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OVERVIEW:
Using an amusement park theme and VRML
to create a component of an amusement park ride. |
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AUTHOR(S):
Keyoung Gill |
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VITAL
INFORMATION |
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Subjects: |
Business,
Technology, and Vocational Studies |
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Unit and Topic: |
Thrill Ride Amusements–Take A Ride with VRML |
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Grade/Level: |
9-12 |
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Time Allotment: |
4-5
class periods (50 minutes each) |
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Pre-Requisite Skills: |
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Objective(s): |
The
students will be able to:
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Summary: |
Using
VRML 2.0, TextPad, and the VRML Cortona viewer, the student will create basic
geometric shapes. Using these basic
shapes and working with animation, the product will be scaled as needed to
create a final product. The final product
which will be the rollercoaster car will be embedded in an existing working
VRML, replacing the product that currently exists. |
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PREPARATION |
I
have created a PowerPoint presentation covering the basics of VRML and the
careers that utilize the 3D animation concept. I created a couple of roller coaster cars
in VRML in case the students want to see some designs that can be created. Your
students will want to see your designs.
I’ve included the basic car that I created
as part of the lesson. They also can use the cars to try to imbed it into the
rollercoaster that was created using VRML by a school online. |
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Instructional Materials |
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Resources: |
·
VRML
2.0 ·
TextPad
4.0 ·
VRML
Viewer (Cortona) ·
Internet
Browser: MSIE, FireFox, any PC
compatible browser ·
PowerPoint/VRML resource material ·
Student
computer station equipped with appropriate software ·
21st
CENTURY LEARNING SKILLS AND TECHNOLOGY TOOLS CONTENT STANDARDS AND OBJECTIVES
FOR WEST VIRGINIA SCHOOLS (2520.14) ·
TECHNOLOGY
CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.14) ·
National
Standards for Teachers: © 2008
International Society for Technology in Education. ISTE® is a
registered trademark of the International Society for Technology in
Education. ·
National
Standards for Students: © 2007
International Society for Technology in Education. ISTE® is a registered
trademark of the International Society for Technology in Education. ·
www.cs.iupui.edu/~aharris/mm/coaster.wrl ·
www.learner.org/interactives/parkphysics/ ·
http://www.lighthouse3d.com/vrml/tutorial/script.shtml?script ·
http://arapaho.nsuok.edu/~kingw/vrml/index.htm#TOP
·
CITERA—The EdVenture
Group online resource ·
CITERA—Instructors
and Facilitators ·
Tools
for VRML: TextPad and Cortona VRML
Viewer |
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IMPLEMENTATION |
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Introduction/Motivation: |
How many in
the class enjoy creating something?
How many enjoy playing games?
How many would like to make money?
Learning and using VRML can satisfy all of this. Learning VRML will give you skills you can
use in your personal life as well as in your professional life. With VRML, you can create 3D animated objects. These can be incorporated into a Web page
or you can create models or simulations or use VRML to create games. You might even come up with your own use
for VRML; something no one else has thought of. Maybe you want to be a graphic design
artist, a design engineer, an architect, a gamer, a Web developer—virtually
(no pun intended) any area can benefit by enhanced graphics—3D and
animation. Besides, what would you
prefer to look at? Flat and
unanimated? Or 3D and animated? |
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Learning Context : |
Students
will be learning VRML coding to create complex structures to be used in the
overall business and information technology lesson. They will learn how to
use the VRML editor, the VRML viewer, and correct errors. |
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Procedure: |
·
Create
a folder on Desktop to save their work. ·
Open
TextPad. ·
Review
basic TextPad features. ·
Save
initial file as .wrl. ·
Begin
first VRML file with header and comment. ·
Create
first basic shape—sphere and save. ·
View
in Cortona and show students how to use Cortona features. ·
Allow
students time to create the other 3 shapes, each one underneath the previous
shape, so that all shapes overlap in Cortona viewer. ·
View
in Cortona. ·
Use
Transform node to for translation and rotation. ·
Go
back and add color to each one. ·
Show
students various dimension fields of each shape. ·
View
finished activity again in Cortona. ·
Add
other VRML features to enhance their product:
texture mapping to their car ·
Show
students the rollercoaster site: (www.cs.iupui.edu/~aharris/mm/coaster.wrl) ·
Create
a rollercoaster car using VRML. When
students are finished, have students try replacing the balls in the
rollercoaster with the car they have built. |
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Differentiated Instruction: |
Direct
instruction (teacher lecture and demonstration), inquiry-based learning, and cooperative
learning (allow students to work in pairs when attempting to incorporate
their car into the rollercoaster). |
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Sample Student Products: |
VRML
TextPad code and VRML viewer output |
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Collaboration: |
Students
will work independently when creating initial VRML shapes and then work in
pairs |
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Author's Comments &
Reflections: |
Creating
and manipulating basic shapes in VRML is a good way for novice students to
understand the VRML process. Also,
showing the students an in-depth VRML project, such as the rollercoaster, will
