PPT alignment

Author: aspiece

do_now_43.md

@@ -2,7 +2,7 @@
 
 1. Create a list with 10 inspirational quotes.  You may use the internet for ideas.
 
-2. Use the following block to pick a random quote of the day:
+2. Use the item block below to pick a random quote of the day.
 
    ![item](images/item.png)
 

do_now_44.md

@@ -2,6 +2,6 @@
 
 ## In your notebook
 
-1. Describe what it means to "traverse a list".
+1. Describe what it means to _traverse a list_.
 
 2. List 2 different blocks you can use to traverse list and how you would use them.

do_now_45.md

@@ -8,8 +8,9 @@ You will need to add the "words, sentences" library to your project to use the *
 2. Click "Libraries..."
 3. Select "Words, sentences"
 4. Click "Import"
-The "list->sentence" block will be one of the blocks added to the operators pallette.
 
-    ![List Do Now](images/list_do_now.png)
+    * The "list->sentence" block will be one of the blocks added to the operators palette.
+
+        ![List Do Now](images/list_do_now.png)
 
 5. Save your project as _DoNow4.5_.

docs/do_now_43.md.html

@@ -10,7 +10,7 @@
 
 1. Create a list with 10 inspirational quotes.  You may use the internet for ideas.
 
-2. Use the following block to pick a random quote of the day:
+2. Use the item block below to pick a random quote of the day.
 
    ![item](images/item.png)
 

docs/do_now_44.md.html

@@ -10,7 +10,7 @@
 
 ## In your notebook
 
-1. Describe what it means to "traverse a list".
+1. Describe what it means to _traverse a list_.
 
 2. List 2 different blocks you can use to traverse list and how you would use them.
 

docs/do_now_45.md.html

@@ -16,9 +16,10 @@
 2. Click "Libraries..."
 3. Select "Words, sentences"
 4. Click "Import"
-The "list->sentence" block will be one of the blocks added to the operators pallette.
 
-    ![List Do Now](images/list_do_now.png)
+    * The "list->sentence" block will be one of the blocks added to the operators palette.
+
+        ![List Do Now](images/list_do_now.png)
 
 5. Save your project as _DoNow4.5_.
 

docs/lab_44.md.html

@@ -12,10 +12,10 @@
 
 ## Part 1: Numbers
 
-Write 5 custom **reporter** blocks that takes a list as an argument. You can assume that all items in the list passed as the argument will be numbers.
+Write 5 custom **reporter** blocks that takes a list as an argument. You can assume that all items in the list will be numbers.
 
 1. Sum of all the numbers in the list.
-2. average of all of the numbers in the list.
+2. average of all the numbers in the list.
 3. True if the list contains one negative number and false if all the numbers are non-negative.
 4. True if each value in the list is greater than or equal to the one before it.
 5. The largest number in the list.

docs/lab_45.md.html

@@ -12,11 +12,11 @@
 
 ## Part 1: You there
 
-1. Write your own version of the **contains** block, which takes a list and a value as arguments. Then reports true if the value is in the list and reports false otherwise.  You should not use the existing **contains** block in your implementation.
+1. Write your own version of the **contains** block, which takes a list and a value as arguments. Then reports true if the value is in the list and reports false otherwise. You should not use the existing **contains** block in your implementation.
 
 ## Part 2: Where
 
-1. Write a custom block called **index of** that takes a list and a value as arguments and reports the index of the value found in the list.  If the value is not in the list, report -1.
+1. Write a custom block called **index of** that takes a list and a value as arguments and reports the index of the value found in the list. If the value is not in the list, report -1.
 
 ## Part 3: Tell Me More
 

docs/lesson_41.md.html

@@ -37,19 +37,20 @@
 
 ### Introductory discussion
 
-Describe the solar system and hook your students in with a way to collect and store new information and discoveries.
+Describe the solar system and hook your students by explaining a way to collect and store new information and discoveries.
 
 ### Activity
 
-In small groups, students will write an algorithm for adding new Solar System discoveries to a collection of older ones. The process should be complete and detailed so that a person can unambiguously follow the steps.
+In small groups,
 
-The process itself will seem relatively simple. Ensure students think not only about the steps to be taken but the necessary materials and resources.
+1. have students write an algorithm for adding new Solar System discoveries to a collection of older ones. The process should be complete and detailed so that a person can unambiguously follow the steps.
 
-Ensure that the algorithm would work for any discovery of any name size and does not make assumptions. e.g SUPER MEGA COOL ASTEROID, etc.
+2. The process itself will seem relatively simple. Ensure students think not only about the steps to be taken but the necessary materials and resources.
 
-Pay particular attention to when the various materials are needed.
+3. Ensure that the algorithm would work for any discovery of any name size and does not make assumptions. e.g SUPER MEGA COOL ASTEROID, etc.
 
