I'm back to researching high school courses that fulfill math requirements and that involve coding.
In California the so-called A-G metric is used by UC (University of California) schools, to validate whether a given course of study qualifies as sufficient prep for admission to a UC campus. Here's an example: http://ucci.ucop.edu/GeometryComputerVisualizationSimulation.pdf It's context: http://ucci.ucop.edu/integrated-courses/a-g-table.html Some representative thinking behind such courses: https://edsource.org/2016/teaching-math-with-computer-programming-can-help-narrow-achievement-gap/563371 i.e. your high school has no CS (computer science) but you want to including coding as a for-credit activity. Solution: bring coding into math courses. Math teachers get in-place professional development. Part of the motivation for offering such courses is equity i.e. providing a level playing field. Schools with a separate CS faculty tend to enjoy more affluent patronage. So what's another way to introduce coding that's not extra-curricular nor "elective" in the sense of not counting towards fulfilling requirements (e.g. A-G)? That's my focus: for-credit programming in high school without the necessity of branding the courses as CS, even if they include CS content. Regarding the above course, I'm glad to see emphasis on 3D printing. However when it comes to the fundamentals of polyhedrons and their dissections, I'd recommend doing a lot more with what are called A, B, T, E and S modules (specific 3D-printable shapes). >From example, 2 A modules, a left and right, plus either a left or right B, face-bond to form a "minimum tetrahedron" (MITE) that is also a space-filler. A = B = T = 1/24 in terms of volume, relative to a regular tetrahedron of 24 As (12 left and 12 right) as unit volume. Gluing may be a standard step in some 3D printing workflows: http://3dprinting.stackexchange.com/questions/54/what-is-the-best-way-to-connect-3d-printed-parts Gluing MITEs into both cubes (volume 3) and rhombic dodecahedrons (volume 6) would be a next step. One could 3D print MITEs directly at this point, once the AAB dissection is well- understood. A- and B-modules also assemble the regular octahedron (volume 4).[1] We made a 24 A-module tetrahedron from paper at Winterhaven PPS back in the day (2006), during an all-sixth-grade assembly. http://mybizmo.blogspot.com/2006/02/sixth-grade-geometry.html 120 T-modules assemble into a rhombic triacontahedron (RT) of volume 5. Said RT radius is .9994 vs. the 1.0 radius of the 120 E-modules RT, a 5+ volumed RT that's scaled down by phi from a bigger RT in which our canonical icosahedron (volume 18.51...) is inscribed. Note that scaling 3D shapes, and the effect this has on area and volume is already part of the above course. I realize an excursion into American Literature for our alternative volumes-hierarchy might seem too obscure or exotic to some curriculum developers. I'd argue in contrast that such a course might thereby also count towards fulfilling UC B-pathway requirement (i.e. English / literature). Kirby [1] https://medium.com/@kirbyurner/american-literature-101-224489c26f19 (concentric hierarchy of polyhedrons in American literature)
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