Pedagogy: X

1. Pedagogy is the study of teaching.

Perspective and idea

Economics, buy an apple

Computer Program Description

Cut some pieces of apple and returns the others.

100% Code 1

%% cut([[1, 2], [2, 3]], [[1, 2]], RelsLeft).

Comment

The pieces of apple will be joined together after pieces 1 and 2 are cut, before which we had the joined pieces 1 and 2, and 2 and 3.

100% Code 2

%% RelsLeft = [2, 3]

Comment

The program will return that the joined pieces are pieces 2 and 3.

100% Code 3

cut(Rels1, RelsToCut, Rels3) :-

Comment

The pieces of apple, Rels3, will be joined together after pieces RelsToCut are cut from the joined pieces Rels1.

100% Code 4

RelsToCut = [Item | Items],

Comment

Among the relationships to cut, RelsToCut, take the first pair to cut, Item, and leaves the others, Items, for next time.

100% Code 5

delete(Rels1, Item, Rels4),

Comment

Delete the first Item to cut from the joined pieces, Rels1, leaving the rest, Rels4.

Extra code

cut(Rels4, Items, Rels3).

Comment

Recursively call cut/3 until all the joined items, Rels4, that we wanted to cut have been cut with the rest of the cuts to make, Items, leaving the rest of the joined items, Rels3.

Extra code

cut(Rels, [], Rels).

Comment

Stop cutting when the relationships to cut is the empty set, represented by the open and closed square brackets and return the current list of joined items, Rels, as the final list of joined items, Rels.

X (m)

0.03

Y (m)

0.01

Z (m)

0.01

Touches

Yes

Subject breathsoning

Happy

Object breathsoning

Delicious

Verb rebreathsoning

Carefully

Room
Kitchen

Part of Room
Bench

Direction
South

Time to prepare (s), reason

120, cut apple into rectangular prism

Time to do (s), reason

10, cut apple

Time to finish (s), reason

900, eat apple

2. An example of a character from Pedagogy who examined the width of objects was a science teacher.

Perspective and idea

Science education, examine widths of objects

Computer Program Description

The teacher measured the width of the line of paper cubes.

100% Code 1

%% width1([x, x, x], Width).

Comment

The width of [x, x, x] is Width.

100% Code 2

%% Width = 3

Comment

The width of [x, x, x] is 3.

100% Code 3

width1(Line, Width) :-

Comment

The width of Line is Width.

100% Code 4

width2(Line, 0, Width).

Comment

Start the Width of Line at 0.

100% Code 5

width2(Line, Width1, Width2) :-

Comment

The current width of Line is Width1, and it's final width is Width2.

Extra code

Line = [_Item | Items],

Comment

The first item of Line is _item, and the rest is Items.

Extra code

Width3 is Width1 + 1,

Comment

Width3 is found by adding 1 to the line's length, Width1.

Extra code

width2(Items, Width3, Width2).

Comment

Adds the width of the rest of the items, Items to Width3, equalling Width2.

Extra code

width2([], Width, Width).

Comment

When Line is empty (the empty set), then return the current Width (the first Width in the line above) as the final Width.

X (m)

0.03

Y (m)

0.01

Z (m)

0.01

Touches

Yes

Subject breathsoning

Diligent

Object breathsoning

Useful

Verb rebreathsoning

Carefully

Room

Preparatory Classroom

Part of Room

Table

Direction

East

Time to prepare (s), reason

115 + 140 + 50 + 175 = 480 s, to draw long line in a flattened cube (cross shape) in 10 s with 5 marks taking 5 s, 4 more long lines, 5 short lines=115 s.  Then, cut the shape out  with 10 s for 14 edges = 140 s.  Then, fold 5 edges in 10 s = 50 s.  Then, take 7 pieces of tape in 10 s, then tape closed 7 edges in 15 s = 175, 480 s in total.

Time to do (s), reason

5 s to align ruler with blocks, 5 s to make measurement

Time to finish (s), reason

Take 5 s to put each of ruler and 3 blocks aside = 20 s.