GORT

> ** REFLECTION #2 ** >>> (light, sound, and ultrasonic) provided an output that showed the full range of functions available for that sensor. > > >
 * ** REFLECTION #1 **
 * Describe your driving activities with SuRRy. What went well? What was challenging?
 * === The 5 step programming was easy and intuitive. One I understood what each of the commands did it was very simple to program SuRRy to complete the given tasks. ===
 * Describe how adding sensors changed the behavior of the robot. Was the addition of sensors beneficial? Which sensors are the most useful? Were any of the sensors challenging to use?
 * ===The setup of the robot's sensors went well and the programming was easy enough. The challenging part was getting the sensors to read exactly the way that we wanted them to read. The light sensor in particular was tough to get to work properly.===
 * Is 5-step NXT programming something you could see yourself using in the classroom? If so, how?
 * ===Kinematics sections of both physics and physical science could be done using SuRRy. The possible changes in direction and starting/stopping functions could be used to measure both velocity and acceleration. Also, the sensors could be used for many different applications in physics. The light and sound sensors could be used during the waves unit, force could be calculated for the touch sensor and speed of light could be explained with the light sensor.===
 * Are there any scientific activities you can think of where you would use a robot such as SuRRy in the manner presented?
 * === See the activities listed in the previous answer. ===
 * ** Describe the Try It activities you performed with SuRRy.
 * Different sensors were plugged into SuRRY and data was taken from them. Each sensor
 * Are there any scientific activities you can think of where you would use a robot such as SuRRy in the manner presented?
 * I plan to use a similar robot in almost the exact same format. It will be a great way for students to enjoy the introduction to science lesson at the beginning of science courses and will help wthem realize the difference between independent and dependent variables (typically a tough subject)
 * Describe how TPACK was used to evaluate the lesson
 * TPACK helped up break down the different sections involved with this lesson and see relationships between these sections. Without having done the breakdown I would not have had as complete of an understanding of how these activities allowed students to understand the content being presented.
 * [[image:http://www.cinemablend.com/images/news_img/10778/_10778.jpg]]
 * ** REFLECTION #3 **
 * ** Briefly explain your experiment and what the results were
 * We had SuRRy run for 6 rotations of the tires with each different set of wheels attached Each time we measure the amount of time that SuRRy ran and the distance that she covered. This information helped us calculate velocity. We discovered that there was a geometric, positive relationship between tire diameter and SuRRy's velocity.
 * Create a link to your final lab report in Google Docs
 * Lab Report
 * Include your answers from these two questions previously answered about TPACK
 * Does the technology most effectively allow students to learn the given content and skill objectives?
 * Assuming the goal of the lesson plan is experimental design and velocity calculation, this was a fantastic lesson. It combines both ideas while making the lab fun. However, if the goal of the lesson is simply velocity calculation, then it is probably overly complicated and time consuming.
 * Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not?
 * Technology in general must be considered a best fit for this lesson. Having students design an experiment is much more intuitive for the students if they have a chance to actually run the experiment. This lesson gave them that opportunity.
 * ** REFLECTION #4 **
 * Briefly explain the robotic arm activity
 * A robotic arm was constructed and used to complete mock surgery procedures. The software program to use the robotic arm was fairly in-depth and was thus already written for us. Many of the procedures required precise movements that were difficult to master at first.
 * Create a link our Robotic Arm Research Prezi
 * Robotic Arm Prezi
 * Using TPACK, discuss the following
 * Does the technology most effectively allow students to learn the given content and skill objectives?
 * The skills being measured are knowledge of robotic surgery procedures, so the only item that I can think of that would allow students to more clearly see the true manner for these procedures is DaVinci robot (the robots actually used for surgery). The robot arm did a fantastic job of modeling what the DaVinci robot would do. It gave us a chance to be hands on while learning the desired material.
 * Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not?
 * Yes, technology is a best fit because the lesson is about technology. Because the main focus is technology there can be no better way to explain it than using forms of technology that are as similar to the true form as possible.
 * ** REFLECTION #5 **
 * Summarize the activities and the sensor values recorded
 * Activities were conducted with each sensor type and SuRRy to determine how the sensors numerically measure. The touch sensor is either on or off (0 or 1), the sound sensor is very sensitive, the light sensor measures shades of grey much better than color, the ultrasonic sensor is not extremely reliable within a few centimeters but accurately measures up to 2 m, and the rotation sensor rounds rotations taken to the nearest whole number.
 * Discuss some of the activities that you designed for use in your classroom.
 * Students in basic physics courses will get a chance to calculate first hand all of the physical quantities that they are told to measure by using the robotics to gather data. For example, students might use the ultrasonic sensor and rotation sensor to gather data that will in term help them calculate velocity.