https://wiki.cs.earlham.edu/api.php?action=feedcontributions&user=Mclauia&feedformat=atomEarlham CS Department - User contributions [en]2022-11-28T07:38:13ZUser contributionsMediaWiki 1.32.1https://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9457CS382:Calendar Fit2009-05-07T17:35:16Z<p>Mclauia: /* Option 3: Shorter static; Fire and Visual shifted up */</p>
<hr />
<div>== Calendar Fit using Spring 2010 calendar ==<br />
====Option 3: Shorter static; Fire and Visual shifted up====<br />
Possible lab scheduling conflicts with fire / visualization being shifted up<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 14||First class; overview||no<br />
|-<br />
| Mon Jan 18||Foundations 1.1||<br />
|-<br />
| Thurs Jan 21||Foundations 1.2||yes<br />
|-<br />
| Mon Jan 25||Static 1.1||<br />
|-<br />
| Thurs Jan 28||Static 1.2||yes<br />
|-<br />
| Mon Feb 1||Static 2.1||<br />
|-<br />
| Thurs Feb 4||Fire 1.1||Fire?<br />
|-<br />
| Mon Feb 8||Fire 1.2||<br />
|-<br />
| Thurs Feb 11||Visual 1.1||Visual?<br />
|-<br />
| Mon Feb 15||Visual 1.2||<br />
|-<br />
| THURS FEB 18||MID SEM BREAK||NO LAB<br />
|-<br />
| Mon Feb 22||Structural 1.1||<br />
|-<br />
| Thurs Feb 25||Structural 1.2||yes<br />
|-<br />
| Mon Mar 1||Equation 1.1||<br />
|-<br />
| Thurs Mar 4||Equation 1.2||yes<br />
|-<br />
| Mon Mar 8||Equation 2.1||<br />
|-<br />
| Thurs Mar 11||Equation 2.2||yes<br />
|-<br />
| MON MAR 15||SPRING BREAK||<br />
|-<br />
| THURS MAR 18||SPRING BREAK||NO LAB<br />
|-<br />
| Mon Mar 22||Agents 1.1||<br />
|-<br />
| Thurs Mar 24||Agents 1.2||yes<br />
|-<br />
| Mon Mar 29||Agents 2.1||<br />
|-<br />
| Thurs Apr 1||Agents 2.2||yes<br />
|-<br />
| Mon Apr 5||Pred-Prey 1.1||<br />
|-<br />
| Thurs Apr 8||Pred-Prey 1.2||yes<br />
|-<br />
| Mon Apr 12||Pred-Prey 2||<br />
|-<br />
| Thurs Apr 15||Chaos 1.1||no<br />
|-<br />
| Mon Apr 19||Chaos 1.2||<br />
|-<br />
| Thurs Apr 22||Chaos 2.1||yes<br />
|-<br />
| Mon Apr 26||Chaos 2.2||<br />
|-<br />
| Thurs Apr 29||(Padding)||<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
==Archived Possibilities==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
* Agent, Visual, Philip, and Equation can possibly shave a day<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9456CS382:Calendar Fit2009-05-07T17:30:48Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2010 calendar ==<br />
====Option 3: Shorter static; Fire and Visual shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 14||First class; overview||no<br />
|-<br />
| Mon Jan 18||Foundations 1.1||<br />
|-<br />
| Thurs Jan 21||Foundations 1.2||yes<br />
|-<br />
| Mon Jan 25||Static 1.1||<br />
|-<br />
| Thurs Jan 28||Static 1.2||yes<br />
|-<br />
| Mon Feb 1||Static 2.1||<br />
|-<br />
| Thurs Feb 4||Fire 1.1||Fire?<br />
|-<br />
| Mon Feb 8||Fire 1.2||<br />
|-<br />
| Thurs Feb 11||Visual 1.1||Visual?<br />
|-<br />
| Mon Feb 15||Visual 1.2||<br />
|-<br />
| THURS FEB 18||MID SEM BREAK||NO LAB<br />
|-<br />
| Mon Feb 22||Structural 1.1||<br />
|-<br />
| Thurs Feb 25||Structural 1.2||yes<br />
|-<br />
| Mon Mar 1||Equation 1.1||<br />
|-<br />
| Thurs Mar 4||Equation 1.2||yes<br />
|-<br />
| Mon Mar 8||Equation 2.1||<br />
|-<br />
| Thurs Mar 11||Equation 2.2||yes<br />
|-<br />
| MON MAR 15||SPRING BREAK||<br />
|-<br />
| THURS MAR 18||SPRING BREAK||NO LAB<br />
|-<br />
| Mon Mar 22||Agents 1.1||<br />
|-<br />
| Thurs Mar 24||Agents 1.2||yes<br />
|-<br />
| Mon Mar 29||Agents 2.1||<br />
|-<br />
| Thurs Apr 1||Agents 2.2||yes<br />
|-<br />
| Mon Apr 5||Pred-Prey 1.1||<br />
|-<br />
| Thurs Apr 8||Pred-Prey 1.2||yes<br />
|-<br />
| Mon Apr 12||Pred-Prey 2||<br />
|-<br />
| Thurs Apr 15||Chaos 1.1||no<br />
|-<br />
| Mon Apr 19||Chaos 1.2||<br />
|-<br />
| Thurs Apr 22||Chaos 2.1||yes<br />
|-<br />
| Mon Apr 26||Chaos 2.2||<br />
|-<br />
| Thurs Apr 29||||<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
==Archived Possibilities==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
* Agent, Visual, Philip, and Equation can possibly shave a day<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9455CS382:Calendar Fit2009-05-07T17:25:03Z<p>Mclauia: /* Option 3: Shorter static, Fire and Visual shifted up */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
* Agent, Visual, Philip, and Equation can possibly shave a day<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}<br />
<br />
====Option 3: Shorter static, Fire and Visual shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 14||First class; overview||no<br />
|-<br />
| Mon Jan 18||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 21||Foundations 1.2||<br />
|-<br />
| Mon Jan 25||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 28||Static 1.2||<br />
|-<br />
| Mon Feb 1||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 4||Fire 1.1||<br />
|-<br />
| Mon Feb 8||Fire 1.2||yes<br />
|-<br />
| Thurs Feb 11||Visual 1.1||<br />
|-<br />
| Mon Feb 15||Visual 1.2||yes<br />
|-<br />
| THURS FEB 18||MID SEM BREAK||<br />
|-<br />
| Mon Feb 22||Structural 1.1||yes<br />
|-<br />
| Thurs Feb 25||Structural 1.2||<br />
|-<br />
| Mon Mar 1||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 4||Equation 1.2||<br />
|-<br />
| Mon Mar 8||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 11||Equation 2.2||<br />
|-<br />
| MON MAR 15||SPRING BREAK||no<br />
|-<br />
| THURS MAR 18||SPRING BREAK||<br />
|-<br />
| Mon Mar 22||Agents 1.1||yes<br />
|-<br />
| Thurs Mar 24||Agents 1.2||<br />
|-<br />
| Mon Mar 29||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 1||Agents 2.2||<br />
|-<br />
| Mon Apr 5||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 8||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 12||Pred-Prey 2||yes<br />
|-<br />
| Thurs Apr 15||Chaos 1.1||<br />
|-<br />
| Mon Apr 19||Chaos 1.2||no?<br />
|-<br />
| Thurs Apr 22||Chaos 2.1||<br />
|-<br />
| Mon Apr 26||Chaos 2.2||yes<br />
|-<br />
| Thurs Apr 29||||<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=Discrete_Modeling_Development&diff=9454Discrete Modeling Development2009-05-07T17:20:11Z<p>Mclauia: /* CS1xx: In Silico - Modeling the Real World (Spring, 2010 (expected)) */</p>
<hr />
<div>__NOTOC__<br />
== CS382: Model Development (Spring, 2009) ==<br />
<br />
=== Course Information ===<br />
* Meets from 10 - 10:50 on Monday, Wednesday, Friday<br />
* Instructor: Charlie Peck, [mailto:charliep@cs.earlham.edu charliep@cs.earlham.edu]<br />
* TA: Kay Wanous, [mailto:kwanous@cs.earlham.edu kwanous@cs.earlham.edu]<br />
<br />
* [[CS382:Class Notes|Class Notes and Discussions]]<br />
* [[CS382:Homework Assignments|Homework Assignments]]<br />
<br />
=== Software Tools ===<br />
* [[CS382:Scraper|Scraper Tool]] [[CS382:Scraper_Recipes|(Recipe)]]<br />
* [[CS382:OpenSim|OpenSim]]<br />
* [[CS382:Metaverse Names|Metaverse Information]]<br />
<br />
<br />
== CS1xx: In Silico - Modeling the Real World (Spring, 2010 (expected)) == <br />
<br />
=== Course Development ===<br />
* [[CS382:Topics Matrix|Topic Matrix and Context for In Silico]]<br />
* [[CS382:Structure-deliverables|Deliverables for CS382]]<br />
* [[CS382:unit-template|Unit Template for CS382]]<br />
* [[CS382:Software Lists|Software lists]]<br />
* [[CS382:Calendar Fit|Calendar Fit]]<br />
* Scraped Summary Pages<br />
** [[CS382:Software|Lab - Software]]<br />
** [[CS382:GenEds|General Education Requirements]]<br />
** [[CS382:Quiz_CRS_Questions|CRS and Quiz Questions]]<br />
<br />
<br />
=== Roles ===<br />
* Architects - Charlie, Sam, Ian<br />
* CDO - Charlie <br />
* Reviewers - Ian, Kay ([[CS382:Reviewers Notes|Reviewers Notes]]) - [[Grading:Last Passes | Reviewers Last Passes]]<br />
* Toolsmiths - Nate, Philip, Matt<br />
<br />
=== Archive, to be harvested ===<br />
* [[CS382:Unit-descriptions|Unit Descriptions]]<br />
* [[CS382:Resources|General Resources]]<br />
* [[CS382:Open-questions|Open Questions]]</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9344CS382:Calendar Fit2009-05-01T14:45:52Z<p>Mclauia: /* Option 3: No unit bridges an official break */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
* Agent, Visual, Philip, and Equation can possibly shave a day<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}<br />
<br />
====Option 3: Shorter static, Fire and Visual shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Fire 1.1||<br />
|-<br />
| Mon Feb 9||Fire 1.2||yes<br />
|-<br />
| Thurs Feb 12||Visual 1.1||<br />
|-<br />
| Mon Feb 16||Visual 1.2||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Structural 1.1||yes<br />
|-<br />
| Thurs Feb 26||Structural 1.2||<br />
|-<br />
| Mon Mar 2||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 5||Equation 1.2||<br />
|-<br />
| Mon Mar 9||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 2.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Agents 1.1||yes<br />
|-<br />
| Thurs Mar 26||Agents 1.2||<br />
|-<br />
| Mon Mar 30||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 2.2||<br />
|-<br />
| Mon Apr 6||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 2||yes<br />
|-<br />
| Thurs Apr 16||Chaos 1.1||<br />
|-<br />
| Mon Apr 20||Chaos 1.2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 2.1||<br />
|-<br />
| Mon Apr 27||Chaos 2.2||yes<br />
|-<br />
| Thurs Apr 30||||<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9343CS382:Calendar Fit2009-05-01T14:45:24Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
* Agent, Visual, Philip, and Equation can possibly shave a day<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}<br />
<br />
====Option 3: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Fire 1.1||<br />
|-<br />
| Mon Feb 9||Fire 1.2||yes<br />
|-<br />
| Thurs Feb 12||Visual 1.1||<br />
|-<br />
| Mon Feb 16||Visual 1.2||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Structural 1.1||yes<br />
|-<br />
| Thurs Feb 26||Structural 1.2||<br />
|-<br />
| Mon Mar 2||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 5||Equation 1.2||<br />
|-<br />
| Mon Mar 9||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 2.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Agents 1.1||yes<br />
|-<br />
| Thurs Mar 26||Agents 1.2||<br />
|-<br />
| Mon Mar 30||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 2.2||<br />
|-<br />
| Mon Apr 6||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 2||yes<br />
|-<br />
| Thurs Apr 16||Chaos 1.1||<br />
|-<br />
| Mon Apr 20||Chaos 1.2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 2.1||<br />
|-<br />
| Mon Apr 27||Chaos 2.2||yes<br />
|-<br />
| Thurs Apr 30||||<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9312CS382:Calendar Fit2009-04-29T14:33:34Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
* Agent, Visual, Philip, and Equation can possibly shave a day<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9256CS382:Calendar Fit2009-04-24T14:21:31Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
====Option 1: No unit bridges an official break====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2: Visualizing bridges mid-sem, all units thereafter are shifted up====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9255CS382:Calendar Fit2009-04-24T14:19:31Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
====Option 1====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
====Option 2====<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9254CS382:Calendar Fit2009-04-24T14:18:56Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester. See option 1 vs option 2. In either case, with this current unit schedule/time requirement, there is no class available for closing remarks.<br />
<br />
Option 1:<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}<br />
<br />
Option 2<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2||for Vis<br />
|-<br />
| Thurs Feb 26||Structural 1.1||<br />
|-<br />
| Mon Mar 2||Structural 1.2||for Struc<br />
|-<br />
| Thurs Mar 5||Equation 1.1||<br />
|-<br />
| Mon Mar 9||Equation 1.2||for Eq 1<br />
|-<br />
| Thurs Mar 12||Equation 2.1||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.2||for Eq 2<br />
|-<br />
| Thurs Mar 26||Agents 1.1||<br />
|-<br />
| Mon Mar 30||Agents 1.2||for Agents 1<br />
|-<br />
| Thurs Apr 2||Agents 2.1||<br />
|-<br />
| Mon Apr 6||Agents 2.2||for Agents 2<br />
|-<br />
| Thurs Apr 9||Pred-Prey 1.1||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.2||for Pred-prey<br />
|-<br />
| Thurs Apr 16||Pred-Prey 2||<br />
|-<br />
| Mon Apr 20||Chaos 1.1||for Chaos<br />
|-<br />
| Thurs Apr 23||Chaos 1.2||<br />
|-<br />
| Mon Apr 27||Chaos 2.1||for Chaos<br />
|-<br />
| Thurs Apr 30||Chaos 2.2||<br />
|-<br />
| etc||finals||<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9251CS382:Calendar Fit2009-04-24T14:10:49Z<p>Mclauia: /* Calendar Fit using Spring 2009 calendar */</p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing). Otherwise, Chaos runs off the end of the semester.<br />
<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9250CS382:Calendar Fit2009-04-24T14:10:11Z<p>Mclauia: </p>
<hr />
<div>== Calendar Fit using Spring 2009 calendar ==<br />
Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing).<br />
<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9249CS382:Calendar Fit2009-04-24T14:09:10Z<p>Mclauia: </p>
<hr />
<div>Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing).<br />
<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||what about 2.2!!<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9246CS382:Calendar Fit2009-04-24T14:08:08Z<p>Mclauia: </p>
<hr />
<div>Notes: There is only enough time for all the units (just barely) if we don't care how units straddle breaks (namely, midsem / Visualizing).<br />
<br />
{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Calendar_Fit&diff=9244CS382:Calendar Fit2009-04-24T14:04:01Z<p>Mclauia: New page: {| {{table}} | align="center" style="background:#f0f0f0;"|'''Class date''' | align="center" style="background:#f0f0f0;"|'''Unit / Special''' | align="center" style="background:#f0f0f0;"|''...</p>
<hr />
<div>{| {{table}}<br />
| align="center" style="background:#f0f0f0;"|'''Class date'''<br />
| align="center" style="background:#f0f0f0;"|'''Unit / Special'''<br />
| align="center" style="background:#f0f0f0;"|'''Lab this week?'''<br />
|-<br />
| Thurs Jan 15||First class; overview||no<br />
|-<br />
| Mon Jan 19||Foundations 1.1||yes<br />
|-<br />
| Thurs Jan 22||Foundations 1.2||<br />
|-<br />
| Mon Jan 26||Static 1.1||maybe?<br />
|-<br />
| Thurs Jan 29||Static 1.2||<br />
|-<br />
| Mon Feb 2||Static 2.1||by now, yes<br />
|-<br />
| Thurs Feb 5||Static 2.2||<br />
|-<br />
| Mon Feb 9||Fire 1.1||yes<br />
|-<br />
| Thurs Feb 12||Fire 1.2||<br />
|-<br />
| Mon Feb 16||Visual 1.1? Or funday?||no<br />
|-<br />
| THURS FEB 19||MID SEM BREAK||<br />
|-<br />
| Mon Feb 23||Visual 1.2? Or 1.1?||yes<br />
|-<br />
| Thurs Feb 26||Visual 1.2||<br />
|-<br />
| Mon Mar 2||Structural 1.1||yes<br />
|-<br />
| Thurs Mar 5||Structural 1.2||<br />
|-<br />
| Mon Mar 9||Equation 1.1||yes<br />
|-<br />
| Thurs Mar 12||Equation 1.2||<br />
|-<br />
| MON MAR 16||SPRING BREAK||no<br />
|-<br />
| THURS MAR 19||SPRING BREAK||<br />
|-<br />
| Mon Mar 23||Equation 2.1||yes<br />
|-<br />
| Thurs Mar 26||Equation 2.2||<br />
|-<br />
| Mon Mar 30||Agents 1.1||yes<br />
|-<br />
| Thurs Apr 2||Agents 1.2||<br />
|-<br />
| Mon Apr 6||Agents 2.1||yes<br />
|-<br />
| Thurs Apr 9||Agents 2.2||<br />
|-<br />
| Mon Apr 13||Pred-Prey 1.1||yes<br />
|-<br />
| Thurs Apr 16||Pred-Prey 1.2||<br />
|-<br />
| Mon Apr 20||Pred-Prey 2||no?<br />
|-<br />
| Thurs Apr 23||Chaos 1.1||<br />
|-<br />
| Mon Apr 27||Chaos 1.2||yes<br />
|-<br />
| Thurs Apr 30||Chaos 2.1||<br />
|-<br />
| etc||finals<br />
|}</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=Discrete_Modeling_Development&diff=9242Discrete Modeling Development2009-04-24T14:02:20Z<p>Mclauia: /* Roles */</p>
<hr />
<div>__NOTOC__<br />
== CS382: Model Development (Spring, 2009) ==<br />
<br />
=== Course Information ===<br />
* Meets from 10 - 10:50 on Monday, Wednesday, Friday<br />
* Instructor: Charlie Peck, [mailto:charliep@cs.earlham.edu charliep@cs.earlham.edu]<br />
* TA: Kay Wanous, [mailto:kwanous@cs.earlham.edu kwanous@cs.earlham.edu]<br />
<br />
* [[CS382:Class Notes|Class Notes and Discussions]]<br />
* [[CS382:Homework Assignments|Homework Assignments]]<br />
<br />
=== Software Tools ===<br />
* [[CS382:Scraper|Scraper Tool]] [[CS382:Scraper_Recipes|(Recipe)]]<br />
* [[CS382:OpenSim|OpenSim]]<br />
* [[CS382:Metaverse Names|Metaverse Information]]<br />
<br />
<br />
== CS1xx: In Silico - Modeling the Real World (Spring, 2010 (expected)) == <br />
<br />
=== Course Development ===<br />
* [[CS382:Topics Matrix|Topic Matrix and Context for In Silico]]<br />
* [[CS382:Structure-deliverables|Deliverables for CS382]]<br />
* [[CS382:unit-template|Unit Template for CS382]]<br />
* Scraped Summary Pages<br />
** [[CS382:Software|Lab - Software]]<br />
** [[CS382:GenEds|General Education Requirements]]<br />
** [[CS382:Quiz_CRS_Questions|CRS and Quiz Questions]]<br />
<br />
=== Roles ===<br />
* Architects - Charlie, Sam, Ian<br />
** [[CS382:Calendar Fit|Calendar Fit]]<br />
* CDO - Charlie <br />
* Reviewers - Ian, Kay ([[CS382:Reviewers Notes|Reviewers Notes]]) - [[Grading:Last Passes | Reviewers Last Passes]]<br />
* Toolsmiths - Nate, Philip, Matt<br />
<br />
=== Archive, to be harvested ===<br />
* [[CS382:Unit-descriptions|Unit Descriptions]]<br />
* [[CS382:Resources|General Resources]]<br />
* [[CS382:Open-questions|Open Questions]]</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Unit-mashup&diff=9215CS382:Unit-mashup2009-04-23T21:41:45Z<p>Mclauia: /* Examples = */</p>
<hr />
<div>= Visualization = <br />
== Overview ==<br />
The goal of this unit is to teach students to:<br />
* Understand the goals of visualization.<br />
* Know what the issues involved in visualization are.<br />
* Be able to recognize and reason about the different types of visualization.<br />
* Be introduced to a sampling of the tools used to visualize data.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
* [http://davidhuynh.net/media/papers/2007/iswc2007-potluck.pdf web tool for non-programmers for making mashups]<br />
* [http://media.wiley.com/product_data/excerpt/12/04705151/0470515112.pdf chapter 1 of book on power of geo mashups]<br />
* [http://en.wikipedia.org/wiki/Information_visualization Wikipedia page on Information Visualization]<br />
* [http://en.wikipedia.org/wiki/Visualization_(computer_graphics) Wikipedia page on Visualization]<br />
* "The Visual Display of Quantitative Information" by Edward Tufte<br />
* "The Elements of Graphing Data" by William Cleveland<br />
<br />
== Reading Assignments for Students ==<br />
* Needs to be created I think <font color="red">Agreed.</font><br />
<br />
== Reference Material ==<br />
<br />
== Lecture Notes ==<br />
=== Lecture 1 ===<br />
==== Introduction ====<br />
At this point students have already created/worked with a couple models and created basic graphs to visualize them. Talk about how even with just the simple models created so far, understanding the data is hard without having a visual representation of it. <br />
<br />
Visualization is a graphical representation of data for the purpose of allowing humans to understand aspects of the data.<br />
<br />
Show [http://www.gapminder.org/| Gapminder] and go through a good example. Talk about how this way of presenting the data makes information<br />
immediately obvious. Just having <br />
Introduce Tufte as one of the people to help formalize the notion of visualization.<br />
<br />
Tufte's aspects of visualization, just a run through (From "The Visual Display of Quantitative Information"):<br />
* Show the data.<br />
* Induce the viewer to think about the substance rather than about the methodology, graphic design, the technology of graphic production, or something else.<br />
* Avoid distorting what the data have to say.<br />
* Present many numbers in a small space.<br />
* Make large data sets coherent.<br />
* Encourage the eye to compare different pieces of data.<br />
* Reveal the data at several levels of detail, from broad overview to the fine structure.<br />
* Serve a reasonable clear purpose: description, exploration, tabulation, or decoration.<br />
* Be closely integrated with the statistical and verbal descriptions of a data set.<br />
<br />
=== Examples ==== <br />
Show some examples and ask what their pros and cons are and what insights they allow. Go through Tufte's list and identify which rules the visualizations follow.<br />
* [http://upload.wikimedia.org/wikipedia/commons/2/29/Minard.png| March of Napoleon]<br />
* <br />
<br />
** Ask students what <font color="darkmagenta"> what what?</font><br />
* Issues of visualization<br />
** Objective. There is always a goal or objective when visualizing by which one can judge effectiveness. In this class I don't think things like marketing should be mentioned but certainly the difference between using visualization to explore data and to explain data to others. <br />
** Data Selection. When given a set of data, often one wants to single in on a subset of that data to look at.<br />
** Psychology. Visualization is fundamentally about how humans perceive visual information so you have to think about the ways in which you want to take advantage of human psychology.<br />
** Systemization. While elaborate visualizations like the Napoleon one are very compelling, in Computer Science we are often more interested in visualizations that can be systematically generated.<br />
* Go through a couple of examples of creating visualizations referring back to Tufte's list and the issues.<br />
* Types of Visualizations (A sampling)<br />
** Tables<br />
** Graphs<br />
** Charts<br />
** Sparklines<br />
** Time Series<br />
** Data maps and mashups<br />
<br />
<font color="red">Seems a bit short. Acquiring data, conditioning data, tools to use for those and visualization. <br />
<br />
Consider showing really good graphics (Napoleon, earthquake video, etc.) and really bad ones (Tufte's examples) as part of the lecture. Much easier to show good and bad then explain it.</font><br />
<br />
== Lab == <br />
Learning spreadsheet visualization tools and Google Maps to gain, respectively, immediately practical and useful skills and an alternate way to think about data.<br />
<br />
Highlevel outline: Students will be instructed to sample temperatures at several different points within some region of campus. They will pick their own points, recording each with a provided GPS unit. They will then enter the data into a spreadsheet and graph the results using different kinds of graphs. After that, each group will combine their data into one Google Map, putting pushpins in for each sample point and coloring the pin appropriately.<br />
<br />
==== Process ====<br />
# With provided thermometer, go to your group's assigned region ( [http://maps.google.com/maps/ms?ie=UTF8&msa=0&msid=116517761457321127401.000467a02c69be02ec8e4&ll=39.822949,-84.913845&spn=0.006254,0.009656&t=h&z=17 Region Map] )<br />
# Pick ten points in your region and sample their temperatures. Record each point's coordinates. Be sure to pick points such that you will get a variety of temperatures (ie, pick tree and building shaded spots, sunny parking lots, points near steam tunnel exhaust grates)<br />
# Enter data into Open Office, with a column for coordinates and a column for temperature readings. Generate bar graphs based on this data.<br />
# Average your temperatures into one value and add it to the collaborative class Google Docs spreadsheet. Graph the averages.<br />
# Using your datapoints, add push pins to the collaborative class Google Docs map. Color the pins based on temperature ranges. Work with the other lab groups to come up with a sensible color scheme based on the range of temperatures you've found.<br />
<br />
==== Write-up ====<br />
* Which tool was most appropriate for visualizing this data and why? <br />
* What was the most difficult part of the lab? Why?<br />
* Explore alternative ways to get the same data (instead of getting it yourself). Are there other data sources that would provide granular enough temperature data (Hint: use google)?<br />
* Describe the collaborative process with Google Spreadsheets and Google Maps. What was difficult? What was easier? Compare and contrast this experience with non-collaborative software. How would each group's data been collected into one document?<br />
<br />
==== Software ==== <br />
* Web Browser<br />
* Google account<br />
* Open Office<br />
<br />
==== Bill of Materials ====<br />
* GPS<br />
* Thermometer<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Whats the best type of visualization for X set of data?<br />
* XXX<br />
* XXX<br />
<br />
==== Quiz Questions ==== <br />
* XXX A question.<br />
<br />
= Visualization - Metadata = <br />
XXX This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
