ESP Electronic Survey Program 3.2 serial key or number

ESP Electronic Survey Program 3.2 serial key or number

ESP Electronic Survey Program 3.2 serial key or number

ESP Electronic Survey Program 3.2 serial key or number

4. Results and Discussion

The results are presented in the following order input from the students in the course, feedback from supervisors, and comments from classmates in the Master's program. After each section, key issues are discussed and later compared to gain an understanding of how expected roles were met.

4.1 Students' perceptions of Instructors' performance

This aspect was triangulated with information from three different sources: the students, the supervisors, and fellow colleagues. The students' input was obtained through the mid and end-of- the-course-evaluation survey. These results are illustrated in Table 1. The teachers' expected behaviors are listed on the left column. The other columns indicate the frequency with which those behaviors were present. Each frequency column is divided into "M," which stands for "Mid Evaluation Survey," and "F," which stands for "Final Evaluation Survey." Six students in the midterm evaluation indicated that the instructors always gave clear instructions, whereas in the final evaluation seven students chose that option. In addition, eight students in the midterm pointed out that the instructors always provided clear feedback, while seven students said so in the final evaluation. Concerning helping students improve their language performance and be willing to receive feedback from students, eight students chose "always" in both evaluations. For the other three behaviors, the students pointed out in the two surveys that the instructors were always interested in their students' learning process, were always willing to answer students' questions, and always selected appropriate topics to improve students' second language learning.

The results are rather consistent even though the number of students is different in the mid and end of the course evaluations. The students agreed that the instructors fulfilled the subsequent criteria completely: showed interest in students' learning process, showed willingness to answer students' questions, and selected appropriate topics for the class.

Although the overall results indicated that the students' perceptions of the accomplishment of teacher roles were positive, the results also revealed the instructors' areas of improvement for the instructors. In the mid-of-the-course survey, the instructors found that the students felt they needed additional support to develop their language skills. This suggestion was approached immediately by adapting the activities to the different proficiency levels in the group. Moreover, the instructors improved at giving instructions. By the end of the course, most of the students agreed that the instructions were clear and appropriate for the learning tasks.

One aspect that remained equal in both evaluations was providing feedback. When asked, the students and supervisors had similar opinions about this topic. They both claimed that some of the explanations were more complex than was necessary. In this case, additional pedagogical mediation was needed.

Table 1: Instructors' performance midterm and end-of-the-course-evaluation survey 

NOTE: M stands for Midterm Course Evaluation and F stands for Final Course Evaluation. Source: Midterm & Final Course Evaluation. September & November, 2012

Figure 1 contains the information provided by the supervisors. The results showed that instructors met the expectations of the course. The input the supervisors provided regarding these aspects is described below. The supervisors used a scale from 0 to 100 to grade the student-teachers' performance. In addition to the numerical evaluation, the supervisors included comments on aspects that needed improvement. The grades obtained for each criterion throughout the course were averaged to obtain the medium grade per each behavior observed. On this scale, a grade below 70 is considered "unsatisfactory", and a grade between 70 and 79 is considered "satisfactory". A grade between 80 and 89 corresponds to the evaluation "good", and a grade above 90 corresponds to "very good".

The average grades showed that the supervisors' perception of the student-teachers' performance was between "good" and "very good" on average throughout the semester. As stated above, the additional feedback focused on areas for improvement. The comments below correspond to the additional feedback given by the supervisors.

Figure1:  Supervisor's Perception of the Instructors' Performance 

Appropriate feedback: On many occasions, the student teachers waited until the language focus to provide feedback about language use. The supervisors suggested addressing students' errors throughout the lesson with more frequency. They also pointed out that the student teachers needed to be better prepared for the classes in order to answer all the students' questions satisfactorily. These two aspects improved gradually throughout the course.

Comprehensible input: The information provided by the teachers resembled real-life use of language and the examples were clear and well contextualized. The feedback obtained in this section related to the amount of vocabulary introduced in the class. The supervisors suggested that the number of words introduced in one lesson was overwhelming at times.

