The Dragon Curve is a fractal that is well explained in this numberphile video. This week learners can create a dragon curve with a strip of paper, Lux Blox, Python programing, Legos or toothpicks.
For paper, I would suggest using a strip of thin paper. Thicker paper doesn’t produce as many folds as thinner paper. You fold the paper in half, and just make sure you fold from left to right. You can tape, glue or pin your dragon curve down when you are down. One question I like to ask students is: “does the length of paper change how many folds you can get? If so, how?” It is a fun experiment to run.
If you have never used Python, then I recommend going here. For kids there is a great DK book here.
With python, I would encourage learners to think about how the algorithm would look to create the Dragon Curve. There needs to be a loop for each iteration, but what does that look like? Here is my code (copy and paste it into a py file), but I encourage learners to try first. If you notice that I have an input for angle, it’s because I liked playing with the angles of the dragon curve to create different patterns and variations of the curve. You can hardcode it to 90 degrees if you wish. Play and you never know what you will find.
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This week we are going to look at density in a two-dimensional sense. The idea is to create two dimensional images using various densities of points. The medium and approach can vary for the classroom. Some ideas are:
Sand art on a stick surface using different densities of sand (try light colored sand and a dark surface or vice-versa)
Pointillism with pens, pencils or markers to create a peice
play with shading and contrast
practice drawing shapes and objects first
Pea gravel on asphalt to create images
Moving densities with people to create a moving scene or mandala (this takes some choreography)
Paint with round pencil erasers as the point/dot maker
Round stickers on a contrasting surface
For larger grains or objects learners can measure the density of different areas by calculating how many grains/objects are in a given area (ex: grains of sand per square inch)
Students can calculate the density for various areas of their projects and note observations. Classrooms can discuss and play with density functions, look at density maps (ex: population density), look at pointillism art, and/or use apps that change photos into pointillism sketches (pointillist is the one I use).
This week learners will create a work of art using pi. The goal here is not to understand pi, but to play with randomness. We will dive into the ratio of circumference and diameter on another week. Pi’s decimals go on forever and without pattern. Here are some ideas to play with that randomness:
Build a skyline with your favorite building toy using the digits of pi
Use graph paper and shade a skyline of pi
Assign a note from 0-9 on instruments or bells and have the learners play the digits in order to hear the randomness
Example: C = 0, D = 1, E = 2, F = 3, G =4, A = 5, B = 6, C = 7, D = 8, E = 9 (where you use more than an octave. You can also use sharps, flats, or skip notes)
You can also assign chords to each digit rather than notes
String or circle art with pi (you can do a circle with 10 points)