-The key here is that the student will need to constantly be referencing this same pool of discoveries e.g. Pool, Pool + 1 discovery, Pool + 1 discovery + another etc. etc.
+* Pay particular attention to when the various materials are needed.
+* The key here is that the student will need to constantly be referencing this same pool of discoveries e.g. Pool, Pool + 1 discovery, Pool + 1 discovery + another etc. etc.
 
 Instruct students to think about how they would write a script to complete this task.  They need not write actual script, but should write pseudocode to attempt to solve the problem.  
 

docs/lesson_43.md.html

@@ -40,11 +40,9 @@
 
 * Provide only a few minutes to work through this-- students need not write full, formal algorithms, but simply describe an approach.
 
-* Have groups share with each other and work together to come up with a single approach, hopefully settling on asking each student if s/he has a July birthday and counting the number of yeses (or something similar).
+Have groups share with each other and work together to come up with a single approach, hopefully settling on asking each student if s/he has a July birthday and counting the number of yeses (or something similar).
 
-Define _traversal_ as the process of accessing each element of a list in order and performing some operation.
-
-* Explain that the operation can be anything, and may not actually be performed on every element.
+Define _traversal_ as the process of accessing each element of a list in order and performing some operation. Explain that the operation can be anything, and may not actually be performed on every element.
 
 Provide a few examples of possible operations (say each person's name, count the number of females, add up the total number of siblings, find the average GPA, etc.)
 

docs/lesson_45.md.html

@@ -35,23 +35,13 @@
 
 ### Lecture
 
-Ask students to consider how to determine if a particular person is in the room or not.
-
-At first, you will likely get answers like "call out the person's name" or "look around."  Press the students to come up with a method that will always work, including when the person is not present.  If necessary, ask them to pretend they are a computer.
-
-Point out that solutions like "look around" are too high-level, and in reality, there is a lot more going on (such as looking at each person individually).
+Ask students to consider how to determine if a particular person is in the room or not. At first, you will likely get answers like "call out the person's name" or "look around."  Press the students to come up with a method that will always work, including when the person is not present.  If necessary, ask them to pretend they are a computer. Point out that solutions like "look around" are too high-level, and in reality, there is a lot more going on (such as looking at each person individually).
 
 Guide students to the process of checking if each person is the one they are seeking, in some deterministic order, until they have either found the person or checked everyone.  Emphasize that the absence of the person is only confirmed when everyone has been checked, but that the presence is known as soon as the person is found.
 
-Ensure students recognize that this process is a traversal of the people in the room.
-
-Explain that the process of traversing a list looking for a particular item is known as a "sequential search."
-
-Ask students to think about the efficiency of this algorithm.  Emphasize best, worst, and average cases (both what those cases are and how long they take).
-
-Students should have a basic understanding of the fact that the speed of the search is dependent on the size of the list.
+Ensure students recognize that this process is a traversal of the people in the room. Explain that the process of traversing a list looking for a particular item is known as a "sequential search."
 
-* If students seem prepared, ask them to speculate under what circumstances you might be able to do better (eventually leading to binary search).
+Ask students to think about the efficiency of this algorithm.  Emphasize best, worst, and average cases (both what those cases are and how long they take). Students should have a basic understanding of the fact that the speed of the search is dependent on the size of the list. If students seem prepared, ask them to speculate under what circumstances you might be able to do better (eventually leading to binary search).
 
 Show the script for a basic sequential search:
   ![basic sequential search](images/basic_sequential_search.jpg)

docs/slidedecks/TEALS SNAP 4.1.pptx

@@ -4,10 +4,10 @@ In this lab, you will continue practicing processing lists, this time using list
 
 ## Part 1: Numbers
 
-Write 5 custom **reporter** blocks that takes a list as an argument. You can assume that all items in the list passed as the argument will be numbers.
+Write 5 custom **reporter** blocks that takes a list as an argument. You can assume that all items in the list will be numbers.
 
 1. Sum of all the numbers in the list.
-2. average of all of the numbers in the list.
+2. average of all the numbers in the list.
 3. True if the list contains one negative number and false if all the numbers are non-negative.
 4. True if each value in the list is greater than or equal to the one before it.
 5. The largest number in the list.

docs/slidedecks/TEALS SNAP 4.2.pptx

@@ -4,11 +4,11 @@ In this lab, you will implement several custom blocks performing variants of seq
 
 ## Part 1: You there
 
-1. Write your own version of the **contains** block, which takes a list and a value as arguments. Then reports true if the value is in the list and reports false otherwise.  You should not use the existing **contains** block in your implementation.
+1. Write your own version of the **contains** block, which takes a list and a value as arguments. Then reports true if the value is in the list and reports false otherwise. You should not use the existing **contains** block in your implementation.
 
 ## Part 2: Where
 
-1. Write a custom block called **index of** that takes a list and a value as arguments and reports the index of the value found in the list.  If the value is not in the list, report -1.
+1. Write a custom block called **index of** that takes a list and a value as arguments and reports the index of the value found in the list. If the value is not in the list, report -1.
 
