LESSONS

# Programming 202

Students build additional programming skills including turtle graphics, color detection, advanced operators, and projectile physics.

• INTERMEDIATE

# Lesson 10: Gravity and Bouncing

• Bouncing Ball Example
• Bouncing Ball
• Gravity Simulation Example
• Gravity Simulation
• Owl Bounce
• Bug Ball Example
• Bug Ball

## Lesson 10 : Gravity and Bouncing Programming 202

### Activities(45 minutes)

Facilitate as students complete all Gravity and Bouncing modules on their own:

1. Bouncing Ball Example (Example)
2. Bouncing Ball (DIY)
3. Gravity Simulation Example (Example)
4. Gravity Simulation (DIY)
5. Owl Bounce (Puzzle)
6. Gravity Madness Simulation Example (Example)
8. Bug Ball Example (Example)
9. Bug Ball (DIY)

### U.S. Standards

• CCSS-Math: MP.1
• CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
• CSTA: 1B-AP-11, 1B-AP-15, 2-AP-13, 2-AP-16, 2-AP-17
• CS CA: 3-5.AP.10, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
• ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c

### U.K. Standards

##### Key stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
##### Key stage 3
Pupils should be taught to:
• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
• understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns