Tag: Academia – Python Prog

Today’s BTE1522 session was all about taking the class assignment slider game project to the next level—through code modification and applied programming. With their foundational game now complete (step 7), students were given a list of features to implement, each requiring a combination of Python programming concepts, critical thinking, and a bit of creativity!

In groups, students worked on implementing new functionalities into their existing slider game projects. Each modification involved one or more Python concepts and gave students the opportunity to explore real problem solving through game design.

Each team selected a feature, explored the Python logic behind it, and began integrating it into their existing codebase. It was rewarding to see teams applying what they’ve learned about loops, conditionals, functions, and event handling in a hands-on way.

To push their understanding further, every group was given a “Level-Up” challenge—a task that required enhancing or optimizing their chosen modification. These challenges were designed to:

1. 1. 1. Encourage deeper reflection on Python logic

      2. Promote code efficiency and modular design

      3. Help students explain the relationship between what their game does and the Python concept it’s based on

For example:

1. 1. 1. Teams working on player lives were challenged to add a visual life tracker (hearts or icons).

      2. Those creating a multiplayer mode were asked to explore keyboard conflict resolution and responsive game states.

      3. The group managing the leaderboard was tasked to sort and persist scores across sessions.

Throughout the activity, students were encouraged to ask themselves:

1. 1. “What Python concept is being used here?”

   2. “How can I break down this functionality into smaller functions?”

   3. “How can I make this scalable if I wanted to add more features?”

   4. “Why code in such way? “

This reflection not only reinforces their coding skills but also helps students become intentional learners, capable of connecting code to concept.

To all the students, please submit your work via Tinta. make sure to include:-

1. 1. 1. Python codes .py
      2. Readme.txt file to explain the code functionalities
      3. Project documentation in .doc format (please include the YT link of youe project) – due date April 25th.

 

This week in BTE1522, we focused on troubleshooting the Slider Game code as part of our hands-on approach to learning Python programming. Over the past four weeks, students had completed Steps 1 through 7 of the game development process — from designing a simple game window to implementing the “Game Over” condition.

In Week 5, we shifted our focus from building to refining.

Troubleshooting Score Logic
The session began with a debugging challenge: fixing the issue where the score kept increasing continuously whenever the player collided with the enemy. The expected behavior was that the score should increase by only 1 per collision. This led to an exploration of Boolean flags (such as collosion = False) and control logic — helping students understand how to track and limit events in game logic using conditional statements.

Implementing Countdown Timer
Next, students were challenged to modify the game’s default up-counting timer into a countdown timer. This exercise required them to revisit Python functions and logic structures. They learned how to set and decrease a timer, as well as how to trigger the “Game Over” condition when time reaches zero.

Debugging as a Learning Tool
Troubleshooting is a vital part of programming, and through this session, students experienced how debugging helps deepen understanding of syntax, logic flow, and structure in Python. Debugging isn’t just about fixing errors — it’s about making your code smarter and your logic stronger.

This week’s activity reinforced the idea that learning to program by building and breaking things — then fixing them — is one of the most effective ways to understand a programming language. Students left the class not just with working code, but with improved problem-solving skills and a stronger foundation in Python.

 

Welcome to the class everyone !

1 – PreTest

2 – Thonny Installation

3 – Game Window

Today, I had the opportunity to deliver a workshop on Introduction to Python, specifically targeting its application in image processing. This workshop was part of a preparatory class for UMPSA double-degree students, who will be enrolling in their image processing course next semester. The objective was to provide them with a foundation in Python programming through a hands-on project-based approach.

Instead of a conventional lecture-style introduction to Python, the workshop focused on a project-based learning approach, where students were introduced to programming concepts by developing a Slider Game. This project served as an engaging platform to explore Python syntax and core programming concepts, including:

1. 1. 1. Pixels and Color Schemes – Understanding how colors and pixels form the basis of image processing.
      2. Object-Oriented Programming (OOP) – Declaring objects, defining classes, and implementing methods.
      3. Control Statements – Implementing loops (for, while) and conditional statements (if-else).
      4. Event Handling – Managing user input and interactions within the game.
      5. Timers – Implementing countdowns and delays for interactive experiences.

This step-by-step approach helped students grasp the syntax and structure of Python while simultaneously building a fun, interactive game.

