the basics of recursion, and then move on to some fractals. Copyright © 2005 Leone Learning Systems, Inc. 1 http://www.leonelearningsystems.com . -
Logo Tree Project
LOGO TREE PROJECT Written by P. Boytchev e-mail: pavel2008-AT-elica-DOT-net Rev 1.82 July, 2011 We’d like to thank all the people all over the globe and all over the alphabet who helped us build the Logo Tree: A .........Daniel Ajoy, Eduardo de Antueno, Hal Abelson B .........Andrew Begel, Carl Bogardus, Dominique Bille, George Birbilis, Ian Bicking, Imre Bornemisza, Joshua Bell, Luis Belmonte, Vladimir Batagelj, Wayne Burnett C .........Charlie, David Costanzo, John St. Clair, Loïc Le Coq, Oliver Schmidt-Chevalier, Paul Cockshott D .........Andy Dent, Kent Paul Dolan, Marcelo Duschkin, Mike Doyle E..........G. A. Edgar, Mustafa Elsheikh, Randall Embry F..........Damien Ferey, G .........Bill Glass, Jim Goebel, H .........Brian Harvey, Jamie Hunter, Jim Howe, Markus Hunke, Rachel Hestilow I........... J..........Ken Johnson K .........Eric Klopfer, Leigh Klotz, Susumu Kanemune L..........Janny Looyenga, Jean-François Lucas, Lionel Laské, Timothy Lipetz M.........Andreas Micheler, Bakhtiar Mikhak, George Mills, Greg Michaelson, Lorenzo Masetti, Michael Malien, Sébastien Magdelyns, Silvano Malfatti N .........Chaker Nakhli ,Dani Novak, Takeshi Nishiki O ......... P..........Paliokas Ioannis, U. B. Pavanaja, Wendy Petti Q ......... R .........Clem Rutter, Emmanuel Roche S..........Bojidar Sendov, Brian Silverman, Cynthia Solomon, Daniel Sanderson, Gene Sullivan, T..........Austin Tate, Gary Teachout, Graham Toal, Marcin Truszel, Peter Tomcsanyi, Seth Tisue, Gene Thail U .........Peter Ulrich V .........Carlo Maria Vireca, Álvaro Valdes W.........Arnie Widdowson, Uri Wilensky X ......... Y .........Andy Yeh, Ben Yates Z.......... Introduction The main goal of the Logo Tree project is to build a genealogical tree of new and old Logo implementations. This tree is expected to clearly demonstrate the evolution, the diversity and the vitality of Logo as a programming language. -
Direct Manipulation of Turtle Graphics
Master Thesis Direct Manipulation of Turtle Graphics Matthias Graf September 30, 2014 Supervisors: Dr. Veit Köppen & Prof. Dr. Gunter Saake Otto-von-Guericke University Magdeburg Prof. Dr. Marian Dörk University of Applied Sciences Potsdam Abstract This thesis is centred around the question of how dynamic pictures can be created and manipulated directly, analogous to drawing images, in an attempt to overcome traditional abstract textual program representations and interfaces (coding). To explore new ideas, Vogo1 is presented, an experimental, spatially-oriented, direct manipulation, live programming environment for Logo Turtle Graphics. It allows complex abstract shapes to be created entirely on a canvas. The interplay of several interface design principles is demonstrated to encourage exploration, curiosity and serendipitous discoveries. By reaching out to new programmers, this thesis seeks to question established programming paradigms and expand the view of what programming is. 1http://mgrf.de/vogo/ 2 Contents 1 Introduction5 1.1 Research Question.................................6 1.2 Turtle Graphics..................................6 1.3 Direct Manipulation................................8 1.4 Goal......................................... 10 1.5 Challenges..................................... 12 1.6 Outline....................................... 14 2 Related Research 15 2.1 Sketchpad..................................... 15 2.2 Constructivism................................... 16 2.3 Logo........................................ 19 2.4 -
Extending the Boundaries of Teacher Education with Co-Didactics Márta Turcsányi-Szabó, Zsuzsa Pluhár Erich Neuwirth
Extending the Boundaries of Teacher Education with Co-didactics Márta Turcsányi-Szabó, Zsuzsa Pluhár Eötvös Loránd University, Informatics Methodology Group, 1117 Budapest, Pázmány Péter Sétány I.D. Hungary Tel: + (36) 1 463 3525; Fax: + (36) 1 463 1648 [email protected] [email protected] Erich Neuwirth University of Vienna, Dept. of Statistics and Decision Support Systems Computer Supported Didactics Working Group A 1010, Universitaetsstr. 5/9 Vienna, Austria Tel: + (43 1) 4277 38624; Fax: + (43 1) 4277 9386 [email protected] Abstract Co-didactics is a bilateral project established between two teacher-training institutes in Austria and Hungary. The aim of the project is to inspire teacher-training activities in research and development of creative didactic tools that could be implemented in both cultural settings. Different authoring tools are used as Subject Oriented Microworld Extendible “S.O.M.E.” environments in which student teachers design and configure didactic tools. The benefits of including this extended scope in teacher training and its practical implementation are discussed. Keywords Educational software, teacher training, collaboration 1. Introduction The Co-didactics project (Collaborative Research and Development on Computer Didactic Tools) has been established between TeaM Lab (at Eötvös Loránd University, Faculty of Science, Informatics Methodology Group), and CSD (at University of Vienna, Dept. of Statistics and Decision Support Systems, Computer Supported Didactics Working Group) starting 1st January 2001 and lasting for 2 years. Project leaders (Erich Neuwirth and Marta Turcsányi-Szabó) have been in close contact since more than five years and have taken all chances to meet at conferences and other scientific events to exchange views and experiences of Computer Didactics and how it is researched and implemented in their institutes and broader education. -