Should come before anything too complicated, but after basic modeling concepts.<br />
<br />
== Concepts, Techniques and Tools == <br />
XXX This is a placeholder for a list of items from the context page.<br />
<br />
== General Education Alignment ==<br />
=== Analytical Reasoning Requirement ===<br />
==== Abstract Reasoning ====<br />
From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
* ''They focus substantially on properties of classes of abstract models and operations that apply to them.''<br />
** None.<br />
* ''They provide experience in generalizing from specific instances to appropriate classes of abstract models.''<br />
** None.<br />
* ''They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.''<br />
** None.<br />
<br />
==== Quantitative Reasoning ====<br />
From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
* ''Using and interpreting formulas, graphs and tables.''<br />
** Complete. They will be doing many graphs and tables in this Unit.<br />
* ''Representing mathematical ideas symbolically, graphically, numerically and verbally.''<br />
** Partial. This unit definitely attempts to represent something graphically, but I don't think quite in the way that they mean. <br />
* ''Using mathematical and statistical ideas to solve problems in a variety of contexts.''<br />
** Partial. Looks at using statistical ideas to solve problems in the single context of Visualization.<br />
* ''Using simple models such as linear dependence, exponential growth or decay, or normal distribution.''<br />
** None.<br />
* ''Understanding basic statistical ideas such as averages, variability and probability.''<br />
** None.<br />
* ''Making estimates and checking the reasonableness of answers.''<br />
** None.<br />
* ''Recognizing the limitations of mathematical and statistical methods.''<br />
** Partial. Visualization does speak to the limitations of both visualization itself and the model a visualization represents.<br />
<br />
=== Scientific Inquiry Requirement ===<br />
From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
* ''Develops students' understanding of the natural world.''<br />
** None.<br />
* ''Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.''<br />
** None.<br />
* ''Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.''<br />
** Complete. Deals with collection of data from data sources and theoretical analysis of how to visualize it.<br />
<br />
== Scaffolded Learning ==<br />
This unit asks students to take the types of considerations they used to build graphs not only in the previous couple units but during their entire academic history and extend them into a more general framework of visualization.<br />
<br />
== Inquiry Based Learning == <br />
XXX Some prose.<br />
<br />
= Visualization Mechanics = <br />
== To Do ==<br />
<font color="red">Consider doing something based on IBM's Many Eyes tool.</font><br />
== Comments ==<br />
<br />
Fixed both.<br />
<font color="red">With a tool as sporty as Google Earth available to do geographic visualizations wouldn't it be nice to use that too in conjunction with the Census data?<br />
<br />
Include a visualization with KML and Google Earth<br />
<br />
Seriously consider OpenOffice</font><br />
= Authorship = <br />
Matthew Edlefsen</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Reviewers_Notes&diff=9180CS382:Reviewers Notes2009-04-21T14:51:54Z<p>Mclauia: /* Third Pass Notes */</p>
<hr />
<div>== Third Pass Notes ==<br />
For Reviewers:<br />
* Protected namespace for reviewers called "Grading"<br />
* Grading page will be a matrix with the left column being the unit template outline, followed by an integer value from 0-3 for each unit for each item on the template<br />
** 0: Nothing?<br />
** 1: Minimal effort<br />
** 2: It's coming along...<br />
** 3: Good stuff<br />
* If the value is less than 3 for any part of a unit, comments will be written below for that section/subsection for that unit<br />
* Calendar test: Ian<br />
* Syllabus: Charlie<br />
** Copy-editing: Kay and Ian<br />
* TA tasks: pending labs' completion<br />
* (Realistic deadline: end of May)<br />
* Lab requirements should (theoretically) be in each unit.<br />
* Catalog description: [https://wiki.cs.earlham.edu/index.php/CS382:Structure-deliverables already written]?<br />
<br />
== Second Pass Notes ==<br />
* Each of the reviewers (Ian, Kay, Charlie) will review 6 units; Kay starts with What's a Model, Ian with Visualization, and Charlie Agent Based. <br />
* All of our comments should go in-line in the unit's wiki page using the appropriate color. Let's not also send them an email with additional comments. <br />
* We should be finished reviewing the second drafts by Friday March 13th.<br />
* Use the unit template as a guideline - 0, 1, 2 points for each top-level heading (not home, somewhat viable, seems reasonable)<br />
* Have they addressed all comments? (Class wiki, unit wiki, emailed notes)<br />
* Review the lab section closely, this will be the focus of the next draft. Are the process and the outcomes specified clearly? Materials?<br />
* Do all the questions have answers? CRS and quiz questions?<br />
* Completeness check WRT the assignment page<br />
* Is the reading section broken-down? Are the particular sections to be read identified?<br />
* Lecture notes: is what needs to be taught adequately outlined? At least so the teacher knows what needs to be covered?<br />
<br />
== First Pass Notes ==<br />
For everyone (mostly):<br />
* Make sure you have an abstract, and overview of the unit's intent and purpose<br />
* Draw up estimates of the cost of your unit for the worst case scenario (80 students)<br />
* Questions? Silly? Too hard?<br />
<br />
General process for the first draft review:<br />
* Use copy and paste to insert comments into each unit.<br />
* Whenever we make a review comment on a page, add the "Reviewer" tag so that the wiki can track comments for us.<br />
* Charlie will take care of tracking when things are turned-in and deducting points as need be.<br />
* Reviewer colors - <font color=darkmagenta>Ian = darkmagenta</font>, <font color=red>Charlie = red</font>, <font color=blue>Kay = blue</font>, Dylan = green<br />
<br />
Review checklist for the first draft review:<br />
* completeness check WRT the assignment page<br />
**is each item addressed with more than a header?<br />
*layout, does this show clear thinking about the presentation? will this develop <br />
*read background reading, make sure they make sense and are relevant<br />
**is it reasonable<br />
**is there enough, too much<br />
**is it at the right level</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Reviewers_Notes&diff=9177CS382:Reviewers Notes2009-04-21T14:48:54Z<p>Mclauia: /* Third Pass Notes */</p>
<hr />
<div>== Third Pass Notes ==<br />
For Reviewers:<br />
* Protected namespace for reviewers called "Grading"<br />
* Grading page will be a matrix with the left column being the unit template outline, followed by an integer value from 0-3 for each unit for each item on the template<br />
* If the value is less than 3 for any part of a unit, comments will be written below for that section/subsection for that unit<br />
* Calendar test: Ian<br />
* Syllabus: Charlie<br />
** Copy-editing: Kay and Ian<br />
* TA tasks: pending labs' completion<br />
* (Realistic deadline: end of May)<br />
* Lab requirements should (theoretically) be in each unit.<br />
* Catalog description: [https://wiki.cs.earlham.edu/index.php/CS382:Structure-deliverables already written]?<br />
*<br />
<br />
== Second Pass Notes ==<br />
* Each of the reviewers (Ian, Kay, Charlie) will review 6 units; Kay starts with What's a Model, Ian with Visualization, and Charlie Agent Based. <br />
* All of our comments should go in-line in the unit's wiki page using the appropriate color. Let's not also send them an email with additional comments. <br />
* We should be finished reviewing the second drafts by Friday March 13th.<br />
* Use the unit template as a guideline - 0, 1, 2 points for each top-level heading (not home, somewhat viable, seems reasonable)<br />
* Have they addressed all comments? (Class wiki, unit wiki, emailed notes)<br />
* Review the lab section closely, this will be the focus of the next draft. Are the process and the outcomes specified clearly? Materials?<br />
* Do all the questions have answers? CRS and quiz questions?<br />
* Completeness check WRT the assignment page<br />
* Is the reading section broken-down? Are the particular sections to be read identified?<br />
* Lecture notes: is what needs to be taught adequately outlined? At least so the teacher knows what needs to be covered?<br />
<br />
== First Pass Notes ==<br />
For everyone (mostly):<br />
* Make sure you have an abstract, and overview of the unit's intent and purpose<br />
* Draw up estimates of the cost of your unit for the worst case scenario (80 students)<br />
* Questions? Silly? Too hard?<br />
<br />
General process for the first draft review:<br />
* Use copy and paste to insert comments into each unit.<br />
* Whenever we make a review comment on a page, add the "Reviewer" tag so that the wiki can track comments for us.<br />
* Charlie will take care of tracking when things are turned-in and deducting points as need be.<br />
* Reviewer colors - <font color=darkmagenta>Ian = darkmagenta</font>, <font color=red>Charlie = red</font>, <font color=blue>Kay = blue</font>, Dylan = green<br />
<br />
Review checklist for the first draft review:<br />
* completeness check WRT the assignment page<br />
**is each item addressed with more than a header?<br />
*layout, does this show clear thinking about the presentation? will this develop <br />
*read background reading, make sure they make sense and are relevant<br />
**is it reasonable<br />
**is there enough, too much<br />
**is it at the right level</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Reviewers_Notes&diff=9176CS382:Reviewers Notes2009-04-21T14:44:33Z<p>Mclauia: </p>
<hr />
<div>== Third Pass Notes ==<br />
* Protected namespace for reviewers called "Grading"<br />
* Grading page will be a matrix with the left column being the unit template outline, followed by an integer value from 0-3 for each unit for each item on the template<br />
* If the value is less than 3 for any part of a unit, comments will be written below for that section/subsection for that unit<br />
* Calendar test: Ian<br />
* Syllabus: Charlie<br />
** Copy-editing: Kay and Ian<br />
* TA tasks: pending labs' completion<br />
* (Realistic deadline: end of May)<br />
<br />
== Second Pass Notes ==<br />
* Each of the reviewers (Ian, Kay, Charlie) will review 6 units; Kay starts with What's a Model, Ian with Visualization, and Charlie Agent Based. <br />
* All of our comments should go in-line in the unit's wiki page using the appropriate color. Let's not also send them an email with additional comments. <br />
* We should be finished reviewing the second drafts by Friday March 13th.<br />
* Use the unit template as a guideline - 0, 1, 2 points for each top-level heading (not home, somewhat viable, seems reasonable)<br />
* Have they addressed all comments? (Class wiki, unit wiki, emailed notes)<br />
* Review the lab section closely, this will be the focus of the next draft. Are the process and the outcomes specified clearly? Materials?<br />
* Do all the questions have answers? CRS and quiz questions?<br />
* Completeness check WRT the assignment page<br />
* Is the reading section broken-down? Are the particular sections to be read identified?<br />
* Lecture notes: is what needs to be taught adequately outlined? At least so the teacher knows what needs to be covered?<br />
<br />
== First Pass Notes ==<br />
For everyone (mostly):<br />
* Make sure you have an abstract, and overview of the unit's intent and purpose<br />
* Draw up estimates of the cost of your unit for the worst case scenario (80 students)<br />
* Questions? Silly? Too hard?<br />
<br />
General process for the first draft review:<br />
* Use copy and paste to insert comments into each unit.<br />
* Whenever we make a review comment on a page, add the "Reviewer" tag so that the wiki can track comments for us.<br />
* Charlie will take care of tracking when things are turned-in and deducting points as need be.<br />
* Reviewer colors - <font color=darkmagenta>Ian = darkmagenta</font>, <font color=red>Charlie = red</font>, <font color=blue>Kay = blue</font>, Dylan = green<br />
<br />
Review checklist for the first draft review:<br />
* completeness check WRT the assignment page<br />
**is each item addressed with more than a header?<br />
*layout, does this show clear thinking about the presentation? will this develop <br />
*read background reading, make sure they make sense and are relevant<br />
**is it reasonable<br />
**is there enough, too much<br />
**is it at the right level</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Homework_Assignments&diff=8955CS382:Homework Assignments2009-04-08T14:25:23Z<p>Mclauia: /* Due Wednesday, April 8th */</p>
<hr />
<div>__NOTOC__<br />
<br />
=== Schedule of Major Upcoming Assignments ===<br />
# Due Friday April 17 - Formatting focus, copy editing focus, scraping tool (toolsmiths)<br />
# Due Friday April 24 - Metadata focus, second lab test-drives<br />
# Due Friday May 1 - Reading focus, lab focus (address feedback), software stack (toolsmiths)<br />
# Due Exam week - Class presentation<br />
<br />
Minor assignments TBD as we go.<br />
<br />
=== Due Friday, April 10th ===<br />
# CRS and quiz question focus, lab focus (address feedback) are both due today. For the CRS and quiz questions there should be at least 3 of each with answers! For the CRS questions there should be a list of answers with one which is correct. This is worth 15 points for the primary person on the unit.<br />
# Many of you still haven't done the assignment due on Wednesday the 8th. Please do so before Friday or else your unit will disappear from this class and the bits recycled to feed people elsewhere.<br />
<br />
=== Due Wednesday, April 8th ===<br />
# <span style="text-decoration: blink;"><font color="red">Review your primary unit to make sure you are <b>closely</b> following the revised unit template, particularly the General Education structure.</font></span><br />
<br />
=== Due Monday, April 6th ===<br />
# Review your primary unit to make sure you are <b>closely</b> following the revised unit template.<br />
# Focus on the Metadata component of your primary unit. Add the one word summary to the General Education entries, clean-up and complete the other sub-sections, etc.<br />
<br />
=== Due Friday, April 3rd ===<br />
# Address all the comments in your primary unit. Move them to the archived section when you do.<br />
# Complete the Lab component of the unit your secondary unit. Write-up your experiences in the new section of the template. This assignment is worth 10 points.<br />
# Review your unit to make sure you are <b>closely</b> following the revised unit template.<br />
# Focus on the Metadata component of your primary unit. Add the one word summary to the General Education entries, clean-up and complete the other sub-sections, etc.<br />
<br />
=== Due Wednesday, April 1st ===<br />
# Read the article by Jeannette Wing titled Computational Thinking. Come to class prepared to discuss if this would be a good reading for In Silico (AOT Denning e.g.)<br />
# Get to work on your lab assignment. Come to class on Wednesday with questions, problems, etc.<br />
<br />
=== Due Friday, March 27th === <br />
# Third pass on units, lab and formatting focus. Make sure you carefully adopt all the new sections and structure in the template. Address all the feedback you have received via email, on the Class Notes page, and in-lined in your unit. Remember to move in-lined remarks to the Comments section rather than deleting them. This is worth 30 points for the primary person and 15 points for the secondary person.<br />
# (If you haven't already) Read Pilkey's [[Media:pilkey-editorial.pdf|editorial]] and two reviews of the book he and his daughter wrote, [http://www.landscapemodelling.net/blog/2007/05/useless-arithmetic.html review] and [[Media:pilkey-review.pdf|review]]. Come to class prepared to talk about how and where we might incorporate explorations of the limits of models as the basis for developing public policy into In Silico. <br />
# (If you haven't already) Read through the Concepts, Techniques and Tools list (beneath the unit matrix) and either edit it or come to class with errors of omission and commission.<br />
<br />
=== Due Wednesday, March 25th ===<br />
# (If you haven't recently) Read the Visualization, Equation, Predator-Prey, and Chaotic units. <br />
# (If you haven't already) Read Pilkey's [[Media:pilkey-editorial.pdf|editorial]] and two reviews of the book he and his daughter wrote, [http://www.landscapemodelling.net/blog/2007/05/useless-arithmetic.html review] and [[Media:pilkey-review.pdf|review]]. Come to class prepared to talk about how and where we might incorporate explorations of the limits of models as the basis for developing public policy into In Silico. <br />
# Read through the Concepts, Techniques and Tools list (beneath the unit matrix) and either edit it or come to class with errors of omission and commission. <br />
<br />
=== Due Monday, March 23rd ===<br />
# If you haven't read all the units, do that!! <br />
# Read Pilkey's [[Media:pilkey-editorial.pdf|editorial]] and two reviews of the book he and his daughter wrote, [http://www.landscapemodelling.net/blog/2007/05/useless-arithmetic.html review] and [[Media:pilkey-review.pdf|review]]. Come to class prepared to talk about how and where we might incorporate explorations of the limits of models as the basis for developing public policy into In Silico. <br />
<br />
=== Due Friday, March 13th ===<br />
# If you haven't read all the units, do that!<br />
# Read the column written by Peter Denning on computation across the disciplines.<br />
# Read the [https://wiki.cs.earlham.edu/index.php/CS382:Class_Notes Class Notes] from the last couple of classes, there are many items to follow-up on there.<br />
<br />
=== Due Wednesday, March 11th ===<br />
1) Read all the units except the one you are primary on. Come to class with comments and ideas for each one. In class we'll go through each unit in turn and collect/discuss your feedback and make entries on the wiki for follow-up.<br />
<br />
=== Due Friday, March 6th at 5p ===<br />
1) Second draft of your units are due, at minimum these particular points should be addressed:<br />
* Adopt the unit template including directives to complete (evaluation questions, etc.)<br />
* Address reviewers comments (in-line, emailed, in-class and documented on wiki)<br />
* More complete and specific generally<br />
** Exactly what to read and in what order to read it in<br />
** Lab details<br />
** General Education analysis<br />
<br />
This assignment is worth 30 points for the primary person on a unit and 15 for the secondary person on that unit. The unit will be graded as a whole and then points deducted proportionally. <b>Each person should send a brief self evaluation to charliep about their contributions to each of the units they worked on before class on Friday.</b><br />
<br />
=== Due Monday, March 2nd ===<br />
1) Vlado and the Reviewers with special guest Matt should evaluate Nate's introductory materials (found under General Resources) and come to class with a what's good/not good report.<br />
<br />
This assignment is worth 5 points (for each of the Reviewers and Matt)<br />
<br />
2) Follow-up on the items we discussed in class which pertain to your units. <br />
<br />
These things become valuable when the <b>next draft of your units is due on March 6th</b>.<br />
<br />
=== Due Friday, February 27th === <br />
1) Include and complete the template for General Education requirements as we discussed in class for each of your units. The template can be found [[https://wiki.cs.earlham.edu/index.php/CS382:Unit-template here]]<br />
<br />
This assignment is worth 5 points.<br />
<br />
2) Vlado and the Reviewers with special guest Matt should evaluate Nate's introductory materials (found under General Resources) and come to class with a what's good/not good report.<br />
<br />
This assignment is worth 5 points (for each of the Reviewers and Matt)<br />
<br />
3) Follow-up on the items we discussed in class which pertain to your units. <br />
<br />
These things become valuable when the <b>next draft of your units is due on March 6th</b>.<br />
<br />
=== Due Wednesday, February 25th === <br />
1) Include and complete the template for General Education requirements as we discussed in class for each of your units. The template can be found [[https://wiki.cs.earlham.edu/index.php/CS382:Unit-template here]]<br />
<br />
This assignment is worth 5 points.<br />
<br />
2) Vlado and the Reviewers with special guest Matt should evaluate Nate's introductory materials (found under General Resources) and come to class with a what's good/not good report.<br />
<br />
This assignment is worth 5 points (for each of the Reviewers and Matt)<br />
<br />
3) Follow-up on the items we discussed in class which pertain to your units:<br />
* Nate - follow-up with Josh McCoy WRT support for human behavior being a natural phenomena <br />
* Matt and Sam - disease/virus spread for systems dynamics <br />
* Sam - self symmetric systems, something ala Berkeley's Seven Dwarfs for modeling to tie the units together at the end (tell them what we're going to do, do it, tell them what we did)<br />
* Mikio - software to simulate relatively simple systems/equations that exhibit chaotic behavior, Function Flyer and Data Flyer from the Shodor Foundation<br />
<br />
These things become valuable when the <b>next draft of your units is due on March 6th</b>.<br />
<br />
4) The Reviewers and Charlie will have the first review of your units ready for you to review.<br />
<br />
This assignment is worth 25 points for the reviewers.<br />
<br />
=== Due Monday, February 23rd === <br />
Re-read all the material published as part of the Scientific Inquiry general education requirement in Earlham's Curriculum Guide. On the wiki for your unit(s) develop a section that has an item-by-item analysis of how that unit does or does not support that item.<br />
<br />
This assignment is worth 5 points.<br />
<br />
=== Due Wednesday, February 18th === <br />
Full draft of your unit(s) documented in the wiki. Topics to cover include:<br />
* Background reading, one or more pointers/documents and a brief synopsis of what's covered in them<br />
* Lecture notes - outline form <br />
* Classroom response questions - at least three <br />
* Lab activity - materials, process and software<br />
* Scheduling - early, late, dependencies on other units, length of unit<br />
<br />
Things to consider and document as you work on your unit:<br />
* How does it incorporate inquiry based learning principles?<br />
* How does it use the notion of scaffolded learning? The magic number is 3.<br />
* Which of the topics, techniques, themes, etc. does it cover from the [[https://wiki.cs.earlham.edu/index.php/CS382:Topics_Matrix Topic Matrix]] page?<br />
<br />
Be specific about the title, version and source of all the software packages to be used.<br />
<br />
This assignment is worth 30 points.<br />
<br />
=== Due Wednesday, February 11th === <br />
1) Come to class with questions about the assignment due on the 18th.<br />
<br />
2) If you aren't already in SL and the local OpenSim metaverses get there and offer friendship to me.<br />
<br />
3) Clean-up and organize your unit(s), move them to a separate page(s), clean-up the cruft on the main page.<br />
<br />
4) Address to do items in your unit (Nate - modeling intro, etc.)<br />
<br />
=== Due Friday, February 6th === <br />
1) Read this article about the use of classroom response systems: http://www.sciencedaily.com/releases/2008/07/080717092033.htm There are also a couple of interesting pieces under the "Related Stories" on that page.<br />
<br />
2) Address any to do items for your unit.<br />
<br />
3) Come with questions related to what is due on the 18th (see above).<br />
<br />
4) Send email to Charlie with strong likes and dis-likes WRT units.<br />
<br />
=== Due Friday, January 30 ===<br />
People who've gotten advice (have a "To Do" section on their unit page) should move forward with that and be ready to give a five minute talk again on Friday on your progress. People who haven't yet re-organized and extended their units should do so.<br />
* Updated unit description/follow-up on "To Do" items - 6 points<br />
* New page/organize/background material/software/course module - 3 points<br />
<br />
If you haven't gotten "in world", make sure you do that.<br />
* Download/install/connect/friend request - 1.5 points<br />
<br />
Charlie is going to start moving forward with the Fire unit.<br />
<br />
=== Due Wednesday, January 28 ===<br />
