Category Archives: Resources

Animation for: Fetch (Decode) Execute Cycle (OCR compatible)

This animation is accurate and simplified exactly the right amount for OCR GCSE: Press the right-arrow button in bottom right to step through animation: http://www.hartismere.com/staticvle/ictskills/FetchExecute.swf On the downside: The text is very poor: it is accurate, but written for comprehension levels of an adult in their 20’s or older The text often postcedes the animation

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Auto-convert Python source to AQA Pseudocode

As has been remarked widely: if your “pseudocode” has a syntax, it’s probably a programming languge, not Pseudocode. And, as it happens, AQA’s pseudocode can indeed be programmed with. Here’s half of the proof: a 1-to-1 conversion from Python to AQA: https://github.com/gbaman/Python-To-AQA-Pseudocode Useful for writing correct practice questions and homework examples for students! Write it

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Lesson idea: Digital Literacy, use Google to choose a java library

Today I needed to modify a small Java program to accept command-line parameters. Java’s built-in support for this is so bare as to be non-existent: it clones C’s “no library, no help, go away” implementation. This makes an excellent problem for testing / practising using Google to find something: It’s a very well-known problem, has

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LESSON STARTER: Sound waves + Sampling using video of Guitar strings

This video: https://www.facebook.com/TeenTimesSocial/videos/911731108864156/?fref=nf …has: Shows standing-waves on guitar strings Shows how different notes produce different frequencies of wave Shows how different styles of plucking produce different SHAPES of wave, hence different flavours of sound for same theoretical note AND: … Shows how sample rate (here: mobile phone camera) causes you to see still images you

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How to use iPads well in the Secondary / K-12 classroom – part 1

iPads (or equivalent Android tablets) are now well-established in UK schools; not every school has them, not every child has them, but many schools do, with plenty already delivering “1 device per child” policies. This (to a certain audience) sounds wonderful; but what are the schools actually doing with them? How do teachers use these

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Easy Computing Vocab #1: Algorithms, Recursion, Booleans, etc

Computing is now being taught in all UK schools. That’s great, but a lot of the terminology/vocabulary we use in the industry is only partially defined – teachers and parents don’t know what to say when children ask “what does X mean?”. Students themselves often Google terms only to find over-complicated, poorly-phrased explanations that don’t

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