Kategorie: Mobile

  • Our new theory of change

    Our new theory of change

    Reading Time: 4 minutes

    One of the Raspberry Pi Foundation’s core values is our focus on impact. This means that we are committed to learning from the best available evidence, and to being rigorous and transparent about the difference we’re making.

    A smiling girl holding a robot buggy in her lap

    Like many charities, an important part of our approach to achieving and measuring our impact is our theory of change. We are excited to launch a newly refreshed theory of change that reflects our mission and strategy to ensure that young people can realise their full potential through the power of computing and digital technologies.

    What is a theory of change?

    A theory of change describes the difference an organisation aims to make in the world, the actions it takes to achieve this, and the underlying assumptions about how its actions will create change.

    Two learners sharing a laptop in a coding session.

    It’s like a good cake recipe. It describes the ingredients and tools that are required, how these are combined, and what the results should be. But a theory of change goes further: it also addresses why you need the cake in the first place, and the reasons why the recipe will produce such a good cake if you follow it correctly!

    What is the change we want to make?

    Our theory of change begins with a statement of the problem that needs solving: too many young people are missing out on the enormous opportunities from digital technologies, and access to opportunities to learn depends too much on who you are and where you were born.

    We want to see a world where young people can take advantage of the opportunities that computers and digital technologies offer to transform their own lives and communities, to contribute to society, and to help address the world’s challenges.

    Learners in a computing classroom.

    To help us empower young people to do this, we have identified three broad sets of outcomes that we should target, measure, and hold ourselves accountable for. These map roughly to the COM-B model of behaviour change. This model suggests that for change to be achieved, people need a combination of capabilities, opportunities, and motivation.

    Our identified outcomes are that we support young people to:

    1. Build knowledge and skills in computing
    2. Understand the opportunities and risks associated with new technologies
    3. Develop the mindsets to confidently engage with technological change

    How do we make a difference?

    We work at multiple levels throughout education systems and society, which together will achieve deep and long-lasting change for young people. We design learning experiences and initiatives that are fun and engaging, including hundreds of free coding and computing projects, the Coolest Projects showcase for young tech creators, and the European Astro Pi Challenge, which gives young people the chance to run their computer programs in space.

    Three learners working at laptops.

    We also support teachers, youth workers, volunteers, and parents to develop their skills and knowledge, and equip them to inspire young people and help them learn. For example, The Computing Curriculum provides a complete bank of free lesson plans and other resources, and Experience AI is our educational programme that includes everything teachers need to deliver lessons on artificial intelligence and machine learning in secondary schools.

    Finally, we aim to elevate the state of computing education globally by advocating for policy and systems change, and undertaking our own original research to deepen our understanding of how young people learn about computing.

    How will we use our theory of change?

    Our theory of change is an important part of our approach to evaluating the impact of our resources and programmes, and it informs all our monitoring and evaluation plans. These plans identify the questions we want to answer, key metrics to monitor, and the data sources we use to understand the impact we’re having and to gather feedback to improve our impact in future.

    An educator teaches students to create with technology.

    The theory of change also informs a shared outcomes framework that we are applying consistently across all of our products. This framework supports planning and helps keep us focused as we consider new opportunities to further our mission.

    A final role our theory of change plays is to help communicate our mission to other stakeholders, and explain how we can work with our partners and communities to achieve change.

    You can read our new theory of change here and if you have any questions or feedback on it, please do get in touch.

    Website: LINK

  • Get coding with Raspberry Pi in The MagPi magazine #140

    Get coding with Raspberry Pi in The MagPi magazine #140

    Reading Time: 2 minutes

    Get coding with Raspberry Pi

    Learn to code with Raspberry Pi computers

    In this month’s edition of The MagPi we look at your coding options with Raspberry Pi: should you learn Python, Node.JS, or Go? And which IDE is best? PJ Evans has you covered with this in-depth guide to coding.

    Raspberry Pi 5 & Pico

    Double your making ability by using two of Raspberry Pi's products together

    Raspberry Pi 5 is the fastest Raspberry Pi ever made, and Pico is the RP2040 microcontroller-based computing board. Put the two together and you can really start learn code, and electronics and build some amazing things.

    Cyberdeck Backback

    This backpack features Raspberry Pi and a wide range of electronic and wireless communication technology. With it Davide Marchetti can take his mobile lab from place to place performing security and wireless communication analysis.

    Improve your upcycled Sonos Play:1

    Trick out your upcycled Sonos Play: 1 system with fresh Raspberry Pi 5 software

    PJ has converted a Sonos Play:1 into a Raspberry Pi-driven powerhouse of sound. This month he’s going to trick it out with software.

    Amazing new projects: Red Telephone

    Turn a classic piece of history into a Raspberry Pi-powered personal assistant

    Rob Miles returns with a brand new project. The red telephone takes a classic analogue rotary phone and turns it into a super smart assistant with Raspberry Pi in the innards. 

    Get your copy today

    Grab your copy of The MagPi magazine today! Straight from our Raspberry Pi Press Store.

  • Win a Raspberry Jam Bundle!

    Win a Raspberry Jam Bundle!

    Reading Time: < 1 minute

    We were honoured to find out that a year long subscription to The MagPi is part of the Raspberry Jam bundle sent out to event organisers over the next couple of months, and thought we’d give our readers a chance to win a version of the bundle with a Raspberry Pi Zero 2 W and a Raspberry Pi Camera Module 2! You can enter below…

  • Supporting Computing in England through our renewed partnership with Oak National Academy

    Supporting Computing in England through our renewed partnership with Oak National Academy

    Reading Time: 3 minutes

    We are pleased to announce that we are renewing our partnership with Oak National Academy in England to provide an updated high-quality Computing curriculum and lesson materials for Key Stages 1 to 4.

    In a computing classroom, a girl looks at a computer screen.

    New curriculum and materials for the classroom

    In 2021 we partnered with Oak National Academy to offer content for schools in England that supported young people to learn Computing at home while schools were closed as a result of the coronavirus pandemic.

    A teacher and learner at a laptop doing coding.

    In our renewed partnership, we will create new and updated materials for primary and secondary teachers to use in the classroom. These classroom units will be available for free on the Oak platform and will include everything a teacher needs to deliver engaging lessons, including slide decks, worksheets, quizzes, and accompanying videos for over 550 lessons. The units will cover both the general national Computing curriculum and the Computer Science GCSE, supporting teachers to provide a high-quality Computing offering to all students aged 5 to 16.

    Secondary school age learners in a computing classroom.

    These new resources will update the very successful Computing Curriculum and will be rigorously tested by a Computing subject expert group.

    “I am delighted that we are continuing our partnership with Oak National Academy to support all teachers in England with world-leading resources for teaching Computing and Computer Science. This means that all teachers in England will have access to free, rigorous and tested classroom resources that they can adapt to suit their context and students.” – Philip Colligan, CEO

    All our materials on the Oak platform will be free and openly available, and can be accessed by educators worldwide.

