Texas Instruments TI-73 Explorer User manual

Safari
Search
TeacherÕs Guide
TI-73

All Sunburst material is copyrighted. However, Sunburst does give the purchas-
er the following permissions:
¥ You have permission to reproduce any student worksheet in this guide for
your classroom use. You should not, however, copy the whole guide.
¥ If you purchased this program for one computer, you may use it on a sin-
gle computer.
¥ If you wish to use this software on multiple computers, you must pur-
chase the right to do so from Sunburst. Call and ask for lab pack/site
licensing prices.
¥ You have permission to use lab packs/site licenses within one site. You do
not, however, have permission to divide the package and use the software
in more than one site.
~Permissions~

DESIGNER:Thomas C. OÕBrien
PROJECT MANAGER:Joan Jacobsen
PROJECT EDITOR:Carrie Gerardi
PROGRAMMING:Saltire Software, Inc.
SOFTWARE GRAPHICS:Paul Lanquist
QUALITY CONTROL:Gregory Sillins
DESKTOP PUBLISHER:Carrie Gerardi
EDITOR:Emilie Rappoport
Copyright © 1999 Sunburst Communications, Inc.
TI-GRAPH LINK is a trademark of Texas Instruments Incorporated.
Windows and Windows NT are registered trademarks of Microsoft Corporation in the United
States and/or other countries.
For more information or for a free catalog, call or write:
Sunburst Communications, Inc.
101 Castleton Street
Pleasantville, NY 10570
Toll-free: 1-800-321-7511
Or call collect: 1-914-747-3310
Visit us on the Web: www.SUNBURST.com
~credits~

Introduction ................................................................................................................................1
Installation ..................................................................................................................................5
Hardware and Software Requirements............................................................................5
Installing Safari Search to a TI-73 ......................................................................................5
Overview ....................................................................................................................................7
Activity Overview......................................................................................................................9
Getting Started ........................................................................................................................11
Program Description ..............................................................................................................15
Menu Bar Options..............................................................................................................15
CLUE Option ................................................................................................................15
FIND/CATCH Options ..............................................................................................16
SHOW Option ..............................................................................................................16
0 Option ........................................................................................................................16
OPTS menu ..................................................................................................................16
QUIT Option ................................................................................................................17
Find the Flamingo ................................................................................................................19
Search Out the Seal ..............................................................................................................21
Locate the Loon ....................................................................................................................23
Discover the Dragon ............................................................................................................25
Detect the Donkey ................................................................................................................27
Catch the Kittens ..................................................................................................................29
Round up the Rhinos............................................................................................................31
Sight the Snails ....................................................................................................................33
Collect the Kangaroos ..........................................................................................................35
Capture the Cats ..................................................................................................................37
Evaluation ................................................................................................................................39
Safari Search Grid......................................................................................................................43
Troubleshooting ......................................................................................................................45
Error Recovery Instructions for the TI-73 ......................................................................45
Miscellaneous ....................................................................................................................46
Technical Support ..............................................................................................................46
~table of contents~

Much of present-day school education amounts to the transmis-
sion of associations or lists. In science, children learn Roy G. Biv
for the colors of the rainbow (Red, Orange, Yellow, Green, Blue,
Indigo, Violet).
In social studies, they connect names with names, and names with
dates. Nevada? Carson City. George Washington? 1732. Lightning
rod? Benjamin Franklin. Even the complex causes of the Civil War
get reduced to four or five items on a laundry list.
In spelling, children learn long lists of phonic rules. ÒMemorize
these lists and you will be a good speller.Ó Teachers report that
this doesnÕt work very well.
In math, things are much the same. As early as first grade, chil-
dren chant out number facts and memorize them for speed tests.
In second grade, they tackle the procedural steps of subtraction (a
nightmare for most teachers), and later they take on longer proce-
dural lists, such as ÒDead Mice Smell BadÓ (i.e., Divide, Multiply,
Subtract, Bring down)Ñused for long division.
All too often, the picture of knowledge in American education
looks something like this:
Now stop a minute and think about something you really knowÑ
your neighborhood, how to fix your Chevrolet, playing bridge or
poker, writing a computer program, planning a nutritious break-
fast.
Knowledge doesnÕt amount to isolated connections and lists and
procedures, although such connections are sometimes useful.
Rather, knowledge is a fabric, a network. It is a web of information
and relationships, and hunches and inferences in interaction with
one another and with the world.
~introduction~
Safari Search 1
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INTRODUCTION
This fabric tends toward coherence, stability, economy, and gener-
alizability. It is not a bunch of atomistic connections or lists stored
in an inert memory bin. While knowledge of the list-type is
achieved by copying (from the teacher, the textbook, oneÕs neigh-
bor, oneÕs crib-notes, etc.), fabric knowledge comes from oneÕs
own actionsÑactions on oneÕs present knowledge or on oneÕs
environment.
1. The first purpose of Safari Search is to cause children to con-
struct complex mathematical thinking, that is, to construct a
fabric. The fabric here involves one of the most basic mathe-
matical activitiesÑinference.
In their interaction with the Safari games, children gather infor-
mation and use that information to infer with logical certainty
the whereabouts of llamas, cats, and various other animals on a
5 by 5 Safari array.
Inference, widely ignored in the elementary school curriculum
and often taught as a bunch of rote procedures at the sec-
ondary level, is one of the most important aspects of mathe-
matical thinking. Did I say mathematical? Is inference a math-
only ability? Certainly not. It pervades all of knowledge.
Note that no teaching takes place in Safari Search. But a lot of
learning takes place. The learning is a result of childrenÕs
actionsÑtheir guesses and their hunches and the beginning
bits of fabric they weave as they gain feedback and evolve
primitive approaches into complex thought.
Learning also takes place as children work with one another in
interacting with Safari Search. Collaborative work (three chil-
dren at a time, for example) is, by all means, to be encouraged.
2. The games range from very simple (in fact, random guessing)
to very, very difficult. Each of the games calls for children to
invent tactics to solve a problem. One major purpose of Safari
Search is to provide an arena in which children invent and
extend problem-solving tactics.
3. A third purpose of Safari Search is to call upon children to col-
lect, organize, and use information. The Safari Search Grid (see
Safari Search2