Student autonomy: This aspect is related to the previous one in the sense that tasks were too difficult for the students. The supervisors expressed that the student teachers were expecting too much from the students by filling the activities with large numbers of new words. This input motivated the reduction of the number of vocabulary items and simplification of the materials so that the students could cope with the demands of the task. Their idea was to make the students less dependent on the handouts and notes when reporting the task. This was one of the greatest challenges for the student teachers.

Strategies development: Communication strategies were present in almost all the lessons, but the student teachers failed at activating them, which is reflected in the results in Figure 1. The supervisors suggested drilling and modeling and encouraging the use of such strategies until the students got them right. The student teachers did not reinforce learning of communication strategies enough during the course.

Sequence of activities: The supervisors pointed out that the activities were conducive to task performance and that the level of difficulty increased progressively during the cycle of activities. They highlighted that the student teachers were able to integrate different language skills in the lessons.

This information is complemented with the feedback obtained from the classmates. They observed the instructors with a focus on the fulfillment of roles and characteristics described in the review of the literature. Their input is illustrated in the Figure 2.

Figure2:  Accomplishment of the Roles of the Instructors as seen by the Classmates 

The numbers showed that two thirds of the total number of answers for each criterion (66,66%) described the accomplishment of the roles by the instructors as distinguished, that is, thorough and nearly always or always conducive to task performance. For the criterion "preparing the learner for tasks", one third of the total number of answers (33,33%) described the accomplishment of this role as basic, meaning that few teacher interventions anticipated task requirements. For the other three criteria, one third of the total number of answers respectively (33,33%) described the accomplishment of the roles as proficient. This means the performance of the student-teachers was often conducive to success in tasks.

The classmates pointed out several aspects to be improved in each of the roles. In regard to selecting and sequencing tasks, they suggested including fewer activities in the preparation stages and creating simpler task cycles. Similarly, for preparing the learners, they suggested reducing the amount of input in order to facilitate task performance. In the case of consciousness raising, their comments were oriented towards eliciting the answers from the students instead of giving away the answers.

The student teachers largely fulfilled the expected roles in TBLT according to classmate-generated feedback. Particularly, they succeeded at sequencing tasks and motivating the learners. The results show that some work is still needed on the roles of preparing the learners for tasks and raising consciousness. Regarding sequencing of tasks, the input obtained from the different sources revealed that the preparation stages clearly led to achievement in the performance of the task and that the activities were purposeful and real-life oriented. This was accomplished by decomposing real-life activities in order to replicate the steps needed for their completion from a linguistic point of view. This, in turn, helped the students discover the language embedded in the task and helped constructing learning in a student-centered fashion.

The role of motivating the learners was achieved by providing learning tasks that were clearly contextualized according to the students' areas of expertise, which was noted by the supervisors. In this sense, the choice of topics for classes played a key role. Another strategy that was used to motivate the students was to personalize learning activities by including the names of the students in the exercises. This made the students feel identified with the situation presented in the materials and helped them anticipate the language they would need to participate in different events. In addition, individualized attention was provided to the students given that the group was small. This allowed the student-teachers to provide positive feedback to the students and also to challenge them in a non-threatening way.

The role of preparing the learners was not completely accomplished due to the amount of input introduced in the preparation stages. The number of new words often made learning tasks more difficult. Although the selection of language aspects was pertinent to the task, the instructors could have worked more on simplifying the activities. The increased difficulty also had an impact on learner autonomy given that they needed to rely on previous handouts and notes to perform the task successfully. This created a gap in performance when the level of difficulty was too high.

Lastly, the role of consciousness raising was mainly affected by the following two practices: providing the answers directly to the students after a task and not correcting errors immediately. The first practice changes the classroom dynamics from student centered to teacher centered. In this sense, the student teachers needed to develop more skills to obtain the answers from learners, for example, by giving hints about the answers or by asking more questions. Regarding error correction, the student teachers corrected errors mostly at the end of the class. This may have led some students to believe that their production was fully appropriate and needed no improvement. The repetition of errors throughout entire lessons could be seen as evidence of this. However, the rationale for this approach was that some students may feel threatened by direct correction and that the focus of TBLT is typically on meaning and the construction of a task rather than only on language accuracy.

