Tree diagrams allow us to visualize these counting problems using any number of parts.
Next you'll use functions to *store* your deformer functions.
Okay we know how to calculate the touching point, great! Next let's think about how we can prove this is true.
Next let's build a blade of grass using a parabolic arc as a spine.
Created by Brit Cruise.
Case study from Monsters University.
Let's breathe some life into our ball using a key animation principle: squash and stretch.
Now let's think about how subdivision would work in 3D.
Next we need to throw away the slope-intercept form and use the line equation instead.
Bonus! In this video we'll connect the degree of these curves to the number of control points in the construction.
This Unit for the 4th Grade Kit, Waves and Energy, weaves together the various FOSS investigations in the context of an authentic and engaging storyline. Through an imaginary correspondence with a 4th grader who lives in the village of Ghaghara, India, students use a series of investigations to build their skills and content knowledge in order to solve larger problems being faced by their friend, Parvathi. Students engage in project-based learning while using science and engineering practices to help solve everyday problems in the context of Parvathi’s life. Students also use online research and evidence from investigations to construct claims based on evidence which inform and drive their practice of engineering.
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.
This final project uses the 52 Minute Challenge to allow students a chance to pitch a real idea to create a more environmentally friendly school.
A remix of https://goopenva.org/courses/52-minute-challenge.
This final project uses the 52 Minute Challenge to allow students a chance to pitch a real idea to create a more environmentally friendly school.
A remix of https://goopenva.org/courses/52-minute-challenge.
This final project uses the 52 Minute Challenge to allow students a chance to pitch a real idea to create a more environmentally friendly school.
A remix of https://goopenva.org/courses/52-minute-challenge.
Now we are ready to ray trace in 3D. We'll look at the problem of ray triangle intersection.
Finally, let's bring our parabolic arc to life!
Now it's your turn to drive. In this video we'll present you with a casting challenge to complete using everything we've learned so far.
Why do we divide the number of combinations by the number of permutations?
This annotated PowerPoint provide support to teachers and leaders interested in learning about the 5E instrucitonal model.