Computational Thinking

Activity Book

Using and Understanding Computers in the Problem Solving

Process

Cookie Making Flowchart

1 2 3 4
Mix all Turn on oven Put bite size Place cookie
ingredients to 350 morsels on tray in oven for
cookie tray 10-12 minutes

5 6
Turn on oven Are cookies Yes Remove
light and check brown on cookies from
the cookies top? oven and turn
off power

No

7
Wait one
minute

By Celeste Baine

Funded by a generous grant from the Oregon University Systems Engineering and Technology
Industry Council to The SMILE Program at Oregon State University

1
Table of Contents

Activity 1 Breaking Beams Modeling and data collection of force needed to

break paper beams.

Activity 2 Tower Strength Modeling and data collection of cost vs strength

Activity 3 - Buoyancy Modeling and Simulation

Activity 4 Balancing Act Modeling and Simulation

Activity 5 Projectile Motion Modeling and Simulation

Activity 6 Social Situation Algorithms

2
What is Computational Thinking?

Computational Thinking is a problem-solving process that includes (but

is not limited to) the following characteristics:
Formulating problems in a way that enables us to use a computer
and other tools to help solve them
Logically organizing and analyzing data
Representing data through abstractions, such as models and
simulations
Automating solutions through algorithmic thinking (a series of
ordered steps)
Identifying, analyzing, and implementing possible solutions with
the goal of achieving the most efficient and effective combination
of steps and resources
Generalizing and transferring this problem-solving process to a
wide variety of problems

3
Skill/Activity Alignment for Performing Computational Thinking

Skills Matching Activities

Data Collection Breaking Beams, Tower Strength, Buoyancy
Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation

Data Analysis Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation

Data Representation Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation

Problem Solving Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation, Social Situation Algorithms

Abstraction Buoyancy Modeling and Simulation, Balancing Act

Modeling and Simulation, Projectile Motion Modeling
and Simulation, Social Situation Algorithms

Algorithms Social Situation Algorithms

Automation Buoyancy Modeling and Simulation, Balancing Act

Modeling and Simulation, Projectile Motion Modeling
and Simulation, Social Situation Algorithms

Simulation Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation

Parallelization Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation, Social Situation Algorithms

4
Creativity Breaking Beams, Tower Strength, Social Situation
Algorithms

Persistence Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation, Social Situation Algorithms

Communication Breaking Beams, Tower Strength, Buoyancy

Modeling and Simulation, Balancing Act Modeling
and Simulation, Projectile Motion Modeling and
Simulation, Social Situation Algorithms

5
 Activity 1 Breaking Beams Modeling and Data Collection of
the Force Needed to Break Paper Beams

Overview:
In this activity, students will learn about beam strength by building models
with different layers and testing them to failure.

Skills Needed:
Data Collection, Data Analysis, Data Representation, Problem Solving,
Abstraction, Simulation, Parallelization, Creativity, Persistence,
Communication

Background:
Computers are frequently used by engineers and architects to help them
make estimates about the strength of materials and their resistance to
various environmental conditions.

Teacher Notes:
In this activity, students will explore beam strength by rolling and testing
different amounts of cardstock; making computer entries and estimations;
and then testing the beams to failure to verify the data. The beams will be
tested for strength by suspending a load from the middle.

At the end of this exercise, students will be able to:

Use a computer to make their estimations
Logically organize and analyze the data
Represent data by building a model and running a simulation
Automate the solution through algorithmic thinking
Be able to apply this problem-solving process to a wide variety of
problems

Safety Notes:
During testing, have one student monitoring the pail to try to catch it before
it falls.

Getting Started:
Set up the testing area by placing two desks or tables so there is a 4-inch
(10.2 cm) gap between the desktops.

Materials needed per team/pair of students:

22 sheets 8.5x11 cardstock paper, 67-90#
Scissors
Ruler
Masking tape (12 inches)
Computer with Microsoft Office

6
Materials needed for test station
Large plastic paint bucket with handle
Duct tape
1-2 feet link chain (available at hardware store)
2 S-type or other hooks to attach pail and model to chain
Mass Weights, 1 kg and greater, or other suitable load material
Two desks or tables for testing beams; must have clearance for pail to
hang freely

