If students are in groups of four offer to let the other two students try the challenge. Run the clock, and two students in each group work together to sort the cards with red at the bottom and black at the top. Time stops when you have the manipulatives sorted and back in a neat stack.Ĭhallenge 2 - Two Person Sort: At the front of the room display the directions for the second challenge.As quickly as you can, get the cards sorted so all the manipulatives of one type are on the bottom and all of the other are on top.Then let the another partner repeat the process. Run the clock, and have one student in each group sort the manipulatives with one type on top and one type on the bottom. Pick whatever makes the most sense for your context.Ĭhallenge 1 - One Person Sort: At the front of the room display the directions for the first sort as well as the clock. For example, students could sort pennies by even / odd year, sort coins into piles of different denominations, sort blocks by color / size, or sort any other readily available item. a deck of cards)Ĭhoosing Manipulatives: This activity can easily be done with many different types of manipulatives, not just cards. Set Up: Place students in groups of three or four.ĭistribute: Give one member of each group some manipulatives (e.g. It can lead to some improvements, but also some new challenges.Īctivity (30 mins) Card Sorting Challenge As we'll see, the same is true with running programs on multiple computers. We just talked about some benefits and challenges when many people help with a task. Another idea we'll explore today, is figuring out ways to run programs on many computers at the same time. One way to do this is to develop faster algorithms that run on a single computer. As we've explored in this unit, computer scientists are always looking for more efficient ways to run programs. ![]() Have students think about their answers on their own, then share with a partner, and then finally discuss responses with the entire room. If you're working with lots of people then if one person is slower the whole group is slowed down.Sometimes extra people doesn't really speed things up.Adding extra people makes it more complicated.When they start mentioning the maximum number of people they'd want to help them direct attention towards why that's the case. Students should brainstorm many potential tasks. This should be a quick prompt to foreshadow the main ideas of the lesson. Whats' the most number of people you'd want to help you and why? Prompt: Brainstorm a task that you can complete faster if you get other people to help. It caps off the unit to showcase ways these techniques are being used to push the boundaries of how efficiently computer can solve problems. This lesson is a quick tour of the challenges and benefits of parallel and distributed computing. See the teaching tip in the main activity for suggestions. While decks of cards are suggested, other manipulatives are possible. Describe the benefits and challenges of parallel and distributed computing.Ĭollect the manipulatives you will use for the main activity.Calculate the speedup of a parallel solution to a problem.Explain the difference between sequential, parallel, and distributed computing.To conclude the lesson students record new vocabulary in their journals and discuss any open questions. ![]() Later in the lesson students watch a video about distributed computing that highlights the ways distributed computing can help tackle new kinds of problems. Then they run a series of demonstrations that show how simple tasks like sorting cards get faster when more people help, but there is a limitation to the efficiency gains. First they discuss the way human problem solving changes when additional people lend a hand. In this lesson students explore the benefits and limitations of parallel and distributed computing.
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