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, ESP Electronic Survey Program 3.2 serial key or number

Created by Espressif Systems, ESP32 is a low-cost, low-power system on a chip (SoC) series with Wi-Fi & dual-mode Bluetooth capabilities! The ESP32 family includes the chips ESP32-D0WDQ6 (and ESP32-D0WD), ESP32-D2WD, ESP32-S0WD, and the system in package (SiP) ESP32-PICO-D4. At its heart, there's a dual-core or single-core Tensilica Xtensa LX6 microprocessor with a clock rate of up to 240 MHz. ESP32 is highly integrated with built-in antenna switches, RF balun, power amplifier, low-noise receive amplifier, filters, and power management modules. Engineered for mobile devices, wearable electronics, and IoT applications, ESP32 achieves ultra-low power consumption through power saving features including fine resolution clock gating, multiple power modes, and dynamic power scaling.

👉 For news and information, follow @ESP32net on Twitter! 👈

Features & Specifications

See the ESP32 Datasheet for information on ESP32 chips and the ESP32-PICO-D4 Datasheet for information on the SiP module.

  • Processors:
    • Main processor: Tensilica Xtensa 32-bit LX6 microprocessor
      • Cores: 2 or 1 (depending on variation)
        All chips in the ESP32 series are dual-core except for ESP32-S0WD, which is single-core.
      • Clock frequency: up to 240 MHz
      • Performance: up to 600 DMIPS
    • Ultra low power co-processor: allows you to do ADC conversions, computation, and level thresholds while in deep sleep.
  • Wireless connectivity:
    • Wi-Fi: 802.11 b/g/n/e/i (802.11n @ 2.4 GHz up to 150 Mbit/s)
    • Bluetooth: v4.2 BR/EDR and Bluetooth Low Energy (BLE)
  • Memory:
    • Internal memory:
      • ROM: 448 KiB
        For booting and core functions.
      • SRAM: 520 KiB
        For data and instruction.
      • RTC fast SRAM: 8 KiB
        For data storage and main CPU during RTC Boot from the deep-sleep mode.
      • RTC slow SRAM: 8 KiB
        For co-processor accessing during deep-sleep mode.
      • eFuse: 1 Kibit
        Of which 256 bits are used for the system (MAC address and chip configuration) and the remaining 768 bits are reserved for customer applications, including Flash-Encryption and Chip-ID.
      • Embedded flash:
        Flash connected internally via IO16, IO17, SD_CMD, SD_CLK, SD_DATA_0 and SD_DATA_1 on ESP32-D2WD and ESP32-PICO-D4.
        • 0 MiB (ESP32-D0WDQ6, ESP32-D0WD, and ESP32-S0WD chips)
        • 2 MiB (ESP32-D2WD chip)
        • 4 MiB (ESP32-PICO-D4 SiP module)
    • External flash & SRAM: ESP32 supports up to four 16 MiB external QSPI flashes and SRAMs with hardware encryption based on AES to protect developers' programs and data. ESP32 can access the external QSPI flash and SRAM through high-speed caches.
      • Up to 16 MiB of external flash are memory-mapped onto the CPU code space, supporting 8-bit, 16-bit and 32-bit access. Code execution is supported.
      • Up to 8 MiB of external flash/SRAM memory are mapped onto the CPU data space, supporting 8-bit, 16-bit and 32-bit access. Data-read is supported on the flash and SRAM. Data-write is supported on the SRAM.
      ESP32 chips with embedded flash do not support the address mapping between external flash and peripherals.
  • Peripheral input/output: Rich peripheral interface with DMA that includes capacitive touch, ADCs (analog-to-digital converter), DACs (digital-to-analog converter), I²C (Inter-Integrated Circuit), UART (universal asynchronous receiver/transmitter), CAN 2.0 (Controller Area Network), SPI (Serial Peripheral Interface), I²S (Integrated Inter-IC Sound), RMII (Reduced Media-Independent Interface), PWM (pulse width modulation), and more.
  • Security:
    • IEEE 802.11 standard security features all supported, including WFA, WPA/WPA2 and WAPI
    • Secure boot
    • Flash encryption
    • 1024-bit OTP, up to 768-bit for customers
    • Cryptographic hardware acceleration: AES, SHA-2, RSA, elliptic curve cryptography (ECC), random number generator (RNG)
Clarification note: In this context, "RTC" is a bit of an "Espressifism" because it's used as shorthand for the low-power and analog subsystem which is separate from the CPU and the main "digital" peripherals ("digital" is another Espressifism). There is some real time clock functionality as part of the RTC subsystem, but there's also a lot of other stuff.