Teacher Procedure:
1. Instruct students to build three model beams, one using one piece of
cardstock, another with three pieces of cardstock and another with 6
pieces of cardstock. All three beams must be rolled and created the same
way.
2. To set up the testing station, move two tables or desks close together so
that the gap between the flat surfaces is about 4 inches (10.2 cm). Place
the beam to be tested over the gap with equal overlap on either side.
Secure each end to the table using a 1 inch (2.5 cm) long piece of duct
tape.
3. For testing, attach one of the hooks to each end of the chain. Put one
hook over the middle of the beam span and attach the other to the
handle of the plastic paint bucket. The bucket should swing freely
between the desks and be suspended above the floor.
4. Start with a 1 kg (2.2 lbs) load in the pail. Add weight in any desired
increment until the model beam fails. The last mass successfully
supported by the model before it failed is the total load it can support.
Ask students to record their final readings on their data sheet.
5. Have students move to their computer and open the Breaking Beams
Simulation in Excel.
6. Instruct students to transfer their data to the spreadsheet and then run
their simulation to predict how much weight can be supported by an
arbitrary number between 7 and 10 sheets of cardstock (they will chose
the number).
7. Be sure students notice how the spreadsheet completes the required
prediction based on the data they entered.
8. Have them save the spreadsheet and record the prediction on their data
sheet. Be sure they save the simulation under their name.
9. Allow students to test their predictions.
10. Instruct students to use the data sheet to record the results of their
test and any reflections on the accuracy of the simulation.

7
 Breaking Beams Student Data Sheet

Procedure:

1. Gather your materials 20 pieces of cardstock, scissors, 24 inches of
masking tape and a ruler. Your task is to design three different models
of an 11 inch (28 cm) beam.
2. Each model must be rolled the same way and secured with 6 inches of
tape.
3. Take your completed beams to the testing station. You will begin with a
1 kg load. Incremental weights will be added until your beam fails by
bending or breaking and causing the weight to fall. Record the LAST
SUCCESSFULLY HELD MASS (the one before the failure) in the data table
below.
4. Go to your computer and enter the data you just captured in the
Breaking Beams Simulation (excel spreadsheet). You will need to replace
the sample data.
5. Enter a number from 7 to 10 into the cardstock equation to estimate the
load that increased paper will hold. Record the load it will hold on your
data sheet. Remember, you must be able to roll the cardstock and secure
it with only 6 inches of masking tape to test it.
6. Use the remaining cardstock to build the beam you specified in the
spreadsheet.
7. Go to the testing area and test your beam to failure.
8. Answer the remaining questions on your data sheet.
9. Give any extra cardstock back to your teacher.


Data Collection:
Cardstock 1 Piece of 3 Pieces of 6 Pieces of
Quantity Cardstock Cardstock Cardstock
Maximum Mass
Supported

How many pieces of cardstock did you enter in the spreadsheet? ______________

What is the predicted weight it will hold? __________________

Did it hold the predicted weight? __________ If not, what are some possible

reasons? _________________________________________________________________

__________________________________________________________________________

8
 Activity 2 Tower Strength Modeling and Data Collection of
Cost vs. Strength

Overview:
Using only the materials given, students will design and build a tower that is
at least 9 inches tall and can support three pounds of downward force for
the lowest cost. Students will then artfully present their data.

Skills Needed:
Data Collection, Data Analysis, Data Representation, Problem Solving,
Abstraction, Simulation, Parallelization, Creativity, Persistence,
Communication

Background:
Engineers create models or prototypes of everything they want to build.
These models help them figure out how the final product will look and
estimate costs.

Teacher Notes:
Students can work in teams of 2, 3 or 4. When students are testing their
towers, the weights must be suspended from the center. A large paperclip is
usually adequate to suspend the weight. You may want to assign a time-
limit (25 minutes for initial building and 15 for redesign) for the modeling
portion of the activity.

When students acquire their data and have the tower designed and built,
they should then enter their data in the Tower Modeling spreadsheet. From
this, the spreadsheet will help students manage the data to determine the
cost of materials needed to create a 9 tower that can support a 3-pound
weight. Their data can then be mail merged into a Word document for
presentation to funding agencies.

At the end of this exercise, students will be able to:

Use a computer to make their estimations
Logically organize and analyze the data
Represent data by building a model and running a simulation
Automate the solution through algorithmic thinking
Be able to apply this problem-solving process to a wide variety of
problems
Identify, analyze, and implement possible solutions with the goal of
achieving the most efficient and effective combination of steps and
resources.

