Now we are ready to calculate an intersection point using our ray CP (parametric form) and our line AB (slope-intercept form).
Now that we have a feeling for constructing permutations let's introduce the factorial formula to make counting them easy.
In this video we'll uncover the connection between the previous diagram and the rotation formulas. Repeat viewing suggested!
Let's apply what we just learned to calculate the touching point.
Explore the role of shape in how antibodies and antigens interact.
We can use de Casteljau's algorithm to calculate curves using any number of points.
Let's take a closer look at the weights used during subdivision. Do we have to be careful when selecting weights?
Let's look more closely at how light bounces when it strikes an object. We'll cover reflected and refracted rays.
Are we really creating parabolic curves using this construction? Let's gain some insight first.
Use an array to store many objects as well as create any shape you can imagine. Click here to review objects.
In this lesson, students expand their understanding of solid waste management to include the idea of 3RC (reduce, reuse, recycle and compost). They will look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Also, they will observe biodegradation in a model landfill (composting).
Now you can start scaling your shapes to make your lamp look younger.
Next we need to explore the mathematics of scaling.
Now you are ready to start subdividing your own shapes with more than 4 points!
How can trees be combined to count robots with many parts?
In this Unit, students embark on a mission to create a campaign which promotes seat belt use for a teenage audience. In the context of this project, students explore NGSS PE’s 3-PS2-2, 3-PS2-1, 3-5-ETS1-1, 3-PS2-3, and 3-PS2-4 while investigating the effects of balanced and unbalanced forces acting on an object. Through a series of collect evidence to write a claim based on evidence for why seatbelts are important.
Download: ForcesAndInteractions.3rdgrade_krEFi7M.pdfDelete
Google Drive with Teacher Resources
Portions of this storyline can be successfully implemented without access to FOSS instructional or lab materials. Specifically, the unit entry event, driving question, supplemental lessons and online resources, etc., can still be used to engage students in learning the addressed NGSS bundle.
For most recent version of this unit, please visit www.stemmaterials.org
The Computer Science Office in Loudoun County Public Schools has developed this curriculum integration document to support the integration of the 2017 Virginia Computer Science Standards into core subject areas and beyond. Each CS standard was aligned to up to 3 grade level standards that made natural correlations.Additionally, many activities and resources were included to each standard to support the introduction and integration of the standard. For each of the six strands of the Computer Science Standards of Learning: Computing Systems, Networks and the Internet, Cybersecurity, Data and Analysis, Algorithms and Programming, and Impacts of Computing, we have included tiered support called "Fuel", "Spark", and "Ignite". The "Fuel" is provided to build teacher capacity and students' understanding in understanding the CS SOL. The "Spark" provides a Computer Science integrated experience into a core or speciality subject SOL. The "Ignite" section is where teachers in Loudoun County have the opportunity to share authentic learning experiences and lessons in our LCPS Computer Science Lesson Repository.This document was created as part of the Virginia K-12 Computer Science Pipeline which is partly funded through a GOVA and DHCD grant in partnership with Chesapeake Public Schools, Loudoun County Public Schools, and the Loudoun Education Foundation.
Mrs. Rowhani's third graders learn about matter and energy by building a Spout bot with Khan Academy. Special thanks to: Santa Rita's volunteer parents, Kami Thordarson, Karen Wilson and of course Laleh Rowhani the class teacher. Created by Karl Wendt.
Now it's time for a really meaty problem! How can we count the number of possible casts when given a large set of robots to choose from?
We need to be careful with the order of scaling and translation. But why?