    Research-informed, time-saving, and adaptable resources

    As we did with The Computing Curriculum, we’ll design these teaching resources to model best practice, and they will be informed by leading research into pedagogy and computing education, as well as by user testing and feedback. 

    Young learners at computers in a classroom.

    The materials will bring teachers the added benefit of saving valuable time, and schools can choose to adapt and use the resources in the way that works best for their students

    Supporting schools in England and worldwide

    We have already started work and will begin releasing units of lessons in autumn 2024. All units across Key Stages 1 to 4 will be available by autumn 2025.

    A teenager learning computer science.

    We’re excited to continue our partnership with Oak National Academy to provide support to teachers and students in England. 

    And as always, our comprehensive classroom resources can be downloaded for free, by anyone in the world, from our website.

    Website: LINK

  • Ceiling fan becomes a “spaceship” SCARA robot arm

    Ceiling fan becomes a “spaceship” SCARA robot arm

    Reading Time: 2 minutes

    We all know how annoying a ceiling fan can be when it isn’t balanced well and that annoyance perfectly demonstrates the necessity of a good, sturdy bearing. A ceiling fan’s bearing needs to allow for smooth rotational motion with as little friction as possible, while completely constraining movement in every other axis. Those properties make a ceiling base a surprisingly good starting point for a SCARA, as demonstrated in tuenhidiy’s recent Instructables write-up.

    In their tutorial, tuenhidiy refers to this as a “Spaceship Scara Arm.” It isn’t exactly clear why they chose the “spaceship” terminology, but it is similar to a conventional SCARA (Selective Compliance Assembly Robot Arm) — just one with only two degrees of freedom (DOF).

    The entire point of a SCARA is that it is fully constrained, except for rotation around the Z axis at each joint. After their ceiling fan broke, tuenhidiy noticed that the fan’s base with its beefy bearing would be perfect for this application. They took that, added a couple of stepper motors and belts, some aluminum extrusion, and a couple more bearings to create this simple SCARA.

    An Arduino UNO Rev3 board controls those motors through a CNC Shield V3. Grbl firmware makes it easy to control the positions of the motors using just about any software a user could possibly want. Some simple calculations regarding the arm’s geometry and gear ratios should let appropriate software determine exactly where it is in space. For a demonstration, tuenhidiy added a DC solenoid for its magnetic capabilities. But anyone replicating this project can add their own end effector to suit their needs.

    [youtube https://www.youtube.com/watch?v=F3zL910CVBw?feature=oembed&w=500&h=281]

    The post Ceiling fan becomes a “spaceship” SCARA robot arm appeared first on Arduino Blog.

    Website: LINK

  • How we’re creating more impact with Ada Computer Science

    How we’re creating more impact with Ada Computer Science

    Reading Time: 5 minutes

    We offer Ada Computer Science as a platform to support educators and learners alike. But we don’t take its usefulness for granted: as part of our commitment to impact, we regularly gather user feedback and evaluate all of our products, and Ada is no exception. In this blog, we share some of the feedback we’ve gathered from surveys and interviews with the people using Ada.

    A secondary school age learner in a computing classroom.

    What’s new on Ada?

    Ada Computer Science is our online learning platform designed for teachers, students, and anyone interested in learning about computer science. If you’re teaching or studying a computer science qualification at school, you can use Ada Computer Science for classwork, homework, and revision. 

    Launched last year as a partnership between us and the University of Cambridge, Ada’s comprehensive resources cover topics like algorithms, data structures, computational thinking, and cybersecurity. It also includes 1,000 self-marking questions, which both teachers and students can use to assess their knowledge and understanding. 

    Throughout 2023, we continued to develop the support Ada offers. For example, we: 

    • Added over 100 new questions
    • Expanded code specimens to cover Java and Visual Basic as well as Python and C#
    • Added an integrated way of learning about databases through writing and executing SQL
    • Incorporated a beta version of an embedded Python editor with the ability to run code and compare the output with correct solutions 

    A few weeks ago we launched two all-new topics about artificial intelligence (AI) and machine learning.

    So far, all the content on Ada Computer Science is mapped to GCSE and A level exam boards in England, and we’ve just released new resources for the Scottish Qualification Authority’s Computer Systems area of study to support students in Scotland with their National 5 and Higher qualifications.

    Who is using Ada?

    Ada is being used by a wide variety of users, from at least 127 countries all across the globe. Countries where Ada is most popular include the UK, US, Canada, Australia, Brazil, India, China, Nigeria, Ghana, Kenya, China, Myanmar, and Indonesia.

    Children in a Code Club in India.

    Just over half of students using Ada are completing work set by their teacher. However, there are also substantial numbers of young people benefitting from using Ada for their own independent learning. So far, over half a million question attempts have been made on the platform.

    How are people using Ada?

    Students use Ada for a wide variety of purposes. The most common response in our survey was for revision, but students also use it to complete work set by teachers, to learn new concepts, and to check their understanding of computer science concepts.

    Teachers also use Ada for a combination of their own learning, in the classroom with their students, and for setting work outside of lessons. They told us that they value Ada as a source of pre-made questions.

    “I like having a bank of questions as a teacher. It’s tiring to create more. I like that I can use the finder and create questions very quickly.” — Computer science teacher, A level

    “I like the structure of how it [Ada] is put together. [Resources] are really easy to find and being able to sort by exam board makes it really useful because… at A level there is a huge difference between exam boards.” — GCSE and A level teacher

    What feedback are people giving about Ada?

    Students and teachers alike were very positive about the quality and usefulness of Ada Computer Science. Overall, 89% of students responding to our survey agreed that Ada is useful for helping them to learn about computer science, and 93% of teachers agreed that it is high quality.

    “The impact for me was just having a resource that I felt I always could trust.” — Head of Computer Science

    A graph showing that students and teachers consider Ada Computer Science to be useful and high quality.

    Most teachers also reported that using Ada reduces their workload, saving an average of 3 hours per week.

    “[Quizzes] are the most useful because it’s the biggest time saving…especially having them nicely self-marked as well.” — GCSE and A level computer science teacher

    Even more encouragingly, Ada users report a positive impact on their knowledge, skills, and attitudes to computer science. Teachers report that, as a result of using Ada, their computer science subject knowledge and their confidence in teaching has increased, and report similar benefits for their students.

    “They can easily…recap and see how they’ve been getting on with the different topic areas.” — GCSE and A level computer science teacher

    “I see they’re answering the questions and learning things without really realising it, which is quite nice.” — GCSE and A level computer science teacher

    How do we use people’s feedback to improve the platform?

