ITBO-Programming-part-4 - Versionsgeschichte

WenkBruno: /* '''Extending the algorithm to control the robotic lawnmower ''' */

2023-08-04T07:33:29Z

'''Extending the algorithm to control the robotic lawnmower '''

← Nächstältere Version		Version vom 4. August 2023, 07:33 Uhr
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	Authors: Bruno Wenk, Dieter Burkhard		Authors: Bruno Wenk, Dieter Burkhard

	~~Translations~~: Patricia Berchtel		Translation: Patricia Berchtel

WenkBruno am 28. Juli 2023 um 14:23 Uhr

2023-07-28T14:23:59Z

← Nächstältere Version		Version vom 28. Juli 2023, 14:23 Uhr
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	=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[~~Datei:~~Datei:ProgrammingPart4StudentEditionV2.odt\|mini]]\|Download }}		=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:ProgrammingPart4StudentEditionV2.odt\|mini]]\|Download }}

	=='''Handout for teachers'''==		=='''Handout for teachers'''==

WenkBruno am 28. Juli 2023 um 14:23 Uhr

2023-07-28T14:23:21Z

← Nächstältere Version		Version vom 28. Juli 2023, 14:23 Uhr
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			=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:Datei:ProgrammingPart4StudentEditionV2.odt\|mini]]\|Download }}
	=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:~~ProgrammierenTeil4StudentEditionV4~~.odt\|mini]]\|Download }}

	=='''Handout for teachers'''==		=='''Handout for teachers'''==
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	Translations: Patricia Berchtel		Translations: Patricia Berchtel

WenkBruno: /* '''Handout for teachers''' */

2023-07-28T13:58:45Z

'''Handout for teachers'''

← Nächstältere Version		Version vom 28. Juli 2023, 13:58 Uhr
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	=='''Handout for teachers'''==		=='''Handout for teachers'''==

	{{Box\|Download\|[[Datei:~~ProgrammierenTeil4TeacherEditionV4~~.odt\|mini]]\|Download }}		{{Box\|Download\|[[Datei:ProgrammingPart4TeacherEditionV1.odt\|mini]]\|Download }}

	{{Box\|Objectives\|* The students shall understand a simulation as a way of searching a solution for a problem.		{{Box\|Objectives\|* The students shall understand a simulation as a way of searching a solution for a problem.

WenkBruno: /* '''Extending the algorithm to control the robotic lawnmower ''' */

2023-07-28T13:07:03Z

'''Extending the algorithm to control the robotic lawnmower '''

← Nächstältere Version		Version vom 28. Juli 2023, 13:07 Uhr
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			__INDEXIEREN__


	~~INDEXIEREN~~
	[[Kategorie:Informatik]]		[[Kategorie:Informatik]]
	[[Kategorie:Programmieren]]		[[Kategorie:Programmieren]]
	[[Kategorie:Scratch]]		[[Kategorie:Scratch]]
	[[Kategorie:Simulation]]		[[Kategorie:Simulation]]

WenkBruno: /* '''Extending the algorithm to control the robotic lawnmower ''' */

2023-07-28T13:05:14Z

'''Extending the algorithm to control the robotic lawnmower '''

← Nächstältere Version		Version vom 28. Juli 2023, 13:05 Uhr
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	{{Box\|Sample solution\|* https://scratch.mit.edu/projects/~~696401627~~\|Lösung }}		{{Box\|Sample solution\|* https://scratch.mit.edu/projects/878190948/\|Lösung }}

	----		----
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	Translations: Patricia Berchtel		Translations: Patricia Berchtel



	~~=='''Diskussion (im ZUMpad)'''== https://zumpad.zum.de/p/ProgrammierenITBO-Teil4~~

WenkBruno: /* '''Getting familiar with the example program''' */

2023-07-28T13:03:01Z

'''Getting familiar with the example program'''

← Nächstältere Version		Version vom 28. Juli 2023, 13:03 Uhr
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	:For this unit, the students need the program (project) "RobotLawnMowerSimulation-Template". It is published on the Scratch platform and can be downloaded from there to one´s own computer: https://scratch.mit.edu/projects/~~694607927~~		:For this unit, the students need the program (project) "RobotLawnMowerSimulation-Template". It is published on the Scratch platform and can be downloaded from there to one´s own computer: https://scratch.mit.edu/projects/878189075/

	:The program simulates a robotic lawnmower on a plot of land with shrubs. When the lawnmower touches an obstacle (a shrub, the edge of the plot), it backs up a bit and then rotates through a random angle between 15 and 30 degrees. Then the lawnmower continues straight ahead until it touches another obstacle.		:The program simulates a robotic lawnmower on a plot of land with shrubs. When the lawnmower touches an obstacle (a shrub, the edge of the plot), it backs up a bit and then rotates through a random angle between 15 and 30 degrees. Then the lawnmower continues straight ahead until it touches another obstacle.

WenkBruno am 23. Juli 2023 um 13:40 Uhr

2023-07-23T13:40:26Z

WenkBruno am 23. Juli 2023 um 13:33 Uhr

2023-07-23T13:33:14Z

← Nächstältere Version		Version vom 23. Juli 2023, 13:33 Uhr
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	* The students supplement the simulation example with an algorithm that they will develop on their own.		* The students supplement the simulation example with an algorithm that they will develop on their own.

