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

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

2. Welcome • Forum post homework • Last week: Preconceptions • Made claims • Have NOT made changes • This week: Movement and Math

3. 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?

4. 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

5. 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?

6. 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?

7. 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

8. 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)

9. 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)

10. 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

11. 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?

12. 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)

13. 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!)

14. What can you teach with a robot? • Changes and updates to the Living Document

15. 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?

16. 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

17. 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

18. 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