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4.3 Extension

 

4-3-Extension-50x50.jpg  Extension

Writing short programs using computer languages like Logo can afford students even greater opportunities to plan and execute simple navigations. Students might begin by making rectangles of many different shapes and sizes and then learn to turn a series of commands into a procedure. They can discuss their work with others, sharing ideas and challenging one another to create new designs. Following are different rectangles and the commands that produced them

Turtle fig 4 
 

Students might decide to draw a "tilted" rectangle, creating the following picture as a beginning. However, they may be unsure of how far to go forward or turn. Conversations with others about the properties of a rectangle can help students abstract, generalize, and symbolize their ideas so that their experiences in the computer environment help connect new learning with old.  

  

Different versions of Turtle Logo are commercially available. The following investigation is more challenging than those described earlier. 

Task

Use the sliders to try different values for each of the settings that can be changed. How is each value related to the path created? Can you predict the path that will be generated for certain values? 

How to Use the Interactive Figure 

Use the sliders to try different values for each of the settings that can be changed. To increase or decrease the height of the rectangle for each iteration, move the slider Change in Height to the left or right. To increase or decrease the width of the rectangle for each iteration, move the slider Change in Width to the left or right. To change the measure of the angle the turtle turns for each iteration, move the slider Change in Angle to the left or right. To change the number of iterations, move the slider Number of Rectangles to the right or left. To increase the speed of the iterations, move the slider Speed up or down. Other features can be accessed through the following commands: 

Entire Pattern  Play
Pause  Pause
Stop  Stop and erase the path (does not erase plan)  

 


Also See: 

  • 4.3  Learning Geometry and Measurement Concepts by Creating Paths and Navigating Mazes

     



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