Solar System – Orbital Periods Project

Project: https://scratch.mit.edu/projects/154828886/

Ideas:

  1. Remix to improve the accuracy of the orbital periods of the three inner planets modeled in this project so far
  2. Remix and add the accurate orbital period of Mars.
  3. Create your own solar system model in Scratch that uses your own method of planetary movement and measurement
  4. Create an accurate model of another multi-planetary system:
    (e.g., https://en.wikipedia.org/wiki/List_of_multiplanetary_systems)
  5. Find other solar system models on Scratch; find one that has modelled the orbital periods highly accurately. Find one that does not and remix it making it more accurate.
  6. Add Jupiter to this project. Try to model the relative distance from the sun and the orbital period as accurately as possible.
  7. Is it possible to accurately model, to scale, the sizes AND distances of the planets in a Scratch project? Why or why not?
  8. What is the most accurate way to describe the shape of the path of the planetary orbits?
  9. Create a model in Scratch that illustrates as accurately as possible, Kepler’s first, second and/or third law. (https://www.youtube.com/watch?v=XFqM0lreJYw)

Example Curriculum: Ontario Grade 6 Science, SNC1D, SNC1P, SES4U

 

Base-2 Counter (binary)

Project: https://scratch.mit.edu/projects/160588454/

Ideas:

  1. Remix to show the base-10 (decimal) equivalent number of binary number being displayed (one way to do is done in the above example)
  2. Remix to not show leading zeros
  3. Remix or rewrite to count in another base
  4. Rewrite to count in base-2 only using a single sprite (see also base-10 counter)

Example Curriculum: Ontario Grade 4-6 mathematics, NSN Strand 

Note: This activity is appropriate for grade 4-8 or for any student in any grade who is ready and interested in exploring the concept of place value using Scratch.

Creating a place value counter in Scratch in base-10 and in another base can consolidate understanding of place value concepts to a high degree of understanding.

Number Project: Prime Hex Spiral

Project: https://scratch.mit.edu/projects/203251492/

Description: If you arrange the natural numbers in a hexagonal pattern, and colour in the prime numbers, they form a pattern where the prime numbers greater than 3 radiate from the 1 and 5 sections only. This Scratch program checks the first 390 natural numbers for primes and plots them in the hexagon (prime numbers in blue, non-prime in green).

Ideas: This is an example “number project” exploring primes and geometry. A number project is a project-based learning activity in which students explore their own questions or their own mathematical interests and produce some kind of product that expresses/communicates their learning.

Example curriculum: Ontario Grade 6 mathematics, NSN strand

A Closer Look at Curriculum Connections

In the process of creating coding projects over time, students must use very specific thinking skills and usually all of the mathematical processes are engaged:

Gr6-Process

In addition to all of the process expectations being engaged (in long-term, creative, ongoing, PBL coding projects) it is often difficult to clearly define specific mathematics expectations from the curriculum that are ‘covered’ by any coding project. Instead, it is common that many different concepts and expectations are involved in a single project. Number projects, such as this “Prime Hex Spiral” project has connects to the following concepts / expectations:

  • prime and composite numbers
  • factors
  • algebraic and algorithmic thinking
  • geometry and spatial sense
  • 2D figures
  • coordinate geometry
  • variables
  • integers
  • operational sense

 

Finding the value of pi

Project: https://scratch.mit.edu/projects/128253091/

Ideas: 

  1. Think about discuss why you think the mean value of π never seems to get close to the expected value of 3.141593.
  2. Remix to generate the value of π with greater accuracy.
  3. Remix to use another method of calculating the diameter.
  4. Write a new program to draw circles of various diameters, radii, and circumferences without using the turn motion block

Example Curriculum: Ontario Grade 8 mathematics, NSN, GSS, M strands

Base 10 Counter

Project: https://scratch.mit.edu/projects/105524068/

Ideas: Make a base ten counter. Your code must not use variables or change numeric values. Use your code to model base-10 place value concepts.

More Project Ideas:

  1. Can you remix to create a counter in another base? (e.g., a binary counter)
  2. Compare normal mode (FLAG) & “Turbo Mode” (SHIFT + FLAG). Using this counter, or another one you make, calculate how many times faster “Turbo mode” is executing your program than is normal mode.
  3. How do speeds compare when doing different tasks, e.g., moving sprites, changing sprites, drawing lines, stamping, etc.
  4. Create two random 5-digit numbers, then add them mechanically with your code (do not use the ( ( ) + ( ) ) green operator block.

Example Curriculum: Ontario Grade 4-6 mathematics, NSN Strand 

 

Growing pattern with translations

Project: https://scratch.mit.edu/projects/136822956/

Remixes: https://scratch.mit.edu/projects/136822956/remixes/

Ideas:

  1. Continue the pattern of translations for three more terms
  2. Remix the project’s code to make it more efficient (Hint:Look for repeated patterns in the code and examine how the X and Y coordinate values change as the pattern is built)
  3. Create a new project using a regular polygon that translates in a way to create a growing pattern
  4. Reflect: Is this growing pattern additive or multiplicative? Why?

Example curriculum: Ontario Grade 6 – GSS & PA strands

Sine and the unit circle

Project: https://scratch.mit.edu/projects/127105656/

Ideas:

  1. Grade 9: Provide the rest of the script for Giga to say so that the sine function’s relation to the unit circle is explained.
  2. Grade 10 – 12: Students at this level could write this program from scratch, and/or write one that explains other trigonometric functions. **

** This relationship can be coded and animated without using any built-in trigonometric functions in Scratch. The unit circle, triangles, and sine wave are built from simple code blocks that control the movements of coloured points, and related line segments, in specific ways that can be measured and plotted.

Example Curriculum: Ontario Mathematics Grade 10, 11, 12

MPM2D (p. 46)

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