LESSONS

# Programming 202

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

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# Lesson 9: The Physics Engine

Course: | iPad Web

• Introduction
• Play the Game
• Concepts
• Stack the Blocks Example
• Stack the Blocks
• Stack 'em up
• Make a Structure Example
• Make a Structure
• Quiz

## Lesson 9 : The Physics Engine Programming 202

### Activities(45 minutes)

Facilitate as students complete all The Physics Engine modules on their own:

1. Introduction (Introduction)
2. Play the Game (Example)
3. Concepts (Concepts)
4. Stack the Blocks Example (Example)
5. Stack the Blocks (DIY)
6. Stack 'em Up (Puzzle)
7. Make a Structure Example (Example)
8. Make a Structure (DIY)
9. Quiz (Multiple-choice)

### U.S. Standards

• CCSS-Math: 5.G.A.1, 6.NS.C.6, 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