Everyone should download and install a Second Life compatible viewer (either the SL client or Hippo). Using Fitz/Matt's instructions connect to either SL (requires creating a U/P if you don't have one already) or connect to the local OpenSimulator based region, contact Fitz for a U/P to that realm. In SL offer a friend request to Charliep Hammerer, in our local region you can offer a friend request to charlie peck. <br />
* Download/install/connect/friend request - 3 points<br />
<br />
Everyone should cleanup and organize your units based on the patterns left by Charlie and Nate. Use a separate page for each topic and carefully note the syntax for the new page names. If you think one of your ideas is better for a different class, context, etc. move it to the Archive page. For each of your unit ideas find a course module/software/model that directly supports what you envision. Annotate your entries with links to the background reading material, links to potential software/course modules, etc. Come to class prepared to deliver a 5 minute synopsis of what you think the unit can cover, what the big issues are, and how you would suggest proceeding from here.<br />
* New page/organize/background material/software/course module - 6 points<br />
* 5 minute class presentation - 6 points <br />
<br />
=== Due Monday, January 26 ===<br />
Read through the links under "In Silico" on the [[Discrete Modeling Development | main class page]]. Fitz and Matt are going to demonstrate (and have instructions on the wiki!) on how to connect to either OpenSim and/or SecondLife and walk us through it. This implies a local OpenSimulator island/region and a viewer such as Hippo or the Second Life client.<br />
<br />
People unfamiliar with the idea of metaverses, read the [http://en.wikipedia.org/wiki/Snowcrash Wikipedia article on Snowcrash] to get an idea of the culture surrounding metaverses.<br />
<br />
Nate is organizing articles about modeling - reading for the very beginning of the course. What is modeling, what is simulation, how do I make a model of the world?<br />
<br />
Everyone needs to go out and find an example/software/model directly supporting their (primary) idea for a course unit. Put a short description of what you find and the URL(s) in your unit's section of the [[CS382:unit-descriptions| draft unit descriptions]].<br />
<br />
=== Due Wednesday, January 21 ===<br />
1) Unit descriptions all posted.<br />
<br />
2) Look-up information about one of your topics in Wikipedia, find "authoritative" sources on the net that provide background information. Organize annotated URLs, etc. on the wiki. Describe the modeling aspects of the unit on the wiki. General Ed stuff with respect to topics.<br />
<br />
3) Think about the role(s) you are going to be comfortable in, or not.<br />
<br />
4) Come to class prepared to do a vetting tour using the Dogma guidelines on Wednesday. <br />
<br />
=== Due Friday, January 15 ===<br />
1) National Public Radio has been doing an irregular series on museums titled "Museums In The 21st Century" [1]. The most recent segment was "Interactive Games Make Museums A Place To Play" [2]. Some of that segment is about what museums are doing in the metaverse and with technology generally, some is more generally about what makes good game/educational tool design broadly.<br />
<br />
One of the people interviewed is Jane McGonigal [3], she talks about guidelines that I think we could very usefully apply towards building the materials for In Silico. Listen to [2] and make notes about your thoughts WRT what she says.<br />
<br />
The rest of the series has segments about museum finances, architecture, K-12 programs, etc.<br />
<br />
* [1] Museum series - http://www.npr.org/templates/story/story.php?storyId=98130030<br /><br />
* [2] Game segment - http://www.npr.org/templates/story/story.php?storyId=99244253<br /><br />
* [3] Jane McGonigal - http://www.iftf.org/user/46<br />
<br />
2) Descriptions of the relevant science general education requirements can be found here: http://www.earlham.edu/curriculumguide/academics/analytical.html Contrary to what I said in class I think we should consider having In Silico meet both the abstract and quantitative reasoning components of the analytical reasoning requirement. Read through this and come to class prepared to talk about these.<br />
<br />
3) Think about the unit topics we discussed on Wednesday and identify two specific ideas for us to talk about. Write a short description for each, something along the lines of:<br />
<br />
Protein Folding - From the PDB to an image of a simple folded protein. Uses existing models and simulation tools to take the description of a protein from the Protein Data Bank and generate a simulated protein from that. Running existing models, scientific data store, visualization. Requires a lecture on the underlying physics/chemistry/biology.<br />
<br />
Don't be limited by the specific topics we discussed in class, now is the time to let your mind wander. Be prepared to post your two descriptions on the class wiki as soon as it's available.</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Chaos_templated&diff=8899CS382:Chaos templated2009-04-06T14:40:14Z<p>Mclauia: /* */</p>
<hr />
<div>Respect all of the structure and labels when you adopt this template. <br />
<br />
----<br />
= Chaos = <br />
== Overview ==<br />
This unit is about chaos. Chaos theory describes the behavior of certain dynamical systems, that is, systems whose states evolve with time, that may exhibit dynamics that are highly sensitive to initial conditions. As a result of this sensitivity, the behavior of chaotic systems appears to be random. This happens even though these systems are deterministic. <br />
<br />
Chaotic behavior has been observed in the laboratory in a variety of systems including electrical circuits, lasers, oscillating chemical reactions, and fluid dynamics. Observations of chaotic behavior in nature include the dynamics of satellites in the solar system, the time evolution of the magnetic field of celestial bodies, population growth in ecology, the dynamics of the action potentials in neurons, and weather/climate. <br />
<br />
An early pioneer of chaotic theory was Edward Lorenz. Lorenz was using a simple digital computer, a Royal McBee LGP-30, to run his weather simulation. To his surprise the weather that the machine began to predict was completely different from the weather calculated before even though he entered rounded 3 digit number like 0.506 which is close to original 6 digit number like 0.506127. Lorenz had discovered that small changes in initial conditions produced large changes in the long term outcome.<br />
<br />
<font color="darkmagenta">Excellent summary!</font><br />
<br />
== Background Reading for Teachers and TAs ==<br />
*[http://www.amazon.com/exec/obidos/ASIN/0140092501/jamesgleick James Gleick "Chaos: Making a New Science"]<br />
**This book focuses as much on the scientists studying chaos as on the chaos itself. <br />
**Chapter 1 include the story about Edward Lorenz. <br />
** There is a copy in science library. <br />
<br />
== Reading Assignments for Students ==<br />
*[http://www.imho.com/grae/chaos/chaos.html Chaos Theory: A Brief Introduction]<br />
**A brief introduction to chaos theory.<br />
**This article starts from the story of Edward Lorenz.<br />
*[http://local.wasp.uwa.edu.au/~pbourke/fractals/lorenz/ The Lorenz Attractor in 3D]<br />
**Some source codes for rendering Lorenz Attractor.<br />
**This would be used for lab activity.<br />
<br />
== Reference Material ==<br />
*[http://climate.jpl.nasa.gov/ Global Climate Change: NASA's Eyes on the Earth]<br />
*[http://www.ncdc.noaa.gov/oa/climate/globalwarming.html#INTRO NOAA Global Warming Frequently Asked Questions]<br />
<br />
== Lecture Notes == <br />
<font color="darkmagenta">This is a very loose outline... give more detail!</font> <font color="red">Agreed!</font><br />
*Lecture 1:<br />
**Story of Edward Lorenz<br />
**How he found butterfly effect<br />
**Introducing the weather model which Lorenz used<br />
<br />
*Lecture 2:<br />
**Climate model<br />
**Introducing NetLogo-like climate model<br />
**Basic of earth science (showing the relationship among temperature, pressure, wind, and humidity)<br />
<br />
*Lecture 3:<br />
**Numerical weather prediction<br />
**Introducing how weather channel forecasts tomorrow's climate<br />
**Different between numerical weather prediction and deterministic climate model<br />
<br />
*Lecture 4:<br />
**Global warming<br />
**Can computer scientist predict climate 100 years later?<br />
**Super computer for climate model (earth simulator, etc)<br />
<br />
== Lab == <br />
* <font color="blue">3/29 - This was marked as done, but this isn't a step-by-step process of what to do. I think this may have been marked incorrectly.</font><br />
<br />
<font color="darkmagenta">So we've got 3 labs here and 2 weeks to use up; how will the split be made? What procedures are we looking at here? </font><br />
<br />
<font color="red">This seems like a lot of stuff, particularly with the weather included. Which tool will be used for the weather simulation?</font><br />
<br />
*Lab 1: Lorenz attractor lab<br />
**What to do:<br />
***To dive into Secondlife, and display Lorenz attractor in the metaverse. <br />
**What to look for:<br />
***To see how the shape of Lorenz attractor change depending on initial parameters.<br />
**What to record:<br />
***To sketch some patterns of Lorenz attractor and those parameters.<br />
<br />
*Lab 2: Weather Data Mining lab<br />
**What to do:<br />
***Student receive the 5 years' weather data collected by HIP and predict statically the weather of near future.<br />
**What to look for:<br />
***To see how accurately weather forecast can be done by using past data.<br />
**What to record:<br />
***To record Students' expectation, NOAA's prediction, and the actual weather on that day. To compare how much gap those information have.<br />
<br />
==== Software ==== <br />
*[http://local.wasp.uwa.edu.au/~pbourke/fractals/lorenz/ Lorenz attractor in 3D]<br />
**The c source code generates values in 3 dimensional coordinate.<br />
**Students can generate infinite patterns of values by changing 3 parameters in 3 non-linear differential equations.<br />
**The values can be plotted with GNUplot like [https://wiki.cs.earlham.edu/images/7/7a/Lorenz.jpg this picture].<br />
**There is the source code of Lorenz attractor for second life, but it includes numbers of bugs. <br />
*Excel for statistical computation <br />
*[http://answers.yahoo.com/question/index?qid=20080106042422AAH5JIV Yahoo! Answers: I'm looking for a good weather prediction software]<br />
**e.g. [http://www.nco.ncep.noaa.gov/pmb/nwprod/analysis/namer/gfs/00/index_pcp_s_loop.shtml Looping image of temperature, pressure, precipitation]<br />
<br />
==== Bill of Materials ==== <br />
N/A<br />
<br />
== Evaluation == <br />
<font color="darkmagenta">Make sure to answer your own questions</font><br />
==== CRS Questions ==== <br />
*The butterfly effect is summed up in the title "does the flap of a butterfly's wings in Brazil set off a tornado in Texas?" What does it refer to?<br />
**a. Pandemonium principle<br />
**b. The film from New Line Cinema<br />
**c. Chaos theory<br />
**d. Tip of insect collecting<br />
**Answer: c<br />
<br />
*Who found butterfly effect?<br />
**a. Edward Lorenz<br />
**b. Hendrik Lorentz<br />
**c. Edward Teller<br />
**d. Edward VIII<br />
**Answer: a<br />
<br />
*What is the chance of rain tomorrow?<br />
**a. 30%<br />
**b. 40%<br />
**c. 50%<br />
**d. some percentage<br />
** Answer: c (on March 25th)<br />
<br />
==== Quiz Questions ==== <br />
* Explain why numerical weather forecasts miss their expectation.<br />
* Describe how we can develop deterministic climate model.<br />
<br />
= Chaos Metadata = <br />
*To learn that it's next to impossible to predict the future since it's too much complicated. <br />
*To abstract chaos behavior and understand the mechanism. <br />
<br />
== Scheduling == <br />
Late in semester.<br />
<br />
== Concepts and Techniques == <br />
*Selecting from infinite numbers of parameters for climate model.<br />
*Realizing simple-looks situation causes chaos behavior.<br />
*Transforming data to knowledge by visualizing. <br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Yes.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Yes.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** No.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Yes.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Yes.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Yes.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** No.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Yes.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Yes.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** Yes.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Yes.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** No.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** No.<br />
<br />
== Scaffolded Learning ==<br />
The source code of Lorenz Attractor for second life has bugs. If students fix the bugs and modify by themselves, it would be a practice of coding and understanding chaos behavior.<br />
<br />
== Inquiry Based Learning == <br />
Guessing climate in near future by considering our weather station database will relate to discovering a new point of view about nature.<br />
<br />
[https://wiki.cs.earlham.edu/index.php/CS382:Chaos link to old version]<br />
<br />
= To Do =<br />
* Fitz is going to try to see if he can get the Lorenz equations to work in Second Life<br />
* Mikio is going to try to finish the rest of it, assuming that Second Life simulation will work at this point</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Equation-outline&diff=8894CS382:Equation-outline2009-04-06T14:28:31Z<p>Mclauia: /* Software */</p>
<hr />
<div>Respect all of the structure and labels when you adopt this template. <br />
<br />
----<br />
= Rocket Modeling = <br />
== Overview ==<br />
This unit will last for two weeks, and will explore the concepts relating to aerodynamics through the modeling of rocket flights and how the flow of thrust through the nozzle at the end of the rockets affects the flight distance of the rocket. This will require use of simulations that are designed to handle such problems, as well as some explanation about aerodynamics in general. The whole idea of making a water rocket will try to enclose the flight of the real rocket and physics applied while modeling the situation. The importance of modeling these kind of situations will be also a focus of proving.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
http://en.wikipedia.org/wiki/Aerodynamics<br />
<br />
* Wikipedia tells it all about the aerodynamics, one should know. Some ideas about modeling could be obtained. <br />
<br />
<br />
http://en.wikipedia.org/wiki/Wind_tunnel<br />
<br />
* At the lower part of the site - it talks about visualizing the results and the whole simulation of the wind tunnel. Interesting. <br />
<br />
The two above mentioned wikipedia articles could be used to extract important aspects to introduce students to the basics of the fluid dynamics so that they understand science behind the model easier and better.<br />
<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
* Contains everything that we need. <br />
I mostly refer to this source in the below description cause it's magnificently made student and teacher handbook.<br />
<br />
== Reading Assignments for Students ==<br />
The ideas from:<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
..could be applied cause it's quite long document and it could be chosen what they should read;<br />
it contains so called student book with the material to be read-that can be used.<br />
Specifically: Student book contains pages from:<br />
48-71 (including)<br />
Very handful - divided into chunks which are handed in each lecture.<br />
<br />
Besides this: Lab handouts are handed out with helping schemes about the whole model and software used in the labs. ( I also described it later on below.)<br />
<br />
== Reference Material ==<br />
* http://en.wikipedia.org/wiki/Aerodynamics<br />
Aerodynamics wiki article.<br />
* http://en.wikipedia.org/wiki/Water_rocket<br />
Water rocket wiki article.<br />
* http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
PDF file full of water rocket science - basically a developed course.<br />
* http://ourworld.compuserve.com/homepages/pagrosse/h2oRocketIndex.htm<br />
A water rocket website - developed by experienced water-rocket-ians.<br />
<br />
== Lecture Notes == <br />
'''Lecture 1:<br />
Aerodynamics Forces - What they are and what they do'''<br />
<br />
* Go into a brief review of the previous units, touch on concepts from the earlier topics, and explain how they relate to this unit, I.E. How modeling a rocket is different from modeling a bridge.<br />
** The relation to the previous units on the basis of the physical laws and forces. For example, the forces that relate modeling a bridge and a rocket flight; gravity, weather conditions (wind, rain, snow, hurricane..).. etc.<br />
** Connect same physics principal and try to smoothly fade from the physics of the high precision building to the physics of flying object (fluid dynamics in certain cases).<br />
<br />
* Explain the basis of the science behind rocket modeling. Introduce them to basic 4 forces that affect an object flying through the air : drag, lift, thrust and gravity; and what's is their role in the whole unit concept.<br />
** Introduce students to the forces: Definitions: ''drag;.. is the force experienced by any object moving through air or water, that opposes the motion of the object. ... ''<br />
** ''lift; .. the faster the fluid moves, the lower the lateral pressure it exerts.. by causing air to move faster ... ... ... air pressure is reduced which creates lift...''<br />
** '' thrust; .. is a forward propulsive force that moves an object.. ''<br />
** '' gravity; .. is the force that pulls down on the mass of any object near the Earth through its center of gravity..''<br />
*** The info taken and referenced from the presented material above - definitions explained - aerodynamics introduced.<br />
<br />
<br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html - Rocket Modeler (introduced in Lab part)<br />
-- Short description taken from Lab part - its going to be handed in in the class and the link will be put in the lab sheet on the day of the Lab session - but software introduced before. Possible screenshot of the screen layout.<br />
<br />
** Same thing for the second software; because both software's have same units and forceswhich were mentioned in the start of the class.<br />
(i.e. drag, lift, thrust, gravitiy; and units like: height, range, capacity, pressure.. etc.)<br />
<br />
<br />
'''Lecture 2:<br />
Newton's Laws of motion - How they Govern the movement of objects'''<br />
<br />
* Introduce Newton's Laws of Motion which govern the movement of all objects on Earth and in space.<br />
* Describe and demonstrate the effects of the three Laws of motion on moving objects. <br />
** Although we are talking about laws and concepts that are probably already introduced to the students attending the class; it is important to revisit them and relate it the whole topic of fluid dynamics.<br />
-- Page 13-17 in PhysicsCurr + other references.<br />
<br />
<br />
* Introduce and use the vocabulary related to rocket flight.<br />
**<br />
#Rest: the state of an object when it is not changing position in relation to its immediate surroundings.<br />
# Motion<br />
# Unbalanced Force<br />
# Inertia<br />
# Kinetic Inertia<br />
# Static Inertia..<br />
#..<br />
Rest of Lecture 2 vocab is on the page 13 of the PhysicsCurr with corresponding definitions. <br />
<br />
'''Lecture 3:<br />
Introducing Model Rockets -How Rockets Are constructed: the effects of aerodynamics Forces'''<br />
<br />
* Introduce students to the parts and functions of a model rocket<br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/Images/rktbot.gif (Forgot how to thumb images..)<br />
Parts:<br />
#Rocket Cone<br />
#Rocket Body (bottle)<br />
#Water<br />
#Air Pump<br />
#Launcher<br />
#Air<br />
Model represents the idea of a real rocket and its flight is affected by all the forces that real rocket flight is affected with, with exception on the atmosphere conditions.<br />
<br />
* Describe the phase of a model rocket flight and relate each phase to the aerodynamic forces at work.<br />
** Please refer to pages 21-23 in PhysicsCurr. All the phases of the rocket flight are explained:<br />
Ignition (launch)<br />
Acceleration (thrust)<br />
Coast and Tracking (gravity effect)<br />
Recovery Phase (gravity effect too) ~ rocket starts to fall towards the ground.<br />
<br />
* Introduce and use the vocabulary related to rocket flight. (new terms of course) <br />
** Same as in the lecture 3: Page 18 & 19 of the PC (PhysicsCURR) ~ .pdf setting disallow copying so I refer it -- too much to manually copy.<br />
Terms like : <br />
#Noe Cone<br />
#Recovery system<br />
#Body Tube<br />
#Fins<br />
#Engine<br />
#Weathercock<br />
#Coasting phase..<br />
#...<br />
and so on.<br />
<br />
'''Lecture 4:<br />
The Laws of motion - Putting them together with model rockets'''<br />
<br />
* Relate Laws of Motion to model rocket engines and to the flight sequence of a model rocket.<br />
* Finishing notes about model water rocket construction and its flight<br />
* Note how important it is to build precise model and to be careful craftsman when constructing one of these models<br />
* Introduce and use the vocabulary related to rocket flight. (final look at it)<br />
*** THIS CAN BE APPLIED FOR ALL THE POINTS:<br />
Last class will touch the all the points done in last 3 classes and connect them to form a firm knowledge about the water rockets. Labs will be done and the students will have a final peak that the wholeness of the unit; while we connect principles of the aerodynamics (check material for teachers) and the physical experiment itself ( lab done themselves).<br />
<br />
== Lab == <br />
The lab part of this unit will be divided into two lab sessions but lab write up will be divided into the partial (first draft) write-up and final write-up. The first lab session will be indoor - on the computers using the software provided (check below). Both RocketModeler II and Water Rocket Fun will be used to get the data and get the idea of the rocket flight through a software simulation. The data from the first lab will be intertwined into the second lab session in a way that they will try to reanimate the simulated flight in real life. Therefore the software flight will have to modeled in a way that it can be done in real life in proper manner. The entire idea of the labs is the carrying skills from software modeling to the real life modeling.<br />
<br />
==== Process ====<br />
'''Lab 1''' ~ Rocket Modeler<br />
* What to do, step-by-step<br />
** The labs will be done on single basis but the groups of two are going to be formed when the second will be performed. <font color="darkmagenta">This may be more effective if the same groups of two get to puzzle over a rocket simulator together, then go out and try their rockets. It will be slightly better in the case of a huge class. Also, should the water rockets be happening in groups of 2 or of 4? In other words, just how many rockets (student-armed and student-aimed projectiles) do we want to have flying around the place for lab 2?</font><br />
** Every student will open the Rocket Modeler II software - either online or downloaded - and remind themselves on the interface from the previous handed in short description and the full description handed in the lab handout.<br />
** The first lab will ask from them to form a flight that will satisfy certain conditions;<br />
# Free flight - secure for others under 100 feet range and reasonable altitude.<br />
# Directed flight - maximum altitude - minimum range.<br />
# Directed flight - maximum range - minimum altitude.<br />
** Explore the software under different conditions; windy, different angles, and different rocket models..<br />
# Do flights on limits on: water, weight, air pressure, bottle size, angle, and pumping time. <font color="blue">You might need to be more specific, and make sure they record some sort of data that they later have available to use in the writeup.</font><br />
* What to look for<br />
** Reasonable results <font color="blue">?</font>, interesting outcomes, required variables for the outdoor flight<br />
* What to record<br />
** Screenshot of the outcome of the flight - <br />
** Record the variable for the next software and for the outdoor flight <font color="blue">I don't understand what you mean by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
*** The list of things that shouldn't be altered on the simulator will be provided - the ones that shouldn't be bothered -and stuff that should be concentrated on.<br />
<br />
