TECHNOLOGY-11

SELECTIVE UNIT 1 (S01)

(Computer-Simulated Physics)
(JULY 2010)

Unit Statement: In this unit, the student will become familiar with the tools and rules
associated with physical simulations as a computer understands them. The tasks and skills
mastered are introductory, but if pursued can lead to careers in computer-simulated
environments. These careers range in theme from video game design to weather prediction
to physics and math fields. The teacher is encouraged, but not required to collaborate and
integrate with the students' science teacher.
Essential outcomes: (assessed for mastery)
1. The Student Will use a variety of tools to create models that simulate actual
objects (e.g., machines, cars, see-saws, etc.)
2. TSW set a variety of conditions in the simulated environment to affect results,
such as wind resistance, gravity, and energy.
3. TSW plan a project, make predictions based on the conditions established, and
explain when outcomes differ from predictions.
4. TSW use real-world data and/or measurements to build models based on actual
objects (e.g., cars, boats, airplanes, buildings, etc.)
5. TSW substitute materials with differing properties and develop predictions for
how new materials will react in a same or similar environment.
6. TSW solve problems related to mass, motion, friction, and inertia (e.g. move an
object over an abyss, past an obstacle, etc. ) using a range of shapes,
materials, and/or solutions.
7. TSW itemize differences between the model environment and the real world, and
explain how these differences affected the outcomes.
Introduced and practiced outcomes:
1. The Student Will pose a question for solutions to be developed by other students.
2. TSW write code to set up a physical environment in 2D or 3D systems (e.g. Flash
or Maya 3D).
3. TSW chart data personally or class-wide to find the line of best fit for a series of
data.

QSI TECHNOLOGY-11 S01

Copyright 1988-2010

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Suggested Materials:
Algadoo Phun is recommended and can be downloaded for free at www.phunland.com.
An excellent discussion on is Transformative Applications in Education/Phun. Adobe
Flash and Maya 3D (recommended in the animation units) may also be used for computersimulated environments, but doing so in those applications does involve some coding.
Suggested Activities and Strategies:
1. Students challenge each other to make the longest-lasting, quickest, and sturdiest
designs.
2. Students view one another's work before it is played and predict what the outcome
will be.
3. Students create bridges and homes that are indestructible or that can only be
broken in certain ways, and then test out a variety of materials against them.
4. Students gather actual materials that can be re-created in Phun (e.g., wood, rubber,
helium) and set up experiments with them, recording their data. They then recreate the experiment in Phun and notice similarities and differences between the
real environment and the computer-generated environment.

Assessment Rubric found on following page..

QSI TECHNOLOGY-11 S01

Copyright 1988-2010

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Assessment Rubric S01 Computer-Simulated Physics

The use of the following checklist is suggested, but not mandatory. Rather it is a tool to
assess students on essential outcomes. A level mastery means that a student has mastered
all essential parts of the unit at an appropriate high level. The student consistently
demonstrated noteworthy achievement of high quality, particularly in the higher order
thinking or performance skills. B level mastery means that a students has mastered all
essential parts of the unit at an appropriately high level in which the student successfully
engaged in higher thinking or performance skills. Students may receive a D (deficient)
if they have not made a reasonable effort on one or more outcomes.
Rubric
Item

"A" level mastery

"B" level mastery

Predictions

Student improves in predicting skills and can

begin to offer reasonable explanations for
why the experiment did not go as predicted.

Student can make predictions

that are near the final result, and
can increase in accuracy with the
predictions over the course of the
unit.

Use of
materials

Student uses all materials and can select

the correct materials for a desired result.
Student can also predict results of using a
variety of materials in a variety of quantities,
and can substitute materials as requested
by the teacher or another student to solve a
problem.

Student can use the variety of

materials available in fun and
knows when to use which
material to get a desired result.

Use of
environment

Student can easily adjust environments to

provide different results as desired and
controlled by the student. Given a set of
materials, the student can use environment
to control the materials so that the student
can solve problems (e.g., the materials are
trapped and need to be released).

Student is able to establish

environments as requested and
make adjustments to wind, gravity
and air.

Independent
Endeavor

Student works independently to create and

imagine new materials and environments
that were not assigned as a part of solving
problems.

Student works independently to

create the materials and
environments as assigned.

Group
Interaction

Student works collaboratively to create and

imagine new materials and environments
that were not assigned as a part of solving
problems.

Student works collaboratively to

create the materials and
environments as assigned.

Charting

Student can effectively chart, but can also

effectively make predictions and
adjustments to explain why the experiment
did not go as expected.

Student can effectively chart data

to examine trends as described
be the line of best fit.

QSI TECHNOLOGY-11 S01

Copyright 1988-2010

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