Safety Notes:
Students should be reminded of the safe handling of scissors. In addition,

9
 the work area should be clear of obstacles. Movement throughout the work
area should be careful.

Getting Started:
1. Collect the materials needed for the challenge.
2. Determine the size of the groups engaging in the experience.
3. Identify a work area that can accommodate the construction and testing
of the straw towers.
4. Copy student data sheets for each team.
5. Have computers with Microsoft Excel and Word available for each team to
enter their data.

Modeling Materials Needed Per Group of Students:

1. 50 plastic straws
2. 50 paper clips
3. Rubber bands
4. Scissors
5. Ruler
6. Three pounds of weight (load)
7. Student data sheet

Teacher Procedure:
1. Assemble students into groups of 2, 3 or 4.
2. Challenge each group to construct the strongest tower from the given
materials within the following guidelines:
Towers must be free-standing and not anchored to the table in any
way or leaning against any other structure.
Each towers strength will be tested by suspending the weight from
the center of the structure.
The tower must be able to stand freely with the weight attached for
at least 30 seconds.
Groups must accurately record the materials used to build their
tower.
If desired, students may redesign to make their towers more
efficient.

6. When their model is complete and they have completed their materials list,
have them move to a computer and enter the data in the Tower Modeling
spreadsheet.
7. Notice how the spreadsheet completes the cost based on the data they
entered. Instruct students to save the spreadsheet in their name.
8. Open the Word Doc titled: Tower Cost Presentation. Insert your Tower
Modeling Excel spreadsheet in this document to get a formatted
presentation that you will give to your teacher. Students will have to replace
the table that is already there.

10
 Tower Modeling Simulation Student Data Sheet

Objective: Using only the materials given, design and build a tower that is at
least 9 inches tall and can support a 3-lb weight for the lowest cost.

1. Get into groups as assigned by your teacher.

2. Construct the strongest tower from the given materials within the
following guidelines:
Towers must be free-standing and not anchored to the table in any
way or leaning against any other structure.
Each towers strength will be tested by suspending the weight from
the center of the structure.
The tower must be able to stand freely with the weight attached for
at least 30 seconds.
Groups must accurately record the materials used to build their
tower.
If desired, your group may redesign to make your tower more
efficient.

3. When your model is complete and you have completed your materials list,
move to a computer and enter the data in the Tower Modeling
spreadsheet.
4. Notice how the spreadsheet completes the cost based on the data you
entered. Save the spreadsheet in your teams name.
5. Open the Word Doc titled: Tower Cost Presentation. Insert your Tower
Modeling Excel spreadsheet in this document to get a formatted
presentation that you will give to your teacher. You will have to replace
the table that is already there.

Materials Costs
Material Cost of the Number used Your cost
Material
Tape - masking .25/inch
Small Paperclip .27
Straw .24
Rubberband .21

Your Total Cost

Using any portion of an item is still the full cost. In other words, using of a
straw is still 24 cents.

11
 Activity 3 - Buoyancy Modeling and Simulation

Overview
In this activity, students will learn the principles of density and buoyancy,
make predictions, and then affirm their answers using online simulations.

Skills Needed:
Data Collection, Data Analysis, Data Representation, Problem Solving,
Abstraction, Simulation, Parallelization, Creativity, Persistence,
Communication

Background
The buoyancy of an object is determined by its density (mass/volume). An
object that is less dense than its surrounding medium will float, or have
positive buoyancy. An object that is denser than its surrounding medium will
sink, or have negative buoyancy. An object that floats in the middle is said
to have neutral buoyancy.

An object submerged in a fluid has a force pushing up on it that is equal to

the weight of the fluid being displaced by the object. This is known as the
buoyant force. This idea is known as Archimedes Principle. Like the object,
the force exerted by the fluid depends on its density. For example, we float
better in salt water than in a freshwater pond or lake.

The shape of an object will affect the buoyant force against the object, since
changing the shape changes the volume of the object. Changing the shape
can cause the object to displace a greater or lesser amount of water, thereby
changing the buoyancy.

Teacher Notes:
Students will learn that density is what determines whether an object sinks
or floats.

When students put the wooden blocks in the water, they can measure the
volume of each block by holding it underwater and measuring the change in
the waters volume.

When conducting the simulations, students will need to convert the units if
they want the data to be closer to their real-world data. For example, they
will measure the mass of their blocks in grams while the simulation has the
mass in kilograms. To convert grams to kilograms, they will need to multiply
their gram weight by 1000 (i.e. 5 kg=5000 grams).

