# Code behaviors of an object within the context of a game.

## Definition

Coding should include creating behaviors (e.g., collisions, collision avoidance, collision detection) by- using the components that are available with the game engine
- creating methods and properties for objects.

## Related Standards of Learning

## Mathematics

### A.1

The student will

- represent verbal quantitative situations algebraically; and
- evaluate algebraic expressions for given replacement values of the variables.

### A.4

The student will solve

- multistep linear and quadratic equations in one variables algebraically;
- quadratic equations in one variables algebraically;
- literal equations for a specified variable;
- systems of two linear equations in two variables algebraically and graphically; and
- practical problems involving equations and systems of equations.

### A.6

The student will

- determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line;
- write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line; and
- graph linear equations in two variables.

### AFDA.1

The student will investigate and analyze linear, quadratic, exponential, and logarithmic function families and their characteristics. Key concepts include

- domain and range;
- intervals in which the function is increasing or decreasing;
- absolute maxima and minima;
- zeros;
- intercepts;
- values of a function for elements in its domain;
- connections between and among multiple representations of functions using verbal descriptions, tables, equations, and graphs;
- end behavior; and
- vertical and horizontal asymptotes.

### AII.3

The student will solve

- absolute value linear equations and inequalities;
- quadratic equations over the set of complex numbers;
- equations containing rational algebraic expressions; and
- equations containing radical expressions.

### COM.1

The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics.

### COM.2

The student will design, write, document, test, and debug, a computer program.

### COM.12

The student will design and implement computer graphics to enhance output.

### G.1

The student will use deductive reasoning to construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. This will include

- identifying the converse, inverse, and contrapositive of a conditional statement;
- translating a short verbal argument into symbolic form; and
- determining the validity of a logical argument.

### G.2

The student will use the relationships between angles formed by two lines intersected by a transversal to

- prove two or more lines are parallel; and
- solve problems, including practical problems, involving angles formed when parallel lines are intersected by a transversal.

### G.4

The student will construct and justify the constructions of

- a line segment congruent to a given line segment;
- the perpendicular bisector of a line segment;
- a perpendicular to a given line from a point not on the line;
- a perpendicular to a given line at a given point on the line;
- the bisector of a given angle,
- an angle congruent to a given angle;
- a line parallel to a given line through a point not on the line; and
- an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

### G.14

The student will apply the concepts of similarity to two- or three-dimensional geometric figures. This will include

- comparing ratios between lengths, perimeters, areas, and volumes of similar figures;
- determining how changes in one or more dimensions of a figure affect area and/or volume of the figure;
- determining how changes in area and/or volume of a figure affect one or more dimensions of the figure; and
- solving problems, including practical problems, about similar geometric figures.

### T.3

The student, given one of the six trigonometric functions in standard form, will

- state the domain and the range of the function;
- determine the amplitude, period, phase shift, vertical shift, and asymptotes;
- sketch the graph of the function by using transformations for at least a two-period interval; and
- investigate the effect of changing the parameters in a trigonometric function on the graph of the function.