    Our content team is made up of experienced computer science teachers, and we’re always updating the site in response to feedback from the teachers and students who use our resources. We receive feedback through support tickets, and we have a monthly meeting where we comb through every wrong answer that students entered to help us identify new misconceptions. We then use all of this to improve the content, and the feedback we give students on the platform.

    A computer science teacher sits with students at computers in a classroom.

    We’d love to hear from you

    We’ll be conducting another round of surveys later this year, so when you see the link, please fill in the form. In the meantime, if you have any feedback or suggestions for improvements, please get in touch.

    And if you’ve not signed up to Ada yet as a teacher or student, you can take a look right now over at adacomputerscience.org

    Website: LINK

  • A delightful Chandrayaan-3 rocket launch model

    A delightful Chandrayaan-3 rocket launch model

    Reading Time: 2 minutes

    It may not get as much attention as NASA, Roscosmos, or even CNSA (China National Space Administration), but India’s space program has achieved some impressive goals. Just last year, in August of 2023, ISRO (Indian Space Research Organisation) completed their first soft landing on a celestial object with the Chandrayaan-3’s moon landing. That understandably inspired pride among Indians and the YouTube channel Science 4 U celebrated by building this model of the Chandrayaan-3 launch.

    This project can be completed with some everyday materials and a few inexpensive components. When ready, it counts down from 10. At zero, the rocket climbs the launch pad’s structure. That rocket is a small model that makers can fabricate on any 3D printer. The launch pad and structure is mostly foam packing material.

    The electronics consist of a low-speed geared DC motor, a relay module, an OLED screen, a battery holder, and an Arduino UNO Rev3 board. The Arduino starts by displaying the numerical countdown on the OLED screen. After the countdown completes, the Arduino switches on the relay. That completes the motor circuit, allowing current to flow from the AA batteries to the motor. The running motor winds in a string that pulls the rocket up the structure.

    There doesn’t seem to be any switch or sensor to turn off the motor, so the user will have to program a timer to switch the relay. There also isn’t any hardware to reverse the motor polarity, so the user has to lower the rocket manually after a launch. But this is an inexpensive and fun project that should be perfect for students in India who are excited by Chandrayaan-3.

    [youtube https://www.youtube.com/watch?v=oftwbO1LwpA?feature=oembed&w=500&h=281]

    The post A delightful Chandrayaan-3 rocket launch model appeared first on Arduino Blog.

    Website: LINK

  • Using an AI code generator with school-age beginner programmers

    Using an AI code generator with school-age beginner programmers

    Reading Time: 5 minutes

    AI models for general-purpose programming, such as OpenAI Codex, which powers the AI pair programming tool GitHub Copilot, have the potential to significantly impact how we teach and learn programming. 

    Learner in a computing classroom.

    The basis of these tools is a ‘natural language to code’ approach, also called natural language programming. This allows users to generate code using a simple text-based prompt, such as “Write a simple Python script for a number guessing game”. Programming-specific AI models are trained on vast quantities of text data, including GitHub repositories, to enable users to quickly solve coding problems using natural language. 

    As a computing educator, you might ask what the potential is for using these tools in your classroom. In our latest research seminar, Majeed Kazemitabaar (University of Toronto) shared his work in developing AI-assisted coding tools to support students during Python programming tasks.

    Evaluating the benefits of natural language programming

    Majeed argued that natural language programming can enable students to focus on the problem-solving aspects of computing, and support them in fixing and debugging their code. However, he cautioned that students might become overdependent on the use of ‘AI assistants’ and that they might not understand what code is being outputted. Nonetheless, Majeed and colleagues were interested in exploring the impact of these code generators on students who are starting to learn programming.

    Using AI code generators to support novice programmers

    In one study, the team Majeed works in investigated whether students’ task and learning performance was affected by an AI code generator. They split 69 students (aged 10–17) into two groups: one group used a code generator in an environment, Coding Steps, that enabled log data to be captured, and the other group did not use the code generator.

    A group of male students at the Coding Academy in Telangana.

    Learners who used the code generator completed significantly more authoring tasks — where students manually write all of the code — and spent less time completing them, as well as generating significantly more correct solutions. In multiple choice questions and modifying tasks — where students were asked to modify a working program — students performed similarly whether they had access to the code generator or not. 

    A test was administered a week later to check the groups’ performance, and both groups did similarly well. However, the ‘code generator’ group made significantly more errors in authoring tasks where no starter code was given. 

    Majeed’s team concluded that using the code generator significantly increased the completion rate of tasks and student performance (i.e. correctness) when authoring code, and that using code generators did not lead to decreased performance when manually modifying code. 

    Finally, students in the code generator group reported feeling less stressed and more eager to continue programming at the end of the study.

    Student perceptions when (not) using AI code generators

    Understanding how novices use AI code generators

    In a related study, Majeed and his colleagues investigated how novice programmers used the code generator and whether this usage impacted their learning. Working with data from 33 learners (aged 11–17), they analysed 45 tasks completed by students to understand:

    1. The context in which the code generator was used
    2. What learners asked for
    3. How prompts were written
    4. The nature of the outputted code
    5. How learners used the outputted code 

    Their analysis found that students used the code generator for the majority of task attempts (74% of cases) with far fewer tasks attempted without the code generator (26%). Of the task attempts made using the code generator, 61% involved a single prompt while only 8% involved decomposition of the task into multiple prompts for the code generator to solve subgoals; 25% used a hybrid approach — that is, some subgoal solutions being AI-generated and others manually written.

    In a comparison of students against their post-test evaluation scores, there were positive though not statistically significant trends for students who used a hybrid approach (see the image below). Conversely, negative though not statistically significant trends were found for students who used a single prompt approach.

    A positive correlation between hybrid programming and post-test scores

    Though not statistically significant, these results suggest that the students who actively engaged with tasks — i.e. generating some subgoal solutions, manually writing others, and debugging their own written code — performed better in coding tasks.

    Majeed concluded that while the data showed evidence of self-regulation, such as students writing code manually or adding to AI-generated code, students frequently used the output from single prompts in their solutions, indicating an over-reliance on the output of AI code generators.

    He suggested that teachers should support novice programmers to write better quality prompts to produce better code.  

    If you want to learn more, you can watch Majeed’s seminar:

    [youtube https://www.youtube.com/watch?v=ZmbQYE7hKhE?feature=oembed&w=500&h=281]

    You can read more about Majeed’s work on his personal website. You can also download and use the code generator Coding Steps yourself.

    Join our next seminar

    The focus of our ongoing seminar series is on teaching programming with or without AI. 

    For our next seminar on Tuesday 16 April at 17:00–18:30 GMT, we’re joined by Brett Becker (University College Dublin), who will discuss how generative AI may be effectively utilised in secondary school programming education and how it can be leveraged so that students can be best prepared for whatever lies ahead. To take part in the seminar, click the button below to sign up, and we will send you information about joining. We hope to see you there.