During the simulations:

12
 Students will notice that the buoyant force equals the blocks weight
when the object is floating.
Comparing two blocks at a time helps students notice the important
ideas about buoyancy.
Some students notice that when objects float, they displace their mass,
but when objects sink, they displace their volume.

Atthe end of this exercise, students will be able to:

Use a computer to make their estimations
Logically organize and analyze the data
Represent the data by building a model and running a simulation
Apply this problem-solving process to a wide variety of problems

Safety Notes:
When working with water, always be careful if some spills on the floor as this
can create a slippery situation.

Getting Started:
Setup a pail of water and explain buoyancy by showing how some objects
float and others sink. Measure the mass of the objects and show the
relationship between density and buoyancy. Be sure to introduce the concept
of positive, negative and neutral buoyancy.

Materials needed per team/pair of students:

2 wooden blocks and 2 AA batteries
clear pail of water
graduated cylinder
mass scale
Graph paper

Teacher Procedure:
1. Put students into teams of 2.
2. Give each team 2 wooden blocks (different sizes) and a golf ball.
3. Instruct students to use the scale to determine the mass of each object.
Record the information on their data sheet.
4. Have students fill the plastic quart container half way with water. Make a
note of the water level. Add one block of wood to the water and
determine the volume of the block by how much water it displaced. Have
students do the same for your other wood block and the golf ball. Record
on the data sheet.
5. Have students identify each object as a floater or sinker. Record on
their data sheet.
6. Instruct students to graph their data using a line graph, in which the x-
axis = volume and the y-axis = mass.
7. Have students circle those points identified as floaters and draw a box

13
 around those points identified as sinkers.
8. Direct the students to draw a line on their graphs where X = Y. Ask
students where the floaters and the sinkers are found. What is the
relationship between mass and volume for floating objects and sinking
objects?
9. Students should calculate the density of their objects using the following:
Density = mass/volume. Be sure to introduce the concept of positive,
negative and neutral buoyancy. Infer the relationship between objects
with a density > 1 and between objects with a density < 1. What if the
mass = volume of the object?
10. Once students have finished their graph and feel that they understand the
relationship between buoyancy and density, have them visit the online
buoyancy playground simulation
(http://phet.colorado.edu/en/simulation/buoyancy) to experiment and
enhance their understanding of the buoyancy to density relationship.

Extension: Engage students in the Flinker Activity on PBS Kids to learn more
about buoyancy. http://pbskids.org/zoom/activities/sci/flinker.html

14
Buoyancy/Density Student Handout
1. Get into groups as instructed by your teacher.
2. Get 2 wooden blocks (different sizes) and a golf ball from your teacher.
3. Use the scale to determine the mass of each object. Record the
information on your data sheet.
4. Fill the plastic quart container half way with water. Make a note of the
water level. Add one block of wood to the water and determine the
volume of the block by how much water it displaced. Do the same for
your other wood block and the golf ball. Record on the data sheet.
5. Identify each object as a floater or sinker. Record on their data sheet.
6. Graph your data using a line graph, in which the x-axis = volume and the
y-axis = mass.
7. Circle those points identified as floaters and draw a box around those
points identified as sinkers.
8. Draw a line on your graph where X = Y. What is the relationship between
mass and volume for floating objects and sinking objects?
9. Calculate the density of your objects using the following:
Density = mass/volume.
10. Once you have finished your graph and feel that you understand the
relationship between buoyancy and density, visit the online buoyancy
playground simulation
(http://phet.colorado.edu/en/simulation/buoyancy) to experiment and
enhance your understanding of the buoyancy to density relationship.

Data Table

Object Mass (g) Volume (ml) Does it Float Density

or Sink? D=m/v

15
What is the relationship between mass and volume for floating objects and
sinking objects?

If the density > 1, does the object float or sink? Is this positive, negative or
neutral buoyancy?

If the density < 1, does the object float or sink? Is this positive, negative or
neutral buoyancy?

What if the mass = volume of the object? Is this positive, negative or neutral
buoyancy?

16
 Activity 4 Balancing Act Modeling and Simulation

Overview

In this activity, students will learn to predict how objects of various masses
can be used to make a plank balance, how changing the positions of the
masses on the plank will affect the motion of the plank, write rules to
predict which way a plank will tilt when objects are placed on it and use
those rules to solve puzzles about balancing.

