Control & Logo
What uses control?
We can control electrical devices by programming
instructions into them.
Why is control technology important? Control is all
around us
Computer control enables the user to switch on lights, buzzers and
motors so that something is clearly seen or heard to happen. There is an
effect. If we accept the centrality of purposive activity in learning
(Wood, 1988, p. 84) then computer control is a wonderful tool with
which to engage the learner.
Wood, D. (1988) How Children Think and Learn. Blackwell.
What is control about?
Why do young children have to learn
how to control computers?
The skills, knowledge and understanding
that pupils gain through programming
benefits them in a range of areas of
learning, vocational and life skills.
Lessons in computer control can improve
pupil's abilities in logical analysis,
attention to detail, clear rationale,
spatial awareness and accuracy of
spelling and punctuation.
What is control technology in
the school context
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Remote control toys
Simulations
Programmable toys/floor turtles
Screen turtles
Control boxes, sensors, switches, motors,
etc
Remote control toys
Unit IF Understanding Instructions and
Making Things Happen
The main objectives of this unit are as
follows:
• In this unit children learn how to give and follow
instructions to make things happen. They learn
how to sequence instructions, so that others can
follow them, and to predict what will happen.
• Children learn that machines follow instructions
and that they need to be switched on and off,
and controlled. They will recognise the need for
accuracy, definition, and common language.
• Children will apply what they have learnt in this
unit when giving instructions both written and
verbal. The unit will also help them understand
how everyday appliances operate
Press the Clear button once to cancel what is in the memory.
The arrows programme the Bee-Bot’s actions.
The Bee-Bot will move 15cm which is slightly more than its own
length. (Use 15cm grids and place the Bee-Bot in the middle)
The Pause button makes the Bee-Bot wait for one second.
The Bee-Bot makes a sound after each step and the eyes flash
when the sequence has been completed.
Unit 2D Routes: controlling a
floor turtle
The main objectives of this unit are as follows:
• In this unit children learn how to create, test, modify
and store instructions to control the movements of
a floor turtle. They learn to programme the floor
turtle to move around an area by using single
instructions, a sequence of instructions and
repeated sequences.
• The unit will develop children's understanding of
programmed devices used outside school.
• Children should be able to apply what they have
learnt in this unit when: creating and using maps in
geography; working with shape and space in
mathematics; and using devices in design and
technology
Roamer – Floor turtles
Uses special language called logo
Forward ____
Backwards___
Right____
Left____
What would the Roamer draw?
Forward 4
Right 90
Forward 4
Right 90
Forward 4
Right 90
Forward 4
Right 90
What would the Roamer draw?
Forward 4
Right 90
Forward 2
Right 90
Forward 4
Right 90
Forward 2
Right 90
One of the main benefits of working with a
programmable robot is that through its use, even the of
youngest children come to realise the importance of care
when entering instructions and that the order (syntax) is
important. As they explore, they build up rules for
themselves. This is a wonderful opportunity for the
development of language skills. Research has shown
that "when using control in the early years, children talk
and listen, revise and review, evaluate and refine the
use of their language in order to be understood and to
achieve their joint goals".
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Carol Fine
Lecturer at the School of Education, Richmond University
Mary Lou Thornbury
Lecturer at the School of Education, North London University
Unit 4E Modelling effects on screen
The main objectives of this unit are as follows:
• In this unit children learn to enter instructions to
control a screen turtle and will compare the
operation of the screen turtle with a floor turtle.
• They learn how to write a procedure that 'teaches'
the computer a new word and will be asked to write
short sequences to produce particular shapes on
screen.
• They understand that screen steps are smaller than
floor turtle steps and will be asked to repeat
procedures to produce 'crystal flowers' by rotating
the screen turtle through 360 degrees. The
suggestion at the end of the unit is for the children
to colour their flowers in, which can then be used
for display. Why not save their design and then
open it in a paint program for children to colour it
in?
Screen turtles
www.rm.co
• The children move from a 'concrete' approach to
control to an on-screen simulation.
• They also move from writing basic sequences of
instructions to writing procedures (a list of
instructions saved under a name).
• The programming language used to write the
instructions is 'Logo'..
• Most programs using Logo feature an on-screen
robot or 'turtle'.
• The children type in instructions to make the
turtle move.
• Logo teaches problem solving, logical thinking
and constructive methods and allows the user to
interactively create and manipulate mathematical
processes.
SuperLogo
Toolbar
Graphics
window
Command
window
Abbreviate!
Forward
fd
Backwards
bk
Right
rt
Left
lt
Clearscreen
cs
Cleartext
ct
Challenges
1)
3)
2)
4)
5) Your initial
Challenges
Prediction
What will the turtle draw?
Fd 50
Rt 45
Fd 50
What will the turtle draw?
•Rt 90
•Fd 50
•Rt 90
•Fd 50
•Lt 90
•Fd 50
Learning Objectives
• Learn that instructions can be repeated
•Use the repeat command
• Able to predict what will happen when you use the
repeat command
Using the repeat command
• What would these instructions draw?
Fd 200
Rt 90
Fd 200
1
2
Rt 90
Fd 200
Rt 90
Fd 200
Rt 90
3
- Can you see the pattern?
4
- The instructions are repeated 4
times
Using the repeat command
•This can be written as:Fd 200
Rt 90
Fd 200
1
Repeat 4 [fd 200 rt 90]
2
Rt 90
Fd 200
Rt 90
Fd 200
Rt 90
3
4
• Lets check to make sure this
works
Using the repeat command
•This can be written as:Fd 100
Rt 60
Fd 100
Rt 60
Fd 100
Rt 60
Fd 100
Rt 60
Fd 100
Rt 60
Fd 100
Rt 90
1
2
Repeat 6 [fd 100 rt 60]
3
4
5
6
• Lets check to make sure this
works
Using the repeat command
• Worksheet – using repeats session 3
• Extension – Can you design the instructions for
this shape as a repeat?
Plenary
• Why is repeat useful?
• Did anyone notice a pattern for creating shapes?
• Repeat number of sides [fd 100 rt 360  number of sides]
e.g. repeat 3 [fd 100 rt 120]
repeat 6 [fd 100 rt 60]
•What would be the formula for a ten sided shape?
repeat 10 [fd 100 rt 36]
• Know that procedures can call on other procedures
• Learn how to make complex patterns
• Edit the procedure to improve the pattern
Creating Procedures
Creating Procedures
Creating Procedures
•a procedure which will take out all the manual
turning of the turtle
• First we need to make the procedures we made last
week, to make a square using a repeat, and make a
hexagon.
Repeat 4 [fd 100 rt 90]
Repeat 6 [fd 100 rt 60]
To make a pattern:Repeat 200 [rt 4 hexagon]