    The schedule of our upcoming seminars is online. You can catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

  • Can I build my own robot with Arduino?

    Can I build my own robot with Arduino?

    Reading Time: 5 minutes

    When you think of automation, what’s the first image that comes to mind?

    For many of us, it’s a robot. From the blocky, square-headed characters of sci-fi comic fame to household more complex creations like the Replicants of Blade Runner — robots have captured our collective imagination for a long time.

    It’s no surprise, then, that lots of Arduino users eventually set out to build a robot of their own.

    In this article, we’ll look at how to build your own robot with Arduino and share some project examples from other makers.

    What exactly is a robot?

    The term “robot” can cover a lot of potential meanings, so let’s agree on a definition.

    Here’s what the Oxford Dictionary says:

    “(especially in science fiction) a machine resembling a human being and able to replicate certain human movements and functions automatically.”

    It’s a good start, but do all robots resemble humans? Here’s Oxford’s second definition:

    “a machine capable of carrying out a complex series of actions automatically, especially one programmable by a computer.”

    This seems more accurate since it encompasses things like construction robots, robotic pets, and robotic vehicles.

    Humans have been attempting to build robots for centuries, although most of our success has taken place within the last few decades. Today, thanks to advancements in hardware and automation technology, almost anyone can build their own robots at home.

    What do you need to build a robot?

    Building your own robot might seem like an unimaginably complex task. After all, aren’t robots the stuff of sci-fi movies and leaked military prototypes?

    The good news is that building a robot doesn’t have to be a monumental undertaking, and can in fact be done with some fairly simple and easily obtained components.

    Here’s what you’ll need:

    • Some simple components like wheels, sensors, and switches (this will vary greatly depending on the type of robot you’re planning to build)
    • Some basic coding and automation skills (you don’t need to be a coding wizard)
    • A microcontroller like the Arduino UNO R4, for example.

    This is, of course, just a starting point. You can build a fairly simple robot, or you can ramp up the complexity and sophistication as much as you like — the sky really is the limit here. For beginners, though, you can find everything you need at the hardware store.

    Explore Arduino robots

    With Arduino’s products and other components, it’s possible to build your own robots more easily than ever before.

    We need to look no further than the Arduino Project Hub to find a ton of inspiring ideas. Let’s explore a few.

    Line-following robot

    Robots don’t have to be ultra-complex humanoid feats of engineering.

    In fact, if you’re just getting started with robotics, it helps to keep things simple. Check out this great example — it’s a simple, car-shaped robot designed to follow a colored line on the floor.

    The robot constantly monitors data from its infrared sensors in real time and adjusts movement based on feedback, ensuring it never strays from the line.

    If this kind of project interests you, you’ll love the upcoming Arduino Alvik, which will have a line-follower functionality. Alvik’s user-friendly interface makes MicroPython coding and robotics project development easier than ever, making learning and creating a breeze. 

    Alvik is also equipped with a range of sensors including a ToF distance sensor, line follower array, color sensor, and more. It’s especially impressive when it comes to swiftly detecting and navigating obstacles and colors.

    Join the waiting list here to be first in line for updates about Arduino Alvik.

    A piano-playing robot

    Did you think playing music was a uniquely human trait?

    Well… think again — this musically-inclined robot is capable of controlling piano keys automatically. The device was able to play piano keys 1,875 times in the space of a minute, beating the human world record by a significant margin.

    The project used a range of tools including solenoids and a custom-designed Java software interface.

    A chess-playing robot arm

    Robots have been giving us humans a run for our money in the world of chess for quite some time.

    For a new spin on the machines vs. humans saga, take a look at this robotic arm capable of physically moving the chess pieces.

    The arm was created using a 3D printer and works by using a visual recognition system to watch the opponent’s move and then formulate a response. 

    One of the most interesting things about this robot is the code used for move recognition. Because the robot uses visual recognition to follow the human’s moves, there’s no need for additional complex hardware like reed switches to be built into the chessboard, unlike other chess-playing robots.

    Stay tuned for Robotics Week!

    If you have a passion for building robots or just want to learn more about this topic, you’ll love Robotics Week, which takes place this year from April 6th-13th.

    It’s a full week of events — many of which are virtual — all centered around robotics and STEM.

    And if that’s not enough for you, this year’s Control Automation Day will focus on the theme of robotics: register today to see Arduino’s session on March 26th, “Arduino Pro Opens the Door to Robot Control for Agriculture, Biotech, and Manufacturing,” showcasing a success story based on the Portenta Machine Control by “Robotics for the Real World” provider R2 labs.

    In the meantime, visit our Project Hub for more inspiration — where you can search by category and difficulty level. And don’t forget to share your own projects with our community!

    The post Can I build my own robot with Arduino? appeared first on Arduino Blog.

    Website: LINK

  • An easy way to add a gear indicator for your stick shift

    An easy way to add a gear indicator for your stick shift

    Reading Time: 2 minutes

    The objective benefits may be almost nonexistent today, but there is still something satisfying about rowing through the gears in a car with a manual transmission. If that car was made in the past couple of decades, there is a good chance that it has an indicator on the dash to tell you what gear you’re in. But older cars usually don’t have an indicator, which is why you might want to follow Vaclav Krejci’s guide to add one.

    The great thing about this project is that it is easy to perform — even for beginners. Gearheads that don’t typically touch electronics can complete this build with some patience. Once done, it will display the current gear and a visual diagram on a small OLED screen, which the user can then mount anywhere in their car. 

    This works using an arrangement of four Hall effect sensors that detect the strength of the magnetic field coming from a permanent magnet attached to the gear shift lever. The principle is similar to triangulation, because the values detected by the four sensors can be used to calculate the position of the magnet. That isn’t very precise, but it doesn’t need to be for an application like this.

    The four Hall effect sensors mount onto a custom PCB. That connects to an Arduino UNO Rev3, which the user can tuck away inside of a center console. The Arduino performs the calculations, then updates the OLED screen with the results. Krejci even demonstrates how the user can simulate the entire circuit using WOKWI, which is very useful for ironing out kinks before building a hardware prototype. 

    [youtube https://www.youtube.com/watch?v=QixtxaAda18?feature=oembed&w=500&h=281]

    The post An easy way to add a gear indicator for your stick shift appeared first on Arduino Blog.

    Website: LINK

  • The Experience AI Challenge: Find out all you need to know

    The Experience AI Challenge: Find out all you need to know

    Reading Time: 3 minutes

    We’re really excited to see that Experience AI Challenge mentors are starting to submit AI projects created by young people. There’s still time for you to get involved in the Challenge: the submission deadline is 24 May 2024. 

    The Experience AI Challenge banner.

    If you want to find out more about the Challenge, join our live webinar on Wednesday 3 April at 15:30 BST on our YouTube channel.

