Teacher Notes: Move a specific distance forward Pro Preview

What a teacher should know when giving tasks to students

  • #372
  • 04 Feb 2017
  • 2:39

Clearly designate the starting position

If the floor is tiled, use a few tiles. If the floor has lines, use a few lines. Always mark the starting and the final lines for reference.

Students will forget where exactly the start and the end is and you, as a teacher, must mark the start and the end on the floor.

Manage students to take turns

Use one testing area per 10-12 students and teach them to respect a waiting line.

The distance and when the task is solved

The task of 50 cm (20 inches) is exemplary. Choose a distance on your own or even negotiate it with the students. Any distance will work well, especially if it has a meaning.
A distance with a meaning is the height of the student: "Move as far with the robot as is your height".

Be strict with the task

You must decide what range of distances count as solved task. Is 42 cm an acceptable solution? Is 49 cm acceptable? Is 55 cm acceptable?
Decide that and teach your students precision and that you have your criteria for a successfully solved challenge.

Also, make sure you encourage your students to try again and again.


It's important to mention a few notes for the teacher when implementing this task for moving exactly 50 cm in a group of students. And there are some very important things that you should know.

Three things for the teacher. When doing this task and the task is to move exactly 50 cm or 20 in with the robot you should always clearly mark the starting position. You can use an electrical tape and just mark the starting position. If you're doing this task on the floor and on the floor there might be some natural markers like different tiles for example, it's again a good idea to mark the starting position with an electrical tape. Then, after you have the starting position for each 8-10 students in your group you should have one base. So, if you have 20 students in a group just mark two starting positions and you can have two bases. And third, try to teach the students to take turns when starting the robot. So, they are taking the robot, moving it, programming it with the computer, returning it back to base and starting. And they should learn to take turns when doing this task. And you can then see and try to be stricter about the exact distance. So, if the task is to move 20 in or 50 cm and the robot moves like 18 in or 45 cm that's not a completed task. But if it moves 49.8 cm probably that's okay. So, you can consider this as solved challenge, a completed task. Again, the distance doesn't matter. You can set the distance to a meter or 40 cm, or you can try to make it funnier like 77.7 cm or 44.4 in or something of that sort. So, you can play with the numbers. But try to be a little bit stricter and give the students some time to experiment with the robot.

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