Skills Needed:
Data Collection, Data Analysis, Data Representation, Problem Solving,
Abstraction, Simulation, Parallelization, Creativity, Persistence,
Communication

Background
The plank balance is an example of a lever or simple machine. When you
balance two or more objects, you have to take both their weight and their
distance from the fulcrum or balance point into account to calculate the
torque, or rotational force (tilt). Because torque increases with distance from
the center of a lever, heavier objects should be placed closer to the fulcrum.

Teacher Notes:
Ensure students always measure from the center of the gram weight to the
fulcrum to ensure accuracy in measurements.

At the end of this exercise, students will be able to:

Use a computer to make their estimations
Logically organize and analyze the data
Represent the data by building a model and running a simulation
Automate the solution through algorithmic thinking
Apply this problem-solving process to a wide variety of problems

Teacher Simulation Tips:

Tips for controls:
The Supports allow students/teachers to set up a system and make
predictions; when the Supports are off, the system will rotate according
to the sum of the torques.
Objects can be mixed and multiple objects can be put on the plank. For
example, bricks can be used to balance people or Mystery objects.
Students can use the Level tool to check; it will turn green if the plank is
balanced.

Important modeling notes / simplifications:

The pivot point is slightly vertically offset from the center of mass of the

17
 plank. This was done so that if the plank is in an unbalanced situation,
and then the student sets the total torque to zero, the plank will level. In
a centered pivot situation, a zero torque would not cause motion.
Object mass is considered to be centered and in the plank; the white line
below the object shows the location.
The Mystery Objects have varying mass which is not related to the size.
We have been asked by teachers to not publish the masses, so students
cannot cheat by reading the Tips.
The Force vectors are shown as initiating at the base of the objects
instead of from center of mass to help beginning students build their
own ideas easily.

Safety Notes
Make sure the work area is free from obstructions and obstacles.

Getting Started:
Demonstrate the lever principle and show how the masses balance at
different points on the plank.

Materials needed per team/pair of students:

4x12 piece of light wood such as balsa or bass wood
triangular shaped object to act as the fulcrum
set of gram weights or coins
ruler
small level
Graph paper

Teacher Procedure

1. Put students into groups of two.

2. Give each group a ruler, fulcrum and weights and/or coins.
3. Instruct students to balance the ruler over the fulcrum on a steady table
so that it resembles a seesaw.
4. Place identical weights on each end of the plank.
5. Slide the plank over the fulcrum until it balances. Using the level, have
students check to see whether the lever is horizontal. Make sure the level
is set exactly on top of the fulcrum. You may be able to take the level
apart with a small screwdriver to get a smaller level for the activity.
6. Mark the fulcrum on the ruler and measure the lengths of the lever's arms
on each side of the fulcrum. Are they the same?
7. Put another weight on one side of the lever. Slide the plank over the
fulcrum until it balances. Use your level to get it exactly right. Compare
the lengths of the two arms again.

18
8. Repeat the process, adding a weight to one side of the lever. Slide the
plank over the fulcrum to rebalance it each time. Continue to add weights
until you shorten one arm to the point that balancing is impossible.
9. Instruct students to create a graph of distance from the fulcrum vs
weight.
10. Once students have finished their graph and feel that they
understand the relationship between balance and torque, have them visit
the Balance Lab simulation to experiment with the relationships.
http://phet.colorado.edu/en/simulation/balancing-act
11. Allow students to play the balance game to assess their learning.

19
 Balancing Act Student Sheet

1. Get into groups as instructed by your teacher.

2. Get a ruler, fulcrum, and weights or coins from your teacher.
3. Balance the ruler over the fulcrum on a steady table so that it resembles a
seesaw.
4. Place identical weights on each end of the plank.
5. Slide the plank over the fulcrum until it balances. Using the level (if
available), check to see whether the lever is horizontal.
6. Mark the fulcrum on the ruler and measure the lengths of the lever's arms
on each side of the fulcrum. Are they the same?
7. Put another weight on one side of the lever. Slide the plank over the
fulcrum until it balances. Use your level to get it exactly right. Compare
the lengths of the two arms again.
8. Repeat the process, adding a weight to one side of the lever. Slide the
plank over the fulcrum to rebalance it each time. Continue to add weights
until you shorten one arm to the point that balancing is impossible.
9. Create a graph of distance from the fulcrum vs weight.
10. Once you have finished your graph and feel that you understand
the relationship between balance and torque, visit the Balance Lab
simulation to experiment with the relationships.
http://phet.colorado.edu/en/simulation/balancing-act
11. Play the online balance game.

