[Lindgren in front of students]
Lindgren: So what we're going to do is: our project in Physics is going to build a really cool machine.
Lindgren: This complex machine that does something kind of a little simple.
Lindgren: Basically, it's going to fling a ball from one point to another.
Lindgren: But, you have to make sure it goes back to the beginning. Kind of like a circle.
[New setting] Lindgren: Wow. Behold.
Lindgren: Your 'gravity' is even on? Student: Yeah.
Lindgren: Wait a second... said jokingly
Lindgren: I see little bolts here.
Student:Those aren't bolts. Lindgren: Sure they are...
Lindgren: Those are little pins there, I see.
Lindgren: laughing Student: They are not pins. student sighs
Lindgren: Nice try, [name ommitted].
Lindgren: I see, I see.
[new setting] student chatter
Student: No. The 'gravity' is on. I completed it!
[new setting] Lindgren: The first side is the directions.
Lindgren: The second side is where you will be able to start drawing your machine. Student: Ahhh, no way!
Lindgren: So, you're going to draw out a plan.
Lindgren: "What's your machine going to do?" Student: It's going to shoot catapults! laughs
Lindgren: And, uh, you were supposed to build off of what you were doing in "Level 2," right?
Lindgren: But since we all have new sticks, that's okay.
Lindgren: We were all just starting off with that "balance," right? Um...
Student 1: [makes comment to Lindgren] Student 2: Yeah, he should join our table!
[new setting] Brooks: [To student] This one's coming down, down... Is it gonna get kicked back up?
Brooks: Oohhh! It slipped right through!
Brooks: Oh! It's just, so now you'll either need to make that one a little bigger or
Brooks: now you could try a bigger ball too, I think, right?
Brooks: And maybe leave it there, 'cause the next ball will bounce up against it.
Brooks: Will it flip up? small laugh
Gast: You might want to check the size of the ball.
Brooks: She knows what she's doin'. She's two for 2.
Brooks: There it goes! Nicely done.
Brooks: Thanks. Good luck! I wonder how many you can get in there before it gets to be too many.
[New Setting] Brooks: What am I asking you to do, [name ommitted]?
Student: Write down what we liked about Physics.
Brooks: Yeah, yeah. And you'll say, "I didn't learn anything, but I had fun," right?
Student: Yep. says smiling Brooks: Okay. laughs
[New activity: Etoys]
Lindgren: So, here. I'll show you.
Lindgren: I got that halo up again.
Lindgren: And I go to the "viewer."
Student: Wow!
Lindgren: Look at all this stuff. It's really busy isn't it? It's a lot to take in...
Lindgren: But here I have 2 scripts that I'm working on.
[New Setting] Brooks: Okay, okay. You can do that, but then you want to drag. Other student at the table: Oh, sorry, sorry, sorry. I'm sorry.
Brooks: There you go.
Brooks: So now you got it.
Student: [to other student] You might want to make another wheel.
Brooks: Now, what's this... what's this one called? Let's click on that one.
Brooks: 'Cause that script's not gonna work for that one.
Brooks: This one is called, "sketch1," right? So this is "sketch," and this is "sketch1."
Brooks: You can see why there's some advantages to give them better names than that, right?
Brooks: But this will work for now. Just remember...
Brooks: Can you finish up your car, or your object? And then get it caught up? Student: Okay, I'm getting caught up.
Student: Vroom, vroom! [car noise]
Brooks: Now, can you get your script out? Student: Huh?
[New Setting]
Student: The nitrous isn't doing anything?
Brooks: Alright, so do you understand the difference between what you've done here, and what we were trying to get you to do with the joystick, right?
Brooks: This is all being run by a program, but no joystick.
Brooks: There's no input-output that can control that, other than what the script is.
Brooks: Do you understand the difference? Student: We both made this...
Brooks: So this is cool, but if you want to be able to drive that car anywhere, you need to be able to program...
Student 1: He didn't even show us about it.
Student 2: He didn't even show us about the joystick.
Brooks: Yeah, we did. You guys weren't lookin'... Lindgren: Actually, we got one working. Brooks: Yeah, you guys just weren't watchin'.
Student 2: Well, he... I don't see the joystick, I see that stick.
Lindgren: That's because we challenged you to do it after the...
Student 2: Challenge. Student 1: Well, this is a little more fun. Brooks: Alright.
Student 2: This is a little more fun than seeing it, than...
[about other project at table] Student 3: I can't! I can't! My thing, my "Mr. Moustache" guy. Brooks: Yeah, that was a great drawing.
end