Mouse tutorial

A special tutorial instructs students in the use of the mouse prior to the onset of SPS instruction about story problems. Students move into the SPS instruction only when they have demonstrated competent use of the mouse. The mouse tutorial takes only about 5 min. It explains to the student how to move the cursor on the screen by moving the mouse, and it gives the student practice in making menu selections and in moving items around on the screen. At the end of the tutorial, the student completes a short exercise using the skills just learned. If the student appears to have trouble manipulating objects on the screen, the tutorial provides additional practice. 

In the mouse tutorial, students are instructed to use only the left button. The right button was reserved by password for system developers, and the middle button was set to respond in the same way as the left button. 

Add DIRECTORY BzzMath exe and DIRECTORY BzzMath BzzMath-Tutorial in the PATH option of yoin- operating system (Windows) Click with the right mouse button on System Resources. Choose the option Properties. Choose the option Advanced. Choose Ambient Variables. Choose the option PATH. Add the voice DlRECTORY BzzMath exe DIRECTORY BzzMath BzzMathTutorial . 

Procedure The children were taken to a quiet area where the computer was set up. It was controlled by a mouse only, no keyboard being used. None of the children had encountered this type of computer before. The general scheme involved two sessions within one week of either individual or peer work, and an individual post-test for all, one week later. The children were first introduced to the problem via a practice task, lasting about ten minutes, in the course of which the main features of the problem and the interface were introduced. This phase was a tightly scripted tutorial situation very much under the control of the experimenter. Then the main task was presented, and the children were left to work on it with minimal experimenter support for a period of 30 minutes. On the second session, the children were rapidly presented with the introductory task and then had 25 minutes to work on the main task, unless they succeeded before this. On the individual post-test session, the same main task was used but with a different initial state (location of the characters and the transport) so that the subjects could not succeed by directly replicating their previous responses. Twenty minutes was the maximum time allowed on this session. 

Spreadsheets are adept at mass balances. The mass balance exercises in this chapter may be solved with spreadsheets. Indeed, most commercial software to model chemical processes are embellished spreadsheets. We offer here a tutorial in two examples a simple separation and a process with a recycle. The tutorial assumes a basic knowledge of spreadsheets, such as how to use a mouse to select a cell and how to copy and paste. 

---