impress upon them the complexity to which VRML can be utilized. It would also be a good idea to have
students research VRML on the Internet so that students can view other VRML
worlds and look at tutorials available for VRML programming, as time permits. With
any skill building class, students’ skills will definitely vary. Some students will want to advance and try
more complex coding. The teacher might
want to assign an advanced project or a problem that advanced students can
solve and present to the class for other VRML worlds. This
lesson is generic enough that the major components of the lesson can be
adapted to basically any class in which the teacher wants to use VRML. This was created as part of a unit on
careers and résumé, but this particular lesson can be adapted to simply
creating VRML worlds and creating other complex structures in other subjects. |
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STANDARDS
& ASSESSMENTS |
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Standards |
WV
CONTENT STANDARDS AND OBJECTIVES: Ninth - Twelfth
Grade Technology Standards and Objectives Standard 1: Basic Operations and Concepts (TEC.S.1) Students will: $ demonstrate
a sound understanding of the nature and operation of technology systems; and $ demonstrate proficiency in the use of technology. Basic Operations and
Concepts Objectives Students will: TEC.9-12.1.1 use data input skills appropriate to
the task. TEC.9-12.1.2 demonstrate
knowledge and appropriate use of hardware components, software programs, and
their connections. Standard 3: Technology Productivity Tools (TEC.S.3) Students will: $ use
technology tools to enhance learning, increase productivity, and promote
creativity; and $ use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and producing other
creative works. Technology Productivity
Tools Objectives Students will: TEC.9-12.3.2 select and use appropriate technology
tools to efficiently collect, analyze and display
data that is relevant to class assignments. TEC.9-12.3.4 create,
publish, and present projects related to content areas using a variety of
technological tools. Standard 6:
Technology Problem-solving and Decision-making Tools (TEC.S.6) Students will: $ use
technology resources for solving problems and making informed decisions; and $ employ technology in the development of strategies for
solving problems in the real world. Technology
Problem-solving and Decision-making Tools Objectives Students will: TEC.9-12.6.1 investigate
and apply expert systems, intelligent agents, and simulations in real world
situations. USA
- 21ST CENTURY LEARNING SKILLS & ICT LITERACY 21C.S.9-12.1 The
student will access, analyze, manage, integrate, evaluate, and create
information in a variety of forms using appropriate technology skills and
communicate that information in an appropriate oral, written, or multimedia
format. ·
21C.O.9-12.1.LS2 Student
analyzes and interprets visuals and recognizes the impact digital media
influences (e.g. design, technique, and rate of speed) have on audiences. The
student’s visual products reflect a sophisticated understanding of
subject, digital media and design techniques. ·
21C.O.9-12.1.TT2 Student routinely applies
keyboarding skills, keyboard shortcut techniques, and mouse skills with
facility, speed and accuracy. ·
21C.O.9-12.1.TT3 Student
uses advanced utilities (e.g., zipping or compressing files, file level
anti-virus scans), converts files to different formats (e.g., .doc, .xls,
.mdb, .htm, .pdf) and saves finished products to multiple media sources
(e.g., CDRW, DVDR, USB drives, shared folders, web-based file storage). ·
21C.O.9-12.1.TT4 Student uses audio, video,
pictures, clip art, moviemaker programs, webpage design software, electronic
documents and other files to collaborate for the creation of electronic
products that inform multiple audiences both inside and outside the school
environment. ·
21C.O.9-12.1.TT9 Student uses advanced
telecommunication tools (e.g., email, video conferencing, interactive
websites, newsgroups, video phones, chats) to create collaborative projects
that are relevant to real world situations and contribute to the
communication process among various groups. 21C.S.9-12.2 The student
will demonstrate the ability to explore and develop new ideas, to
intentionally apply sound reasoning processes and to frame, analyze and solve
complex problems using appropriate technology tools. ·
21C.O.9-12.2.LS3 Student
engages in a problem solving process by formulating questions and applying
complex strategies in order to independently solve problems. ·
21C.O.9-12.2.TT2 Student
collaborates with peers, experts and others to contribute to a
content-related knowledge base by using technology to compile, synthesize,
produce, and disseminate information, models, and other creative works. 21C.S.9-12.3 The student will exhibit leadership, ethical
behavior, respect for others; accept responsibility
for personal actions considering the impact on others; take the initiative to
plan and execute tasks; and interact productively as a member of a group. ·
21C.O.9-12.3.TT1 Student protects software,
hardware and network resources from viruses, vandalism, and unauthorized use
and employs proper techniques to access, use and shut down technology
equipment. ·
21C.O.9-12.3.LS4 Student demonstrates
ethical behavior and works responsibly and collaboratively with others in the
context of the school and the larger community, and he/she demonstrates civic
responsibility through engagement in public discourse and participation in
service learning. ·
21C.O.9-12.3.TT4 Student adheres to acceptable use
policy and displays ethical behaviors related to
acceptable use of information and communication technology (e.g., privacy,
security, copyright, file-sharing, plagiarism); student predicts the possible
cost and effects of unethical use of technology (e.g., consumer fraud,
intrusion, spamming, virus setting, hacking) on culture and society; student
identifies the methodologies that individuals and businesses can employ to
protect the integrity of technology systems. NATIONAL
STANDARDS For
Teachers: a. participate in local and global
learning communities to explore creative applications of technology to
improve student learning. 1.
Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and
virtual environments. Teachers: a. promote, support, and model creative
and innovative thinking and inventiveness. b. engage students in exploring real-world
issues and solving authentic problems using digital tools and resources. c. promote student reflection using
collaborative tools to reveal and clarify students' conceptual understanding
and thinking, planning, and creative processes. d. model collaborative knowledge
construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments. 2. Design and Develop Digital-Age
Learning Experiences and Assessments Teachers design, develop, and evaluate
authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning
experiences that incorporate digital tools and resources to promote student
learning and creativity. b. develop technology-enriched learning
environments that enable all students to pursue their individual curiosities
and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress. c. customize and personalize learning
activities to address students' diverse learning styles, working strategies,
and abilities using digital tools and resources. d. provide students with multiple and
varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching. 3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and
work processes representative of an innovative professional in a global and
digital society. Teachers: a. demonstrate fluency in technology
systems and the transfer of current knowledge to new technologies and
situations. b. collaborate with students, peers,
parents, and community members using digital tools and resources to support
student success and innovation. c. communicate relevant information and
ideas effectively to students, parents, and peers using a variety of
digital-age media and formats. d. model
and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and
learning. 4. Promote and Model Digital
Citizenship and Responsibility Teachers understand local and global
societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional practices.
Teachers: a. advocate, model, and teach safe, legal,
and ethical use of digital information and technology, including respect for
copyright, intellectual property, and the appropriate documentation of
sources. b. address the diverse needs of all
learners by using learner-centered strategies providing equitable access to
appropriate digital tools and resources. c. promote and model digital etiquette
and responsible social interactions related to the use of technology and
information. d. develop and model cultural
understanding and global awareness by engaging with colleagues and students
of other cultures using digital-age communication and collaboration tools. 5. Engage in Professional Growth and
Leadership Teachers continuously improve their
professional practice, model lifelong learning, and exhibit leadership in
their school and professional community by promoting and demonstrating the
effective use of digital tools and resources. Teachers:
a. participate in local and global
learning communities to explore creative applications of technology to
improve student learning. b. exhibit leadership by demonstrating a
vision of technology infusion, participating in shared decision making and
community building, and developing the leadership and technology skills of
others. c. evaluate and reflect on current research
and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student
learning. d. contribute to the effectiveness,
vitality, and self-renewal of the teaching profession and of their school and
community. © 2008 International Society for Technology
in Education. ISTE® is a registered trademark of the International
Society for Technology in Education. World rights reserved. No part of this may
be reproduced or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or by any information storage or
retrieval system—without prior written permission from the
publisher. Contact Permissions Editor, ISTE, 180 W. 8th Avenue, Suite
300 For
Students: 1. Creativity
and Innovation Students
demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students: a. apply existing knowledge to generate
new ideas, products, or processes. b. create original works as a means of
personal or group expression. c. use models and simulations to explore
complex systems and issues. 2.
Communication and Collaboration Students
use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the
learning of others. Students: a. interact, collaborate, and publish
with peers, experts, or others employing a variety of digital environments
and media. b. communicate information and ideas
effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and
global awareness by engaging with learners of other cultures. d. contribute to project teams to produce
original works or solve problems. 4.
Critical Thinking, Problem Solving, and Decision Making Students
use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools
and resources. Students: a. identify and define authentic problems
and significant questions for investigation. b. plan and manage activities to develop a
solution or complete a project. c. collect and analyze data to identify
solutions and/or make informed decisions. d. use multiple processes and diverse
perspectives to explore alternative solutions. 5.
Digital Citizenship Students
understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and
responsible use of information and technology. b. exhibit a positive attitude toward
using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility
for lifelong learning. d. exhibit leadership for digital
citizenship. 6.
Technology Operations and Concepts Students
demonstrate a sound understanding of technology concepts, systems, and
operations. Students: a. understand and use technology systems. b. select and use applications effectively
and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning
of new technologies. © 2007
International Society for Technology in Education. ISTE® is a
registered trademark of the International Society for Technology in Education. |
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Assessment/Rubrics |
VRML Grading Rubric—An Excel File |