'''Lab 1''' ~ Water Rocket Fun<br />
<br />
* What to do, step-by-step<br />
**After the students have done the part with the Rocket Modeler - the students will open Water Rocket Fun - software provided downloaded. (Multi -platform available)<br />
**Handouts provided - instructions. <font color="blue">Are these available somewhere online or do you need to create them still? This should be done as part of the lab writeup!</font><br />
**Although this software provides less options for the flight setup - its purpose will serve in a supporting way; mainly to confirm the data from the first part with the rocket modeler.<br />
**Check the data from the Rocket Modeler and the conditions that were setup there; setup similar or the same in this software too.<br />
**Analyze received written variables. <font color="blue">more specific, please</font><br />
**Plot graphs. <font color="blue">More specific, please</font><br />
**Print the satisfactory results when done.<br />
<br />
* What to look for<br />
** Reasonable results, interesting outcomes, required variables for the outdoor flight<br />
<br />
* What to record<br />
**Print the selected graphs and tables.<br />
** Record the variable for the next software and for the outdoor flight <font color="darkmagenta">I too am somewhat confused by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
<br />
'''Lab 2''' ~ Outdoor Launch (will be updated as been tried out)<br />
<br />
(Note some of the stuff could be predone or prepared before the actual launch)<br />
* What to do, step-by-step<br />
** Make the rocket - instructions thought and explored <font color="blue">Again, where are the instructions?</font> - materials provided<br />
** Form the launch pad - or just connect rocket and launching pad if the pad is provided before<br />
** Pump up the pressure and launch the rocket<br />
*** Refer to the previous data - while setting up the rocket for flight - follow instructions <font color="blue">???</font> <font color="darkmagenta">I'm assuming this is related to the variables recorded for the "outdoor flight", so we're just attempting to recreate the same conditions?</font><br />
# Analyze the data<br />
# Setup the closest setup you can from your first part of the lab<br />
# Secure the environment WARNING: WATER MAKES YOU WET <font color="darkmagenta">Oh crap, no wonder (seriously though, this is a good place to have a safety section)</font><br />
# Possibly form a sub-group to estimate the altitude of the rocket during the flight with the method presented in the class<br />
# Secure launching site and recover the rocket<br />
* What to look for<br />
** Altitude estimation<br />
** Big errors from the simulated flight with similar setup<br />
* What to record<br />
** Altitude, range, angle - basically everything as the first part<br />
** Possible image of the launch (just noting part - nothing for the grade)<br />
** Pathway of the rocket flight<br />
<br />
</font color="blue">It would be nice if you covered something about safety, especially since what you're writing is going to be transformed into what's given to the students. If you do a Google search for typical archery range safety guidelines, the same would apply here.</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
'''Lab 1'''<br />
** Introduction to the lab performed<br />
** Data from the both software <font color=red>Which data elements?</font><br />
** Estimations<br />
** Errors on software flight (unrealistic errors - not software bugs - software were tested)<br />
** Connection between flights on the two simulators<br />
'''Lab 2'''<br />
** How much the conditions and estimations were met<br />
** Estimated values<br />
** Final table of all the asked for data variables (most of them mentioned above or below)<br />
** Personal experience<br />
** Cooperation influence and importance<br />
** Conclusion<br />
* Visualization opportunities<br />
'''Lab 1'''<br />
** Screenshots and prints of the graphs<br />
'''Lab 2'''<br />
** Self drawn graphs of the range vs. pressure. .etc. (scatter graphs)<br />
<br />
* Optional elements<br />
** Image of the launch (optional for the record)<br />
** Previous experiences with the rocket science<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Will do as soon as I grab a dusty ol' copy of one of the labs from 1st semester, over the weekend. (Need to find it? Do you have any scans left? Would be perfect)<br />
<br />
==== Software ==== <br />
*RocketModeler II<br />
http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html<br />
<br />
With this software you can investigate how a rocket flies by changing the values of different design variables. <br />
<br />
'''GENERAL INSTRUCTIONS<br />
* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper). </font><br />
<br />
**<font color=green>In what way should I reformat it? What ways and parts are confusing? Remove headers or? Thanks</font><br />
**<font color=darkmagenta>See the [https://wiki.cs.earlham.edu/index.php/CS382:Software software scraper]. Notice how it's scraping off the entirety of the instruction section. (This is because "General Instructions" ("Process" in the template) is using a different header type. Follow the [https://wiki.cs.earlham.edu/index.php/CS382:Unit-template template]!)</font><br />
<br />
If you see only a grey box at the top of this page, be sure that Java is enabled in your browser. If Java is enabled, and you are using the Windows XP operating system, you may need to get a newer version of Java. Go to this link: http://www.java.com/en/index.jsp, try the "Download It Now" button, and then select "Yes" when the download box from Sun pops up.<br />
<br />
This program is designed to be interactive, so you have to work with the program. There are several different types of input "widgets" which you use to send information to the program to change the analysis and display results:<br />
<br />
1. Some of your selections are made by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection from the menu which is displayed.<br />
<br />
2. Some selection are made by using the buttons on the panels. To activate a button move your cursor over the button and click your mouse. The different colored buttons have different effects:<br />
-1. Blue buttons are option buttons which you can select. Most option buttons turn Yellow to indicate your current selection.<br />
-2. White buttons are processes which you must complete in order to launch your rocket. You indicate that the process is complete by pushing a white "GO" button on an input panel. The process button and the "GO" button turn Green when you are successful. You must have all green buttons in "Mission Control" before you can launch your rocket.<br />
-3. Red buttons demand immediate attention or "Aborts" the mission.<br />
<br />
3. On each input panel, the current value of a design variable is presented to you in a text box. Different colored boxes have different meanings:<br />
-1. A white box with black numbers is an input box and you can change the value of the number. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program.<br />
-2. A black box with colored numbers is an output box and the value is computed by the program. Red numbers indicate trouble. If the CG or CP output is red, your rocket is unstable and you must change the design. If the Weight output is red, you have insufficient thrust to lift the rocket and you must either decrease the weight or increase the thrust.<br />
<br />
4. For most input variables you can also use a slider, located next to the input box, to change the input value. To operate the slider, click on the slider bar, hold down and drag the slider bar, or you can click on the arrows at either end of the slider. If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it.<br />
<br />
If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow Images should appear, and they should reappear. <br />
<br />
SCREEN LAYOUT<br />
<br />
The program screen is divided into two main parts:<br />
<br />
1. On the left of the screen is the graphics window in which you will see your rocket design, the test flight, and output data. Details are given in Graphics.<br />
2. On the right of the screen are the input sliders and boxes that you use to change your design or to set flight conditions. Details of the Input Variables are given below.<br />
<br />
GRAPHICS<br />
<br />
You move the graphic within the view window by moving your cursor into the window, hold down the left mouse button and drag to a new location. You can change the size of the graphic by moving the "Zoom" widget in the same way. If you loose your picture, or want to return to the default settings, click on the "Find" button at the bottom of the view window. The grid behind your design is toggled on or off by using the "Grid" button located above the Zoom widget. There are three main graphics displays:<br />
<br />
1. During the "Design" and "Fuel" processes you see the design graphics. As you change any input variable, like the tube length or fin geometry, the graphic changes. There are two colored circles on the rocket. The yellow circle is the location of the center of gravity (CG). The black circle is the location of the center of pressure (CP). The location of the CG and CP change during design and fueling. For a stable rocket, keep the CP below the CG. When the white "Fuel" button is pushed, the graphic includes some information about the propulsion system of your rocket. The form of the graphic depends on the type of rocket.<br />
2. During the "Pad" and "Launch" processes the graphic changes to display the flight graphics. The location and orientation of the rocket is displayed during flight, although the rocket is not drawn to scale with the grid and surroundings. After a successful flight you can save the flight trajectory by clicking the "Save" button below the zoom widget. You can save 5 flights for comparisons. During the flight you have two viewing options. The default is the "Tracking Mode" option which keeps the rocket centered in the view window during the flight. The zoom widget is disabled during tracking mode. The other viewing option keeps the view fixed on the ground. The "Find" button takes you to the launch pad. Use the zoom widget and the graphic movement to examine the entire flight trajectory with this option. Viewing options are toggled using the "Track" button located below the graphics window.<br />
3. The blue "Data" button on the "Launch" input panel displays output graphics in the view window. Data is displayed as "strip charts" of thrust, weight, drag, velocity, and height. Depending on the rocket type, some of these variables do not change. The horizontal grid increments are 1 second on the strip charts. You return to the flight mode graphics by clicking the "View" button on the "Launch" input panel.<br />
<br />
INPUT VARIABLES<br />
<br />
Input variables are located on the right side of the screen. You first select the type of rocket by using the blue buttons at the top of the screen:<br />
<br />
1. A Ballistic projectile is an object which has no propulsion system and is shot into the air at some initial velocity. Gravity eventually brings the object back to the surface. Ballistic objects have only one input panel which is located at the lower right. You can select several different types of objects by using the choice box at the upper right of the input panel. A representative weight, cross-sectional area, and drag coefficient (CD) are then loaded onto the input panel. You can reset these values as described above. The launch speed must also be specified before launch. You then click "GO" to complete the design and move to the launch pad.<br />
2. An Air rocket is a special case of a ballistic projectile. The weight of the compressed air rocket is determined by your design and a check is made for rocket stability. The fuel for the air rocket is compressed air. You increase the pressure of the air by using a pump. The program computes the launch speed based on an integration of Newton's second law. The launch speed depends on the length of the launch tube.<br />
3. A Water rocket uses a standard 2-Liter plastic bottle for the body of the rocket. You design the other parts of the rocket, including the nose cone and fins. The fuel for the water rocket is water which is pressurized by an air pump. You specify the amount of water, the air pressure, the diameter of the nozzle and the length of the launch tube. Because water is forced out of the nozzle under pressure, the weight of the rocket changes during the flight.<br />
4. The Solid rocket is powered by a solid rocket engine that you purchase from a hobby store. You design the shape of the rocket and the program checks for stability. You fuel the rocket by selecting the number and type of rocket engine. The thrust characteristics of many types of engines are modeled in the program.<br />
<br />
During rocket Design, you have four choices of input panels; Nose, Payload, Body, and Fins. You select the input panel by using the blue buttons located above the graphics window on the left. On each input panel, you select the material for the part being designed by using the choice button at the top of the panel. The density of the material is shown to the left of the choice button and is used in computation of the weight of the part. The weight of the part affects the location of the center of gravity and the stability of the rocket. There are input sliders and boxes on each panel which change the geometry of each part:<br />
<br />
1. On the Nose panel, you can select the shape by using the choice box at the top. For each shape, you can change the vertical length of the nose and the base diameter of the nose. The program calculates the area and volume of the nose which is then used in the weight calculation. At the bottom of the Nose input panel, you can select the type of recovery system by using the choice box and you can add ballast weight to the nose to keep CG above CP. When you finish the nose design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
2. The Payload panel is used to design the section between the nose and the body of the rocket. As before, you can vary the length and the diameter of the payload tube. As the payload diameter is varied, the nose diameter is also changed, and the area, volume, and weight of the payload is calculated. On most rockets there is a fairing or transition section between the payload and the body tube. You can vary the length and material of the fairing. When you finish the payload design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
3. The Body panel is used to size the body tube of the rocket. You can specify the length and diameter of the tube for the air rocket and the solid rocket. For the solid rocket, the program insures that the tube diameter is large enough to hold the engine. For all types of rockets you can add a fairing to the bottom of the rocket. The exit diameter of the fairing is the nozzle diameter. A fairing reduces the amount of base drag of your rocket. On the Body panel you must specify the drag coefficient of the rocket. (In future versions of the program, the drag coefficient will be calculated. For now, you must input a value.) When you finish the body tube design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
4. The Fins panel is used to design the shape and number of stability fins. You can choose a trapezoidal or an elliptical class of geometry. Rectangles, squares, rhombuses, and triangles are included in the trapezoidal class; circles are a special case of the elliptical class. You specify the location of the fins along the body tube as measured from the bottom of the rocket. You also specify the length of the fin root along the tube, and the width of the fin from the surface of the tube. For the trapezoidal class, you can specify the leading edge (L.E.) angle and the trailing edge (T.E.) angle as measured from the horizontal. When you finish the fin design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
<br />
After the rocket is designed, you use the Fuel input panel to specify the propulsion system inputs. The type of input panel depends on the type of rocket. A Ballistic object has no fuel, so the input panel is the same as the design panel. An Air rocket has a pump with a beginning and ending volume that can be used to compute the pressure in the rocket. You can choose to input the pressure by using the choice button on the input panel. The pump pressure and length of the launch tube determines the launch velocity. A Water rocket is filled to some level with water and then pumped to some launching pressure before launch. You select the volume of water, the pump pressure, and the length of the launch tube and the program computes the weight of the water and the lift off (LO) thrust. You must have lift off thrust greater than weight in order to launch. For the Solid rocket, small solid rocket engines are inserted in the rocket. The thrust and weight characteristics of these engines are described on a separate page. With solid rockets, you can also choose a two-stage or clustered configuration of multiple engines. When you finish fueling you click "GO" and proceed to the launch "Pad".<br />
<br />
On the launch Pad input panel you specify the flight conditions for your rocket. The default location of your launch pad is on the Earth at sea level. You may also launch from an "ideal" Earth, where there is gravity but no drag, or from the Moon, where there is no drag and 1/6th of the Earth's gravity, or from Mars, where there is reduced drag and roughly 1/3rd of the Earth's gravity. You may change the altitude of the launch pad and the wind conditions on Earth or Mars. You may choose to model the effects of weather cocking on the launch by using the choice box on the input panel. And finally, you select the angle from the vertical and the length of the launch rail. When you finish selecting your flight conditions click "GO" and proceed to "Launch" control.<br />
<br />
On the Launch input panel you have a white button to "Fire" the rocket. As the countdown begins, the button turns yellow, then green during the flight, and finally red after touchdown. During the flight, the time and telemetry information changes. You can interrupt the flight by pushing the blue "Pause" button. You can then proceed a time step at a time by pushing the white "Step" button, or resume the flight by pushing "Resume". When your flight is finished, you can "Reset" the same flight conditions and shoot again, or you can re-fuel or change flight conditions. At any time you can "Abort" the mission. At the bottom of the "Launch Control" panel, the current and maximum values of the height, speed, and range (distance from the launch pad) are displayed. The current value of thrust, weight, and drag are also displayed. If a Water rocket is being launched, the instantaneous pressure and fuel weight inside the bottle are also displayed.<br />
<br />
Have fun! '''<br />
<br />
* Water Rocket Fun v.3.4.<br />
http://www.seeds2lrn.com/rocketSoftware.html<br />
<br />
The main page that we can focus on: contains downloadable software for a flight of water rocket: Called : Water Rocket Fun v.3.4<br />
<br />
This program can help students and rocketeers understand the physics of water rockets and how to optimize their water rocket launches to obtain the highest apogees. The interface is designed to be easy to use and understand. But don't be fooled by the program's simple layout, few if any of the other simulators you may find are as accurate. Under the hood this program is pretty sophisticated and thorough. The methodology includes both incompressible and compressible fluid mechanics along with a fair amount of thermodynamics and numerical methods to provide accurate water rocket apogee predictions. Very usable! Good stuff.<br />
<br />
'''Both of the software are used in the first lab. They will cooperate in a way that results from the both usages of the software's will be combined into real life situation - making a real water rocket launch - estimating and measuring some values and comparing them to the first lab.'''<br />
<br />
<br />
<br />
'''Physical Models'''<br />
<br />
<br />
We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to approach the subject matter in the unit a hands-on fashion, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from.<br />
<br />
Additionally, the materials for this are avaliable for us around us - water bottles are main material - everything else needed for a rocket model is really cheap. Besides that, launcher needs to analyzed if it will cost significantly - or generally the launching procedure - because I think it's even launch-able without a special launching site.<br />
<br />
* http://www.et.byu.edu/~wheeler/benchtop/ <br />
<br />
-Further info about rocket models - a website of a person which had done this too many times to be expert - so he explains it all on his webpage.<br />
<br />
* The main thing here is to make sure that the modeling/simulation of the water rocket goes hand in hand with the actual building of a water rocket: we ideally would want them to build exactly what they modeled, so that (assuming the model worked) they know it will work properly. Also, for students with no background in physics, there is a lot of groundwork to do before they can put this all together, but it's still important to use all the materials documented here to tie this to the greater scheme of things: they're modeling model rockets, but it's essential to show them the modeling of the real deal to exemplify the importance of this kind of modeling the world.<br />
<br />
==== Bill of Materials ==== <br />
Water rockets are pretty cheap investment; <br />
we need water bottles ; size can vary; couple of $.<br />
Water; negligible price.<br />
Few stabilizing parts on it;probably carton or paper or similar ; very cheap too.<br />
Launcher could be bit more expensive; we need air pump and a pad.<br />
I guess the whole cost can fit into; dozens of dollars.<br />
Really sorry-not good with pricing in USA - Sam can you cover me?<br />
* <http://www.sciencetoymaker.org/waterRocket/MATERIALS%20AND%20TOOLS%20LIST.rtf link> to consumables. The author estimates the cost at 5$, it will probably be nominal due to the equiptment that we have already and that maintenance can supply as scrap (PVC pipes etc.)<br />
<br />
<br />
===== Comments on lab =====<br />
<br />
* Need more detail on the conditions in lab 1 part 1.<br />
* What is a reasonable altitude and what is secure for others?<br />
* What is the difference between directed and free flight?<br />
* Needs much more specifics on what parameters to change as well as more concrete goals.<br />
* I feel like this is a sandbox right now and while that should be fine for some students I think the majority would benefit from more structure.<br />
* Should note that rocket modeler uses 2liter bottle by default.<br />
* More generally the implied (non-changeable) settings on the Rocket modeler should be documented for the lab.<br />
* Perhaps give students 3~ specific designs and then let them make their own.<br />
* I have not gotten to the physical rocket launch yet.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Question 1: <br />
** Which one of the following elements does not affect pathway of flight of the rocket? <br />
<br />
::1. Rocket Thrust<br />
::2. Earth Gravity<br />
::'''3. Rocket Mass'''<br />
::4. Force by air movement (i.e. Wind) <br />
<br />
* Question 2:<br />
** What do you require to measure/track the altitude of the rocket flight? <br />
<br />
::1. A Person at very high position and binoculars<br />
::2. Good Math and estimation skills in cooperation with already-known-height of the nearby tree<br />
::'''3. Another person besides you to track the angle reached'''<br />
::4. A measuring device attached on to the rocket <br />
<br />
<br />
* Question 3 <br />
** Which one the below listed is the dependent variable from the equations related to the flight of the rocket? <br />
<br />
::1. Mass<br />
::'''2. Velocity'''<br />
::3. Time<br />
::4. Gravity<br />
<br />
==== Quiz Questions ==== <br />
Some of the possible questions are: (reference to the PCurr)<br />
<br />
~ Describe the four forces operating on any object moving through air and discuss their application to the flight sequence of a model rocket.<br />
<br />
~ Describe Newton's three laws of motion and how they relate to model rocketry.<br />
<br />
~ Identify each part of a rocket and describe its function in relation to the four forces operating on any object moving through the air.<br />
<br />
~ Describe the phases of rocket flight and make sure you describe them in order they occur.<br />
<br />
(Correct answers can vary cause we're talking about descriptive answers; but it has to follow a certain pattern of the definition presented from the readings.) Will surely test their knowledge.<br />
<br />