    [youtube https://www.youtube.com/watch?v=kH3BI70M0e0?feature=oembed&w=500&h=281]

    During the webinar, you’ll have the chance to:

    • Ask your questions live. Get any Challenge-related queries answered by us in real time. Whether you need clarification on any part of the Challenge or just want advice on your young people’s project(s), this is your chance to ask.
    • Get introduced to the submission process. Understand the steps of submitting projects to the Challenge. We’ll walk you through the requirements and offer tips for making your young people’s submission stand out.
    • Learn more about our project feedback. Find out how we will deliver our personalised feedback on submitted projects (UK only).
    • Find out how we will recognise your creators’ achievements. Learn more about our showcase event taking place in July, and the certificates and posters we’re creating for you and your young people to celebrate submitting your projects.

    Subscribe to our YouTube channel and press the ‘Notify me’ button to receive a notification when we go live. 

    Why take part? 

    The Experience AI Challenge, created by the Raspberry Pi Foundation in collaboration with Google DeepMind, guides young people under the age of 18, and their mentors, through the exciting process of creating their own unique artificial intelligence (AI) project. Participation is completely free.

    Central to the Challenge is the concept of project-based learning, a hands-on approach that gets learners working together, thinking critically, and engaging deeply with the materials. 

    A teacher and three students in a classroom. The teacher is pointing at a computer screen.

    In the Challenge, young people are encouraged to seek out real-world problems and create possible AI-based solutions. By taking part, they become problem solvers, thinkers, and innovators. 

    And to every young person based in the UK who creates a project for the Challenge, we will provide personalised feedback and a certificate of achievement, in recognition of their hard work and creativity. Any projects considered as outstanding by our experts will be selected as favourites and its creators will be invited to a showcase event in the summer. 

    Resources ready for your classroom or club

    You don’t need to be an AI expert to bring this Challenge to life in your classroom or coding club. Whether you’re introducing AI for the first time or looking to deepen your young people’s knowledge, the Challenge’s step-by-step resource pack covers all you and your young people need, from the basics of AI, to training a machine learning model, to creating a project in Scratch.  

    In the resource pack, you will find:

    • The mentor guide contains all you need to set up and run the Challenge with your young people 
    • The creator guide supports young people throughout the Challenge and contains talking points to help with planning and designing projects 
    • The blueprint workbook helps creators keep track of their inspiration, ideas, and plans during the Challenge 

    The pack offers a safety net of scaffolding, support, and troubleshooting advice. 

    Find out more about the Experience AI Challenge

    By bringing the Experience AI Challenge to young people, you’re inspiring the next generation of innovators, thinkers, and creators. The Challenge encourages young people to look beyond the code, to the impact of their creations, and to the possibilities of the future.

    You can find out more about the Experience AI Challenge, and download the resource pack, from the Experience AI website.

    Website: LINK

  • ED-HMI3020 Pi 5 touchscreen review

    ED-HMI3020 Pi 5 touchscreen review

    Reading Time: 2 minutes

    An upgrade over the HMI3010 models, the HMI3020 adds RS232 and RS485 interfaces, as well as 3.5mm headphone and mic jacks. The key addition, however, is an M.2 socket. To access it, you’ll need to unscrew Raspberry Pi 5 and the case from the rear of the unit, then you can use the M.2 slot inside to add an NVMe 2230, 2242, or 2260 SSD.

    Mounted on the rear, Raspberry Pi 5 has its main ports accessible through the rugged case

    Touch control

    Our unit’s microSD card had Raspberry Pi OS Bookworm pre-installed with the drivers for the ten-point touchscreen, which worked instantly upon bootup. As we’ve found with other Raspberry Pi touchscreens, there’s no right-click functionality by default and we also couldn’t double-click files to open them (so had to enable one-click opening in the File Manager). There was no on-screen keyboard available either, though we managed to get one running with a workaround from the Raspberry Pi forums.

    The EDI-HMI3020 also comes with an optional 8MP front-facing camera – a Camera Module V2 – for video conferencing and suchlike, making it a versatile touchscreen tablet.

    Verdict

    8/10

    A robust touchscreen panel with well-protected Raspberry Pi 5 mounted on the rear and the option to add an M.2 SSD

    Specs

    Features: 10.1-inch screen with ten-point touch input, Raspberry Pi with 4GB or 8GB RAM, optional front-facing camera

    Ports: 2 × USB 3.0, 2 × USB 2.0, 1 × USB-C power, 2 × micro-HDMi, Ethernet (with optional PoE), RS232 and RS485, M.2 SSD socket (internal)

    Dimensions: 258 × 172 × 39.6mm; 1000g

  • High school student builds his dream racing wheel

    High school student builds his dream racing wheel

    Reading Time: 2 minutes

    Racing “video games” can be incredibly realistic these days, with every facet of the car’s physics and their interaction with the asphalt programmed in. Those racing sims could provide a completely immersive experience — if the player wasn’t sitting on a motionless couch using a controller that doesn’t resemble a car’s steering wheel in the slightest. To rectify that issue, high school student Pranshu Agnihotri built his dream racing wheel.

    Agnihotri tackled this project for a senior project in his Principles of Engineering class at Irvington High School. Its purpose is to provide a more realistic interface for racing games and sims. It doesn’t have any force feedback capabilities, but it will work with any PC game thanks to the Arduino that lets the user easily rebind controls. Those can even emulate keyboard and mouse inputs for games that weren’t designed for use with steering wheels.

    The brain is an Arduino Leonardo, which Agnihotri chose for its Microchip ATmega32U4 microcontroller. That is configurable as a standard USB HID, so any computer will recognize its inputs without any special drivers or software. The steering wheel and electronics enclosure were 3D-printed in exactly the shape Agnihotri wanted. An M8 threaded shaft acts as the steering column. A potentiometer provides steering angle input, while limit switches detect when the player presses the paddle shifters. The Arduino reads those inputs, then sends out the corresponding gamepad, keyboard, or mouse commands via USB.

    [youtube https://www.youtube.com/watch?v=sIjAQyDc9xQ?feature=oembed&w=500&h=281]

    We have to assume that Agnihotri aced this assignment, and now he has an awesome steering wheel to race with. 

    The post High school student builds his dream racing wheel appeared first on Arduino Blog.

    Website: LINK

  • Celebrating the community: Micah

    Celebrating the community: Micah

    Reading Time: 4 minutes

    We love hearing from members of the community and sharing the stories of inspiring young people, volunteers, and educators all over the world who have a passion for technology.

    A smiling child.
    Micah attends a Code Club in a library in Leeds, UK.

    With this latest story, we’re taking you to Leeds, UK, to meet Micah, a young space enthusiast whose confidence has soared since he started attending a Code Club at his local library.

    Introducing Micah

    [youtube https://www.youtube.com/watch?v=FDk0MtiMnCE?feature=oembed&w=500&h=281]

    Computing skills are essential in today’s world, and Micah’s mum Catherine was keen for him to be introduced to coding from a young age.