	* They shall understand the block concept ~~which is used for~~ a ~~clear~~ outline of programs.\|Kurzinfo }}		* They shall understand the block concept as a means to clearly outline programs.\|Kurzinfo }}

WenkBruno am 19. Juni 2023 um 16:24 Uhr

2023-06-19T16:24:57Z

← Nächstältere Version		Version vom 19. Juni 2023, 16:24 Uhr
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	{{Box\|Sample solution\|* https://scratch.mit.edu/projects/696401627\|Lösung }}		{{Box\|Sample solution\|* https://scratch.mit.edu/projects/696401627\|Lösung }}

			----

	Authors: Bruno Wenk, Dieter Burkhard		Authors: Bruno Wenk, Dieter Burkhard

← Nächstältere Version		Version vom 23. Juli 2023, 13:40 Uhr
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	:A computer simulation is a program that models a system (e.g. the streets in a neighbourhood with high traffic volumes) and shows (often with a visualisation) how the simulated system behaves under different conditions (e.g. if speed limit 30 was introduced, or if some streets were converted to one-way streets). Computer simulations are useful, for example, when experiments with the real system of interest are too costly, too dangerous or even impossible. And even when experiments are possible, comparison with simulations often helps to better understand the behaviour of the individual components of a system.		:A computer simulation is a program that models a system (e.g. the streets in a neighbourhood with high traffic volumes) and shows (often with a visualisation) how the simulated system behaves under different conditions (e.g. if speed limit 30 was introduced, or if some streets were converted to one-way streets). Computer simulations are useful, for example, when experiments with the real system of interest are too costly, too dangerous or even impossible. And even when experiments are possible, comparison with simulations often helps to better understand the behaviour of the individual components of a system.

	:In this ~~lesson~~, the students analyse the example of a simulation program for a lawn mowing robot. They supplement the program with a self-developed algorithm that causes the robotic lawnmower to "return" to its box at the end of the simulation. The students learn about and apply the concept of structuring programs with blocks.		:In this unit, the students analyse the example of a simulation program for a lawn mowing robot. They supplement the program with a self-developed algorithm that causes the robotic lawnmower to "return" to its box at the end of the simulation. The students learn about and apply the concept of structuring programs with blocks.

	:The ~~sequence of lessons~~ might be started with an advance organiser: Who knows of robotic lawnmowers or hoovers from experience (at home, from neighbours, etc.)? Do these robots mow or hoover the lawn or room completely, right down to the last corner around all obstacles? Can this be proven, estimated or verified? What do you think about a simulation?		:The lesson might be started with an advance organiser: Who knows of robotic lawnmowers or hoovers from experience (at home, from neighbours, etc.)? Do these robots mow or hoover the lawn or room completely, right down to the last corner around all obstacles? Can this be proven, estimated or verified? What do you think about a simulation?


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	:For this ~~lesson~~, the students need the program (project) "RobotLawnMowerSimulation-Template". It is published on the Scratch platform and can be downloaded from there to one´s own computer: https://scratch.mit.edu/projects/694607927		:For this unit, the students need the program (project) "RobotLawnMowerSimulation-Template". It is published on the Scratch platform and can be downloaded from there to one´s own computer: https://scratch.mit.edu/projects/694607927

	:The program simulates a robotic lawnmower on a plot of land with shrubs. When the lawnmower touches an obstacle (a shrub, the edge of the plot), it backs up a bit and then rotates through a random angle between 15 and 30 degrees. Then the lawnmower continues straight ahead until it touches another obstacle.		:The program simulates a robotic lawnmower on a plot of land with shrubs. When the lawnmower touches an obstacle (a shrub, the edge of the plot), it backs up a bit and then rotates through a random angle between 15 and 30 degrees. Then the lawnmower continues straight ahead until it touches another obstacle.
Zeile 42:		Zeile 42:
	:The students should start the program several times and take a screenshot of the simulation result. When the students compare the paths of the lawnmower, they should realise that the results differ and understand why this is so.		:The students should start the program several times and take a screenshot of the simulation result. When the students compare the paths of the lawnmower, they should realise that the results differ and understand why this is so.

	:Although the simulation always ends after the same number of steps (the algorithm is terminating), the result of the program is always different. The result of the program execution is non-determined: In each simulation, the paths are different and the robotic lawnmower ends up in a different place.		:Although the simulation always ends after the same number of steps (the algorithm is ''terminating''), the result of the program is always different. The result of the program execution is ''non-determined'': In each simulation, the paths are different and the robotic lawnmower ends up in a different place.

	:But is the algorithm at least robust, i.e. does it still work reliably when the execution conditions change?		:But is the algorithm at least ''robust'', i.e. does it still work reliably when the execution conditions change?

	:The students must understand what an algorithm is. They need to take note of the terms terminating, non-determined and robust. Thus they should become aware of the fact that an algorithm does not necessarily always give exactly the same solution when one runs it several times.		:The students must understand what an algorithm is. They need to take note of the terms terminating, non-determined and robust. Thus they should become aware of the fact that an algorithm does not necessarily always give exactly the same solution when one runs it several times.

	:The students should modify the program in order to assess the results of the simulation under different conditions. For this purpose, they place an additional obstacle (house) on the "plot" .		:The students should modify the program in order to assess the results of the simulation under different conditions. For this purpose, they place an additional obstacle (house) on the "plot of land" .

	:The students must adjust the relevant execution condition in the block "Mowing" so that the robotic lawnmower recognises the house as an obstacle.		:The students must adjust the relevant execution condition in the block "Mowing" so that the robotic lawnmower recognises the house as an obstacle.