= Rocket Modeling Metadata = <br />
Rocketry is an excellent mean of teaching the scientific concepts of aerodynamics and Newton's Laws of Motion. It integrates well with math in calculating formulas, problem solving and determining altitude and speed.<br />
In constructing a model rocket, the student must follow directions, read and follow a diagram and use careful craftsmanship.<br />
<br />
== Scheduling == <br />
As said in the overview, later in the semester - late March or so. Because of weather for lab #2 - two weeks unit.<br />
<br />
== Concepts, Techniques and Tools == <br />
Concepts<br />
* Data -> information -> knowledge<br />
* Computational thinking<br />
* Accuracy vs precision <br />
<br />
Techniques<br />
<br />
* Interpreting a graph<br />
* Basic statistics<br />
* Estimation<br />
* Data collection <br />
<br />
Tools<br />
<br />
* Spreadsheet; {Open, Neo} Office<br />
* Plotting; The simulators provided.<br />
* Visualization/visual modeling<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> None.</font>Does not apply; this unit is purely quantitative.'''<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> None.</font>Again it does not apply/support.'''<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> None.</font>Does not support it; it could but we have different focus.'''<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> Partially.</font>Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> Partially.</font>Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Analysis of this unit's support or not for this item. '''"<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''<br />
<br />
== Scaffolded Learning ==<br />
The 3 steps involve the following.<br />
<br />
1. Talking about some of the general principles of aerodynamics and how the forces involve effect the flight of various aircraft.<br />
<br />
2. Modeling the flight of a rocket based on lecture content.<br />
<br />
3. Actually building a model rocket and then launching it based on conclusions reached in the simulations based on lecture content.<br />
<br />
== Inquiry Based Learning == <br />
Because we are talking about the field of physics that isn't, mostly, specifically studied in any phase of education before this class; the students will be encouraged to wonder how everything actually functions - how can water propel something and make it fly so high and far, whereas they are mostly used and known about the fuel/gas propelled engine (rockets launched to space).<br />
And when software comes into play, they are going to have chance to actually have control of the all forces included into the flight; that will arouse next level of experimenting and curiosity, which is going to hopefully be demonstrated in lab write-ups.<font color=red>What does this mean? Put the actual text here that describes how it supports inquiry based learning.</font> <font color=green> Although I am kinda blank on all of these definitions of types of learning, I filled it. Good enough?</font><br />
<br />
= Rocket Modeling Mechanics = <br />
== To Do ==<br />
* <font color=red>The principle and approach are great, but it needs to be significantly simpler. For example the instructions for carrying-out the software labs need to be simpler/clearer. </font><br />
* <font color="red">Cleanup formatting. Missing entries, abbreviations, ..., etc.</font><br />
* <font color="red">Follow the template more closely, e.g. To Do vs Comments.</font><br />
<br />
<font size=4> OLD LIST! </font><br />
* In Lego catalog, Charlie found air-powered straw rockets. "Pitsco" makes them, here's a link: http://catalog.pitsco.com/store/detail.aspx?CategoryID=24&by=9&ID=2653&c=1&t=0&l=0<br />
** Outside, wind may be a factor - perhaps use gym - this would free us up weather-wise<br />
** (Note, we would have to reserve the gym, charlie sent a note to the Registrar's office about this)<br />
* <font color="darkmagenta">Seconded about formatting; edit headers to meet the template, helps make it clear what is a subsection of what</font><br />
* <font color="darkmagenta">Relocate past reviewer comments (and for the next sweep, make sure the current ones are moved). Somehow their color was wiped and they're lumped in with everything else now, which makes for a confusing read.</font><br />
<br />
== Comments ==<br />
<font csize=4> Also older comments which I addressed in the assignment before this one.</font><br />
<hr><br />
<br />
* Just an observation: this states "for grades 8, 9, 10, 11"; is it going to be satisfactory/appropriate for college freshmen?<br />
<br />
As I have already mentioned in the below lecture notes NOTE; it does imply that, but we are talking about very specific material which will in combination with further more-advanced ideas about rocket flight produce an appropriate material for the freshmen.<br />
<br />
* This will be review for some freshmen straight out of high school physics, and bewilderingly new for others. Juggling the level of interest and knowledge for even a small class may be difficult, not to mention a huge class.<br />
<br />
I will try to be more clear; the talk would be about very specified on the flight of a rocket - which might be a case with level of specificity which not many have met before; meaning that we will go very specific; some stuff to note at, some obvious stuff; a bit deeper than general stuff they probably learned. Could be altered though. <br />
<font color="darkmagenta">For instance, list these, define them, etc</font> Addressed - lecture part.<br />
<br />
* Q2 might be a bit confusing<br />
<br />
Second question offers bit longer answers which from 1 point of view sound ridiculous but from another have applicable ideas. Even though some of them might even produce an approximate correct answer - only one is true.(C)<br />
<br />
* Is the football field too small or too crowded? Estimate how large the area needs to be, how long and when we need it<br />
<br />
The Flight of the rocket can be adjusted, so having a smaller or bigger area should not represent any problems. And to answer a question to 100ft vs 10 ft flight; it is perfectly fixable with just adjusting the size of bottle used and amount of water in them; I guess that is the advantage of the water rocket.<br />
<br />
= Authorship = <br />
*Yubaa ~ yrosic08<br />
*Sam ~ spwein06</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Structural-outline&diff=8866CS382:Structural-outline2009-04-03T14:22:48Z<p>Mclauia: /* Lab */</p>
<hr />
<div>----<br />
= <Structural Modeling> = <br />
== Overview ==<br />
* This unit on structural modeling will last one week. It will explore the significance and basic concepts of modeling structures using bridges as a case study. We will teach the students how physical structures can be represented and tested from within a computational framework. Bridges are a good example of structures that must be evaluated extensively before they are physically built. Additionally, there are a few programs (Engineering oriented games) that provide interfaces for both building the virtual bridges and testing their weight capacity under variable loads. Students will use a modeling program to test out ideas, and will build and test their structure using K'nex during the lab period.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
<br />
* http://www.apeg.bc.ca/services/branches/documents/pr/Bridge_Engineering_Principles.pdf<br />
** Goes over some of the basic principles of bridge-building.<br />
<br />
* http://www.in.gov/indot/files/bridge_chapter_01.pdf<br />
** "Bridge building for dummies." Provides an explanation of the duties of Bridge Technicians and defines a number of terms associated with bridge constructions, as well as explaining some of the more common failure points and why they're failure points. This is perhaps unnecessary if the teachers and the TAs possessed a solid knowledge of the subject, but could be extremely helpful otherwise.<br />
<br />
<font color="blue">Good resources.</font><font color="darkmagenta">Solid.</font><br />
<br />
<br />
== Reading Assignments for Students ==<br />
<br />
* http://pghbridges.com/basics.htm<br />
** This would make a good read for the beginning of the unit, introducing students to a number of different basic and advanced bridge types, and various tidbits of information about them. If so desired, this could be condensed into a handout.<br />
<br />
== Reference Material ==<br />
<br />
* http://www.lessonplanspage.com/ScienceSSOKNEXBridges-Architecture510.htm<br />
** Examples of Knex bridges. These are probably a little too elaborate for our purposes.<br />
<br />
* http://www.yale.edu/ynhti/curriculum/units/2001/5/01.05.04.x.html <br />
** Lesson plan for younger students. Could be useful for building a lecture for an audience with little to no background.<br />
<br />
== Lecture Notes == <br />
<br />
<font color="blue">These lectures are from a very high level. It would be helpful for us (reviewers, classmates, etc) to see more bullet points of what you're thinking about. For instance, ''why are'' modeling structures different than the earlier examples? This is very important.</font> <font color="darkmagenta">Ditto</font> <font color="red">Ditto.</font><br />
<br />
'''Lecture 1:'''<br />
<br />
<br />
'''''Foundations'''''<br />
* Review key concepts from the units on static and dynamic models, remind people of the difference, and how the two types of models work in conjunction.<br />
<br />
*''Why'' do we want to model bridges and other structures before they are built?<br />
** Make sure to touch on why it's important to make sure that the construction of structures (such as bridges) is sound virtually rather than gamble on a strong construction in the field.<br />
*** ''When I (Dylan) took POCO / Software Engineering, I recall a story that Charlie told about why someone he knew (I think it was his father) believed that software engineers, like other professions, should be required to get a governmental license to practice software engineering, due to the fact that now software is important enough and used widely enough that the failure of such can cause a loss of life. I believe that this story is very relevant to this point in the lecture.''<br />
<br />
* Explain the various types of bridges introduced in [http://pghbridges.com/basics.htm Bridge Basics]<br />
<br />
* Explain why how modeling structures such as bridges is different than earlier examples of fire, etc, and how certain key aspects of the procedure and underlying theory are the same<br />
<br />
* Prepare the class to do the lab. If they're going to use bridge builder, this section could be a demonstration of the software and features.<br />
<br />
<br />
'''Lecture 2:'''<br />
<br />
<br />
'''''Wrap-up/Open Questions'''''<br />
<br />
*Review Components of the Lab.<br />
*Display a table of each group's lab results, (max load) and might show an picture and give an explanation for the best (most efficient bridge)<br />
*Explain how best to determine the accuracy of a bridge model.<br />
*Where can we go from here?<br />
**Modeling building strain<br />
**Introduce the 'shake table' and show the split-screen illustration of the model building collapsing on the shake table next to the computer simulation.<br />
**Does physically constructing a miniture model have any upsides. What about the downsides? <br />
**Do bridge-builders actually build physical models, or is all the planning done in silico?<br />
**What are the positive features of using computational models, what are the downsides?<br />
**How will an increase in processor speeds impact these pros/cons?<br />
<br />
<font color="blue">Please answer your own questions so we get a better idea where you're going with this, both for reviewing and for teaching it.</font> <font color="darkmagenta">Also ditto.</font><br />
<br />
<font color="red">Consider more background about why static models like this are useful and how they are used</font><br />
<br />
== Lab == <br />
[[Image:Goldstar.png|right|thumb|Nice work!]]<br />
* The lab session will require the students to build K'nex models of bridges they designed in software. This lab will be completed in groups.<br />
* <font color="blue">I think you have all of the sections, but some of them are repeated twice, which I'm very confused about...</font> <font color="darkmagenta">Merge the double software and bill of materials sections! EDIT: Ahh, I see, these software/materials are specific to the pre-lab assignment. Perhaps format this a little more clearly.</font><br />
<br />
==== Pre-Lab Assignment ====<br />
<font color="blue">Excellent!</font> <font color="darkmagenta">Myes, I like this better as a pre-lab assignment. Good stuff.</font><br />
* <font color="darkmagenta">Remember to relocate past comments!</font><br />
<br />
Students will complete a certain number of levels in the software program [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] described below. The first lecture will give them a sense of which designs are most efficient and hopefully encourage them to try to build the most ''efficient'' bridge possible, using the fewest number of components.<br />
<br />
===== Software =====<br />
<br />
[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]<br />
* A bridge-building computer game. It offers a fairly detailed 3-D OpenGL model visualization. The game is organized into stages of increasing complexity. Available for Mac OS X / Linux / Windows.<br />
**After completing the demo levels, it seems that we might want to actually get liscences. The game is actually really fun. Different levels use different bridge building materials, such as iron (the basic component) steel, and cable.<br />
**We decided to use BCS because it visualizes the bridges in 3-D, and 3-D modeling software should make the students more comfortable translating their models to physical Knex models. (described later)<br />
* <font color="darkmagenta">Where will they be expected to use this software? If this is a pre-lab assignment, do they still have to come to a computer lab to use the licensed version?</font><br />
<br />
===== Bill of Materials =====<br />
<br />
*[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] is not free software. A full license costs $19.99. A fully playable demo is [http://demos.garagegames.com/bcs/bcsdemo_v1_3.dmg available free for Mac OS X/linux/windows] <br />
**''The demo allows gameplay up to level 5. Completing all five levels took me about 10-15 minutes. Note they are denoted ''easy.'' From what I've seen on youtube, this game gets a lot harder. <font color="blue">That's so cool that you looked it up on youtube!</font><br />
**When a user opens the program, the last construction for that level is loaded. The software (even the demo) makes it easy to switch between levels. <br />
<br />
==== Process ====<br />
<font color="blue">My only major suggestion would be to keep all of the meaning here while trying to simplify the way you say it. In other words, if you could write it as directions to give to the students, rather than as something for the teacher (while still keeping information necessary for the teacher in bullet points below).</font> <font color="darkmagenta">Ditto</font><br />
<br />
*Students will split into lab groups four students per lab group. <br />
*Each group will use Knex to construct the most efficient bridge built in Bridge Construction Set software. (completed for the prelab assignment) Students are asked to determine the most cost efficient ( an ''cost'' amount limits the amount of materials you can use from within the software) The BCS software automatically saves the bridges created, (and allows you to save to a file) so students will be able to call them up at lab time. <br />
*The Knex models will be built according to certain specifications that have yet to be defined, because we do not have access to the actual Knex. <font color="darkmagenta">Is a sample being ordered or borrowed?</font><br />
*When groups are satisfied with their Knex model, they will test its integrity by placing the bridge between tables/chairs/etc and hanging weights off the bridge.<br />
*While bridge construction set renders the bridges in 3 Dimensions, we are open to the possibility of simplifying the lab process (and potentially allowing for more trials in the period, say, 3 instead of just one.) by reducing the bridge to 2-Dimensions. The test weight will only apply a downward force, and with sufficient support on either side the bridge should support a load. Again, we will perform tests when we get Knex in hand.<br />
**''While discussing this lab in class, someone mentioned that Knex might not break the way we expect them to break. I am confident that once we have Knex in our hands to test, we will be able to determine how Knex respond to excessive load. <font color="blue">Good job addressing comments from class.</font><br />
*Groups will be instructed to compare the point of failure in both their Knex models and their Bridge Construction Set models. The students will compare how stress is distributed both within software (using the stress display function) and make empirical observations of stress as they test their Knex models. Can they make an estimation of how the stress is being distributed when the weights are applied? Can this estimation be verified? <br />
*Students should be familiar with wikis by now, so instruct them to insert a picture of their bridge, (taken with the cameras on the imacs) and the max load the bridge could hold into a table in the wiki.<br />
<br />
==== Write-up ====<br />
* Required elements<br />
**Screen Shot of the Bridge Construction set model used to build the Knex model. An explanation of the structure. What structural properties allow the bridge to support weight?<br />
**Image of Knex construction. This must be a (fairly detailed, probably hand drawn) diagram of the bridge, annotated to indication the stress distribution observed during testing (both in silico and with Knex) They will compare the physical model with the software model. How are they different, how much weight did the bridge support? Make sure they take detailed notes on the video capture of the bridge breaking. How did the Knex break? Does the physical verify or validate the simulation? Does this experiment support or invalidate either model? Both models?<br />
* Visualization opportunities<br />
**Not really, because we have no way of observing the precise stress on the bridge. Only qualitative data. Students will be able to make informed conconclusions, but will not be able to produce a graph or a table of their observations. <br />
* Optional elements<br />
**Build additional bridges from higher levels. Does running multiple trials further support (or reject) your claims? <font color="blue">This is dependent on us purchasing licenses, right?</font><br />
<br />
==== Software ==== <br />
<br />
* This lab will rely on a pre-lab assignment using [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]. The students will have created bridge models in silico, and the goal of this lab is to build those models using Knex.<br />
<br />
==== Bill of Materials ==== <br />
* <font color="darkmagenta">New estimate of costs based on licensed software?</font><br />
* K'nex Bulk Pack - [http://shop.ebay.com/?_from=R40&_trksid=m38.l1313&_nkw=knex&_sacat=See-All-Categories Knex on ebay]<br />
**We deliberated long and hard over whether to use the PASCO bridge set or K'Nex. We decided that K'nex would be a better option for a few reasons.<br />
***1. ''They break.'' Knex break under load, and this is a positive feature. The Pasco bridge parts are not intended to ''break'' but instead are built to be highly durable. To use the PASCO kit to validate the physical model by determining the maximum load would rely on a $399 load sensor kit per group.<br />
***2. ''Breaking things is fun.'' If the above rational wasn't enough, we both agreed that students will have more fun if they actually get to ''see'' the point where their models fail. <br />
<br />
*Weights<br />
**We will need to procure weights from the physics department to test the Knex models.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
<br />
<font color="blue">Make sure to answer your own questions for us. So will these be A/B questions? Can support more options (multiple choice) if you want.</font><br />
<br />
* After an explanation of some of the concepts in the earlier lectures, have an image comparison of 2 bridges made in Bridgebuilder, ask students which of the two would be stronger.<br />
<font color="darkmagenta">Make 2 bridges as an example</font><br />
* Is this model static or '''dynamic'''?<br />
<br />
==== Quiz Questions ==== <br />
<br />
* Using the framework we've described in the past few weeks of static and dynamic models, explain how you might model a bridge. First define explain what aspect of the model is ''static''. When the simulation begins, how does it become ''dynamic''.<br />
**The static aspect of stuctural modeling plays out in the enviroment <br />
<br />
= <Structural Modeling> Metadata = <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
<br />
This unit would be well suited for one week early in the semester. The basic concepts of bridge design are fairly straightforward.<br />
<br />
== Concepts, Techniques and Tools == <br />
<br />
The relevant discipline here is bridge building, and the skill set will include some basic physics.<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Sort of. This lab is more concrete. This unit will go early in the semester so it will apply some of the more abstract ideas presented earlier.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Yes, because we're showing how structures and bridges, specifically apply to the abstract model parameters described in the ''What is a static model'' and ''what is a dynamic model'' units.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Eh, again, this unit isn't geared towards this as far as I can see.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** not really. or ''maybe...'' If we use the pasco solution, the beam strength will be documented, and the students can perform basic calculations to figure out whether beams will break under a certain load.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** The models provide a framework for visualizing physical (mathematical) constraints.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** This is one context where we're using mathematical and statistical ideas.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Not really.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Yes, because the traversal (where we test the bridge by simulating a car driving over it) is a deterministic process. Maybe we could introduce the difference between probabilistic and deterministic.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Yes, because students will try to build different types of bridges and determine the 'reasonableness' of their solutions by the simulated test outcome.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** yes, because the physical model will not account for all variables, such as wind.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Modeling physical structures is important because the natural world is comprised of physical structures.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** The students will determine the most appropriate method to build a simulated bridge through both lecture content and trial and error. They will test their models by building physical models of their virtual structures.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** The students collect the empirical data by synthesizing lecture content and trial and error. They (potentially in groups) will each devise different models to solve the same problem.<br />
<br />
== Scaffolded Learning ==<br />
* The scaffold pedagogy emphasizes the importance of introducing new ideas and concepts by explaining how those new concepts fit into the context of the material previously covered. Information is contextualized as pedagogical dependencies. <br />
<br />
* Our bridge unit is scaffolded in the sense that as students learn about the structural intricacies of bridge building, they will be able to construct more effective models. The high-level view of bridge types will allow the students to implement these qualities into the bridges they build in the simulator. Once the simulation is complete, the students will build a physical model under the expectations that the K'nex will behave as expected given the test results show by the computer program.<br />
<br />
== Inquiry Based Learning == <br />
Building Bridges and Breaking Knex is a fun, non-menacing way to explore the world of computational models. <font color="blue">:)</font><br />
<br />
= <Structural Modeling> Mechanics = <br />
== To Do ==<br />
* A list of items maintained by the authors, Charlie, and the Reviewers.<br />
<br />
== Comments ==<br />
<font color="blue">Can you play around with it yourselves and see how many you think are reasonable?</font><br />