page 43) should be reproduced for the students in order to aid
them in their data collection. Each of the games involves the
collection of evidence, the judging of the importance of the
information, the weaving of that information in with already-
collected data, and the production of new informationÑname-
ly the conclusion that a Safari animal is in box such-and-such.
4. Safari Search is an arena in which children learn that their own
thinking is important, that they are not mere memory bins, and
that they are, in fact, capable of extremely complex mathemati-
cal invention. This is especially so of what I call ÒdoormatÓ
kids, those who have had very little success in school.
Since school is often a matter of memory, many kids fail at
what they see as meaningless, rote tasks. Given the chance to
think rather than regurgitate, many children really soar for the
first time! A major purpose of Safari Search is that players see
themselves as able and inventive organizers of the complex,
buzzing confusion that surrounds us all.
5. A fifth purpose of Safari Search is to enable children to work
collaboratively with rich and powerful ideas and to enjoy
themselves while doing so. The experience of generating, try-
ing-out, and sharing ideas is an interesting and fruitful way to
learn. That isÑdare I say it?Ña major purpose of Safari Search
is to enable kids to have fun!
Thomas C. OÕBrien
INTRODUCTION
Safari Search 3

INTRODUCTION
Safari Search4

Hardware and Software Requirements
Make sure you have the following items:
¥ TI-GRAPH LINKª computer-to-calculator cable. If you do
not have a TI-GRAPH LINK cable, call your distributor, or
order the cable on-line at the TI Accessory Store
(www.ti.com/calc/docs/store.htm).
¥ Connecting TI-GRAPH LINK cable adapter, 9-pin to 25-pin,
if needed.
¥ Computer with Windows¨ 3.1x or Windows¨ 95/98
installed. (A Windows NT¨ version will soon be available.)
¥Safari Search software for the TI-73 on disk.
¥ A TI-73 calculator.
Things to Check Before You Begin
To make sure the batteries in your TI-73 are in good working con-
dition, turn on your TI-73. If there is a low-battery message on the
screen, turn the TI-73 off and follow the battery replacement pro-
cedure in Appendix C of your TI-73 Guidebook.
Before you load Safari Search to your TI-73, verify that sufficient
free space exists in your application memory space by entering
2nd MEM, 3:Check APPs. The first line indicates the number of
free spaces available. Safari Search will take up two spaces in the
memory. See the Memory is Full instructions in the
Troubleshooting Section for details about deleting applications.
Installing Safari Search to a TI-73
1. Make sure the TI-GRAPH LINK cable is firmly connected to
the calculator and the computer and the calculator is at the
home screen.
2. Start Windows and close all desktop applications that may be
running (another running application could interfere while
Safari Search is updating your TI-73).
3. Select Run from the File menu (Windows 3.1) or Run from the
Start menu (Windows 95). In the Run dialog box, type
C:\directoryname\ti73safa.exe (where directoryname is the direc-
tory to which you saved the Safari Search file) and then click
OK.
4. Follow the on-screen instructions to complete the installation.
~Installation~
Safari Search 5
.TEACHER NOTE
The TI-73 may briefly
display a ÒDefrag-
mentingÓ message. This
simply means the calcu-
lator is preparing for
downloading.
IMPORTANT:
DO NOT interrupt the
installation process. If
any errors are encoun-
tered during the installa-
tion, follow the instruc-
tions. Error Recovery
instructions are also
described in the
Troubleshooting Section
of this guide.

INSTALLATION
Safari Search6