Community & Discussion

For most questions, it's probably best to submit a post in the forums for widest community visibility and easily writing out the nitty-gritty details of your situational context — for example, including example code and detailing the relevant configuration of your software, firmware, and hardware. Alternatively, real-time chat via IRC is a great way to converse with others, learn new things, and sometimes get answers to questions on the spot. But, having said that, the main drawback to online chat is that not everyone is active or looking at the channel (chat room) at the same moment — people work at different hours and live in different parts of the world — so timing can be hit-or-miss. So, if you ask a question in the IRC channel, try to stick around, as it might take someone awhile to respond.

Readings & Videos

  • News
  • Projects
  • Readings & Documentation
    • Getting Started
    • Official Espressif Resources
    • Documentation on Forums
    • Ethernet on ESP32 using LAN8720
    • JTAG Debugging
    • Watson IoT Platform
    • Luca Dentella's ESP32 Blog Posts
    • ESP32 Tutorials from TechTutorialsX
      • Arduino: hello world, uploading a program, Wi-Fi network connection, Wi-Fi getting started, Wi-Fi soft AP, MQTT publishing, MQTT subscribing, JSON parsing, JSON message creation, JSON message sending over MQTT, HTTP GET, HTTP POST, LED PWM fading, buzzer PWM, HTTP POST to bottle application, external interrupts, timer interrupts, aREST library, creating a class, auto keyword, MFRC522 RFID, WebSocket client, WebSocket server, WebSocket server over soft AP, WebSocket server receiving & parsing JSON, socket server, HTTPS GET request, async HTTP webserver, async HTTP server, async HTTP server serving a HTML from PROGMEM, HTTP server getting query parameters, HTTP server multiple instances, HTTP server serving HTML & JavaScript, HTTP server over SoftAP, HTTP server external & internal redirects, HTTP server route not found handling, software reset, SSD1306 OLED display, SSD1306 OLED redraw string, Base64 encoding, SSD1306 OLED drawing QR code, free heap, random number generation (RNG), pthreads library, basic authentication, HMAC SHA-256
      • Arduino & ESP-IDF: FreeRTOS functions, task creation, task argument variable passing, task priority, task execution core ID, task execution on specific core, dual-core execution speed-up, queues, queue insertion, queue messages waiting & empty spaces, task communication using queues, queue performance test
      • ESP-IDF: Wi-Fi soft AP
      • MicroPython: setup & flashing, JSON parsing, JSON encoding, Wi-Fi network connection, Wi-Fi automatic connection, script execution from computer, file writing, file reading, file upload to file system, script execution from file system, HTTP POST, SHA-256, uPyCraft IDE getting started, uPyCraft script execution, lists, lambda functions, map function with lists, filter function with lists, dictionaries, string split method, simple URL query string parser, thread creation, thread function argument passing, timer interrupts, external interrupts
      • MicroPython & Picoweb: web server, HTTP content-type, HTTP response code, obtaining HTTP request method, serving HTML, serving JSON, Picoweb app query parameters
      • Espruino JavaScript: getting started, Wi-Fi network scan, Wi-Fi connection, array map, SHA1 hash, number to string conversion, array every method, objects
      • Bluetooth: BTstack library, finding device with Python & BTStack, receiving data through RFCOMM, advertising SPP service with SDP
      • Other: serial communication with Python
    • Random Nerd Tutorials
    • IoT Bits ESP32 Articles
  • Notable Videos
    • Engineers.SG
    • 2017 & Open Hardware Mini-Conference
      • Microcontroller Hardware & Software(Angus Gratton, 2017 Jan 17, 23 min.)
      • IoTuz Hardware Design, Manufacturing, Working with KiCad(Bob Powers, 2017 Jan 17, 40 min.)
