Join Lynn Langit for an in-depth discussion in this video Interacting with Kodu, part of Learning Visual Programming with Kodu.
(piano music) - Lesson 2.3.7 Can I find a more direct route to area? The focus on this problem for this section is problem 2-154.
This is an excellent problem to used study sheets and strategies such as using this as a team presentation, so you may have your team do this problem with the idea that they will then present to the class, visuals are great, you may have them create posters, and then have the posters put up around the room and have the students do a gallery walk to go through the solutions to this.
So there's a few different options, so this is a good opportunity to get the whole class involved team by team in one of the sorta big problems. That's sorta a bit more all encompassing than the average problem, there area couple places where you'll be mindful that students may have questions, so you may have to do a huddle for example, at some point, specifically, in part C of the problem, the question gives this formulas, I find my students sometimes look at these summation formulas, especially at the beginning, when they don't have enough experience with them, and say wait a minute, what the heck does that mean? And the formulas given L for left equals the sum of From zero to three of this quantity.
At first glance they make look at this think this is W times F, and then in part C, they'll ask questions about it? Well L stands for left hand so right away I tell my students is is ok let's take a look and see, where the left hand would be here because of course this problem is about mid point. But if we're looking at left hand, we'd be looking at these heights here.
Because our left hand rectangles, for example, would be drawn like that all the way down down through. So my students might tend be thrown by the fact that this is a point about mid point, so why are you asking about left hand? But the question simply wants us to identify what this W value would have to be that represents the width of the rectangle, and of course, the idea to get them to realize, that no matter what they're using, they're width is set, you choose your width of your rectangle by choosing how many sub divisions and that's not gonna change, depending on if you're using left hand rectangles or right hand rectangles, or mid point rectangles.
So the width here, I would encourage them, if I did not, let's say into a huddle, say ok, focus on the word width, what is that, then they will come to the fact that the width is just one, and notice as you are going through, what are you doing, left hand or right hand, or midpoint rectangles, your width, the rectangle is still one. What changes is where you put you're height. And then in part D, the width of the rectangle you're changing something in that summation notation, in order to approximate the area with Conney's drawing, and the person in this problem that has done the drawing, her name in Conney.
And of course, this is midpoint, so you're going to have to change something in this summation and once they get used to the fact that their looking at their width. W is the width. And that this f is just the why value for f of x. And then maybe they will look at this wk plus one part, and once they realize that the w is one regardless, the k goes from zero to three, and they plug in zero zero times one is zero plus one, this is f of one oh, it's f of one because I'm starting on the left, so if we want to change this to a midpoint, how would we have to change it? Well, we said that if we want to change it to a mid point, the w is the w, we said its the width, all the way across so that's not changing, so the summation is not changing.
So this wk, so the only other thing in here is this one, and notice that when I put in zero for k this part goes away and I got the one, which corresponded to this, but if wanna to do here now, let's say mid point rectangles, where do I want all of these height to fall. And that's what's gonna be what you want to change here. So that will hopefully lead them to oh, I want to change the one now.
Oh, I want that to be in the middle between one and two, because if I did two that would be a right hand rectangle, so the middle is the one point five. So that's basically where some of my students usually get hung up in this problem. And I try not to simply say to them oh, fix this, I try to use a strategy perhaps, I have one team or a couple teams that have got it, maybe we will do a traveling salesman, to send somebody to another group to explain it, sometimes I'll be send out a phy, my students love that, send out a phy, let me look at what somebody else is doing? Or if everybody seems to be stuck on that, or if you can do a huddle, bring them up, give them the hints, that they want to focus on these particular elements of the question, to help them get the answer.
And that's pretty much, we'll take you through, but again, this a great one to use a variety of studies and strategies, and sort of a big problem from the section.
- Installing and starting Kodu
- Using the Make Land, Water, and Mountain tools
- Exporting and sharing files in Kodu
- Downloading and playing a game
- Adding objects to your game
- Programming object behavior
- Building paths
- Adding emotions and sounds to a character
- Creating advanced two-player controls
- Using the health meter
- Controlling sound