ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] (5) 11 :

11 ) Create a model to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.

[SC2015] (5) 14 :

14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[DLIT] (3) 12 :

6) Describe the function of a flowchart.

[DLIT] (4) 11 :

5) Use flowcharts to create a plan or algorithm.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama.

Ecosystems are not only the places where living things live, but also the connections between the living things in those places. Steve explores this cool idea and then tries to figure out the logical steps needed to get computer program to play the game rock paper scissors with him.

   View Standards     Standard(s): [DLIT] (3) 12 :

6) Describe the function of a flowchart.

[DLIT] (4) 11 :

5) Use flowcharts to create a plan or algorithm.

This is a lesson plan using a clip from The Big Bang Theory to show how to use flowcharts when explaining an algorithm.

Learning Objectives:

• Understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or complete them
• Produce algorithms in pseudocode or flow diagrams to solve problems
• Use basic flowchart symbols appropriately

   View Standards     Standard(s): [DLIT] (2) 8 :

2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

[DLIT] (3) 11 :

5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

[DLIT] (4) 10 :

4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

[DLIT] (4) 11 :

5) Use flowcharts to create a plan or algorithm.

[DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 9 :

3) Create an algorithm that is defined by simple pseudocode.

To make computers go faster, it can be a lot more effective to have several slower computers working on a problem than a single fast one. This raises questions about how much of the computation can be done at the same time.

Here we use a fun team activity to demonstrate an approach to parallel sorting. It can be done on paper, but we like to get students to do it on a large scale, running from node to node in the network.

   View Standards     Standard(s): [DLIT] (4) 11 :

5) Use flowcharts to create a plan or algorithm.

[DLIT] (4) 27 :

21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

[DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 9 :

3) Create an algorithm that is defined by simple pseudocode.

[DLIT] (5) 11 :

5) Develop and recommend solutions to a given problem and explain the process to an audience.

[DLIT] (5) 34 :

28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

Networks are everywhere in modern society: roads, wires, water and gas pipes all connect one place to another. Computers are built of networks at many levels, from the microscopic connections between transistors in a chip to the cables and satellites that link the internet around the world. People who build networks often need to work out the most efficient way to make connections, which can be a difficult problem.

This puzzle shows students the decisions involved in linking a network between houses in a muddy city. It can lead to a discussion of minimal spanning tree algorithms for optimizing networks.