    While Micah is known to people close to him for his inquisitive nature, cheeky behaviour, and quick-witted sense of humour, he can be a little shy when meeting new people. And he isn’t always keen on his mum’s suggestions about trying new things and attending after-school clubs! However, when Catherine saw there was a Code Club running at their local library, she knew it was the perfect opportunity for Micah to try out computing.

    A parent and child laughing together.
    Micah’s mum Catherine took the opportunity to get Micah introduced to coding at their local Code Club.

    What Catherine didn’t know is that not only would Micah find out he was a talented coder, but Code Club would also set the path for him to become a regular attendee at many of the library’s other clubs.

    Opportunities for young coders

    Based in Leeds, the Compton Centre Code Club is part of the Leeds Libraries network, which runs seven Code Clubs throughout the city. Liam, Senior Librarian for Digital at Leeds Libraries, described the importance of these spaces for the community and for engaging children in tech:

    “Libraries are safe spaces that provide free access to exciting and innovative technology to those in our communities who might not get that opportunity. We’re proud that our Code Clubs can support young people to engage with tech, learn some new skills, and meet like-minded peers in a friendly and positive environment.

    Our Code Clubs are aimed at 9- to 13-year-olds. We do have some learners that will come that have a younger sister or brother that wants to get involved as well. We never want to turn anyone away. So we’re more than welcoming for that age group to come in and have a play, get used to the equipment, and join in.”

    — Liam, Senior Librarian for Digital at Leeds Libraries

    Coding and confidence

    Code Club provides a safe and friendly space for Micah to connect with other children, and he has embraced coding with enthusiasm. This is possible thanks to the work, support, and encouragement of Micah’s Code Club mentor Basia (they/them), the librarian at the Compton Centre who runs the club.

    “Micah loves coming [to Code Club] and learning all the different things that he can do with coding. And he also loves Basia. They’re brilliant and run the club really well. It’s a super child-friendly place to be and he loves the support that he gets from them.”

    – Catherine, Micah’s mum

    Support from an inspiring mentor is so often an important part of a young coder’s journey, and Basia’s own journey from a coding beginner to a confident mentor highlights the positive influence Code Club has on both children and mentors.

    A child and Code Club leader at a club session.
    Micah loves coming to Code Club and being mentored by the club leader, librarian Basia.

    Basia reflected on how they felt when they first heard they were going to be running Code Club sessions, and how their skills and confidence have grown.

    “I was daunted for a bit. But actually one of the first things I did when I started this job was to go through some of [the Raspberry Pi Foundation’s] resources and do a project in Scratch. And it was just so simple and straightforward. You know, all the resources are absolutely great and I don’t really need to think about it. I think my confidence has increased quite significantly.”

    — Basia, Librarian and Code Club mentor

    Since joining Code Club, Micah has become involved in other extracurricular activities, like Lego club and drama club. These experiences have contributed to Micah’s overall personal growth, showcasing the transformative power of Code Club for children.

    Young people and adult mentors at a Code Club session.
    Code Clubs are save and friendly spaces for learning.

    Micah has exciting dreams for the future, including becoming an astrophysicist, a marine biologist, and the founder of a company named Save The Planet. Supported by dedicated mentors like Basia, Code Clubs are not just about teaching coding — they are helping shape the leaders of tomorrow.

    Inspire young people in your community

    If you are interested in encouraging your child to explore coding, take a look at the free coding project resources we have available to support you. If you would like to set up a Code Club for young people in your community, head to codeclub.org for information and support.

    Help us celebrate Micah and his inspiring journey by sharing his story on X (formerly Twitter), LinkedIn, and Facebook.

    Website: LINK

  • Arduino Days: Full schedule is online!

    Arduino Days: Full schedule is online!

    Reading Time: 2 minutes

    This year we have so many talks, presentations, and announcements we had to spread out over three days! Arduino Days 2024 will be held from March 21st to 23rd – giving us more time to celebrate our community with our yearly event: 100% online, free, and open to all.

    The full schedule is now available on the dedicated Arduino Days website: explore the program to find the topics that are the most inspiring or interesting to you, and turn on notifications for the three YouTube lives linked below. 

    Day #1: March 21st from 3:30 PM CET — Let’s Get to Business

    [youtube https://www.youtube.com/watch?v=x_hJ4-JPsag?feature=oembed&w=500&h=281]

    We start off with a day dedicated to innovative transformation for professionals. From Bob Martin (Wizard of Make / Senior Staff Engineer at Microchip) and Foundries.io CEO George Gray, to founder and CEO of Blues Ray Ozzie and Bosch general manager Marcellino Gemelli – you’ll hear from a variety of pros who are leveraging the open-source ecosystem to innovate their industry with flexible, reliable, out-of-the-box solutions.

    Day #2: March 22nd from 3:30 PM CET Makers in the Making

    [youtube https://www.youtube.com/watch?v=k9FsXG5thsA?feature=oembed&w=500&h=281]

    On the second day, the spotlight turns to the educators who embrace Arduino as a platform to teach STEM and engage students of all ages and skill levels. Discover how teachers can use Arduino’s Science Kit R3 to reveal the beauty of physics in Alan Bates’ talk, or find out how Alvik supports MicroPython beginners with project-based learning in Austin Gardner’s. And don’t miss new product presentations: we’re excited to introduce you to the upcoming PLC Starter Kit!

    Day #3: March 23rd from 3: 30 PM CET All About the Community

    [youtube https://www.youtube.com/watch?v=wSdFAJ3gcpM?feature=oembed&w=500&h=281]

    Last, but definitely not least, Saturday will be a huge celebration of makers’ diverse skills and passions! Join this third awesome session to hear about a variety of original projects presented by their own creators, and dive deep into topics ranging from accessibility (with inventor Danielle Boyer) to product quality testing. Don’t miss our partner talks – with STMicroelectronics, Analog Devices, and more – and keep an ear out for our latest major announcements, including one for the new product we’ve been working on with Silicon Labs.

    We hope you’ll join us to celebrate Arduino Days live on YouTube, and let us know what your favorite sessions are in the chat comments. 

    Don’t forget there will also be dozens of in-person independent events around the world: check out the Arduino Days website in a few days for the official map! 

    No matter how you decide to show your love for open source, we look forward to seeing you at Arduino Days!

    The post Arduino Days: Full schedule is online! appeared first on Arduino Blog.

    Website: LINK

  • Season 6 of the Hello World podcast is here

    Season 6 of the Hello World podcast is here

    Reading Time: 3 minutes

    Through the Hello World podcast, we help to connect computing educators around the world and share their experiences. In each episode, we expand on a topic from a recent Hello World magazine issue. After 5 seasons, and a break last year, we are back with season 6 today.

    Hello World logo.

    Episode 1: Do kids still need to learn how to code?

