FULL Tinkercad 2008 BEST Free Download

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additionally, the teaching and learning setting is shown. in our project, the students’ level of knowledge was first assessed by using the swedish version of the casus (version 1.1.2) for mathematics. casus is a computer-aided assessment developed in sweden to support teacher and school development. it is a standardized computer-based assessment of student knowledge in various subjects (lundqvist, 2010 ; alvarsson, 2010 ). according to lundqvist (2010), casus can be used for the following six purposes: (1) to examine the progress in learning, (2) to monitor learning progress on a regular basis, (3) to assess the learning effect of activities, (4) to compare the students with one another, (5) to analyze learning content, and (6) to document the students’ learning process. for this study, casus was used to assess the students’ knowledge levels of mathematics. according to alvarsson (2010), casus is designed to measure the students’ knowledge at different levels in a given subject. casus was translated into german, and the translation was back-translated into english. the casus data from the students in this study were collected as a secure data file and were viewed using a casus software program (v2.0.2-b20). our data were collected from 35 students in grades four to six, as they were expected to have the same knowledge level. three sections of casus were designed for this study. in the first section, the students had to solve problems and asked to make propositions in the form of arguments (data), hypothesis, formulation, and discussion of the information. in the second section, the students were asked to either write equations or equations with units, solve problems, or identify a function and convert it into an equation, to evaluate the form. the third section asks the students to compare two different formulas and write their own. the three sections are in accordance with the current standard in germany. according to the german national strategy for education and research 2016–2020 (sachsen- und sachsen-anhalt departement for education and research (2017)), the students should be taught to solve problems and, in particular, should learn to make propositions, formulate hypotheses, and find arguments (data). the students were asked to fill out casus along with a questionnaire they had been given, which consisted of five questions about the 3d-printing software and the tinkercad. the questionnaire also asked them questions about the task and the students’ knowledge. the students were requested to write the names of the schools at which they were enrolled. a demonstration of the program in order to familiarize the students with it was conducted. this also provided them with an opportunity to become familiar with the software. students were also requested to answer the following five questions concerning their prior knowledge of geometry: (1) which figures are illustrated in the textbook? (e.g., triangle, rectangle, cube, pyramid, sphere, etc.); (2) describe the properties of the figures (e., area, volume, perimeter, etc.); (3) describe the functions of the figures (e., volume of a cube, perimeter of a triangle, etc.); (4) can you connect the functions of figures to the properties? (e., volume of a cube = 1, volume of a pyramid = 0. 84d34552a1