Weight on Distance to Weight on Distance to Does it

left side the fulcrum right side the fulcrum balance?
(left side) (right side)

20
Based on the data you collected, predict the correct answers to the
following scenario:

Your plank is 6 meters long and John (100 lbs) is sitting at the end of
the plank.

1. If the fulcrum is in the middle of the plank, how much weight do

you need to put on the end of the other side to balance the plank?

2. If John moves one meter closer to the fulcrum, how much weight do
you need to add to or subtract from the end to balance his weight?

3. If John moves another meter closer to the fulcrum, how much

weight do you need to add to or subtract from the end to balance
his weight?

21
 Activity 5 Projectile Motion Modeling and Simulation

Overview

In this activity, students will build a catapult and predict how varying the
mass hurled will affect the projectile path. Students will then simulate the
catapult and extend their learning by predicting how varying the initial
conditions (objects hurled, angles, initial speed, mass, diameter, initial
height, with and without air resistance) affect the projectile path. For both
the real-world and simulated predictions, students will use reasoning to
explain the predictions and common projectile motion terms in their own
words (launch angle, initial speed, initial height, range, final height, time).

Skills Needed:
Data Collection, Data Analysis, Data Representation, Problem Solving,
Abstraction, Automation, Simulation, Parallelization, Creativity, Persistence,
Communication

Background
There are two different forces that can make a catapult work. They are
tension and torsion.

The catapult for this activity is a tension device. It uses tension created by
pulling back the arm attached to the rubber band. This stretches the rubber
band. The fibers in the rubber band create tension so that when the tension
is released, the attached arm flings forward and releases the ammunition.

Torsion catapults are more powerful. This increase in power allows larger
ammunition to be used or increases the distance that the standard
ammunition can be hurled. Torsion is the strain that develops in a material
as it is twisted. It acts like a spring and releasing the material that is under
torsion allows it to quickly unwind so the catapult arm flies forward and
releases the ammunition.

Teacher Notes:

At the end of this exercise, students will be able to:

Use a computer to make their estimations
Logically organize and analyze the data
Represent the data by building a model and running a simulation
Apply this problem-solving process to a wide variety of problems

22
Safety Notes:
1. Supervise students while the catapult is loaded.
2. When firing the Catapult, the operator should take care to not get his or
her fingers in the way.
3. Do not fire the catapult until everyone is clear of the target area. Do not
fire the catapult at anyone.
4. The catapult operator and anyone within firing range must wear safety
goggles.
5. Make sure the trigger secures the firing arm before launching the
projectile.
6. Check to make sure the projectile is centered along the firing arm surface
before firing the catapult.

Getting Started:

It may take the students several hours to build the catapult. Make sure
students carefully follow all instructions.

Materials needed per team/pair of students:

Catapult kit and clay
Gram scale
Masking Tape
Measuring Tape
Graph paper
Garbage Can for target

Teacher Procedure:
Students will first see who can shoot their clay ball the furthest and then
they will launch a clay ball into a bucket. Students will accomplish these
tasks by modifying and calculating.

1. Divide students into teams.

2. Give each team a catapult kit.
3. Have each team build their catapult by following the catapult instructions.

Launching for distance

1. Give each team enough clay for them to make a 1-gram, 2-gram, 3-
gram, 4-gram and 5-gram clay ball.
2. Instruct students to test their catapults, using the 1-gram and 5-gram
clay balls, to see how far they can launch their projectiles.
3. Before launching their 2, 3 and 4 gram projectiles, have students predict
the distance they will travel and record their predictions below.
4. While they are launching projectiles, instruct students to think about

23
 different ways they may modify their designs to increase performance.
This portion of the activity can be as long or short as you choose. You
can have the students sketch their modifications (to scale), you can
complete elasticity exercises to test rubber band strength or you can
simply let students perform open inquiry/exploration to find the answers.
5. Have students complete the modifications to their catapults and retest
their designs.
6. Assemble all students in a hallway or gym and see who launches the
standard projectile the furthest.
7. Instruct students to record their answers on their data sheets.

Hitting a target
8. To get ready to launch projectiles into a bucket, allow the students to
modify their catapults for precision.
9. Like a hypothesis, we make predictions by looking at the data we
already have and evaluating the variables. For example, if students use
50-grams of mass to throw a clay ball 140 centimeters, and 100-
grams of mass to throw the same clay ball 195 centimeters, they might
be able to guess that using 75 grams of mass will throw the ball 162.5
centimeters.
10. This activity simulates using the catapult in a battle. As catapult
engineers, they will use scientific principles and collect data to
configure the catapult to launch a clay ball into a bucket. The catapult
and bucket should both be on the floor; use the tape measure to place
the bucket and the catapult approximately four meters apart. Mark this
distance with masking tape so that the students know where to set up
the catapults. Use a five-gallon bucket or garbage can for its large
opening.
11. Give each student a mass of clay.
12. Inform students that its their job, given all that they have learned
about the catapult, to decide what mass they want to use to predict
and launch the clay ball into the bucket. All testing and designing to
launch the ball into the bucket that is 4 meters away should be
completed prior to their official launch.
13. Students will begin by using the mass of clay and rolling it to the size
they want. They can also change the rubber band if desired.

Simulating the catapult

14. Allow students to visit the Projectile Motion simulator.
http://phet.colorado.edu/en/simulation/projectile-motion
15. Have students enter the mass of their object and compare their
catapult data to the simulators answers. Are they the same? Why or
why not? Dont forget to convert the units!

24
 Catapult Student Data Sheet

Teams will first see who can shoot a clay ball the furthest and then you will
launch a clay ball into a bucket.

1. Get into teams as instructed by your teacher.

2. Get your catapult kit from your teacher.
3. Following the instructions, build your catapult.

Launching for distance

4. Using a 1-gram clay ball, test your catapult to see how far you can launch
your projectile. Record your distance below.
5. Using a 5-gram clay ball, test your catapult to see how far you can launch
your projectile. Record your distance below.
6. Before launching your 2, 3 and 4 gram projectiles, predict the distance
they will travel. Record your predictions below.
7. While you are launching projectiles, think about different ways you can
modify your design to increase performance.
8. Complete any modifications and retest your design.
9. Record your distance on your data sheet.

Hitting a target
10. You will now attempt to launch projectiles into a bucket. If needed,
modify your catapult for precision. You may use any size of clay for this
challenge.
11. Like a hypothesis, we make predictions by looking at the data we
already have and evaluating the variables. For example, if your 50-gram
clay ball travels 140 centimeters, and 100 grams clay ball travels 195
centimeters, you might be able to guess that using 75 grams of mass will
result in the ball traveling 162.5 centimeters.
12. This activity simulates using the catapult in a battle. As catapult
engineers, you will use scientific principles and collect data to configure
the catapult to launch a clay ball into a bucket. The catapult and bucket
should both be on the floor approximately four meters apart.
13. Given all that you have learned about the catapult, decide what
mass you want to use and then predict and launch the clay ball into the
bucket. All testing and designing to launch the ball into the bucket that is
4 meters away should be completed prior to your official launch.

Simulating the catapult

14. When you have completed the exercise and answered the questions
below, visit the Projectile Motion simulator.
http://phet.colorado.edu/en/simulation/projectile-motion

25
Questions

1. Load a 1 gram clay ball in your catapult. Launch the ball and record the
distance traveled.

__________________

2. Load a 5 gram clay ball in your catapult. Launch the ball and record the
distance traveled.

__________________

3. Before launching your 2, 3 and 4 gram projectiles, predict the distance they
will travel.

___________ ______________ ________________

4. Graph your predictions of Mass vs. Distance

|
|
|
|
|
|
|
|
|
|
|
|
|
|_____________________________________

Clay Ball Mass (g) Predicted Actual Comments

Number Distance (m) Distance (m)

1 2g
2 3g
3 4g

26
5. As the mass of the ammunition ball increases, what happens to the trajectory
path?

6. As the mass of the ammunition ball increases, what happens to the distance?

7. To get the projectile to launch into the bucket, what kind of modifications
did you have to make? How did you know what to do? Describe in one
paragraph, how you arrived at your solution.

27
 Activity 6 Social Situation Algorithms

Overview
In this activity, students will create a flowchart about friendship that
represents an algorithm or set of instructions that a computer might use to
solve a problem.

