Unit 3 – Algebra Track

Unit 3 – Algebra Track – Scale, Turtle Interaction, and Timed Events

Week Objective: Improve student coding and computational modeling skills to the point where they are ready to tackle a real life problem – Modeling Car Collisions.

Mathematics Focus Standard: Algebra CED 3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. ★

NGSS Focus Standard: HS PS2 3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Computer Science Focus Standard: CT 8. Use modeling and simulation to represent and understand natural phenomena.

CTE Focus Standard: D1.1 Develop information technology-based strategies and project plans to solve specific problems.

diamond

Lesson 3.1

Objective: Students will learn to incorporate scaling of position, time, distance, and velocity into computational models.

Lesson: Walk your students through building a correctly scaled NetLogo model to show the following situation:

Runner A is on the 20 yard line and runs 2 yards per second towards the 100 yard line.
Runner B is on the 75 yard line and runs 2 yards per second towards the 0 yard line.

If both start running at the same time,

Who reaches their end zone first?
At what times do they reach the end zones?
At what time are they on the same yard line?

lesson-3-1-picture-1

NetLogo File (zipped): lesson-3-1-program-1

NetLogo Web: lesson-3-1-program-1

Checking for Understanding: Have students change the conditions in the program to fit several different scenarios.

Scenario 1:

Runner A starts on the 40 yard line and runs at 3 yards per second towards the 100 yard line.
Runner B starts on the 60 yard line and runs at 4 yards per second towards the 0 yard line.

Scenario 2:

Runner A starts on the 80 yard line and runs at 3.5 yards per second towards the 100 yard line.
Runner B starts on the 10 yard line and runs at 4 yards per second towards the 0 yard line.

diamond

Lesson 3.2

Objective: Students will learn to incorporate plots of position, distance, time, and velocity into computational models.

Lesson: Revisit the model you and your students built during Lesson 3.1 above. This time you will walk students through the process of creating a plot to show time vs. position.

lesson-3-2-picture-1

NetLogo File (zipped): lesson-3-2-program-1

NetLogo Web: lesson-3-2-program-1

Checking for Understanding: Have students attempt to create a model with a partner from scratch to answer the following question:

Two football players start at two different positions on a football field – player A is on the 5 yard line and player B is on the 90 yard line. They are facing each other and start running at the same time. Player A is running at 2 yards per second while player B is running at 3 yards per second. At what time will they meet?

diamond

Unit 3 Project – Modeling Car Collisions

lesson-3-3-picture-1

Objective: Students will solve real world problems using computational modeling.

Project PowerPoint: lesson-3-project-ppt

Project PDF: lesson-3-project-pdf

diamond

pagebreak

CCM Logo Animated

pgbrk2