Merge pull request #11 from callysto/Module_2

Module2 pictures redo picture code

Module_2/Module2_Unit2.ipynb

@@ -68,10 +68,7 @@
     "\n",
     "Is there ever a case where 2 people would cross in the backwards direction? If true, that also limits the possible lists. \n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/bridge.jpg\">\n",
-    "</p>\n",
-    "\n",
+    "![Bridge](../_images/bridge.jpg)\n",
     "\n",
     "### Activity\n",
     "\n",

Module_2/Module2_Unit3.ipynb

@@ -25,9 +25,7 @@
     "\n",
     "If you can think of a cook as a **computer**, the recipe for a cake is the **algorithm**, and the written-down version of the recipe is the **software** that the cook will follow. \n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/cook.png\">\n",
-    "</p>\n",
+    "![Cook](../_images/cook.png)\n",
     "\n",
     "\n",
     "Notice that the written recipe **(software)** must be written in a language the cook can understand. So, an English cook should have the recipe written in English; a French cook would need a recipe written in French. Or one cook might need instructions with metric units (e.g. millilitres) while another might need imperial (ounces and cups).\n",
@@ -38,9 +36,7 @@
     "\n",
     "### Activity\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/cupcake.jpg\">\n",
-    "</p>\n",
+    "![Cupcake](../_images/cupcake.jpg)\n",
     "\n",
     "\n",
     "- If you download a recipe in French, and translate into English (with Google Translate, say), is the recipe the same? Has the recipe changed in any way? Can the recipe still be followed?\n",

Module_2/Module2_Unit4.ipynb

@@ -25,9 +25,7 @@
     "\n",
     "In a way, the cook who follows a recipe is the hardware that runs the algorithm. Without the cook, nothing happens. Same thing with the computer hardware. Without the computer (with its keyboard and screen, its memory, and processor), nothing would happen. \n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/comphardware.jpg\">\n",
-    "</p>\n",
+    "![Computer Hardware](../_images/comphardware.jpg)\n",
     "\n",
     "The input/output devices\n",
     "> Keyboard, monitor, microphone, camera, etc.\n",

Module_2/Module2_Unit5.ipynb

@@ -21,9 +21,8 @@
     "- Learn about text-based programming languages\n",
     "- Articulate why you would want to learn Python\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/laptop.jpg\">\n",
-    "</p>\n",
+    "![laptop](../_images/laptop.jpg)\n",
+    "\n",
     "\n",
     "### What is Programming and Why Would I Want to Learn it?\n",
     "\n",
@@ -37,17 +36,15 @@
     "\n",
     "#### Scratch\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/scratch.jpg\">\n",
-    "</p>\n",
+    "![Scratch](../_images/scratch.jpg)\n",
+    "\n",
     "\n",
     "[Scratch](https://scratch.mit.edu/) is a popular block-based programming language that is used primarily as a learning language to introduce its target audience to programming basics and game design. The Scratch project was first proposed in 2003 by the [MIT Media Lab](https://en.wikipedia.org/wiki/MIT_Media_Lab) and UCLA under the direction of principal investigators [Mitchel Resnick](https://en.wikipedia.org/wiki/Mitchel_Resnick), [Yasmin Kafai](https://en.wikipedia.org/wiki/Yasmin_Kafai), and [John Maeda](https://en.wikipedia.org/wiki/John_Maeda). Since then Scratch has remained a popular programming language among educators and children.\n",
     "\n",
     "#### Blocky\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/blocky.png\">\n",
-    "</p>\n",
+    "![Blocky](../_images/blocky.png)\n",
+    "\n",
     "\n",
     "Similar to Scratch, Blockly is a block-based visual programming language. Introduced to the public in 2012, Blockly has a similar target audience as Scratch and is also a learning language to help users understand the basics of programming.\n",
     "\n",
@@ -66,9 +63,7 @@
     "\n",
     "Python is relatively simple with respect to syntax, where syntax refers to the style rules that govern the programming language so that the commands can be executed. The Python syntax is more user-friendly to read, interpret and understand than other high-level programming languages.\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/smallgroup.jpg\">\n",
-    "</p>\n",
+    "![Small Group](../_images/smallgroup.jpg)\n",
     "\n",
     "Python’s flexibility stems from the large, active, open-source development user community that has created large repositories of computing libraries that allow you to accomplish many things using Python, such as math (NumPy), scientific and technical computing (SciPy) and data visualization (Matplotlib, Plotly, and more).\n",
     "\n",

Module_2/Module2_Unit6.ipynb

@@ -29,9 +29,7 @@
     "\n",
     "Algorithmic notation is the use of keywords that represent a specific type of step on a solution. These keywords allow the representation of more efficient solutions.\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"50%\" src=\"../_images/parkinglot.jpg\">\n",
-    "</p>\n",
+    "![ParkingLot](../_images/parkinglot.jpg)\n",
     "\n",
     "For example, every time you have to repeat a step, it is easier to use a special keyword, in comparison repeating that step over an over in the solution. \n",
     "\n",
@@ -69,15 +67,12 @@
     "1. FOR 1 time repeat: Move 1 meter\n",
     "1. You have arrived\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"80%\" src=\"../_images/Loops.jpeg\">\n",
-    "</p>\n",
+    "![Loops](../_images/Loops.jpeg)\n",
+    "\n",
     "\n",
     "### Knitting Example\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"40%\" src=\"../_images/knitting.jpg\">\n",
-    "</p>\n",
+    "![Knitting](../_images/knitting.jpg)\n",
     "\n",
     "**Let’s use the example of a knitting “algorithm” to make a scarf** to show the use of the keyword FOR to indicate that a step should be repeated for a specific number of times. Using our own words, we can write the knitting scarf algorithm as follows: \n",
     "\n",
@@ -192,9 +187,9 @@
     "\n",
     "What if you are writing an algorithm but you need to represent two or more different options? In this case, the keyword **IF** becomes quite useful. **IF** is used when you want to write a <u> statement </u> or step to evaluate if a <u> condition </u>has been met. That’s why IF is also called a “conditional statement”.\n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"80%\" src=\"../_images/condstat.jpeg\">\n",
-    "</p>\n",
+    "\n",
+    "![Constat](../_images/constat.jpeg)\n",
+    "\n",
     "\n",
     "**Examples of cases when a “conditional statement” is useful include:**\n",
     "\n",
@@ -251,9 +246,8 @@
     "A **WHILE** loop is similar to a **FOR** loop with the main difference that a **WHILE** loop includes a “conditional statement”. \n",
     "A FOR loop is used to indicate a <u> number of times </u> to repeat an action. A WHILE loop is used to indicate every specific number of times an instruction needs to be repeated. A WHILE loop is used to repeat a list of instructions <u> until some condition is met </u>. \n",
     "\n",
-    "<p align=\"center\" width=\"100%\">\n",
-    "    <img width=\"80%\" src=\"../_images/whileloop.jpeg\">\n",
-    "</p>\n",
+    "![Whileloop](../_images/whileloop.jpeg)\n",
+    "\n",
     "\n",
     "**Examples of cases when a WHILE loop is useful, include** \n",
     "\n",