Students will be able to...
- Explain why prototyping and clones can be useful.
- Describe how complex goals can be accomplished using cloning.
- 5.1 slide deck
- Lab 5.1 - Connect the dots (docx) (pdf)
- If possible, create large poster-sized versions of the dot grids (each grid is 12 x 3).
- Unit 5 tips
| Duration | Description |
|---|---|
| 5 minutes | Welcome, attendance, bell work, announcements |
| 10 minutes | Introduce activity |
| 25 minutes | Activity |
| 15 minutes | Debrief and wrap-up |
Inform students that they will be drawing some figures by following specific instructions
- Emphasize that students must follow all instructions in the lab carefully
Throughout the activity, ask students to think about other ways they could accomplish the same goals and the advantages and disadvantages of each approach.
Split students into diverse groups of at least six. If the number of students is not an exact multiple of six, create a few groups of seven and have students take turns being "active."
- Students should follow the steps in the lab, being careful to act as a group.
In each part, the group will draw the letter 'C' six times, using slightly different instructions.
- Students should, hopefully, notice that in part 3, they are able to achieve similar but not exactly the same results by all following the same instructions. (Though each student draws a 'C', they are not all in the same location.) In each part, they were able to improve the efficiency and clarity of the instructions.
Ask each group to share their answers to the questions at the end of each part.
Discuss how this approach could be applied to programming.
Introduce the terms prototyping and cloning as (mostly) synonyms:
- Prototyping: creating a single "master" entity that defines the behavior for a group of objects, then creating many copies of the prototype to duplicate the behavior
BJC Lecture 11:Recursion II Alijia Yan
- Mobile World Congress 0:00-2:15
- Recursion:Factorials (Factorial (n)+ n! 2:30-7:40
- Fibonacci and Fibonacci Series Video 7:45-11:45
- Fibonacci Ex: fin(n) Math and Snap! blocks 11:50-13:15
- Example of Recursion: Counting Change 13:20-17:30
- Call Tree for “Counting Change” with Snap! example 17:35-22:50
- Summary of Recursion 25:40-26:21