Makey:bit Jugador de scratch

Project 6 of 8
In Progress
makey-scratch-hero

Makey:bit Jugador de scratch

30-60 min

Ages 8+

¿Qué vas a hacer?

¡Es momento de jugar! Usa a Makey:bit como un control para tus juegos, para conectar el mundo real con el mundo digital.

Al presionar los botones se encenderán los leds de makey, y usarás estos para atrapar todas las herramientas que puedas, para ganar puntos y aumentar la dificultad.

¿Qué aprenderás?

Usaremos programación de bloques en scratch para crear un juego divertido, usando variables, sonidos, sensores y operaciones. Al igual que la programación de nuestra Makey:bit, para interactuar con los neopixels que tiene en los ojos de Makey.

Coge tus materiales... ¡vamos a codificar!

makey-scratch-materials

Nuestro código se divide en 2 partes:

1) los neopixeles con Makey:Bit

2) el juego con Scratch

Neopixels + Makey:Bit

Paso 1

Vamos a abrir Make Code, aquí podemos programar con JavaScript, Python y por supuesto con un lenguaje visual de bloques, este último es el que usaremos.

makey-scratch-step1

Paso 2

Vamos a ir al repositorio del proyecto Makey-Bit-Projects y lo descargamos, haciendo click en el botón verde “code”, seleccionamos el formato de Zip. Cuando termine de descargar vamos abrimos la carpeta “Makey-bit-scratch-gamer” donde tenemos el código completo pero dividido en partes.

Paso 3

Entramos en la plataforma de Make Code, hacemos clic en “importar” y arrastramos el archivo “microbit-Create-Makeybit-RGB.hex”, ya estamos listos para comenzar.

Si eres nuevo en la plataforma, la parte de la izquierda tenemos nuestro simulador, la de enmedio el menú de bloques, la de la derecha es nuestra mesa de trabajo. En la parte superior podemos cambiar el lenguaje de programación y la configuración del proyecto y en la parte inferior tenemos la sección para descarga y guardar nuestro programa

Tip: El proyecto ya está listo para trabajar con los neopixels, pero si quieres ocuparlo en otro proyecto necesitas descargar su extensión, vas a Herramienta -> Extensions -> neopixel.

Paso 4

Tenemos dos bloques de color azul, epezemos con “on start”, vamos a colocar dentro nuestro bloque de “set strip to NeoPixel en el pin 16 with 2 leds as RGB (GRB format)” con este bloque especificamos que tenemos dos neopixels en el pin 16. A continuación arrastramos el bloque “strip clear”, Después ponemos el bloque ”strip show”

makey-scratch-step4

Paso 5

Vamos al bloque azul “forever”, arrastramos dentro el primer if “if button a+ b is pressed or button a is pressed or button b is pressed then”, dentro de la condición colocamos nuestro segundo if “if button a+ b is pressed then” y en el primer else colocamos el “if button A is pressed then” y en el último else colocamos el bloque “strip clear”.

Lo que está haciendo es comprobar si estamos haciendo click en algún botón, luego comprueba qué botón estamos apretando para poner el color en los neopixels y si no apagamos los leds.

Paso 6

Para llevar el código a nuestra Makey:bit hacemos clic en los tres puntos al lado del botón “download”, seleccionamos “connect device”, seguimos los pasos y lo descargamos.

Es momento de probar nuestro código, apretando los botones de la microbit y vemos los neopixeles cambiar de color.

Genial ya estamos a la mitad del proyecto, ahora trabajaremos en el juego en scratch Scratch

Scratch + Makey:Bit

Paso 7

Vamos al proyecto Makey:bit Scratch Creator, hacemos click en “Ver dentro” para comenzar a editarlo.

En la parte de la izquierda tenemos nuestro menú de bloques, en la de enmedio nuestra mesa de trabajo y en la derecha podemos probar nuestro proyecto.

makey-scratch-step7

Paso 8

En la parte derecha, seleccionamos el “Boton2” ahora en la zona de trabajo vamos a colocar  nuestro bloque morado “cambiar fondo a Transparente” y el bloque morado “esconder” debajo de el bloque “Al hacer clic en este objeto”

Después del bloque “Cuando el fondo cambie a Instrucciones”, ponemos a continuación el bloque morado de “esconder”. Seguimos con el bloque de “Cuando el fondo cambie a Inicio” ponemos a continuación el bloque bloque morado de “mostrar”.

Paso 9

Perfecto ahora seleccionamos la herramienta “1-1”, vemos los 3 bloques amarrilos de nuestra lógica principal y los demás bloques que necesitaremos.

Debajo del bloque amarillo “Cuando el fondo cambie a Inicio”, vamos a colocar a el bloque morado de “esconder”. Luego el bloque “Cuando el fondo cambie a Instrucciones”, y colocamos el bloque morado de “esconder”.

makey-scratch-step9

Paso 10

Ahora el ultimo bloque amarillo “Cuando el fondo cambie a Transparente”, ponemos a continuacion los bloques morados de “mostrar” y “cambiar disfraz a 1”.

A continuación ponemos nuestro bloque azul “fijar y a 210”.

makey-scratch-step10

Paso 11

Ahora toma el bloque naranja “por siempre” que tiene una condición para que solo una herramienta por color aparezca en pantalla. Colocamos dentro de la condición el bloque azul “girar -.1 grados” que también  tiene un bloque de cambiar en y, que cambia la velocidad teniendo en cuenta los puntos actuales. Colocamos después del bloque “cambiar y en – sí tocando el color- ” y después ponemos nuestro bloque “si posición en y < -170 entonces”.

