# Sample Protocol Lesson 1.6

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!

Iâ€™m on the same lesson as well and would like a teacherâ€™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.

Hi @jmularski,

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 youâ€™ve never come across before.

Based on teacher feedback, Iâ€™m starting to see how itâ€™s a bit confusing and possibly frustrating to be given directions to â€śsend a shape by creating a protocolâ€ť. Especially since studentsâ€™ experiences of protocols thus far has been only in a couple contexts.

Iâ€™ve found it helps when I approach it more from a problem-solving standpoint, as opposed to a â€śdo the following taskâ€ť standpoint.

Hereâ€™s how I present it:
Here is a simple shape made of points and lines on a grid. Iâ€™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 â€śinvent the internetâ€ť, I would encourage you to hold off on examples as much as possible. Without prior ideas of what a solution might look like, thereâ€™s more potential for creativity.

@bhatnagars gave a great example of a possible solution students might come up with. Even within that solution, thereâ€™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, thereâ€™s much room for flexibility. Or a coordinate plane doesnâ€™t have to be used at all. One could simply number every intersection on the grid and send a list of numbers. (Thereâ€™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.

Frank

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