Does anyone have a correct sample protocol with shape that I could use for a model. I have seen the awesome initiation post elsewhere, but I would like a sample for the activity to be able to show the students. Thanks in advance!
I’m on the same lesson as well and would like a teacher’s copy.
Here is one that one of my student groups created:
- send message in 5 bit chunks
- first 5 bits are for the x coordinate
- second 5 bits are for the y coordinate
- x and y coordinates alternate
- 10 bits is 1 coordinate
- connect each consecutive point
- end of list of points is indicated by repeating the first point.
This is not a perfect protocol since it has some limitations such as
- all drawings are closed figures
- cannot have the first point repeated in a drawing since the first point repeated indicates end of list.
- the protocol does not indicate the location of the origin
Thanks for sharing! I will use this example today in class.
To me, one of the coolest (and on the flipside possibly most challenging) parts of the first few lessons is the idea of solving a problem you’ve never come across before.
Based on teacher feedback, I’m starting to see how it’s a bit confusing and possibly frustrating to be given directions to “send a shape by creating a protocol”. Especially since students’ experiences of protocols thus far has been only in a couple contexts.
I’ve found it helps when I approach it more from a problem-solving standpoint, as opposed to a “do the following task” standpoint.
Here’s how I present it:
Here is a simple shape made of points and lines on a grid. I’d like to send this shape and other simple shapes to my friend across the country, but all I can use is the internet simulator. And right now, all I can send through the internet simulator is numbers! What might be a way for me to communicate this shape and other shapes to my friend when all I can send is numbers? As we come up with a method, what are some rules and agreements my friend and I have to make? (These rules will be your protocol!)
In the spirit of having your students “invent the internet”, I would encourage you to hold off on examples as much as possible. Without prior ideas of what a solution might look like, there’s more potential for creativity.
@bhatnagars gave a great example of a possible solution students might come up with. Even within that solution, there’s room for flexibility - If students decide to use a x-y coordinate plane, where is (0, 0)? What direction is positive/negative? (The answers to these questions implicitly are your protocol - things you must agree on beforehand.) Even though most students might converge on similar solutions, there’s much room for flexibility. Or a coordinate plane doesn’t have to be used at all. One could simply number every intersection on the grid and send a list of numbers. (There’s another example for you.)
Hopefully rephrasing the challenge will help students see this task as a problem they can wrap their heads around and have fun tackling.