Traffic Waves, physics for bored commuters. After the wreck is removed, there seems to be no reason for the traffic. Yet it does. The reason for this is sensible: if I am. I have to stop too, and so does. All the cars in the jam are in this situation.
Even. though the wreck is gone, they remain locked at standstill because if they. ALL have to move at once. They never do, because each.
![Traffic Jam Problem Solving Game Solution Traffic Jam Problem Solving Game Solution](http://2.bp.blogspot.com/-45M8NWumXf0/U_MtQXkBcHI/AAAAAAAAA8s/iaEYuFfHjCM/s1600/Screen%2Bshot%2B2014-08-19%2Bat%2B6.28.03%2BPM.png)
If I am in the traffic jam. I'm not going to move forward because I have no room to do so. I'd bump. the car ahead of me. We all think like this, so none of us can move. When the car in front of me leaves, I still cannot accelerate. I will remain stopped for a moment.
Is traffic a contemporary urban phenomenon or can we trace its roots back to ancient times? How can congestion be alleviated? Using this video which examines the. TRAFFIC JAM. by Chris Roland and Lenny Diamond. Themes: Team building, problem solving, planning, seeing the big picture, frustration at being out of the loop.
![Traffic Jam Problem Solving Game Solution Traffic Jam Problem Solving Game Solution](http://www.isparktoys.com/wp-content/uploads/2015/10/RushHJr-5041-HiResSpill.jpg)
Traffic Jam. Learning Objective: To experience and reflect on the necessary skills to successfully complete a difficult problem-solving exercise within a small group. Toads And Frogs Puzzle: complete solution and several curious observations. The Toads And Frogs Puzzle is also known under the names of Hares and Tortoise and Sheep.
I must delay leaving. If I started up instantly, I'd stay too close to the car. Each departing car must delay in. It evaporates in a wave which begins at the. The wave eats into the jam from. Starting at figure 2.
A, the cars depart from the jam in sequence. In 2. B. the wave of "evaporation" has moved away from the wreck site, and in 2. C. and 2. D it is far from the wreck. But notice an interesting thing: even. CARS THEMSELVES are moving from left to right, the "wave of.
It moves leftwards as it. There is a second important thing to notice. While some cars are still.
Even after the wreck is removed, more cars are still "condensing". The traffic jam is like a solid object whose. Cars move left to right, yet look at the the group of stopped cars. The. stoppage is creeping slowly upstream, in the opposite direction to the. The accident is gone, but a "moving wave" of stopped cars.
It's not a traffic jam, it's a shock wave which. It's a traffic- clot in the. It's a traveling wave of traffic- condensation. These sorts of travelling waves are common during heavy traffic. An accident isn't needed to create them, sometimes they are. In traffic engineering lingo, they can be caused by "incidents".
A single "rubbernecker" could cause one by momentarily. Whenever you slow way down in. YOU could. Sometimes the traffic waves have have no real cause at all. They. arise from nothing because tiny random motions can trigger large results. They are like ocean waves caused by the steady breeze, or like.
They just "emerge". In the science of. Nonlinear Dynamics this is called an EMERGENT PHENOMENON."How long will the "traffic wave" last after the accident is cleared?
Its lifetime depends upon the amount of traffic, and on the number of cars. When traffic is slight, the jam might shrink rapidly to nothing. But if traffic remains heavy, then there's no reason for the travelling. Also, if the conditions are just right (if.
Sort of like dropping a tiny seed. When traffic is heavy and. Like Kurt Vonnegut's end of the world story. CAT'S CRADLE it's the "Ice Nine" of the highways. So, next time you are commuting and you approach a stoppage, don't. Think of it as a pressure wave. Think of it as a simple.
Stay. hopeful that the Crystalline Amoeba poops your car out soon. Take an. aerial viewpoint, and visualize the wave which is moving backwards as you.
Traffic Jam. Traffic Jam. Learning Objective: To experience and reflect on. Time. Intended Age –. Preparation and Set- up. Depending on your facility you.
Instructions: 0. Ask the participants to stand on their markers facing the center marker. Explain to them that their “side” members are the ones facing in the same. The goal of the activity is for the two sides to exchange places—to get.