      • IoTuz Software Design Challenges and ESP-IDF(Mark Wolfe, 2017 Jan 17, 28 min.)
      • MicroPython for ESP32(Nick Moore, 2017 Jan 17, 28 min.)
      • Development Example Using IoTuz(Andy Gelme, 2017 Jan 17, 29 min.)
    • MicroPython for ESP32(Nick Moore, PyCon Australia, 2017 Aug 4, 25 min.)
    • How to add Wi-Fi control to any project — ESP32 beginner's guide(GreatScott, 2017 Oct 1, 11 min.)
    • Wi-Fi Range Testing with ESP32 & Webcam: 10 km Using Directional Antenna(Florian Euchner, 2017 Apr 8, 5¾ min.)
    • Small Fruit: Disembiggening (Miniaturizing) the Mac Plus(Jeroen Domburg, Hackaday Superconference, 2017 Nov 12, 31.4 min.) — see also: close-up video
    • Andreas Spiess's ESP32 Videos
      1. ESP32 tutorial, Arduino IDE, tests, and comparison with ESP8266
      2. Huge mailbag with ESP32 boards, capacitive LED switches, power supplies, and more
      3. Introduction into ESP32 with first tests: PWM, servo, web, touch sensors — "ESP32: it's not as difficult as you think"
      4. Deep Sleep, RTC Memory, "Secret" LoLin Pins
      5. Which ESP32 revision? Including "fake news", fuses, and bit-logic
      6. Quickie: additional ESP32 serial channels in Arduino IDE
      7. Big ESP32 boards review and test
      8. Measuring weight using an ESP32, a strain gauge, and a HX711
      9. Build your own $50 connected Geiger counter
      10. KRACK Wi-Fi attack: how to protect our ESP8266 and ESP32?
      11. Dual Core on Arduino IDE including data passing and task synchronization
      12. Enhanced Nextion HMI tutorial including ESP32, ESP8266, and Arduino support
      13. Arduino guide to infrared (IR) communication
      14. ESP32 and ESP8266 point-to-point (ESP-Now) and comparison with LoRa
      15. BLE with Arduino IDE (part 1)
      16. BLE with Arduino IDE (part 2)
      17. BLE human presence detector (Arduino IDE)
      18. USB cable testing; esp. for power supply
      19. BLE current draw
      20. LoRa boards: what you need to know before you buy; incl. antenna knowledge
    • PCBReflux's ESP32 Videos (Repository)
      1. ESP32 Arduino and ESP-IDF installation
      2. Worst solder adapter ever (but great music)
      3. Arduino tutorial: getting to blinky
      4. ESP-IDF: playing with BLE/Bluetooth
      5. BLE/Bluetooth Eddystone implementation
      6. BLE/Bluetooth iBeacon implementation
      7. Arduino port with ILI9341 TFT LCD
      8. APA102 RGB LED strip controlled by Arduino sketch
      9. MAX6675 IoT Wi-Fi temp. sensor & ThingSpeak
      10. DIY Wi-Fi emergency button with SSL Gmail
      11. Weather station with Si7021 and OLED
      12. DIY Wi-Fi connected radar intrusion detector
      13. Bluetooth client reading from nRF51822 server
      14. HTTPS secure web server & Wi-Fi GPIO remote control
      15. Adapter, breadboard, UART, USB and more
      16. Wi-Fi enabled beacon tracker (a.k.a. the sheep counter)
      17. MQTT secure HTTPS TLS/SSL WebSocket ThingSpeak publish
      18. Deep sleep API and wake up
      19. MQTT secure HTTPS TLS/SSL WebSocket CloudMQTT subscribe
      20. FreeRTOS inter-task communication: queues
      21. ESP32-AT: playing with ESP32 AT commands
      22. ESP32-AT: Arduino Nano connected ESP32
      23. Current consumption
      24. IoT BLE MQTT gateway
      25. FreeRTOS inter-task communication: event groups
      26. "Atomic clock" using U-Blox GPS module
      27. External Hall effect switch and GPIO interrupts
      28. Internal Hall effect sensor
      29. Portable luxmeter with BH1750FVI
      30. Switching heavy loads with solid state relays (SSR)
      31. Playing sound / MQTT sound
      32. Smart LED prototype using AC solid state relays (SSR)
      33. RFID read & write with MFRC522 module
      34. Mosquitto + SSL/TLS, openHAB2, MQTT Dash
      35. Smart LED prototype 2, openHAB2, MQTT Dash
      36. Play MP3 with DFPlayer Mini
      1. Arduino/Eclipse crossover
      2. NeoPixel (WS2812B) library contest
      3. Bluetooth server tutorial & code walk
      4. IR remote (AX-1838HS)
