![Picture](/uploads/2/6/5/7/26573602/1859253.jpg)
Behavioral:
We began by reviewing the project goals, tasks, and design options. Second, groups documented all their ideas, progress, and efforts in the Engineering Design Notebooks. Then, we dismantled a bike, 2 liter soda bottles, and coffee cans in order to build prosthetic prototypes. For Robot C, students installed programs to have the NXT bots move forward using a light sensor, spin, and (next week) move forward to follow a black line.
Affective:
Dr. Bracey has ok’d making notebook completion a challenge. Now we are trying to figure out just how to do this and when to tell students of the possible reward for winning.
Cognitive:
Students are learning to critically evaluate their progress thru implementing the engineering design process.
We began by reviewing the project goals, tasks, and design options. Second, groups documented all their ideas, progress, and efforts in the Engineering Design Notebooks. Then, we dismantled a bike, 2 liter soda bottles, and coffee cans in order to build prosthetic prototypes. For Robot C, students installed programs to have the NXT bots move forward using a light sensor, spin, and (next week) move forward to follow a black line.
Affective:
Dr. Bracey has ok’d making notebook completion a challenge. Now we are trying to figure out just how to do this and when to tell students of the possible reward for winning.
Cognitive:
Students are learning to critically evaluate their progress thru implementing the engineering design process.