Following the Python fundamentals and project development, the workshop transitioned into setting up Anaconda, a critical tool for managing Python environments and dependencies efficiently. Special attention was given to embedding the .yml environment file prepared by the image processing course coordinator. This ensured that students had access to all key libraries and tools required for their upcoming course, including:

1. 1. 1. scikit-image – For advanced image processing tasks.
      2. Matplotlib – For data visualization and plotting image transformations.
      3. OpenCV – For real-time image manipulation and computer vision applications.

By setting up a pre-configured environment, we aimed to provide students with a smooth learning experience without the hassle of installing dependencies manually.

The workshop concluded with a hands-on session exploring fundamental image processing techniques. Students experimented with:

1. 1. 1. Image Scaling – Resizing and adjusting image dimensions.
      2. Color Manipulation – Converting RGB images to grayscale.
      3. Basic Filters & Enhancements – Adjusting brightness, contrast, and sharpening.

As a final exercise, students worked with the iconic Lenna.png file, applying different transformations to understand basic image properties.

This workshop was an exciting and fulfilling experience, as it introduced students to Python programming in a practical and engaging manner. By developing a project along the way, they not only learned Python syntax and concepts but also experienced how these concepts translate into real-world applications like image processing. I truly enjoyed guiding them through this process and hope they found this approach refreshing and insightful.

Wishing all the students the best of luck in their upcoming image processing course! Looking forward to seeing how they apply Python in their projects and beyond.

Gearing up for the upcoming class on Python Programming, and this time round it’s on Anaconda 🙂

1. Pause ane Resume
2. Restart and Quit
   • https://umpedumy-my.sharepoint.com/:v:/g/personal/tb24018_adab_umpsa_edu_my/EQAC6Tma_E5ImV201Wjppd8BJYIoY95f-GF-00os4pzJkQ?e=EPdyv0
3. Initialization
4. Multiplayer
5. MultiEnemy

1	CLICK HERE  CLICK HERE	RAJA RE23313, SKANTHANESSH RE23028, ARIF DANIEL RE22197	https://youtu.be/wdr8H9__MGU	LEE TG23095 ALIYA TG23102 Belal TG23126
6			CLICK HERE	SYAHMI TB24018,  SHAFIQ TB24026 SYAFIQ TB24031
7	https://youtu.be/Fex0y6rYwsk	HABEEB RE23111, SYIDI RE23077 JIHAN RE23223	https://youtu.be/zobtlQxvhlk	HAKIMI TG23107 ANISH TG23127 HAZIQ TG23117
9	https://youtu.be/OhULOoHPlEM?si=9Gwsce8ryL9sYDIz	FONG RE23057, CHOO  RE23297 Zunaizah RE23248	https://youtu.be/g4y_-jlHNr4	ADIB TB2023 HAZIM TG24012 NUR SYAFIQ TB24007
10	https://www.youtube.com/watch?v=SF0_KpB2HUk	LAW RE23293, GABRIEL RE23074 FARIDRE23324	https://youtu.be/e_xzHZlKjpY	MAIRA TG24026 ELLIANA TB24015
11	click here	IZZAT RE23157. 4, AIZAD RE23147 LUTFY RE23161	https://youtu.be/9loZbNFo8-g?feature=shared	TANIA (TB24029) NITHYAA(TB24027)
12			https://youtu.be/0qKAwQwh8NE	FADE (TB24024) ALIF (TB24030)
14			https://youtu.be/mtovpGBYEpk?si=sDmPPAo0LGhzKnQ2	DYRAND TG23112  ADAM TG23086  ALISA TG23111
15	https://youtu.be/8ZNOtMVddeQ	FATTAH RE23218, HAIKAL RE23208 FAHIM RE23267	https://youtu.be/V4jSDcJGpcA	Daniel Aufa TB24043 Danish Haikal TG24006
17	https://youtu.be/YuhGqjvRMwY?si=Jy1aS9OD78UHzybd	DANIEAL RE23281, MAHI RE23174, IZDIHAR RE23292	https://youtu.be/YHngQFqPuDI	RAZIQ TG24007 SYAHEY TG24011TINESH TG244013
18	https://youtu.be/dh4DtpmEnCQ	IQBAL RE23150, HAKIM RE23211, BUKHARI RE22109	https://youtu.be/7oTHYKsIeCI	CAIROL (TB24012) FRANCES (TB24014) KANA (TB24017)
19	https://youtu.be/ql6ugbFjPyU	HAZIQ RE23120 AIMAN RE23163 ARIF RE23320	https://youtu.be/mbikg-wHGgA?si=oputKtcMW-UzHVmQ	MUHD IMRAN HAKIM TG24020 KAZRI  TG24005 AHMAD ATIQ TG24009
20				ALIF TB24011 HAIKAL TB24019

Well done everyone!

