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NXT-G Online Professional Development Classes will begin at 1:00pm EDT

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NXT-GOnline Professional DevelopmentClasses will begin at 1:00pm EDT

- Forum post homework
- Last week: Preconceptions
- Made claims
- Have NOT made changes

- This week: Movement and Math

- First NXT Video Trainer (NVT) lesson
- Demo: How to get around in the NVT
- Lab: NVT Moving Straight 1-9
- Answer the questions at the end of each step to yourself
- Check your answers so you know whether you got it or not
- If you finish early, answer the following question:
- What is the relationship between Rotations and Degrees in the Duration configuration panel?
- How does Seconds fit in with Rotations and Degrees?

- Everyone learns different things at different paces
- Everyone MUST move at a different pace
- Going too fast results in failure and frustration
- Going too slow results in loss of attention (i.e. future failure)

- The NVT software is a teaching aid
- One instructor can’t teach at 20 different paces simultaneously
- One instructor plus 20 computers can

- Lab: NVT Moving Forward 10
- Do the Step 10 Challenge at the end of the video
- If you finish early, create the following:
- A digital document (Word, PPT, Wiki, anything…) with step-by-step instructions on how to make your robot go a certain distance.

- Discuss: Relative Adjustment
- How would you describe the methodology used so far?
- (fill in)

- Do you have any suspicions about better ways?

- How would you describe the methodology used so far?

- Lab: NVT Moving Forward 11
- Do the Step 11 Challenge at the end of the video
- If you finish early, create the following:
- Update and/or elaborate on your method for making the robot go a certain distance.

- Discuss: Multiple Adjustment
- How would you describe this new method?
- (fill in)

- What does this method buy us compared to the previous one?

- How would you describe this new method?

- Challenges and Projects
- Complete the Close Shave Challenge
- NVT Moving Straight 14

- MODIFICATION TO THE CHALLENGE
- In addition to 1, 2, or 3 tiles, also prepare for 2.5 tiles

- Present your solution
- Prepare a 1-minute presentation (visuals OK via screen sharing) describing your method for finding the correct Durations
- Present your method even if you think your solution is the same as someone else’s

- How did you solve the math problem?
- Breakout session
- 2 groups

- Describe your way even if you think it’s the same as somebody else’s that already went
- (fill in, cont’d next page)

- Your methods:
- Describe your way even if you think it’s the same as somebody else’s that already went
- (fill in)

- How did you solve the math problem?
- Some common methods:
- Scale Factor (“Scaling” multiples of a known quantity)
- Rate: Unit Ratio (# of X in a single Y, times the number of Y’s)
- “Rate” relationship
- Find #degrees/1cm, then multiply that rate by the total
- What about #degrees per floor-line?

- Rate: Raw Ratio (# of X per # of Y, times the number of Y’s)
- Find 360degrees/20.4cm, then multiply that rate by the total

- Direct Proportion (Traditional “ratio” equation)
- 20.4 cm = 50 cm360 deg X deg
- Solved mechanically using cross-multiplication
- Solved algebraically as a Linear Equation of One Variable

Answer

Problem

- Did you all solve the same problem?
- Did you all get the same answer?
- Did you all use the same method?

- Did it matter?

- Did we do something demonstrably useful?
- Let’s find out
- Go to http://standards.nctm.org/document/chapter6/index.htm
- Click down the standards categories on the left-hand side
- If you find something that matches what we did, write it down

- Matches?
- (fill in)

- How did you solve the math problem?
- Many STEM teachers will not be teaching in Math class, yet Math is clearly what they are teaching
- Make the math explicit; don’t waste the opportunity!
- Embrace multiple methods of solving the same problem; students need more tools at their disposal, not conflicting information about which ones are “better” than others (none are, use what works!)

- Changes and updates to the Living Document

- Redux: What good is Robot Math?
- Refining the math skills
- Generalize understanding (apply to other numbers and contexts)
- Practice

- Compare these problems:
- A robot moves 3 meters in 2 turns of its wheel. How far does it go in 6 turns of the wheel?
- You can get 3 T-shirts for 2 dollars at the mall. How many can you get for 6 dollars?

- Create an Abstraction Bridge problem-pair
- One robot problem and a non-robot problem targeting the same math concept
- Post your problem-pair to the Forum in the HW2 area

- Complete NVT Turning
- NXT Video Trainer > Behaviors > Turning
- Build the Labyrinth with removable tape on a floor
- Take pictures if you can!
- Submit your completed .RBT program through the forum using the “Upload Attachment” box below the message area
- The program files end in .RBT and live in:C:\Documents and Settings\<username>\My Documents\LEGO Creations\MINDSTORMS Projects\Profiles\Default

- Build Touch+Light and Ultrasonic Attachments

- Class activity: Moving Straight Lab
- Teacher concept: Student-paced Instruction

- Class activity: Proportional Movement
- Teacher concept: The M in STEM
- Teacher concept: Abstraction Bridges

- MODIFICATION TO THE CHALLENGE
- In addition to 1, 2, or 3 tiles, also prepare for 2.5 tiles

- “Soft modding”
- Changing the rules of the game without changing the rules of the game
- Adapting material to meet your educational needs
- Everything is fair game
- Calvinball with a Purpose