Lo que estamos haciendo es que cuando toque el color de los ojos de Makey correspondiente, nos cambia de disfraz y nos aumenta un punto, pero si al contrario toca el suelo nos quita puntos y desaparece.

Paso 12

Vamos a agregar un sonido cuando toques las herramientas y ganes puntos, vamos a la sección de sonidos, aquí podemos importar uno o crearlo, recuerda revisar el bloque de sonido en el código para especificar el nombre del sonido y  funcione a la perfección.

Paso 13

Vamos por el último paso y uno muy importante, ajustar los colores que detecta Scratch para ganar puntos. Hacemos clic en la bandera verde para iniciar el juego, hacemos clic en la mano con Makey:Bit, se activa la cámara. Ahora enciende los leds de Makey y colocalo frente a la camara, empezemos con el color amarillo en los neo pixeles, depsues en la sección de trabajo y hacemos clic en “tocando color” seccionamos el puntero, y selescionas el color del contorno de los neopixels, tambien para tener un mejor resultado el ambiente tiene que tener poca luz.

Tip:  Para activar la cámara, debes aceptar los permisos de scratch, solo hacemos clic en el candado a la izquierda de la URL.

Paso 14

Perfecto es hora de jugar y divertirse, muestraselo a tus amigos y diviértete junto a Makey:bit

Proyecto terminado

makey-scratch-final

Recursos

¿Qué está pasando aquí?

Codificación

Estamos usando un lenguaje de programación visual para crear un videojuego con Scratch, y programar a Makey:bit con Make Code.

¿Qué es lo siguiente?

Es momento de ser creativo en la programación usando diferentes bloque objetos o dinámicas de juego. Luego puedes usar los sensores que tiene esta placa como el micrófono, acelerómetro, y entre otros, para combinar a Makey:Bit con Scratch.

 

También puedes encontrar más información:

¿Como usar Microbit con Scratch?: https://scratch.mit.edu/microbit

¿Que es MakeCode y como usarlo?: https://www.microsoft.com/es-es/makecode

Servo-Main-Project-Image
I like to Move it Move it: Adding Motors to Makey:bit by Diego
Animatronic Face
Makey:bit Animatronic Face by Kathy Ceceri

Acerca de MoonMakers

MoonMakers — lideradas por Camila and Diego Luna — somos una comunidad de creadores apasionados por el conocimiento. Un Makerspace, un espacio abierto con diferentes máquinas de fabricación digital. Y un canal de YouTube donde promovemos la ciencia, la tecnología y el movimiento maker.

MoonMakers ha colaborado con empresas como: Sesame Street, Make Community y en México con Televisión Educativa y Fundación Televisa, creando contenido educativo.

Hemos imparto talleres por la República Mexicana con: Talent Land, Secretaría de educación en Jalisco, Conacyt, Centro Cultural España.

MoonMakers

Materiales:

See More Projects in these topics:

Electronics Engineering Games Microcontrollers STEM or STEAM

See More Projects from these themes:

Art/Craft Studio Carnival/Theme Park The Shop (Makerspace)
MoonMakers
Somos una comunidad de creadores apasionados por el conocimiento. Un Makerspace, un espacio abierto con diferentes máquinas de fabricación digital. Y un canal de YouTube donde promovemos la ciencia, la tecnología y el movimiento maker.
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Maker Camp Project Standards

Based on NGSS (Next Generation Science Standards)

NGSS (Next Generation Science Standards) The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more. Forces and Motion 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards) The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). Measurement & Data Grades K-2 CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. CCSS.MATH.CONTENT.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Grades 3-5 CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. CCSS.MATH.CONTENT.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. Ratios & Proportional Relationships Middle School CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
K–12 Computer Science Framework The K–12 Computer Science Framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all. The guiding practices include: Fostering an Inclusive Computing Culture Collaborating Around Computing Recognizing and Defining Computational Problems Developing and Using Abstractions Creating Computational Artifacts Testing and Refining Computational Artifacts Communicating About Computing You can download the complete framework here. You may also want to consider the International Society for Technology in Education Standards. The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide.
ISTE Standards (International Society for Technology in Education) The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. 1.1 Empowered Learner Summary: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. 1.1.b Students build networks and customize their learning environments in ways that support the learning process. 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. 1.2 Digital Citizen Summary: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. 1.3 Knowledge Constructor Summary: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 1.4 Innovative Designer Summary: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 1.4.c Students develop, test and refine prototypes as part of a cyclical design process. 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. 1.5 Computational Thinker Summary: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
NGSS MS.Engineering Design The Next Generation Science Standards (NGSS) are K–12 science content standards. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. For additional information on using content standards with our projects please visit the Maker Camp Playbook.
NGSS HS.Engineering Design The Next Generation Science Standards (NGSS) are K–12 science content standards. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. For additional information on using content standards with our projects please visit the Maker Camp Playbook.
NGSS 3-5.Engineering Design The Next Generation Science Standards (NGSS) are K–12 science content standards. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. For additional information on using content standards with our projects please visit the Maker Camp Playbook.