    In the recent ‘Teaching & AI’ issue of Hello World, our CEO Philip Colligan discussed what AI means for computing education, including for learning to program. And our first new podcast episode is all about this question, which every computing educator has probably thought about at least once in recent months: Do kids still need to learn how to code?

    Joining my co-host Veronica and me are two computing educators: Pete Dring, Head of Computing at Fulford School in York, and Chris Coetzee, a computer science teacher for 24 years and currently a PhD student in Computer Science Education at Abertay Dundee. Given the recent developments in AI-based code generators, we talk about whether such tools will remove our learners’ need to learn to code or simply change what coding, and learning to code, looks like*.

    What’s coming up in future episodes?

    New episode of season 6 will come out every 2 weeks. In each episode we explore computing, coding, and digital making education by delving into an exciting topic together with our guests: experts, practitioners, and other members of the Hello World community.

    Also in season 6, we’ll explore:

    The role of computing communities

    We discuss the value and importance of being connected to other computing educators through the many different teaching communities that exist around the world. What makes effective communities, and how do we build and sustain them?

    A group of students and a teacher at the Coding Academy in Telangana.

    Why is understanding cybersecurity so important?

    From classroom lessons to challenges and competitions, there are lots of opportunities for learners to discover cybersecurity. There are also many pitfalls where learners’ online activities put them at risk of breaking the law. We discuss some of these pitfalls along with the many career opportunities in cybersecurity.

    How to develop as a computing educator?

    What is involved in becoming an effective computing educator? What knowledge, skills, and behaviours are needed, and how do we go about developing them? We sit down with teacher trainers and trainees to explore this topic.

    Two learners and a teacher in a physical computing lesson.

    What is the state of computing education and where is it heading?

    Computing education has come a long way in the last decade in terms of practice and policy, as well as research. Together with our guests we discuss where computing education is today around the world, and we consider the lessons we can learn and the challenges ahead

    What is the role of AI in your classroom?

    AI continues to be a disruptive technology in many spaces, and the classroom is no exception. We hear examples of practices and approaches being explored by teachers in the classroom.

    If you’ve not listened to the Hello World podcast yet, there are 5 whole seasons for you to discover. We talk about everything from ecology and quantum computing to philosophy, ethics, and inclusion, and our conversations always focus on the practicalities of teaching in the classroom.

    Many of our podcast guests are Hello World authors, so if you’re an educator who wants to share your insights into how to teach young people about digital technology, please let us know. Your words could end up in the pages as well as on the airwaves of Hello World.

    You’ll find the upcoming Hello World season and past episodes on your favourite podcast platform, including YouTube now, where you can also subscribe to never miss an episode. Alternatively, you can listen here via your browser.

    * If you want to dive into the newest research on programming education with and without AI, check out our current seminar series.

    Website: LINK

  • DIY “Staccato” controller drives Tesla coils

    DIY “Staccato” controller drives Tesla coils

    Reading Time: 2 minutes

    The Tesla coil, patented by legendary inventor Nikola Tesla in 1891, is a kind of resonant transformer circuit capable of producing sparks of high-voltage alternating-current electricity. They don’t have many practical uses today beyond novelty, but they were commonly used in spark-gap radio transmitters in the early 20th century. The sparks generated by a Tesla coil would emit strong bursts of radio waves and operators could encode information through patterns of pulses, similar to a wired telegraph. But those sparks are difficult to control, which is why Mirko Pavleski designed this Arduino-based “staccato” controller for Tesla coils.

    The purpose of Pavleski’s device is to gain better control over a Tesla coil, with the goal of generating longer sparks with less power. It does so by providing very granular control over the length of each pulse, its intensity, and the interval between pulses. A Tesla coil requires a lot of voltage to create a spark, but very little current. That means that the total power needed to produce a spark is minimal and relatively safe to oversee with a microcontroller.

    In this case, Pavleski used an Arduino Nano to manage the circuit. A control panel lets the user adjust the parameters, then the Arduino does the rest. Power comes in from mains via a 12V transformer and the Arduino controls the current going from that to the Tesla coil with a standard triac, with a large capacitor providing some filtering. Almost everything else comes down to the Arduino’s programming, which ultimately determines the characteristics of the electricity supplied to the Tesla coil. Because that’s going through a triac, the Arduino can “dim” the voltage, as opposed to simply toggling it like a relay would.

    [youtube https://www.youtube.com/watch?v=JNNYee-Tons?feature=oembed&w=500&h=281]

    This will let Pavleski perform more in-depth experiments with Tesla coils.

    The post DIY “Staccato” controller drives Tesla coils appeared first on Arduino Blog.

    Website: LINK

  • Find even more content celebrating women on Google PlayFind even more content celebrating women on Google PlayHead of Editorial

    Find even more content celebrating women on Google PlayFind even more content celebrating women on Google PlayHead of Editorial

    Reading Time: < 1 minute

    Learn from female voices through our book collections and editorial pages

    If you’re eager to explore more empowering stories, we’re spotlighting celebrity-curated book collections. Explore UK journalist Bryony Gordon’s picks, including her memoir, “Mad Woman,” or delve into American romance author Kennedy Ryan’s favorite books. We’re also highlighting e-books and audiobooks with inspiring female leads or insightful advice like Fern Brady’s „Strong Female Character,“ Caroline Criado Perez’s „Invisible Women,“ and Maggie O’Farrell’s „The Marriage Portrait.“ And for a younger audience, check out our collection of kids’ books along the same theme.

    This celebration of women’s voices extends beyond literature. Women-led teams are making a difference in all fields, whether it’s building an entertaining game or simplifying everyday tasks.

    Our editorial team interviewed Sue Khan, VP of Privacy and Data Security Officer at Flo Health, and Linda Jakobsson, Head of Story for Merge Mansion, to hear about their experiences as female leaders for apps and games geared towards women. Both Sue and Linda are passionate about making a difference — whether it’s emphasizing strong female characters or creating apps to better inform women about their health.

  • GitHub Universe attendees treated to custom RP2040 Badgers

    GitHub Universe attendees treated to custom RP2040 Badgers

    Reading Time: 2 minutes

    Special custom gift

    GitHub’s Martin Woodward made a dedicated repo to help conference attendees learn how to hack their badges. Lo and behold, in it he confirms that the hackable conference badges are indeed a custom version of the Badger 2040 that Pimoroni made especially for GitHub.

    An RP2040 is running MicroPython which throws text up on a built-in 2.9-inch E Ink display. All five buttons dotted around the edge of the screen are user-configurable, and there’s also a Stemma QT expansion port so you can connect your own accessories, such as sensors. You can power the badge via its USB-C port, or use either a 2 × AAA battery pack or a standard 3.7V LiPo cell. It’s “extremely low power”, according to Martin, which is what you need when you’re wandering around a conference all day and don’t want to be tied to a power outlet.