 ## Part 3: Tell Me More
 

docs/slidedecks/TEALS SNAP 4.3.pptx

@@ -29,19 +29,20 @@ Students will be able to...
 
 ### Introductory discussion
 
-Describe the solar system and hook your students in with a way to collect and store new information and discoveries.
+Describe the solar system and hook your students by explaining a way to collect and store new information and discoveries.
 
 ### Activity
 
-In small groups, students will write an algorithm for adding new Solar System discoveries to a collection of older ones. The process should be complete and detailed so that a person can unambiguously follow the steps.
+In small groups,
 
-The process itself will seem relatively simple. Ensure students think not only about the steps to be taken but the necessary materials and resources.
+1. have students write an algorithm for adding new Solar System discoveries to a collection of older ones. The process should be complete and detailed so that a person can unambiguously follow the steps.
 
-Ensure that the algorithm would work for any discovery of any name size and does not make assumptions. e.g SUPER MEGA COOL ASTEROID, etc.
+2. The process itself will seem relatively simple. Ensure students think not only about the steps to be taken but the necessary materials and resources.
 
-Pay particular attention to when the various materials are needed.
+3. Ensure that the algorithm would work for any discovery of any name size and does not make assumptions. e.g SUPER MEGA COOL ASTEROID, etc.
 
-The key here is that the student will need to constantly be referencing this same pool of discoveries e.g. Pool, Pool + 1 discovery, Pool + 1 discovery + another etc. etc.
+* Pay particular attention to when the various materials are needed.
+* The key here is that the student will need to constantly be referencing this same pool of discoveries e.g. Pool, Pool + 1 discovery, Pool + 1 discovery + another etc. etc.
 
 Instruct students to think about how they would write a script to complete this task.  They need not write actual script, but should write pseudocode to attempt to solve the problem.  
 

docs/slidedecks/TEALS SNAP 4.4.pptx

@@ -32,11 +32,9 @@ In small diverse groups, ask students to consider how to count the number of stu
 
 * Provide only a few minutes to work through this-- students need not write full, formal algorithms, but simply describe an approach.
 
-* Have groups share with each other and work together to come up with a single approach, hopefully settling on asking each student if s/he has a July birthday and counting the number of yeses (or something similar).
+Have groups share with each other and work together to come up with a single approach, hopefully settling on asking each student if s/he has a July birthday and counting the number of yeses (or something similar).
 
-Define _traversal_ as the process of accessing each element of a list in order and performing some operation.
-
-* Explain that the operation can be anything, and may not actually be performed on every element.
+Define _traversal_ as the process of accessing each element of a list in order and performing some operation. Explain that the operation can be anything, and may not actually be performed on every element.
 
 Provide a few examples of possible operations (say each person's name, count the number of females, add up the total number of siblings, find the average GPA, etc.)
 

docs/slidedecks/TEALS SNAP 4.5.pptx

@@ -27,23 +27,13 @@ Students will be able to...
 
 ### Lecture
 
-Ask students to consider how to determine if a particular person is in the room or not.
-
-At first, you will likely get answers like "call out the person's name" or "look around."  Press the students to come up with a method that will always work, including when the person is not present.  If necessary, ask them to pretend they are a computer.
-
-Point out that solutions like "look around" are too high-level, and in reality, there is a lot more going on (such as looking at each person individually).
+Ask students to consider how to determine if a particular person is in the room or not. At first, you will likely get answers like "call out the person's name" or "look around."  Press the students to come up with a method that will always work, including when the person is not present.  If necessary, ask them to pretend they are a computer. Point out that solutions like "look around" are too high-level, and in reality, there is a lot more going on (such as looking at each person individually).
 
 Guide students to the process of checking if each person is the one they are seeking, in some deterministic order, until they have either found the person or checked everyone.  Emphasize that the absence of the person is only confirmed when everyone has been checked, but that the presence is known as soon as the person is found.
 
-Ensure students recognize that this process is a traversal of the people in the room.
-
-Explain that the process of traversing a list looking for a particular item is known as a "sequential search."
-
-Ask students to think about the efficiency of this algorithm.  Emphasize best, worst, and average cases (both what those cases are and how long they take).
-
-Students should have a basic understanding of the fact that the speed of the search is dependent on the size of the list.
+Ensure students recognize that this process is a traversal of the people in the room. Explain that the process of traversing a list looking for a particular item is known as a "sequential search."
 
-* If students seem prepared, ask them to speculate under what circumstances you might be able to do better (eventually leading to binary search).
+Ask students to think about the efficiency of this algorithm.  Emphasize best, worst, and average cases (both what those cases are and how long they take). Students should have a basic understanding of the fact that the speed of the search is dependent on the size of the list. If students seem prepared, ask them to speculate under what circumstances you might be able to do better (eventually leading to binary search).
 
 Show the script for a basic sequential search:
   ![basic sequential search](images/basic_sequential_search.jpg)