      5. Touch sensor (300 LED NeoPixel skin detector)
      6. Arduino multitasking (WS2812 octo-tasking)
      7. Arduino multitasking (DRV8825 stepstick stepper motor driver)
      8. Arduino AP + web server + file upload
      9. 100 ways to buy an ESP32 board
      10. Eclipse Oxygen installation & configuration
      11. Temperature measurement
      12. Bluetooth logging multimeter with INA219 & SSD1306
      13. On the bench (fake mailbag)
      14. Heart rate / ECG monitor with AD8232
      15. Battery monitor
      16. PushBullet push notifications
      17. Latch circuit
      18. ESP32 IoT, VPS, MQTT, Cloud DataStore
      19. $2 prototype PCBs
      20. ESP32 timers & changing timer
      21. ESP32 Arduino speed comparison
      22. Playing with Blynk
      23. MOSFET tutorial
      24. ESP32 vs ESP8266 speed comparison
      25. MOSFET level shifter
      26. Camera demo using OV2640
      27. Micro SD card (SDHC)
      28. GPI[O]
      29. ePaper
      30. ePaper u8g2 interface
      31. ULP & ADC
      32. KiCad ESP32-WROVER adapter
      33. ESP-NOW simplex & duplex
      34. Mains power with HLK-PM03
      35. Arduino BLE robot buggy with L298
    • Kolban's ESP32 Technical Tutorials (Repository)
      Note: the YouTube playlist is in reverse-chronological order.
    • G6EJD's ESP32 Videos
      1. ESP32 X1 board, 0.96″ OLED, DHT22 temperature/humidity sensor
      2. Weather station with ESP32 X1 OLED (code)
      3. ESP32 1.3″ OLED weather station using scrolling frames (code)
      4. ILI9341 TFT displays (code)
      5. ESP32 ILI9341 TFT and hardware SPI for ultra fast graphics
      6. Connecting SSD1331 color OLED (code)
      7. DS18B20 temperature sensor (water proof) (code)
      8. MH-ET LIVE ESP32 MiniKit (code)
      9. ESP-WROVER-KIT review and weather forecaster demo
      10. Weather forecaster using local sensors (code)
      11. Thingspeak upload and deep sleep (code)
      12. SSD1351 1.5″ color OLED
      13. Wi-Fi survey tool; interpreting RSSI and conducting a survey (code)
      14. Thinkspeak channel data reading (code)
      15. ePaper SPI displays
      16. ePaper weather station using serial (UART) communication (code)
      17. ESP32 ultra low power test results
      18. Time services (simple approach)
      19. More advanced time services (code)
      20. WEMOS LOLIN32 Lite (review and differences)
      21. WEMOS LOLIN32 (low power demands when powered by 3.3 V)
      1. Connect and get I²C devices working
      2. Connect SPI devices and get them working
      3. Bosch BME680 environmental sensor: air quality, temperature, pressure, and humidity (code)
      4. Arduino IDE pin mapping: determining, changing, or adding definitions
      5. ADC and some of its more advanced functions
      6. Adding a new board definition to the Arduino IDE
      7. Digital to analog converter (code)
      8. Novelty X-mas and new year count down timer (code)
      9. How to connect and get I²C devices working (code)
      10. Audio spectrum analyser using FFT (code)
      11. 8-octave audio spectrum display (code)
      12. Real time Morse decoder (code)
      13. General purpose web server (code)
      14. Data logging web server (code)
      15. Hardware serial ports
      16. Over-the-air (OTA) updating (code)
      17. Sensor server & clients for DHT, SHT, BMP085, BMP180, DS18B20, etc. (code)
      18. Hints and tips (code)
      19. File downloads via HTTP with web interface
      20. File uploads via HTTP with web interface (code)
      21. Download, upload, delete, stream and directory services
    • Adel Kassah's TUNIOT ESP32 Programming Videos
    • Mongoose OS Videos
    • Simba Embedded Programming Platform Videos
      Brief demo videos; see YouTube description for links to source code and documentation. (Videos not using ESP32 have been omitted; see uploads playlist for all Simba & Pumbaa videos.)
  • First Impressions with ESP32 Units
  • Miscellaneous Discussions