<br />
* <font color="blue">Where do the cameras come into this?</font> <font color="darkmagenta">Before and after they break would be neat...</font><br />
* <font color="blue">Also need an estimate of how many K'Nex models we need and how much they cost.</font> <font color="darkmagenta">Ditto. The software we can keep, but if the K'nex is breaking every year then we should know what kind of course fee to tack on...</font><br />
<font color=slategray><br />
* This is good material, and the bridge building effectively shows how the mining of data can be used to make models which then help the creation of new physical manifestations-- but I think this unit needs to narrow down on exactly what it wants to teach. Will this lab have "hard modes" for extra credit? A resolution of the unit's intent will make the lecture outline a lot more coherent. <font color="blue">Ditto</font><br />
**''Yes, there will be opportunities for further investigation during the lab period, including more in depth comparisons between the physical and computational models.''<br />
* Also, the teacher/TAs will have to make sure they got this material under their belt when this lab rolls around, or, as you mentioned above, there will have to be some "reassuring," and we don't want the students to lose faith!</font><br />
<font color="blue">What size are you thinking?</font><br />
<font color="blue">Is this from the prelab? How will they evaluate which is the most efficient bridge? Also, do we have any constraints? For instance, how far it's spanning? I'm thinking there should be at least a minimum span.</font><br />
** <font color="blue">Ok...? What's the calculation? Confused.</font> <font color="darkmagenta">Seconded... more detail!</font><br />
** <font color="blue">Do we have a way for them to save and bring in their demos from the Bridge Construction Sight?</font><br />
**''We might be able to contact the developers at [http://www.chroniclogic.com Chronic Logic] to gain more insight about this.'' <font color="blue">Excellent idea, maybe they even want to donate licenses for us.</font> <font color="darkmagenta">Mm, free stuff.</font><br />
<font color="blue">How did you decide on this particular software over the others? Just curious.</font><br />
<br />
= Authorship = <br />
Bryan Purcell, purcebr@earlham.edu<br />
Dylan Parkhurst, dcpark06@earlham.edu</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Equation-outline&diff=8782CS382:Equation-outline2009-03-30T14:42:26Z<p>Mclauia: /* Software */</p>
<hr />
<div>Respect all of the structure and labels when you adopt this template. <br />
<br />
----<br />
= Rocket Modeling = <br />
== Overview ==<br />
This unit will last for two weeks, and will explore the concepts relating to aerodynamics through the modeling of rocket flights and how the flow of thrust through the nozzle at the end of the rockets affects the flight distance of the rocket. This will require use of simulations that are designed to handle such problems, as well as some explanation about aerodynamics in general. The whole idea of making a water rocket will try to enclose the flight of the real rocket and physics applied while modeling the situation. The importance of modeling these kind of situations will be also a focus of proving.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
http://en.wikipedia.org/wiki/Aerodynamics<br />
<br />
* Wikipedia tells it all about the aerodynamics, one should know. Some ideas about modeling could be obtained. <br />
<br />
<br />
http://en.wikipedia.org/wiki/Wind_tunnel<br />
<br />
* At the lower part of the site - it talks about visualizing the results and the whole simulation of the wind tunnel. Interesting. <br />
<br />
The two above mentioned wikipedia articles could be used to extract important aspects to introduce students to the basics of the fluid dynamics so that they understand science behind the model easier and better.<br />
<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
* Contains everything that we need. <br />
I mostly refer to this source in the below description cause it's magnificently made student and teacher handbook.<br />
<br />
== Reading Assignments for Students ==<br />
The ideas from:<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
..could be applied cause it's quite long document and it could be chosen what they should read;<br />
it contains so called student book with the material to be read-that can be used.<br />
Specifically: Student book contains pages from:<br />
48-71 (including)<br />
Very handful - divided into chunks which are handed in each lecture.<br />
<br />
Besides this: Lab handouts are handed out with helping schemes about the whole model and software used in the labs. ( I also described it later on below.)<br />
<br />
== Reference Material ==<br />
* http://en.wikipedia.org/wiki/Aerodynamics<br />
Aerodynamics wiki article.<br />
* http://en.wikipedia.org/wiki/Water_rocket<br />
Water rocket wiki article.<br />
* http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
PDF file full of water rocket science - basically a developed course.<br />
* http://ourworld.compuserve.com/homepages/pagrosse/h2oRocketIndex.htm<br />
A water rocket website - developed by experienced water-rocket-ians.<br />
<br />
== Lecture Notes == <br />
'''Lecture 1:<br />
Aerodynamics Forces - What they are and what they do'''<br />
<br />
* Go into a brief review of the previous units, touch on concepts from the earlier topics, and explain how they relate to this unit, I.E. How modeling a rocket is different from modeling a bridge.<br />
** The relation to the previous units on the basis of the physical laws and forces. For example, the forces that relate modeling a bridge and a rocket flight; gravity, weather conditions (wind, rain, snow, hurricane..).. etc.<br />
** Connect same physics principal and try to smoothly fade from the physics of the high precision building to the physics of flying object (fluid dynamics in certain cases).<br />
<br />
* Explain the basis of the science behind rocket modeling. Introduce them to basic 4 forces that affect an object flying through the air : drag, lift, thrust and gravity; and what's is their role in the whole unit concept.<br />
** Introduce students to the forces: Definitions: ''drag;.. is the force experienced by any object moving through air or water, that opposes the motion of the object. ... ''<br />
** ''lift; .. the faster the fluid moves, the lower the lateral pressure it exerts.. by causing air to move faster ... ... ... air pressure is reduced which creates lift...''<br />
** '' thrust; .. is a forward propulsive force that moves an object.. ''<br />
** '' gravity; .. is the force that pulls down on the mass of any object near the Earth through its center of gravity..''<br />
*** The info taken and referenced from the presented material above - definitions explained - aerodynamics introduced.<br />
<br />
* As the simulation applets are somewhat counter-intuitive and the abbreviations and acronyms are gibberish unless one is familiar with the subject already, I believe that it's especially important to explain what some of these variables mean, how they come into play, and just generally prepare the class to use the software associated with the lab.<br />
** <font color=red>How are the applets counter-intuitive? Is there simpler software that does the same thing?</font><br />
Attached to the above explanation; briefly introduce Lab activity-and how it works. <br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html - Rocket Modeler (introduced in Lab part)<br />
-- Short description taken from Lab part - its going to be handed in in the class and the link will be put in the lab sheet on the day of the Lab session - but software introduced before. Possible screenshot of the screen layout.<br />
<br />
** Same thing for the second software; because both software's have same units and forceswhich were mentioned in the start of the class.<br />
(i.e. drag, lift, thrust, gravitiy; and units like: height, range, capacity, pressure.. etc.)<br />
<br />
<br />
'''Lecture 2:<br />
Newton's Laws of motion - How they Govern the movement of objects'''<br />
<br />
* Introduce Newton's Laws of Motion which govern the movement of all objects on Earth and in space.<br />
* Describe and demonstrate the effects of the three Laws of motion on moving objects. <br />
** Although we are talking about laws and concepts that are probably already introduced to the students attending the class; it is important to revisit them and relate it the whole topic of fluid dynamics.<br />
-- Page 13-17 in PhysicsCurr + other references.<br />
<br />
<br />
* Introduce and use the vocabulary related to rocket flight.<br />
**<br />
#Rest: the state of an object when it is not changing position in relation to its immediate surroundings.<br />
# Motion<br />
# Unbalanced Force<br />
# Inertia<br />
# Kinetic Inertia<br />
# Static Inertia..<br />
#..<br />
Rest of Lecture 2 vocab is on the page 13 of the PhysicsCurr with corresponding definitions. <br />
<br />
'''Lecture 3:<br />
Introducing Model Rockets -How Rockets Are constructed: the effects of aerodynamics Forces'''<br />
<br />
* Introduce students to the parts and functions of a model rocket<br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/Images/rktbot.gif (Forgot how to thumb images..)<br />
Parts:<br />
#Rocket Cone<br />
#Rocket Body (bottle)<br />
#Water<br />
#Air Pump<br />
#Launcher<br />
#Air<br />
Model represents the idea of a real rocket and its flight is affected by all the forces that real rocket flight is affected with, with exception on the atmosphere conditions.<br />
<br />
* Describe the phase of a model rocket flight and relate each phase to the aerodynamic forces at work.<br />
** Please refer to pages 21-23 in PhysicsCurr. All the phases of the rocket flight are explained:<br />
Ignition (launch)<br />
Acceleration (thrust)<br />
Coast and Tracking (gravity effect)<br />
Recovery Phase (gravity effect too) ~ rocket starts to fall towards the ground.<br />
<br />
* Introduce and use the vocabulary related to rocket flight. (new terms of course) <br />
** Same as in the lecture 3: Page 18 & 19 of the PC (PhysicsCURR) ~ .pdf setting disallow copying so I refer it -- too much to manually copy.<br />
Terms like : <br />
#Noe Cone<br />
#Recovery system<br />
#Body Tube<br />
#Fins<br />
#Engine<br />
#Weathercock<br />
#Coasting phase..<br />
#...<br />
and so on.<br />
<br />
'''Lecture 4:<br />
The Laws of motion - Putting them together with model rockets'''<br />
<br />
* Relate Laws of Motion to model rocket engines and to the flight sequence of a model rocket.<br />
* Finishing notes about model water rocket construction and its flight<br />
* Note how important it is to build precise model and to be careful craftsman when constructing one of these models<br />
* Introduce and use the vocabulary related to rocket flight. (final look at it)<br />
*** THIS CAN BE APPLIED FOR ALL THE POINTS:<br />
Last class will touch the all the points done in last 3 classes and connect them to form a firm knowledge about the water rockets. Labs will be done and the students will have a final peak that the wholeness of the unit; while we connect principles of the aerodynamics (check material for teachers) and the physical experiment itself ( lab done themselves).<br />
<br />
== Lab == <br />
The lab part of this unit will be divided into two lab sessions but lab write up will be divided into the partial (first draft) write-up and final write-up. The first lab session will be indoor - on the computers using the software provided (check below). Both RocketModeler II and Water Rocket Fun will be used to get the data and get the idea of the rocket flight through a software simulation. The data from the first lab will be intertwined into the second lab session in a way that they will try to reanimate the simulated flight in real life. Therefore the software flight will have to modeled in a way that it can be done in real life in proper manner. The entire idea of the labs is the carrying skills from software modeling to the real life modeling.<br />
<br />
==== Process ====<br />
'''Lab 1''' ~ Rocket Modeler<br />
* What to do, step-by-step<br />
** The labs will be done on single basis but the groups of two are going to be formed when the second will be performed. <font color="darkmagenta">This may be more effective if the same groups of two get to puzzle over a rocket simulator together, then go out and try their rockets. It will be slightly better in the case of a huge class. Also, should the water rockets be happening in groups of 2 or of 4? In other words, just how many rockets (student-armed and student-aimed projectiles) do we want to have flying around the place for lab 2?</font><br />
** Every student will open the Rocket Modeler II software - either online or downloaded - and remind themselves on the interface from the previous handed in short description and the full description handed in the lab handout.<br />
** The first lab will ask from them to form a flight that will satisfy certain conditions;<br />
# Free flight - secure for others under 100 feet range and reasonable altitude.<br />
# Directed flight - maximum altitude - minimum range.<br />
# Directed flight - maximum range - minimum altitude.<br />
** Explore the software under different conditions; windy, different angles, and different rocket models..<br />
# Do flights on limits on: water, weight, air pressure, bottle size, angle, and pumping time. <font color="blue">You might need to be more specific, and make sure they record some sort of data that they later have available to use in the writeup.</font><br />
* What to look for<br />
** Reasonable results <font color="blue">?</font>, interesting outcomes, required variables for the outdoor flight<br />
* What to record<br />
** Screenshot of the outcome of the flight - <br />
** Record the variable for the next software and for the outdoor flight <font color="blue">I don't understand what you mean by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
*** The list of things that shouldn't be altered on the simulator will be provided - the ones that shouldn't be bothered -and stuff that should be concentrated on.<br />
<br />
'''Lab 1''' ~ Water Rocket Fun<br />
<br />
* What to do, step-by-step<br />
**After the students have done the part with the Rocket Modeler - the students will open Water Rocket Fun - software provided downloaded. (Multi -platform available)<br />
**Handouts provided - instructions. <font color="blue">Are these available somewhere online or do you need to create them still? This should be done as part of the lab writeup!</font><br />
**Although this software provides less options for the flight setup - its purpose will serve in a supporting way; mainly to confirm the data from the first part with the rocket modeler.<br />
**Check the data from the Rocket Modeler and the conditions that were setup there; setup similar or the same in this software too.<br />
**Analyze received written variables. <font color="blue">more specific, please</font><br />
**Plot graphs. <font color="blue">More specific, please</font><br />
**Print the satisfactory results when done.<br />
<br />
* What to look for<br />
** Reasonable results, interesting outcomes, required variables for the outdoor flight<br />
<br />
* What to record<br />
**Print the selected graphs and tables.<br />
** Record the variable for the next software and for the outdoor flight <font color="darkmagenta">I too am somewhat confused by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
<br />
'''Lab 2''' ~ Outdoor Launch (will be updated as been tried out)<br />
<br />
(Note some of the stuff could be predone or prepared before the actual launch)<br />
* What to do, step-by-step<br />
** Make the rocket - instructions thought and explored <font color="blue">Again, where are the instructions?</font> - materials provided<br />
** Form the launch pad - or just connect rocket and launching pad if the pad is provided before<br />
** Pump up the pressure and launch the rocket<br />
*** Refer to the previous data - while setting up the rocket for flight - follow instructions <font color="blue">???</font> <font color="darkmagenta">I'm assuming this is related to the variables recorded for the "outdoor flight", so we're just attempting to recreate the same conditions?</font><br />
# Analyze the data<br />
# Setup the closest setup you can from your first part of the lab<br />
# Secure the environment WARNING: WATER MAKES YOU WET <font color="darkmagenta">Oh crap, no wonder (seriously though, this is a good place to have a safety section)</font><br />
# Possibly form a sub-group to estimate the altitude of the rocket during the flight with the method presented in the class<br />
# Secure launching site and recover the rocket<br />
* What to look for<br />
** Altitude estimation<br />
** Big errors from the simulated flight with similar setup<br />
* What to record<br />
** Altitude, range, angle - basically everything as the first part<br />
** Possible image of the launch (just noting part - nothing for the grade)<br />
** Pathway of the rocket flight<br />
<br />
</font color="blue">It would be nice if you covered something about safety, especially since what you're writing is going to be transformed into what's given to the students. If you do a Google search for typical archery range safety guidelines, the same would apply here.</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
'''Lab 1'''<br />
** Introduction to the lab performed<br />
** Data from the both software <font color=red>Which data elements?</font><br />
** Estimations<br />
** Errors on software flight (unrealistic errors - not software bugs - software were tested)<br />
** Connection between flights on the two simulators<br />
'''Lab 2'''<br />
** How much the conditions and estimations were met<br />
** Estimated values<br />
** Final table of all the asked for data variables (most of them mentioned above or below)<br />
** Personal experience<br />
** Cooperation influence and importance<br />
** Conclusion<br />
* Visualization opportunities<br />
'''Lab 1'''<br />
** Screenshots and prints of the graphs<br />
'''Lab 2'''<br />
** Self drawn graphs of the range vs. pressure. .etc. (scatter graphs)<br />
<br />
* Optional elements<br />
** Image of the launch (optional for the record)<br />
** Previous experiences with the rocket science<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Will do as soon as I grab a dusty ol' copy of one of the labs from 1st semester, over the weekend. (Need to find it? Do you have any scans left? Would be perfect)<br />
<br />
==== Software ==== <br />
*RocketModeler II<br />
http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html<br />
<br />
With this software you can investigate how a rocket flies by changing the values of different design variables. <br />
<br />
'''GENERAL INSTRUCTIONS<br />
* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper)</font><br />
<br />
If you see only a grey box at the top of this page, be sure that Java is enabled in your browser. If Java is enabled, and you are using the Windows XP operating system, you may need to get a newer version of Java. Go to this link: http://www.java.com/en/index.jsp, try the "Download It Now" button, and then select "Yes" when the download box from Sun pops up.<br />
<br />
This program is designed to be interactive, so you have to work with the program. There are several different types of input "widgets" which you use to send information to the program to change the analysis and display results:<br />
<br />
1. Some of your selections are made by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection from the menu which is displayed.<br />
<br />
2. Some selection are made by using the buttons on the panels. To activate a button move your cursor over the button and click your mouse. The different colored buttons have different effects:<br />
-1. Blue buttons are option buttons which you can select. Most option buttons turn Yellow to indicate your current selection.<br />
-2. White buttons are processes which you must complete in order to launch your rocket. You indicate that the process is complete by pushing a white "GO" button on an input panel. The process button and the "GO" button turn Green when you are successful. You must have all green buttons in "Mission Control" before you can launch your rocket.<br />
-3. Red buttons demand immediate attention or "Aborts" the mission.<br />
<br />
3. On each input panel, the current value of a design variable is presented to you in a text box. Different colored boxes have different meanings:<br />
-1. A white box with black numbers is an input box and you can change the value of the number. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program.<br />
-2. A black box with colored numbers is an output box and the value is computed by the program. Red numbers indicate trouble. If the CG or CP output is red, your rocket is unstable and you must change the design. If the Weight output is red, you have insufficient thrust to lift the rocket and you must either decrease the weight or increase the thrust.<br />
<br />
4. For most input variables you can also use a slider, located next to the input box, to change the input value. To operate the slider, click on the slider bar, hold down and drag the slider bar, or you can click on the arrows at either end of the slider. If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it.<br />
<br />
If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow Images should appear, and they should reappear. <br />
<br />
SCREEN LAYOUT<br />
<br />
The program screen is divided into two main parts:<br />
<br />
1. On the left of the screen is the graphics window in which you will see your rocket design, the test flight, and output data. Details are given in Graphics.<br />
2. On the right of the screen are the input sliders and boxes that you use to change your design or to set flight conditions. Details of the Input Variables are given below.<br />
<br />
GRAPHICS<br />
<br />
You move the graphic within the view window by moving your cursor into the window, hold down the left mouse button and drag to a new location. You can change the size of the graphic by moving the "Zoom" widget in the same way. If you loose your picture, or want to return to the default settings, click on the "Find" button at the bottom of the view window. The grid behind your design is toggled on or off by using the "Grid" button located above the Zoom widget. There are three main graphics displays:<br />
<br />
1. During the "Design" and "Fuel" processes you see the design graphics. As you change any input variable, like the tube length or fin geometry, the graphic changes. There are two colored circles on the rocket. The yellow circle is the location of the center of gravity (CG). The black circle is the location of the center of pressure (CP). The location of the CG and CP change during design and fueling. For a stable rocket, keep the CP below the CG. When the white "Fuel" button is pushed, the graphic includes some information about the propulsion system of your rocket. The form of the graphic depends on the type of rocket.<br />
2. During the "Pad" and "Launch" processes the graphic changes to display the flight graphics. The location and orientation of the rocket is displayed during flight, although the rocket is not drawn to scale with the grid and surroundings. After a successful flight you can save the flight trajectory by clicking the "Save" button below the zoom widget. You can save 5 flights for comparisons. During the flight you have two viewing options. The default is the "Tracking Mode" option which keeps the rocket centered in the view window during the flight. The zoom widget is disabled during tracking mode. The other viewing option keeps the view fixed on the ground. The "Find" button takes you to the launch pad. Use the zoom widget and the graphic movement to examine the entire flight trajectory with this option. Viewing options are toggled using the "Track" button located below the graphics window.<br />
3. The blue "Data" button on the "Launch" input panel displays output graphics in the view window. Data is displayed as "strip charts" of thrust, weight, drag, velocity, and height. Depending on the rocket type, some of these variables do not change. The horizontal grid increments are 1 second on the strip charts. You return to the flight mode graphics by clicking the "View" button on the "Launch" input panel.<br />
<br />
INPUT VARIABLES<br />
<br />
Input variables are located on the right side of the screen. You first select the type of rocket by using the blue buttons at the top of the screen:<br />
<br />