This is not a competition between the two sides, they are working as one. Tell them the rules allow these kind of moves: ·. Moves that are not allowed: ·. If you attempt a solution and get stuck, your group must return to the. Two suggestions for assisting them after they have grappled with finding. That when they start over they mix up the positioning of. Encourage them. when they start over to mix up the order of the folks standing there so the ones.
If some groups are being. Try not to allow any groups to quit without being successful.
Suggestion: have a successful group line up parallel and walk them through the. Processing and Reflection. Provide an opportunity for the groups to discuss some of these questions among. What? (What were you asked to do?) to exchange places with the people on the other.
How did it feel? What did you observe, etc.) ·. How successful. was your group?·. What is the difference—is it different in different circumstances? Why or why. with the leadership within your group? Did one person pretty much run the show. Were they respectful and caring of people and their. What could you. have done differently to have a better outcome?·. Did you? If not, why not? What kept you personally trying.
Did any of you. have to ask for help? Now what? (Apply to their everyday lives) ·. Why is it sometimes hard?·. What do you do. when you want to give up?·. Solution. to Traffic Jam Activity The solution involves using. You may want to try this on paper with.
Keep in mind. that the player on the square described, can only move in one direction. The. After the game starts. Square 4, square 6, square 5 Notice the pattern L side- . R side- 2 moves, L side- 3 moves, R side 4 moves, L side 4 moves, R side. L side 3 moves, R side 2 moves, L side 1 move. Say It and Do It.
Learning Objective: Understand importance of. Intended Age –. Elementary and Secondary. Instructions. Have. Explain that you’re going to point your.
You can point your arms up, down, left, or right. Demonstrate this and have the participants copy you, calling out each direction. Be sure they understand that the directions they move and call out are how. That means while you’re pointing your. Move your arms. to one of the four positions and wait for them to move and call out the. Repeat this several times.·. This time you want them to move.
For. example, as you move your arms down, they must move their arms down but call out. For example as you put your arms up, they. Up” but move their arms down. Finally, start. from the beginning again, but this time if they make a mistake, they have to sit. See how may remain after each round.
The additional pressure of having a. Process and Reflection. What? (What did you do?)Mimicked and called out leader’s movements. I was pointing?·. So What? (How did it feel, what did you. Did you feel any added pressure?·.
How hard is it. for you to say one thing but think another?·. How hard is to. act one way when you feel another?·.
What does this. have to do with one’s character?·. Now What? (How does the activity apply to. Explain.·. values dictate our behavior?·. Dollar Bill or 1.
Pennies. Learning Objective. To demonstrate what is meant the value of respect. Time. Intended Age –.
Elementary and Secondary. Materials: A dollar bill and 1. Instructions. Show a. Divide chart paper in half, using the heading of. Differences” on one side and “Similarities” on the other. Ask the class to. Processing·. they are different in many ways, what is true of the dollar bill and 1.
They are equal in value. Make the comparison to people. Even though we. are different in many ways, we are all of equal value or worth.)·.
Are there more. differences or similarities in the people we meet?·. What does this. activity say as to how we should treat others we associate with or come in.
Why is it hard. to treat everyone as if they have the same worth?·. Paper- Folding. Learning Objective: To demonstrate the importance of being intentional in.
Time. Intended Age –. Elementary and Secondary. Material. Everyone needs a sheet of paper.
Instructions. After the paper is. Fold the paper in half. Tear off the upper right corner of the paper. Fold the paper in half again.
Tear off the lower left corner of the paper. Fold the paper in half again. Tear off the lower right corner of the paper·. They may now open up their eyes. Have each. individual hold their paper above their head and compare. If the leader has. Processing. So What?·. Did we not all. hear the same instructions?
Now What?·. have been done differently?·. Quotations to Teach Character“We must remember. Intelligence plus character – that is. Rev. Martin Luther King, Jr. To educate a person. Theodore. Roosevelt"Live that you. Will Rogers. Talk does not cook.
Chinese proverb“The greatest power. J. Martin Kohe. “Your living is.
