En-V-toys
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[edit] Introduction
This visual programming system without recourse to the text has mainly two destinations:
- To allow the programming yet well young children not knowing to read.
- To allow the programming pupils in difficulties having problems with the textual expression for problems of reading or because they are French-speaking.
Pad 17:47, 14 February 2007 (THIS)
[edit] To begin with V-toys
. A succession of projects to learn how to use V-toys with children.
Suzanne Guyader will lead you step by step to discovered of V-toys and you will become creative while embroidering on the topics of the projects suggested.
Presentation of Squeak Visuals-Toys
[edit] Specifications.
V-toy, the first documentation
[edit] Programming tools.
These tools are not necessary to use the projects suggested in Presentation of Squeak Visuals-Toys.
The didactic step envisages a progressive initiation using projects containing only bricks necessary.
Bricks for young children (Developed spècialements for the whole small, some do not form part of the tools above):
See and to study the Bricks project for young children:
Bricks for 6-10 years the most complete collection.
Cover a broad brick range, of which the use extends even beyond 10 years. This tool can also be used by the teachers and the pupils for the creation of interactive exercises. These projects are marked key word seed-planting drill .
See and to study the Bricks project for 6-10 years:
[edit] Teachwares and demonstrations
For these projects, the bricks are provided with the projects, it is not necessary to charge a project of tools.
[edit] A history in image
[edit] textual version intended for the teachers
Topic inspired of comikit an application written in also in Squeak, but closed, without access to the Squeak environment. One finds oneself within the framework of traditional data processing with an application in a window isolated from the remainder.
V-toy on the contrary is integrated in the system Squeak and E-Toy and makes it possible to interact with any Morph.
This project history in image ' contains an interactive text unrolling to make it possible to the teachers to take the first steps with V-toy guided by text, for the pupils one will privilègera the versions with visual comments, the idea being with V-toys to avoid the recour with the text.
See and to study the project:
[edit] V-toys version of E-toys projects
These versions make it possible to compare the writing of scripts with E-toys and V-toys.
[edit] The famous project conveys version v-toy
[edit] Mission conveys
Simple ultra version with a canned Joy-Stick which it is enough to connect to an object to be able to control it. This project introduces the use of the designator .
Description of the project using the visual language.
The visual instructions explain the realization of the project and are read:
- Cliquer on the brush to open the tool drawing of squeak.
- Dessiner a car directed upwards.
- Connecter the designator of the joystick to the car.
See and to study the project:
[edit] Convey, the traditionel project but written with V-toys.
- The car is controlled by the joystick.
- If fate of the road conveys it, it does not advance any more.
This project shows:
- the use of the joystick with parameters.
- the use of tests.
- the use of ordering of movement.
See and to study the project:
[edit] Pacman version v-toys.
- Use of the piloting of an object with the arrows of the keyboard.
- Use of the brick if collision .
- Use of the bricks shows and mask .
- Use of the brick animation
- Brick Utilsation of numerical calculation (for the score).
See and to study the project:
[edit] Project saraband of art and Squeak V-toy Version with comments.
This version contains the scripts v-toy with accompanying notes in an unrolling text, an introduction to V-toys for the example.
See and to study the project:
[edit] Tools to think
E-toys and V-toys make it possible to build tools to explore and solve problems. These tools can be built by the pupils if they simple or are prepared and placed at the disposal by the teachers
[edit] To learn how to count.
This project makes it possible to explore the properties of the addition.
It makes it possible to involve the children with the C-W communication of the numbers and counting of stars.
One can move stars. The number of stars in each scene is posted as well as the total number of stars.
By moving a star from one scene to another, the total remains unchanged.
This property makes it possible to explore all the combinations leading to the same total.
One can thus explore all the decompositions of a number all in all of two numbers.
See and to study the project:
To use this device to solve the following problem: (drawn from the review Maths-school No 217 page 28):
A basket A contains the apple double that a basket B.
A robber flies in all 18 apples and it always remains in basket A the double of apples of the basket B.
How much apples the robber did it take in basket A?
The smallest contents of the baskets with A double of B are: With=2 B=1. If one adds 2 apples to basket A and an apple with the basket B one still has A double of B.
One can continue until one has a total of 18 apples. The number of apples in basket A at this time is the answer (12).
One can continue to add 2 apples in A and one in B, there is always the double in A. Thus the number of apples in the baskets does not have importance if it respects the double relation and that the total is higher than 18.
To remove 18 apples without changing the double relation, it is necessary to remove 12 apples in basket A and 6 in the basket B.
Handling can help to discover the method of calculation.
By carrying out the handling of stars, the child will certainly notice:
- That it moves each time 3 stars.
- That 6 times thus should be distributed the stars to place 18 of them.
- That it will put 6 times 3 stars and 6 times 2 stars in A, from where answer 12.
Remarks.
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