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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

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Presentation Transcript
welcome
Welcome
  • Forum post homework
  • Last week: Preconceptions
    • Made claims
    • Have NOT made changes
  • This week: Movement and Math
nvt moving straight
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
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
relative adjustment
Relative Adjustment
  • 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?
multiple adjustment
Multiple Adjustment
  • 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?
close shave challenge
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
  • 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
the m in stem
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 stem1
The M in STEM
  • Your methods:
    • Describe your way even if you think it’s the same as somebody else’s that already went
    • (fill in)
the m in stem2
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
the m in stem3

Answer

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 stem4
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 stem5
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
What can you teach with a robot?
  • Changes and updates to the Living Document
abstraction bridges
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
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
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
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
    • Adapting material to meet your educational needs
    • Everything is fair game
    • Calvinball with a Purpose
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