John Homer Miller "What you are. I cannot hear what you say to the contrary." - . Ralph Waldo Emerson“Life is 1. I react to it.” – Charles Swindoll“Those who fight. Vietnamese. proverb“If each person.
Yiddish proverb“I am only one, but. I am one. I cannot do everything, But still I can do something. And because I cannot do everything I will not refuse to do the something. I can do.” – Edward Hale“For the young to. Mary Warnock“To carry a grudge. Unknown“The fragrance.
Hada Bejar. “The early bird catches the worm, but the second mouse gets the cheese.”– Unknown“Excuses are the. Don Wilder and. Bill Rechin. One unable to dance blames the unevenness of the floor.”– Malay proverb“Doing the best at. Oprah Winfrey“If you haven’t got.
Jeffrey Mayer. “Do not follow where the path may lead. Go instead where there is not a. Ralph Waldo Emerson. Questions: 1. What do you think this quotation means? What are the most important ideas and values embedded in the quote? QUOTATIONS Discussion Guide.
Have a discussion about. Ask questions like the.
What do you think this quotation means? What are the most important ideas and values embedded in the quote? How would you rewrite this quotation if you had to use synonyms of the. Give a “real life” example of what this quote is about.
What circumstances do you think prompted the speaker to say this? Why do you suppose this quotation is famous or at least notable? If this quote doesn’t apply to you directly, what kind of person or. Is there something you can learn from this quote about how you should. Is this quote realistic or idealistic? QUOTATIONS Activity Ideas. Have students find five quotes about one topic, such as honesty or.
Have students research and write a biography of the person who said their. Have students rewrite five quotes using language a 1. Use a quotation as a journal prompt at the beginning (or end) of class. Students can then pick out their favorite journal entry to expand into a full.
Have students find and explain one quote that uses a simile and one that. Give students the first part of a quote and have them think of different. For example, “Most folks are about as happy as .. The. original quote, from American president Abraham Lincoln, ends with “they make up.
List 1. 0 quotes for students and have them rank the quotes in order of how. Select a quotation and write it on the board. Have students copy it. As a twist on the traditional “current events” assignment, have students. Ask them to explain how each quote.
Assign a group. of three or four students a particular maxim and have them prepare a one- to. Cut the quotes. into strips of paper and have students draw a quote from a box. For homework. express the message of the quote in a poster, poem, essay, or song. Adapted from “Foundations. Life” Teacher’s Resource Guide, published by the Josephson Institute of. Ethics. Materials available at www. FFL- essays. org.
Oh What a Tangled Web We Weave. Learning Objective. Learn the importance of telling the truth.
Time. Intended Age –. Elementary Materials. Ball of yarn. Instructions: ·. Secretly ask the.
This will begin after. Why didn't you get your homework done. As she answers with a lie, such as the dog ate my homework, wrap a. How did the dog get your. As she makes up another answer, wrap the yarn around her again. After the class. has observed the situation, explain that you asked this person to make up. Process and Reflection.
So What?·. they can see what telling lies can do to someone. Emphasize how one lie usually. Now What?·. students to tell about a time when they were caught in a lie and had to tell. The Cover Up Learning Objective.
Time. Intended Age –. Elementary Materials. Bucket or large. cooking pot (about 8 inches across), one quarter, and enough pennies for each. Instructions: Fill the bucket with 6 – 8. Begin by saying. that telling a lie may seem like a simple way out of a problem.
However, usually. Give an example, either made up or from your own personal. Explain to the students that their challenge is to cover up the. Have students come up one at a time and try to drop. Process and Reflection·. How easy is it. for others to trust you again?·. Why is telling. the truth easier than lying even if the truth may get you in trouble?
Human Knot. Learning Objective. Everyone must work together to accomplish an identified goal.
Time. Intended Age –. Elementary and Secondary Instructions: Ask a group of about 6 to 1. Each person holds out his right. Each person. then extends her left hand and grasps the hand of someone else so that each.
The result should be a. The group must. untangle the web of arms into a hand - in- hand circle.
People may not let go of. Process and Reflection·. How did you address them?·. Did your group. discuss the options before making an attempt?·. Gift of Happiness. Learning Objective.
To help see the good in others and to express caring uplifting words to someone.