Skills Needed:
Problem Solving, Abstraction, Algorithms, Parallelization, Creativity,
Persistence, Communication

Background
Algorithms are central to computer science and very important to
understanding how computers solve problems. Computers operate by
following a list of instructions known as an algorithm. These instructions
(the algorithm) enable them to sort, find, and send information; run
programs and apps; and do every other task required.

A very simple algorithm is used by telephone systems everyday. Often, when

you call large companies, youll get a message that says Press 1 for this
Press 2 for that Press 3 to talk to a human operator. Your choices are
inputs in the algorithm that tell the computer how to process and direct you
to the information that you need.

Another example is an ATM machine. The program in the machines

computer leads you through a sequence of events and the computer makes
decisions based on the answers that you provide. If you correctly entered
your secret code, it takes you to the next step. If you have enough money in
your account, it will dispense the cash you requested.

Teacher Notes:

A Flowchart is a graphical illustration that visually represents the steps,

relationships and decisions encountered in a rule or procedure. They
describe a "chain of events" that should occur, along with any major
decisions in the process. Flowcharts encourage logical thought processes
and sequential thinking. They help learners remember the steps to take in a
process because they provide a visual representation.

Below is an example of a flowchart for baking cookies. The square boxes are
numbered to make them easy to identify and represent the steps involved.
The decision point Are cookies brown on top? is a diamond shape. The
arrow going from step 7 to step 5 indicate that part of the procedure must
be repeated if the cookies are not brown on top:

28
 1 2 3 4
Mix all Turn on oven Put bite size Place cookie
ingredients to 350 morsels on tray in oven for
cookie tray 10-12 minutes

5 6
Turn on oven Are cookies Yes Remove
light and check brown on cookies from
the cookies top? oven and turn
off power

No

7
Wait one
minute

At the end of this exercise, students will be able to:

Be able to apply this problem-solving process to a wide variety of
problems
Identify, analyze, and implement possible solutions with the goal of
achieving the most efficient and effective combination of steps and
resources

Safety Notes:
The work area should be clear of obstacles. Movement throughout the work
area should be careful.

Getting Started:
Use the Baking Cookies flowchart to get the class familiar with the basics
of flowcharting. If students are having difficulty understanding flowcharts,
use the baking cookies flowchart to create a human flowchart. To do this:

1. Provide each student with an index card that contains the information
relating to one box or shape in the baking cookies flowchart. If you
have more students than steps, students can share an index card.
2. Have the students form a flowchart by arranging themselves in the
appropriate order.
3. Once students have arranged themselves, evaluate the arrangement
and point out any discrepancies while the students are still in their
flowchart formation.
4. Draw the baking cookies flowchart on the chalkboard or whiteboard.

29
 5. Have a class discussion about the results.

Instruct students to create their own Friends or Foes flow chart.

Materials needed per team/pair of students:

Paper
Pencil
Markers
Ruler

Teacher Procedure:

1. Put students into teams of 2.

2. Give each team a flowchart handout and one additional piece of scratch
paper.
3. Instruct students to make a list of the steps involved in determining if a
friend is mad at them or not. The list should start with how the two
friends greet each other. Do they both say hello? Inform students they
must have 7 or more steps on their list and that their list may have many
diamond shaped boxes that represent decision-making based on their
friends response.
4. Have students make sure that the steps are in the correct order and
determine if there are any decision points or cyclical patterns in the
steps.
5. Have students draw the flowchart making sure to number the boxes and
draw in the arrows that connect two symbols.
6. The steps should be in square boxes and the decisions in diamond
shaped boxes.

30
Student Handout - Friend or Foe Flowchart

1. Get into teams as instructed by your teacher.

2. Locate your flowchart handout and one piece of scratch paper.
3. Make a list of the steps involved in determining if a friend is mad at you
or not. The list should start with how you greet your friends. For
example, do you both say hello?
4. You must have 7 or more steps on your list and each item on your list
should say if you make a decision or modify your actions based on your
friends response. Any steps that require a decision will be shown in a
diamond-shaped box on your flow chart.
5. Make sure that the steps are in the correct order and determine if there
are any decision points or cyclical patterns in the steps.
6. Draw the flowchart making sure to number the boxes and draw in the
arrows that connect two symbols.
7. The steps should be in square boxes and the decisions in diamond
shaped boxes.

Using the list you created to determine if a friend is mad at you or not,
complete the flowchart below so that it visually represents your list.

1 Did they
Say hey to Yes
say hey
your friend back?

No

31