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

1 / 18

# NXT-G Online Professional Development Classes will begin at 1:00pm EDT - PowerPoint PPT Presentation

NXT-G Online Professional Development Classes will begin at 1:00pm EDT. Welcome. Forum post homework Last week: Preconceptions Made claims Have NOT made changes This week: Movement and Math. NVT Moving Straight. First NXT Video Trainer (NVT) lesson Demo: How to get around in the NVT

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about ' NXT-G Online Professional Development Classes will begin at 1:00pm EDT' - caesar-cervantes

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

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

Welcome
• Forum post homework
• Last week: Preconceptions
• This week: Movement and Math
NVT Moving Straight
• 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?
Student-Paced Instruction
• 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.
• How would you describe the methodology used so far?
• (fill in)
• Do you have any suspicions about better ways?
• 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.
• How would you describe this new method?
• (fill in)
• What does this method buy us compared to the previous one?
Close Shave Challenge
• 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
• 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
The M in STEM
• 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)
The M in STEM
• Describe your way even if you think it’s the same as somebody else’s that already went
• (fill in)
The M in STEM
• 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

Problem

The M in STEM
• Did you all solve the same problem?
• Did you all get the same answer?
• Did you all use the same method?
• Did it matter?
The M in STEM
• 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)
The M in STEM
• 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!)
What can you teach with a robot?
• Changes and updates to the Living Document
Abstraction Bridges
• 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?
Homework
• 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
Closing Thoughts
• Class activity: Moving Straight Lab
• Teacher concept: Student-paced Instruction
• Class activity: Proportional Movement
• Teacher concept: The M in STEM
• Teacher concept: Abstraction Bridges
Footnote: Soft Modding
• 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