Download PDF File
Title: Acknowledgements Learning How To Code i. This resource is to be used with the free © 2019 Ready-Ed Publications computer language platform LOGO. Ready-Ed Printed in Ireland Publications Author: Phillip Richards Illustrator: Alison Mutton Copyright Notice The purchasing educational institution and its staff have educational institution (or the body that administers it) has the right to make copies of the whole or part of this book, given a remuneration notice to Copyright Agency Limited beyond their rights under the Australian Copyright Act (CAL) under Act. 1968 (the Act), provided that: For details of the CAL licence for educational 1. The number of copies does not exceed the number institutions contact: reasonably required by the educational institution to Copyright Agency Limited satisfy its teaching purposes; Level 19, 157 Liverpool Street 2. Copies are made only by reprographic means Sydney NSW 2000 (photocopying), not by electronic/digital means, and not Telephone: (02) 9394 7600 stored or transmitted; Facsimile: (02) 9394 7601 E-mail: [email protected] 3. Copies are not sold or lent; 4. Every copy made clearly shows the footnote, ‘Ready-Ed Reproduction and Communication by others Publications’. Except as otherwise permitted by this blackline master Any copying of this book by an educational institution or licence or under the Act (for example, any fair dealing for its staff outside of this blackline master licence may fall the purposes of study, research, criticism or review) no within the educational statutory licence under the Act. part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by The Act allows a maximum of one chapter or 10% of any means without prior written permission. -
Netlogo 3.0.2 User Manual
NetLogo 3.0.2 User Manual NetLogo 3.0.2 User Manual Table of Contents What is NetLogo?..............................................................................................................................1 Features...................................................................................................................................1 Copyright Information.......................................................................................................................3 Third party licenses..................................................................................................................3 What's New?.......................................................................................................................................7 Version 3.0.2 (November 23, 2005).........................................................................................7 Version 3.0 (September 2005).................................................................................................7 Version 2.1 (December 2004)................................................................................................11 Version 2.0.2 (August 2004)..................................................................................................11 Version 2.0 (December 2003)................................................................................................11 Version 1.3 (June 2003).........................................................................................................12 Version 1.2 (March -
Alexandria Gazette Packet
Spring Fun Alexandria Page 14 Who’s Who Gazette Packet In Real Estate Page 18 25 Cents Serving Alexandria for over 200 years • A Connection Newspaper March 29, 2012 A Changing City Census shows shifting black population and increase in African-born residents. By Michael Lee Pope Gazette Packet Up ❖ percent of workers commuting by transit increased from 16 percent to lexandria is getting 22 percent older and more edu- ❖ percent of foreign-born residents from cated, and its residents Africa from 24 percent to 27 percent A ❖ percentage with a bachelor’s degree are increasingly likely increased from 54 percent to 60 to take public transportation to percent work. These are the conclusions of the latest Census information, Down which shows that Alexandria is a ❖ median household income as a city in the midst of perpetual percent of the regional median change. income decreased from 98 percent to “This information is important 94 percent ❖ percent of school-age children Princess Ann (Helen Megel), the Prima Donna (Nina Learner) and Jack (Kalista for a number of reasons,” said decreased from 25 percent to 24 Diamantopoulos) listen as Cool Cat (Alex Bourjaily) explains why he is graduating Planning Director Faroll Hamer, percent from the Toy School. ❖ percent of foreign-born decreased See Census, Page 3 from 25 percent to 24 percent Youth Showcase Theatrical Talents ‘The Rock Stars ast weekend parents and patrons were “Toy School” was enacted by the Tweeners Ltreated to a showcase of rising talent on Creative Dramatic Class, middle school students stage at the Little Theatre of Alexandria.