1. A Ballistic projectile is an object which has no propulsion system and is shot into the air at some initial velocity. Gravity eventually brings the object back to the surface. Ballistic objects have only one input panel which is located at the lower right. You can select several different types of objects by using the choice box at the upper right of the input panel. A representative weight, cross-sectional area, and drag coefficient (CD) are then loaded onto the input panel. You can reset these values as described above. The launch speed must also be specified before launch. You then click "GO" to complete the design and move to the launch pad.<br />
2. An Air rocket is a special case of a ballistic projectile. The weight of the compressed air rocket is determined by your design and a check is made for rocket stability. The fuel for the air rocket is compressed air. You increase the pressure of the air by using a pump. The program computes the launch speed based on an integration of Newton's second law. The launch speed depends on the length of the launch tube.<br />
3. A Water rocket uses a standard 2-Liter plastic bottle for the body of the rocket. You design the other parts of the rocket, including the nose cone and fins. The fuel for the water rocket is water which is pressurized by an air pump. You specify the amount of water, the air pressure, the diameter of the nozzle and the length of the launch tube. Because water is forced out of the nozzle under pressure, the weight of the rocket changes during the flight.<br />
4. The Solid rocket is powered by a solid rocket engine that you purchase from a hobby store. You design the shape of the rocket and the program checks for stability. You fuel the rocket by selecting the number and type of rocket engine. The thrust characteristics of many types of engines are modeled in the program.<br />
<br />
During rocket Design, you have four choices of input panels; Nose, Payload, Body, and Fins. You select the input panel by using the blue buttons located above the graphics window on the left. On each input panel, you select the material for the part being designed by using the choice button at the top of the panel. The density of the material is shown to the left of the choice button and is used in computation of the weight of the part. The weight of the part affects the location of the center of gravity and the stability of the rocket. There are input sliders and boxes on each panel which change the geometry of each part:<br />
<br />
1. On the Nose panel, you can select the shape by using the choice box at the top. For each shape, you can change the vertical length of the nose and the base diameter of the nose. The program calculates the area and volume of the nose which is then used in the weight calculation. At the bottom of the Nose input panel, you can select the type of recovery system by using the choice box and you can add ballast weight to the nose to keep CG above CP. When you finish the nose design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
2. The Payload panel is used to design the section between the nose and the body of the rocket. As before, you can vary the length and the diameter of the payload tube. As the payload diameter is varied, the nose diameter is also changed, and the area, volume, and weight of the payload is calculated. On most rockets there is a fairing or transition section between the payload and the body tube. You can vary the length and material of the fairing. When you finish the payload design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
3. The Body panel is used to size the body tube of the rocket. You can specify the length and diameter of the tube for the air rocket and the solid rocket. For the solid rocket, the program insures that the tube diameter is large enough to hold the engine. For all types of rockets you can add a fairing to the bottom of the rocket. The exit diameter of the fairing is the nozzle diameter. A fairing reduces the amount of base drag of your rocket. On the Body panel you must specify the drag coefficient of the rocket. (In future versions of the program, the drag coefficient will be calculated. For now, you must input a value.) When you finish the body tube design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
4. The Fins panel is used to design the shape and number of stability fins. You can choose a trapezoidal or an elliptical class of geometry. Rectangles, squares, rhombuses, and triangles are included in the trapezoidal class; circles are a special case of the elliptical class. You specify the location of the fins along the body tube as measured from the bottom of the rocket. You also specify the length of the fin root along the tube, and the width of the fin from the surface of the tube. For the trapezoidal class, you can specify the leading edge (L.E.) angle and the trailing edge (T.E.) angle as measured from the horizontal. When you finish the fin design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
<br />
After the rocket is designed, you use the Fuel input panel to specify the propulsion system inputs. The type of input panel depends on the type of rocket. A Ballistic object has no fuel, so the input panel is the same as the design panel. An Air rocket has a pump with a beginning and ending volume that can be used to compute the pressure in the rocket. You can choose to input the pressure by using the choice button on the input panel. The pump pressure and length of the launch tube determines the launch velocity. A Water rocket is filled to some level with water and then pumped to some launching pressure before launch. You select the volume of water, the pump pressure, and the length of the launch tube and the program computes the weight of the water and the lift off (LO) thrust. You must have lift off thrust greater than weight in order to launch. For the Solid rocket, small solid rocket engines are inserted in the rocket. The thrust and weight characteristics of these engines are described on a separate page. With solid rockets, you can also choose a two-stage or clustered configuration of multiple engines. When you finish fueling you click "GO" and proceed to the launch "Pad".<br />
<br />
On the launch Pad input panel you specify the flight conditions for your rocket. The default location of your launch pad is on the Earth at sea level. You may also launch from an "ideal" Earth, where there is gravity but no drag, or from the Moon, where there is no drag and 1/6th of the Earth's gravity, or from Mars, where there is reduced drag and roughly 1/3rd of the Earth's gravity. You may change the altitude of the launch pad and the wind conditions on Earth or Mars. You may choose to model the effects of weather cocking on the launch by using the choice box on the input panel. And finally, you select the angle from the vertical and the length of the launch rail. When you finish selecting your flight conditions click "GO" and proceed to "Launch" control.<br />
<br />
On the Launch input panel you have a white button to "Fire" the rocket. As the countdown begins, the button turns yellow, then green during the flight, and finally red after touchdown. During the flight, the time and telemetry information changes. You can interrupt the flight by pushing the blue "Pause" button. You can then proceed a time step at a time by pushing the white "Step" button, or resume the flight by pushing "Resume". When your flight is finished, you can "Reset" the same flight conditions and shoot again, or you can re-fuel or change flight conditions. At any time you can "Abort" the mission. At the bottom of the "Launch Control" panel, the current and maximum values of the height, speed, and range (distance from the launch pad) are displayed. The current value of thrust, weight, and drag are also displayed. If a Water rocket is being launched, the instantaneous pressure and fuel weight inside the bottle are also displayed.<br />
<br />
Have fun! '''<br />
<br />
* Water Rocket Fun v.3.4.<br />
http://www.seeds2lrn.com/rocketSoftware.html<br />
<br />
The main page that we can focus on: contains downloadable software for a flight of water rocket: Called : Water Rocket Fun v.3.4<br />
<br />
This program can help students and rocketeers understand the physics of water rockets and how to optimize their water rocket launches to obtain the highest apogees. The interface is designed to be easy to use and understand. But don't be fooled by the program's simple layout, few if any of the other simulators you may find are as accurate. Under the hood this program is pretty sophisticated and thorough. The methodology includes both incompressible and compressible fluid mechanics along with a fair amount of thermodynamics and numerical methods to provide accurate water rocket apogee predictions. Very usable! Good stuff.<br />
<br />
'''Both of the software are used in the first lab. They will cooperate in a way that results from the both usages of the software's will be combined into real life situation - making a real water rocket launch - estimating and measuring some values and comparing them to the first lab.'''<br />
<br />
<br />
<br />
'''Physical Models'''<br />
<br />
<br />
We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to approach the subject matter in the unit a hands-on fashion, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from.<br />
<br />
Additionally, the materials for this are avaliable for us around us - water bottles are main material - everything else needed for a rocket model is really cheap. Besides that, launcher needs to analyzed if it will cost significantly - or generally the launching procedure - because I think it's even launch-able without a special launching site.<br />
<br />
* http://www.et.byu.edu/~wheeler/benchtop/ <br />
<br />
-Further info about rocket models - a website of a person which had done this too many times to be expert - so he explains it all on his webpage.<br />
<br />
* The main thing here is to make sure that the modeling/simulation of the water rocket goes hand in hand with the actual building of a water rocket: we ideally would want them to build exactly what they modeled, so that (assuming the model worked) they know it will work properly. Also, for students with no background in physics, there is a lot of groundwork to do before they can put this all together, but it's still important to use all the materials documented here to tie this to the greater scheme of things: they're modeling model rockets, but it's essential to show them the modeling of the real deal to exemplify the importance of this kind of modeling the world.<br />
<br />
==== Bill of Materials ==== <br />
Water rockets are pretty cheap investment; <br />
we need water bottles ; size can vary; couple of $.<br />
Water; negligible price.<br />
Few stabilizing parts on it;probably carton or paper or similar ; very cheap too.<br />
Launcher could be bit more expensive; we need air pump and a pad.<br />
I guess the whole cost can fit into; dozens of dollars.<br />
Really sorry-not good with pricing in USA - Sam can you cover me?<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Question 1: <br />
** Which one of the following elements does not affect pathway of flight of the rocket? <br />
<br />
::1. Rocket Thrust<br />
::2. Earth Gravity<br />
::'''3. Rocket Mass'''<br />
::4. Force by air movement (i.e. Wind) <br />
<br />
* Question 2:<br />
** What do you require to measure/track the altitude of the rocket flight? <br />
<br />
::1. A Person at very high position and binoculars<br />
::2. Good Math and estimation skills in cooperation with already-known-height of the nearby tree<br />
::'''3. Another person besides you to track the angle reached'''<br />
::4. A measuring device attached on to the rocket <br />
<br />
<br />
* Question 3 <br />
** Which one the below listed is the dependent variable from the equations related to the flight of the rocket? <br />
<br />
::1. Mass<br />
::'''2. Velocity'''<br />
::3. Time<br />
::4. Gravity<br />
<br />
==== Quiz Questions ==== <br />
Some of the possible questions are: (reference to the PCurr)<br />
<br />
~ Describe the four forces operating on any object moving through air and discuss their application to the flight sequence of a model rocket.<br />
<br />
~ Describe Newton's three laws of motion and how they relate to model rocketry.<br />
<br />
~ Identify each part of a rocket and describe its function in relation to the four forces operating on any object moving through the air.<br />
<br />
~ Describe the phases of rocket flight and make sure you describe them in order they occur.<br />
<br />
(Correct answers can vary cause we're talking about descriptive answers; but it has to follow a certain pattern of the definition presented from the readings.) Will surely test their knowledge.<br />
<br />
= Rocket Modeling Metadata = <br />
Rocketry is an excellent mean of teaching the scientific concepts of aerodynamics and Newton's Laws of Motion. It integrates well with math in calculating formulas, problem solving and determining altitude and speed.<br />
In constructing a model rocket, the student must follow directions, read and follow a diagram and use careful craftsmanship.<br />
<br />
== Scheduling == <br />
As said in the overview, later in the semester - late March or so. Because of weather for lab #2 - two weeks unit.<br />
<br />
== Concepts, Techniques and Tools == <br />
Concepts<br />
* Data -> information -> knowledge<br />
* Computational thinking<br />
* Accuracy vs precision <br />
<br />
Techniques<br />
<br />
* Interpreting a graph<br />
* Basic statistics<br />
* Estimation<br />
* Data collection <br />
<br />
Tools<br />
<br />
* Spreadsheet; {Open, Neo} Office<br />
* Plotting; The simulators provided.<br />
* Visualization/visual modeling<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Analysis of this unit's support or not for this item. '''Does not apply; this unit is purely quantitative.'''<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Analysis of this unit's support or not for this item. '''Again it does not apply/support.'''<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Analysis of this unit's support or not for this item. '''Does not support it; it could but we have different focus.'''<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Analysis of this unit's support or not for this item. '''Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Analysis of this unit's support or not for this item. '''Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Analysis of this unit's support or not for this item. '''It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Analysis of this unit's support or not for this item. "Yes, estimation and confirmation are important part of the unit.'''<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** Analysis of this unit's support or not for this item. '''Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Analysis of this unit's support or not for this item. '''The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** Analysis of this unit's support or not for this item. '''The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Analysis of this unit's support or not for this item. '''The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''<br />
<br />
== Scaffolded Learning ==<br />
The 3 steps involve the following.<br />
<br />
1. Talking about some of the general principles of aerodynamics and how the forces involve effect the flight of various aircraft.<br />
<br />
2. Modeling the flight of a rocket or airplane based on lecture content.<br />
<br />
3. Actually building a model airplane or rocket and then launching it based on conclusions reached in the simulations based on lecture content.<br />
<br />
== Inquiry Based Learning == <br />
According to previous template; same as :''Scientific inquiry'' above. <font color=red>What does this mean? Put the actual text here that describes how it supports inquiry based learning.</font><br />
<br />
= Rocket Modeling Mechanics = <br />
== To Do ==<br />
* <font color=red>The principle and approach are great, but it needs to be significantly simpler. For example the instructions for carrying-out the software labs need to be simpler/clearer. </font><br />
* <font color="red">Cleanup formatting. Missing entries, abbreviations, ..., etc.</font><br />
* <font color="red">Follow the template more closely, e.g. To Do vs Comments.</font><br />
<br />
<font size=4> OLD LIST! </font><br />
* In Lego catalog, Charlie found air-powered straw rockets. "Pitsco" makes them, here's a link: http://catalog.pitsco.com/store/detail.aspx?CategoryID=24&by=9&ID=2653&c=1&t=0&l=0<br />
** Outside, wind may be a factor - perhaps use gym - this would free us up weather-wise<br />
** (Note, we would have to reserve the gym, charlie sent a note to the Registrar's office about this)<br />
* <font color="darkmagenta">Seconded about formatting; edit headers to meet the template, helps make it clear what is a subsection of what</font><br />
* <font color="darkmagenta">Relocate past reviewer comments (and for the next sweep, make sure the current ones are moved). Somehow their color was wiped and they're lumped in with everything else now, which makes for a confusing read.</font><br />
<br />
== Comments ==<br />
<font csize=4> Also older comments which I addressed in the assignment before this one.</font><br />
<hr><br />
<br />
* Just an observation: this states "for grades 8, 9, 10, 11"; is it going to be satisfactory/appropriate for college freshmen?<br />
<br />
As I have already mentioned in the below lecture notes NOTE; it does imply that, but we are talking about very specific material which will in combination with further more-advanced ideas about rocket flight produce an appropriate material for the freshmen.<br />
<br />
* This will be review for some freshmen straight out of high school physics, and bewilderingly new for others. Juggling the level of interest and knowledge for even a small class may be difficult, not to mention a huge class.<br />
<br />
I will try to be more clear; the talk would be about very specified on the flight of a rocket - which might be a case with level of specificity which not many have met before; meaning that we will go very specific; some stuff to note at, some obvious stuff; a bit deeper than general stuff they probably learned. Could be altered though. <br />
<font color="darkmagenta">For instance, list these, define them, etc</font> Addressed - lecture part.<br />
<br />
* Q2 might be a bit confusing<br />
<br />
Second question offers bit longer answers which from 1 point of view sound ridiculous but from another have applicable ideas. Even though some of them might even produce an approximate correct answer - only one is true.(C)<br />
<br />
* Is the football field too small or too crowded? Estimate how large the area needs to be, how long and when we need it<br />
<br />
The Flight of the rocket can be adjusted, so having a smaller or bigger area should not represent any problems. And to answer a question to 100ft vs 10 ft flight; it is perfectly fixable with just adjusting the size of bottle used and amount of water in them; I guess that is the advantage of the water rocket.<br />
<br />
= Authorship = <br />
*Yubaa ~ yrosic08<br />
*Sam ~ spwein06</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Equation-outline&diff=8781CS382:Equation-outline2009-03-30T14:42:07Z<p>Mclauia: /* Software */</p>
<hr />
<div>Respect all of the structure and labels when you adopt this template. <br />
<br />
----<br />
= Rocket Modeling = <br />
== Overview ==<br />
This unit will last for two weeks, and will explore the concepts relating to aerodynamics through the modeling of rocket flights and how the flow of thrust through the nozzle at the end of the rockets affects the flight distance of the rocket. This will require use of simulations that are designed to handle such problems, as well as some explanation about aerodynamics in general. The whole idea of making a water rocket will try to enclose the flight of the real rocket and physics applied while modeling the situation. The importance of modeling these kind of situations will be also a focus of proving.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
http://en.wikipedia.org/wiki/Aerodynamics<br />
<br />
* Wikipedia tells it all about the aerodynamics, one should know. Some ideas about modeling could be obtained. <br />
<br />
<br />
http://en.wikipedia.org/wiki/Wind_tunnel<br />
<br />
* At the lower part of the site - it talks about visualizing the results and the whole simulation of the wind tunnel. Interesting. <br />
<br />
The two above mentioned wikipedia articles could be used to extract important aspects to introduce students to the basics of the fluid dynamics so that they understand science behind the model easier and better.<br />
<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
* Contains everything that we need. <br />
I mostly refer to this source in the below description cause it's magnificently made student and teacher handbook.<br />
<br />
== Reading Assignments for Students ==<br />
The ideas from:<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
..could be applied cause it's quite long document and it could be chosen what they should read;<br />
it contains so called student book with the material to be read-that can be used.<br />
Specifically: Student book contains pages from:<br />
48-71 (including)<br />
Very handful - divided into chunks which are handed in each lecture.<br />
<br />
Besides this: Lab handouts are handed out with helping schemes about the whole model and software used in the labs. ( I also described it later on below.)<br />
<br />
== Reference Material ==<br />
* http://en.wikipedia.org/wiki/Aerodynamics<br />
Aerodynamics wiki article.<br />
* http://en.wikipedia.org/wiki/Water_rocket<br />
Water rocket wiki article.<br />
* http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
PDF file full of water rocket science - basically a developed course.<br />
* http://ourworld.compuserve.com/homepages/pagrosse/h2oRocketIndex.htm<br />
A water rocket website - developed by experienced water-rocket-ians.<br />
<br />
== Lecture Notes == <br />
'''Lecture 1:<br />
Aerodynamics Forces - What they are and what they do'''<br />
<br />
* Go into a brief review of the previous units, touch on concepts from the earlier topics, and explain how they relate to this unit, I.E. How modeling a rocket is different from modeling a bridge.<br />
** The relation to the previous units on the basis of the physical laws and forces. For example, the forces that relate modeling a bridge and a rocket flight; gravity, weather conditions (wind, rain, snow, hurricane..).. etc.<br />
** Connect same physics principal and try to smoothly fade from the physics of the high precision building to the physics of flying object (fluid dynamics in certain cases).<br />
<br />
* Explain the basis of the science behind rocket modeling. Introduce them to basic 4 forces that affect an object flying through the air : drag, lift, thrust and gravity; and what's is their role in the whole unit concept.<br />
** Introduce students to the forces: Definitions: ''drag;.. is the force experienced by any object moving through air or water, that opposes the motion of the object. ... ''<br />
** ''lift; .. the faster the fluid moves, the lower the lateral pressure it exerts.. by causing air to move faster ... ... ... air pressure is reduced which creates lift...''<br />
** '' thrust; .. is a forward propulsive force that moves an object.. ''<br />
** '' gravity; .. is the force that pulls down on the mass of any object near the Earth through its center of gravity..''<br />
*** The info taken and referenced from the presented material above - definitions explained - aerodynamics introduced.<br />
<br />
* As the simulation applets are somewhat counter-intuitive and the abbreviations and acronyms are gibberish unless one is familiar with the subject already, I believe that it's especially important to explain what some of these variables mean, how they come into play, and just generally prepare the class to use the software associated with the lab.<br />
** <font color=red>How are the applets counter-intuitive? Is there simpler software that does the same thing?</font><br />
Attached to the above explanation; briefly introduce Lab activity-and how it works. <br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html - Rocket Modeler (introduced in Lab part)<br />
-- Short description taken from Lab part - its going to be handed in in the class and the link will be put in the lab sheet on the day of the Lab session - but software introduced before. Possible screenshot of the screen layout.<br />
<br />
** Same thing for the second software; because both software's have same units and forceswhich were mentioned in the start of the class.<br />
(i.e. drag, lift, thrust, gravitiy; and units like: height, range, capacity, pressure.. etc.)<br />
<br />
<br />
'''Lecture 2:<br />
Newton's Laws of motion - How they Govern the movement of objects'''<br />
<br />
* Introduce Newton's Laws of Motion which govern the movement of all objects on Earth and in space.<br />