BTE1522

1. Environmental Monitoring Station
2. Attendance System-with Facial Recognition System
3. Real-time Video Streaming
4. Realtime Data-Logger
5. Real-Time Data Logger
6. Motion Detector
7. Realtime Distance Monitoring
8. Navigation with GPS
9. Automation Starter
10. Distant Meter
11. Motion Tracker
12. Obstacle Detection
13. GPS Tracker

DRE2213

1. Object Detection
2. Temperature Detector
3. Weather Dashboard

4. Smart Surveillance System
5. Weather Companion
6. Image & Acccelerator Dashboard
7.  Weather Station
8. Fitness Tracker
9. Image Tracker
10. Motion Gesture Sensor

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 35 students and teachers from Kolej Vokasional Kajang were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to Pn Rohayu, Ts Adam and Mr Siva from KV Kajang for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Jan 22nd

 

Hello BTE-ian and DRE-ian,

It’s officially a wrap. Thank you!

I hope you enjoyed the classes as much as I do.

 

Senior Design Project sharing

Project quarantine

As the semester draws to a close, Week 14 marked the end of our BTE/DRE classes with a comprehensive and reflective session. Let’s revisit our achievements, connect with inspiring senior projects, and engage in meaningful discussions about our learning experiences. Here’s a recap of the highlights from this final class.

A. Revisiting Targeted Learning Outcomes

The Course Learning Outcomes (CLOs) to reflect on the skills and knowledge gained throughout the semester:

The activities in class (week 1 – Week 13) are aligned with these outcomes, from setting up Raspberry Pi devices to developing functional Python programs and integrating hardware components into practical projects.

B. Learning from Senior Design Projects

Presentations by five senior students attached to the UMPSA STEM Lab, where they shared their design projects, providing insights into advanced applications of Raspberry Pi, the UMPSA STEM Cube, and sensors like LiDAR and cameras. Their projects demonstrated the application of technology in analytics and problem-solving, including:

• Environmental monitoring systems using Raspberry Pi and sensors.
• Autonomous navigation projects leveraging LiDAR for spatial awareness.
• UMPSA STEM Cube-based solutions for data collection and analytics.
• Camera-enabled AI systems for image recognition and analysis.
• Innovative control systems that integrate various sensors for precision tasks.

These presentations served as a source of inspiration and a roadmap for how you can build on their foundational skills to tackle complex, real-world problems.

C. Reviewing the Pedagogical Approach used in BTE1522 and DRE2213 – Project-Based Learning

This semester’s pedagogy centered on project-based learning, emphasizing active participation and hands-on experience. The two primary projects included:

1. Slider Game Development
   • You’ve applied Python programming concepts to create a fully functional video game. This activity fostered an understanding of variables, loops, control structures, and debugging techniques.
2. Digital Making Projects
   • These involved integrating Raspberry Pi and sensors to develop functional hardware solutions, such as digital input/output systems, conditional statements, and data display mechanisms.

By engaging in these projects, I believe you have learned programming through the process of building and problem-solving. This approach not only reinforced technical skills but also encouraged creativity, critical thinking, and resilience in troubleshooting challenges.

D. Reflective Discussion and Deliberation

To conclude the session, we engaged in a reflective discussion with the following prompts:

1. What Have You Learned in the Class?
   • Students shared their newfound skills, such as configuring Raspberry Pi devices, writing Python programs, and integrating hardware with software.
   • Many emphasized how the hands-on projects deepened their understanding of programming and hardware interaction.
2. What Was the Most Challenging Aspect, and What Could Be Improved?
   • Challenges included debugging complex code, understanding hardware limitations, and managing time during project development.
   • Suggestions for improvement included more guided tutorials, additional practice sessions, and collaborative troubleshooting workshops.

These discussions highlighted the growth and resilience students developed while navigating challenges and celebrated their achievements in mastering new skills.

This semester’s journey through BTE/DRE courses has been a testament to the power of learning by doing. From developing Python games to building digital solutions with Raspberry Pi, I hope you have not only gained technical expertise but also cultivated problem-solving skills and design thinking.

As we wrapped up the class, I hope you felt a sense of accomplishment and inspiration, ready to apply your skills to future endeavors. The combination of project-based learning and reflective discussions has provided a strong foundation for continued growth in programming and hardware development.

I look forward to seeing how you, the budding innovators =) will use your skills to create impactful solutions in the years to come.