    Open source ideas

    Custom PCB aside, the GitHub Universe Badger is electronically identical to the original Badger 2040. This means conference attendees can make use of all the open-source examples already out there, as people have shared cool things they’ve done with their Badger – the devices aren’t tied to a one-time use as a conference badge. Pre-loaded goodies on the GitHub Universe Badger include an eBook reader, to-do list, and image viewer.

    Want cool badges for your event?

    Martin’s GitHub repo pointed us towards Badge.team, an open-source community for people who want to create excellent badges for events. There are some magical designs on display in the gallery already. They’re also looking for volunteers to support the project, so join their Telegram group or Discord channel if you think you can help people make next-level event badges.

  • Autochef-9000 can cook an entire breakfast automatically

    Autochef-9000 can cook an entire breakfast automatically

    Reading Time: 2 minutes

    Fans off Wallace and Gromit will all remember two things about the franchise: the sort of creepy — but mostly delightful — stop-motion animation and Wallace’s Rube Goldberg-esque inventions. YouTuber Gregulations was inspired by Wallace’s Autochef breakfast-cooking contraption and decided to build his own robot to prepare morning meals.

    Gregulations wanted his Autochef-9000 to churn out traditional full British breakfasts consisted of buttered toast, eggs, beans, and sausage. That was an ambitious goal, because each of those foods requires several steps to prepare. Gregulations’ solution was to, essentially, create one large machine that contains several smaller CNC machines. Each one is distinct and tailored to suit a particular food. In total — if you add up all of the different sections — this is a 12-axis CNC machine.

    The Autochef-9000’s central controller is an Arduino Mega 2560 board. But even with the power and number of pins available, that wouldn’t have been able to handle everything. So it divvies out some tasks to Arduino UNO Rev3 boards.

    As you would expect, this takes quite a lot of heat to cook everything. That’s why the Autochef-9000 contains several electric heating elements, which the Arduinos control via relays.

    Users can order food using a touchscreen menu system or a smartphone interface. Autochef-9000 will then whir to life. It will open and heat a tin of beans, grab and heat a sausage, hard boil an egg, and toast and then butter bread fed from a magazine. Finally, it will deposit all of those items onto a plate.

    There is a lot going on inside of this machine and Gregulations breezes past a lot of the technical details, but it is a joy to see in action. And unlike Wallace’s inventions, this one hasn’t caused any serious disasters (yet).

    [youtube https://www.youtube.com/watch?v=LMoHLUd81P8?feature=oembed&w=500&h=281]

    The post Autochef-9000 can cook an entire breakfast automatically appeared first on Arduino Blog.

    Website: LINK

  • This new game engine runs Manic Miner on an Arduino UNO

    This new game engine runs Manic Miner on an Arduino UNO

    Reading Time: 2 minutes

    For owners of Sinclair ZX Spectrum computers in the ‘80s, few games were more desirable than Matthew Smith’s Manic Miner. It is very much a classic and has official and unofficial ports available for just about every console and computer released since. There was even a port made for Microsoft’s Zune MP3 player. And now you can play it on an Arduino UNO thanks to Scott Porter’s custom game engine and port.

    This isn’t the first time someone has done this, as James Bowman created a Manic Miner port for Gameduino a decade ago. But Porter’s project is a little different. His port runs on a custom engine on an Arduino UNO Rev3 that produces composite video output through a custom shield. That shield also contains a speaker driver circuit, buttons for control, and a port to connect an NES controller for a more comfortable gaming experience.

    Porter’s biggest challenge was generating video, as that requires very accurate timing. For that reason, he recommends using an official UNO and not generic boards that sometimes cut corners with resonators instead of crystals. 

    The game engine is impressive, with a fixed framerate of 50fps at 256×256 and up to nine sprites on screen. One of those sprites can have pixel-perfect collision detection with all of the others, which is ideal for a game like Manic Miner. But the video is monochrome and there do seem to be some glitches evident in the demonstration video. Regardless, this is very impressive and we’re excited to see what else Porter can achieve with his engine. 

    [youtube https://www.youtube.com/watch?v=dm_dUSeIqC4?feature=oembed&w=500&h=281]
    [youtube https://www.youtube.com/watch?v=5iUYeZ2Ppnk?feature=oembed&w=500&h=281]

    The post This new game engine runs Manic Miner on an Arduino UNO appeared first on Arduino Blog.

    Website: LINK

  • PicoZX Handheld

    PicoZX Handheld

    Reading Time: 2 minutes

    Peter Misenko (Bobricius to his friends on GitHub, and YouTube, is the brain behind the original design for PicoZX, and PicoZX Handheld – the Raspberry Pi Pico-based Spectrum emulator that inspired Ken.

    Peter’s short and snappy demo video explains the project, but Ken’s longer build video, goes into more detail on how he made his version.

    Components being soldered onto the PicoZX Board

    Reason number one why I personally would argue [are you sure you want to do this – Ed.] that PicoZX might be even better than the original ZX Spectrum: it exists in the now. Reason number two: it’s cuter because it’s smaller, meaning you can also use it as a handheld device and carry it around in your pocket. Reason number three: it’s built on Raspberry Pi Pico.

    Seeing as Sinclair was a pioneer of affordable home computing with the ZX Spectrum, it’s pretty cool to see a modern-day emulator running on a microcontroller which costs just $4/£4.

    How is it made?

    PicoZX is made up of several custom PCBs, but the Pico and most of the device’s parts are soldered onto one main board. There’s also a faceplate, which is largely cosmetic and holds everything in place nicely, and a backplate, which holds the battery and the charge controller. The other four PCBs frame the device around its edges, leaving openings for the microSD card and USB ports.

    Ken’s version of the PicoZX Handheld in eye-catching black

    A 2.8-inch IPS display soldered directly onto the main PCB is the screen for the device. Fifty 7mm tactile switches give the tiny QWERTY keyboard its clickety tactility. PicoZX can also be used with a joystick; Ken showcases an Atari 2600 joystick in his build video.

    How does it work?

    The Raspberry Pi Pico runs Fruit-Bat’s ZX Spectrum emulator and Jean-Marc Harvengt’s Multi-Computer Machine Emulator (M.CU.M.E). So not only do you have all of the original ZX Spectrum programs at your fingertips, but you can also emulate other devices – such as the Commodore 64, Atari 2600, and ColecoVision – all in one compact handheld device. You’ll have 1980s nostalgia coming out of your ears after a couple of hours with this thing.

    Remembering Clive Sinclair

    I’d wager you’re an admirer of Sir Clive Sinclair, the inventor of the ZX Spectrum, who died in 2021. Raspberry Pi co-founder Liz Upton wrote a short but sweet note on the day we heard the news, and the comments section quickly filled with stories from people who had been inspired by his work. Have a look if you’d like to take a scroll down memory lane.