Development software, tools, environments, languages, platforms, frameworks, libraries, code, and other resources:

  • ESP-IDF (Espressif IoT Development Framework)
  • Other Espressif Projects
  • Arduino (C++)
  • Simba Embedded Programming Platform
  • Zephyr Project
    A scalable real-time operating system (RTOS) supporting multiple hardware architectures, optimized for resource constrained devices, and built with security in mind.
  • Mongoose OS
  • NuttX RTOS
  • MicroPython
  • Hybrid C/Python
  • Lua
  • JavaScript
  • mruby (Carson McDonald & Yamamoto Masaya)
  • Forth
  • Other Code & Libraries
    • ESP32-OTA-HTTPS: Secure Over-The-Air Updates (Article)
    • Lightweight HTTP client for ESP32.
    • Example of using with ESP32 (Forum Post)
    • MQTT
    • LibWebSockets
      Lightweight C library built to use minimal CPU and memory resources, providing fast throughput in both directions as client or server.
    • ESP32 (ESP-IDF) Wi-Fi connect and resolve DNS
    • Template for Connecting to the AWS IoT Platform
    • Rudi's Standalone HTTP Server
    • Pre-built ESP8266 & ESP32 Toolchains for NodeMCU Development & CI Use
    • Neil Kolban's ESP32 Code Snippets
    • FeelFreeLinux's ESP32 Repository
    • Ring Log (Edmund Huber)
      An on-disk ring buffer for persistent, fixed-sized logs.
    • Temperature/Humidity Sensors
    • Cameras
    • LEDs
    • Robotics
    • Gaming
    • Wi-Fi
    • Bluetooth
    • Audio
    • CAN Driver (Thomas Barth)
    • Displays & Graphics
    • DAC-Cosine (Krzysztof)
      API to operate cosine waveform generator inside ESP32.
    • ESP32_BadAppleBad: SSD1306 OLED & RLE video data (Lutz Lisseck)
      Bad Apple video by Touhou on ESP32 with SSD1306 OLED; uses the Heatshrink compression library to decompress the RLE encoded video data.
    • Audio Spectrum Visualization
  • Development Tools and Environments
  • PCB Design Resources


Hardware listed below includes the Quad-Flat No-Leads (QFN) packaged ESP32 chips and system-in-package module, various surface-mount printed circuit board modules, a large variety of development boards, and industrial, commercial, and general consumer devices.

QFN Packaged Chips

The ESP32 SoC (system on a chip) is housed in surface-mount, Quad-Flat No-leads (QFN) packages in either 6×6 mm² or 5×5 mm² sizes with 48+1 connection pads (48 pads along the sides and one large thermal pad connected to ground on the bottom). Physical package footprint/dimensions can be found in chapter 6 of the ESP32 Datasheet. All ESP32 chips thus far have been manufactured using TSMC's ultra-low power 40 nm process.

Flash Mem.
Источник: []
ESP Electronic Survey Program 3.2 serial key or number

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