* Describe and demonstrate the effects of the three Laws of motion on moving objects. <br />
** Although we are talking about laws and concepts that are probably already introduced to the students attending the class; it is important to revisit them and relate it the whole topic of fluid dynamics.<br />
-- Page 13-17 in PhysicsCurr + other references.<br />
<br />
<br />
* Introduce and use the vocabulary related to rocket flight.<br />
**<br />
#Rest: the state of an object when it is not changing position in relation to its immediate surroundings.<br />
# Motion<br />
# Unbalanced Force<br />
# Inertia<br />
# Kinetic Inertia<br />
# Static Inertia..<br />
#..<br />
Rest of Lecture 2 vocab is on the page 13 of the PhysicsCurr with corresponding definitions. <br />
<br />
'''Lecture 3:<br />
Introducing Model Rockets -How Rockets Are constructed: the effects of aerodynamics Forces'''<br />
<br />
* Introduce students to the parts and functions of a model rocket<br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/Images/rktbot.gif (Forgot how to thumb images..)<br />
Parts:<br />
#Rocket Cone<br />
#Rocket Body (bottle)<br />
#Water<br />
#Air Pump<br />
#Launcher<br />
#Air<br />
Model represents the idea of a real rocket and its flight is affected by all the forces that real rocket flight is affected with, with exception on the atmosphere conditions.<br />
<br />
* Describe the phase of a model rocket flight and relate each phase to the aerodynamic forces at work.<br />
** Please refer to pages 21-23 in PhysicsCurr. All the phases of the rocket flight are explained:<br />
Ignition (launch)<br />
Acceleration (thrust)<br />
Coast and Tracking (gravity effect)<br />
Recovery Phase (gravity effect too) ~ rocket starts to fall towards the ground.<br />
<br />
* Introduce and use the vocabulary related to rocket flight. (new terms of course) <br />
** Same as in the lecture 3: Page 18 & 19 of the PC (PhysicsCURR) ~ .pdf setting disallow copying so I refer it -- too much to manually copy.<br />
Terms like : <br />
#Noe Cone<br />
#Recovery system<br />
#Body Tube<br />
#Fins<br />
#Engine<br />
#Weathercock<br />
#Coasting phase..<br />
#...<br />
and so on.<br />
<br />
'''Lecture 4:<br />
The Laws of motion - Putting them together with model rockets'''<br />
<br />
* Relate Laws of Motion to model rocket engines and to the flight sequence of a model rocket.<br />
* Finishing notes about model water rocket construction and its flight<br />
* Note how important it is to build precise model and to be careful craftsman when constructing one of these models<br />
* Introduce and use the vocabulary related to rocket flight. (final look at it)<br />
*** THIS CAN BE APPLIED FOR ALL THE POINTS:<br />
Last class will touch the all the points done in last 3 classes and connect them to form a firm knowledge about the water rockets. Labs will be done and the students will have a final peak that the wholeness of the unit; while we connect principles of the aerodynamics (check material for teachers) and the physical experiment itself ( lab done themselves).<br />
<br />
== Lab == <br />
The lab part of this unit will be divided into two lab sessions but lab write up will be divided into the partial (first draft) write-up and final write-up. The first lab session will be indoor - on the computers using the software provided (check below). Both RocketModeler II and Water Rocket Fun will be used to get the data and get the idea of the rocket flight through a software simulation. The data from the first lab will be intertwined into the second lab session in a way that they will try to reanimate the simulated flight in real life. Therefore the software flight will have to modeled in a way that it can be done in real life in proper manner. The entire idea of the labs is the carrying skills from software modeling to the real life modeling.<br />
<br />
==== Process ====<br />
'''Lab 1''' ~ Rocket Modeler<br />
* What to do, step-by-step<br />
** The labs will be done on single basis but the groups of two are going to be formed when the second will be performed. <font color="darkmagenta">This may be more effective if the same groups of two get to puzzle over a rocket simulator together, then go out and try their rockets. It will be slightly better in the case of a huge class. Also, should the water rockets be happening in groups of 2 or of 4? In other words, just how many rockets (student-armed and student-aimed projectiles) do we want to have flying around the place for lab 2?</font><br />
** Every student will open the Rocket Modeler II software - either online or downloaded - and remind themselves on the interface from the previous handed in short description and the full description handed in the lab handout.<br />
** The first lab will ask from them to form a flight that will satisfy certain conditions;<br />
# Free flight - secure for others under 100 feet range and reasonable altitude.<br />
# Directed flight - maximum altitude - minimum range.<br />
# Directed flight - maximum range - minimum altitude.<br />
** Explore the software under different conditions; windy, different angles, and different rocket models..<br />
# Do flights on limits on: water, weight, air pressure, bottle size, angle, and pumping time. <font color="blue">You might need to be more specific, and make sure they record some sort of data that they later have available to use in the writeup.</font><br />
* What to look for<br />
** Reasonable results <font color="blue">?</font>, interesting outcomes, required variables for the outdoor flight<br />
* What to record<br />
** Screenshot of the outcome of the flight - <br />
** Record the variable for the next software and for the outdoor flight <font color="blue">I don't understand what you mean by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
*** The list of things that shouldn't be altered on the simulator will be provided - the ones that shouldn't be bothered -and stuff that should be concentrated on.<br />
<br />
'''Lab 1''' ~ Water Rocket Fun<br />
<br />
* What to do, step-by-step<br />
**After the students have done the part with the Rocket Modeler - the students will open Water Rocket Fun - software provided downloaded. (Multi -platform available)<br />
**Handouts provided - instructions. <font color="blue">Are these available somewhere online or do you need to create them still? This should be done as part of the lab writeup!</font><br />
**Although this software provides less options for the flight setup - its purpose will serve in a supporting way; mainly to confirm the data from the first part with the rocket modeler.<br />
**Check the data from the Rocket Modeler and the conditions that were setup there; setup similar or the same in this software too.<br />
**Analyze received written variables. <font color="blue">more specific, please</font><br />
**Plot graphs. <font color="blue">More specific, please</font><br />
**Print the satisfactory results when done.<br />
<br />
* What to look for<br />
** Reasonable results, interesting outcomes, required variables for the outdoor flight<br />
<br />
* What to record<br />
**Print the selected graphs and tables.<br />
** Record the variable for the next software and for the outdoor flight <font color="darkmagenta">I too am somewhat confused by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
<br />
'''Lab 2''' ~ Outdoor Launch (will be updated as been tried out)<br />
<br />
(Note some of the stuff could be predone or prepared before the actual launch)<br />
* What to do, step-by-step<br />
** Make the rocket - instructions thought and explored <font color="blue">Again, where are the instructions?</font> - materials provided<br />
** Form the launch pad - or just connect rocket and launching pad if the pad is provided before<br />
** Pump up the pressure and launch the rocket<br />
*** Refer to the previous data - while setting up the rocket for flight - follow instructions <font color="blue">???</font> <font color="darkmagenta">I'm assuming this is related to the variables recorded for the "outdoor flight", so we're just attempting to recreate the same conditions?</font><br />
# Analyze the data<br />
# Setup the closest setup you can from your first part of the lab<br />
# Secure the environment WARNING: WATER MAKES YOU WET <font color="darkmagenta">Oh crap, no wonder (seriously though, this is a good place to have a safety section)</font><br />
# Possibly form a sub-group to estimate the altitude of the rocket during the flight with the method presented in the class<br />
# Secure launching site and recover the rocket<br />
* What to look for<br />
** Altitude estimation<br />
** Big errors from the simulated flight with similar setup<br />
* What to record<br />
** Altitude, range, angle - basically everything as the first part<br />
** Possible image of the launch (just noting part - nothing for the grade)<br />
** Pathway of the rocket flight<br />
<br />
</font color="blue">It would be nice if you covered something about safety, especially since what you're writing is going to be transformed into what's given to the students. If you do a Google search for typical archery range safety guidelines, the same would apply here.</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
'''Lab 1'''<br />
** Introduction to the lab performed<br />
** Data from the both software <font color=red>Which data elements?</font><br />
** Estimations<br />
** Errors on software flight (unrealistic errors - not software bugs - software were tested)<br />
** Connection between flights on the two simulators<br />
'''Lab 2'''<br />
** How much the conditions and estimations were met<br />
** Estimated values<br />
** Final table of all the asked for data variables (most of them mentioned above or below)<br />
** Personal experience<br />
** Cooperation influence and importance<br />
** Conclusion<br />
* Visualization opportunities<br />
'''Lab 1'''<br />
** Screenshots and prints of the graphs<br />
'''Lab 2'''<br />
** Self drawn graphs of the range vs. pressure. .etc. (scatter graphs)<br />
<br />
* Optional elements<br />
** Image of the launch (optional for the record)<br />
** Previous experiences with the rocket science<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Will do as soon as I grab a dusty ol' copy of one of the labs from 1st semester, over the weekend. (Need to find it? Do you have any scans left? Would be perfect)<br />
<br />
==== Software ==== <br />
*RocketModeler II<br />
http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html<br />
<br />
With this software you can investigate how a rocket flies by changing the values of different design variables. <br />
<br />
* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper)</font><br />
'''GENERAL INSTRUCTIONS<br />
<br />
If you see only a grey box at the top of this page, be sure that Java is enabled in your browser. If Java is enabled, and you are using the Windows XP operating system, you may need to get a newer version of Java. Go to this link: http://www.java.com/en/index.jsp, try the "Download It Now" button, and then select "Yes" when the download box from Sun pops up.<br />
<br />
This program is designed to be interactive, so you have to work with the program. There are several different types of input "widgets" which you use to send information to the program to change the analysis and display results:<br />
<br />
1. Some of your selections are made by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection from the menu which is displayed.<br />
<br />
2. Some selection are made by using the buttons on the panels. To activate a button move your cursor over the button and click your mouse. The different colored buttons have different effects:<br />
-1. Blue buttons are option buttons which you can select. Most option buttons turn Yellow to indicate your current selection.<br />
-2. White buttons are processes which you must complete in order to launch your rocket. You indicate that the process is complete by pushing a white "GO" button on an input panel. The process button and the "GO" button turn Green when you are successful. You must have all green buttons in "Mission Control" before you can launch your rocket.<br />
-3. Red buttons demand immediate attention or "Aborts" the mission.<br />
<br />
3. On each input panel, the current value of a design variable is presented to you in a text box. Different colored boxes have different meanings:<br />
-1. A white box with black numbers is an input box and you can change the value of the number. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program.<br />
-2. A black box with colored numbers is an output box and the value is computed by the program. Red numbers indicate trouble. If the CG or CP output is red, your rocket is unstable and you must change the design. If the Weight output is red, you have insufficient thrust to lift the rocket and you must either decrease the weight or increase the thrust.<br />
<br />
4. For most input variables you can also use a slider, located next to the input box, to change the input value. To operate the slider, click on the slider bar, hold down and drag the slider bar, or you can click on the arrows at either end of the slider. If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it.<br />
<br />
If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow Images should appear, and they should reappear. <br />
<br />
SCREEN LAYOUT<br />
<br />
The program screen is divided into two main parts:<br />
<br />
1. On the left of the screen is the graphics window in which you will see your rocket design, the test flight, and output data. Details are given in Graphics.<br />
2. On the right of the screen are the input sliders and boxes that you use to change your design or to set flight conditions. Details of the Input Variables are given below.<br />
<br />
GRAPHICS<br />
<br />
You move the graphic within the view window by moving your cursor into the window, hold down the left mouse button and drag to a new location. You can change the size of the graphic by moving the "Zoom" widget in the same way. If you loose your picture, or want to return to the default settings, click on the "Find" button at the bottom of the view window. The grid behind your design is toggled on or off by using the "Grid" button located above the Zoom widget. There are three main graphics displays:<br />
<br />
1. During the "Design" and "Fuel" processes you see the design graphics. As you change any input variable, like the tube length or fin geometry, the graphic changes. There are two colored circles on the rocket. The yellow circle is the location of the center of gravity (CG). The black circle is the location of the center of pressure (CP). The location of the CG and CP change during design and fueling. For a stable rocket, keep the CP below the CG. When the white "Fuel" button is pushed, the graphic includes some information about the propulsion system of your rocket. The form of the graphic depends on the type of rocket.<br />
2. During the "Pad" and "Launch" processes the graphic changes to display the flight graphics. The location and orientation of the rocket is displayed during flight, although the rocket is not drawn to scale with the grid and surroundings. After a successful flight you can save the flight trajectory by clicking the "Save" button below the zoom widget. You can save 5 flights for comparisons. During the flight you have two viewing options. The default is the "Tracking Mode" option which keeps the rocket centered in the view window during the flight. The zoom widget is disabled during tracking mode. The other viewing option keeps the view fixed on the ground. The "Find" button takes you to the launch pad. Use the zoom widget and the graphic movement to examine the entire flight trajectory with this option. Viewing options are toggled using the "Track" button located below the graphics window.<br />
3. The blue "Data" button on the "Launch" input panel displays output graphics in the view window. Data is displayed as "strip charts" of thrust, weight, drag, velocity, and height. Depending on the rocket type, some of these variables do not change. The horizontal grid increments are 1 second on the strip charts. You return to the flight mode graphics by clicking the "View" button on the "Launch" input panel.<br />
<br />
INPUT VARIABLES<br />
<br />
Input variables are located on the right side of the screen. You first select the type of rocket by using the blue buttons at the top of the screen:<br />
<br />
1. A Ballistic projectile is an object which has no propulsion system and is shot into the air at some initial velocity. Gravity eventually brings the object back to the surface. Ballistic objects have only one input panel which is located at the lower right. You can select several different types of objects by using the choice box at the upper right of the input panel. A representative weight, cross-sectional area, and drag coefficient (CD) are then loaded onto the input panel. You can reset these values as described above. The launch speed must also be specified before launch. You then click "GO" to complete the design and move to the launch pad.<br />
2. An Air rocket is a special case of a ballistic projectile. The weight of the compressed air rocket is determined by your design and a check is made for rocket stability. The fuel for the air rocket is compressed air. You increase the pressure of the air by using a pump. The program computes the launch speed based on an integration of Newton's second law. The launch speed depends on the length of the launch tube.<br />
3. A Water rocket uses a standard 2-Liter plastic bottle for the body of the rocket. You design the other parts of the rocket, including the nose cone and fins. The fuel for the water rocket is water which is pressurized by an air pump. You specify the amount of water, the air pressure, the diameter of the nozzle and the length of the launch tube. Because water is forced out of the nozzle under pressure, the weight of the rocket changes during the flight.<br />
4. The Solid rocket is powered by a solid rocket engine that you purchase from a hobby store. You design the shape of the rocket and the program checks for stability. You fuel the rocket by selecting the number and type of rocket engine. The thrust characteristics of many types of engines are modeled in the program.<br />
<br />
During rocket Design, you have four choices of input panels; Nose, Payload, Body, and Fins. You select the input panel by using the blue buttons located above the graphics window on the left. On each input panel, you select the material for the part being designed by using the choice button at the top of the panel. The density of the material is shown to the left of the choice button and is used in computation of the weight of the part. The weight of the part affects the location of the center of gravity and the stability of the rocket. There are input sliders and boxes on each panel which change the geometry of each part:<br />
<br />
1. On the Nose panel, you can select the shape by using the choice box at the top. For each shape, you can change the vertical length of the nose and the base diameter of the nose. The program calculates the area and volume of the nose which is then used in the weight calculation. At the bottom of the Nose input panel, you can select the type of recovery system by using the choice box and you can add ballast weight to the nose to keep CG above CP. When you finish the nose design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
2. The Payload panel is used to design the section between the nose and the body of the rocket. As before, you can vary the length and the diameter of the payload tube. As the payload diameter is varied, the nose diameter is also changed, and the area, volume, and weight of the payload is calculated. On most rockets there is a fairing or transition section between the payload and the body tube. You can vary the length and material of the fairing. When you finish the payload design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
3. The Body panel is used to size the body tube of the rocket. You can specify the length and diameter of the tube for the air rocket and the solid rocket. For the solid rocket, the program insures that the tube diameter is large enough to hold the engine. For all types of rockets you can add a fairing to the bottom of the rocket. The exit diameter of the fairing is the nozzle diameter. A fairing reduces the amount of base drag of your rocket. On the Body panel you must specify the drag coefficient of the rocket. (In future versions of the program, the drag coefficient will be calculated. For now, you must input a value.) When you finish the body tube design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
4. The Fins panel is used to design the shape and number of stability fins. You can choose a trapezoidal or an elliptical class of geometry. Rectangles, squares, rhombuses, and triangles are included in the trapezoidal class; circles are a special case of the elliptical class. You specify the location of the fins along the body tube as measured from the bottom of the rocket. You also specify the length of the fin root along the tube, and the width of the fin from the surface of the tube. For the trapezoidal class, you can specify the leading edge (L.E.) angle and the trailing edge (T.E.) angle as measured from the horizontal. When you finish the fin design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
<br />
After the rocket is designed, you use the Fuel input panel to specify the propulsion system inputs. The type of input panel depends on the type of rocket. A Ballistic object has no fuel, so the input panel is the same as the design panel. An Air rocket has a pump with a beginning and ending volume that can be used to compute the pressure in the rocket. You can choose to input the pressure by using the choice button on the input panel. The pump pressure and length of the launch tube determines the launch velocity. A Water rocket is filled to some level with water and then pumped to some launching pressure before launch. You select the volume of water, the pump pressure, and the length of the launch tube and the program computes the weight of the water and the lift off (LO) thrust. You must have lift off thrust greater than weight in order to launch. For the Solid rocket, small solid rocket engines are inserted in the rocket. The thrust and weight characteristics of these engines are described on a separate page. With solid rockets, you can also choose a two-stage or clustered configuration of multiple engines. When you finish fueling you click "GO" and proceed to the launch "Pad".<br />
<br />
On the launch Pad input panel you specify the flight conditions for your rocket. The default location of your launch pad is on the Earth at sea level. You may also launch from an "ideal" Earth, where there is gravity but no drag, or from the Moon, where there is no drag and 1/6th of the Earth's gravity, or from Mars, where there is reduced drag and roughly 1/3rd of the Earth's gravity. You may change the altitude of the launch pad and the wind conditions on Earth or Mars. You may choose to model the effects of weather cocking on the launch by using the choice box on the input panel. And finally, you select the angle from the vertical and the length of the launch rail. When you finish selecting your flight conditions click "GO" and proceed to "Launch" control.<br />
<br />
On the Launch input panel you have a white button to "Fire" the rocket. As the countdown begins, the button turns yellow, then green during the flight, and finally red after touchdown. During the flight, the time and telemetry information changes. You can interrupt the flight by pushing the blue "Pause" button. You can then proceed a time step at a time by pushing the white "Step" button, or resume the flight by pushing "Resume". When your flight is finished, you can "Reset" the same flight conditions and shoot again, or you can re-fuel or change flight conditions. At any time you can "Abort" the mission. At the bottom of the "Launch Control" panel, the current and maximum values of the height, speed, and range (distance from the launch pad) are displayed. The current value of thrust, weight, and drag are also displayed. If a Water rocket is being launched, the instantaneous pressure and fuel weight inside the bottle are also displayed.<br />
<br />
Have fun! '''<br />
<br />
* Water Rocket Fun v.3.4.<br />
http://www.seeds2lrn.com/rocketSoftware.html<br />
<br />
The main page that we can focus on: contains downloadable software for a flight of water rocket: Called : Water Rocket Fun v.3.4<br />
<br />
This program can help students and rocketeers understand the physics of water rockets and how to optimize their water rocket launches to obtain the highest apogees. The interface is designed to be easy to use and understand. But don't be fooled by the program's simple layout, few if any of the other simulators you may find are as accurate. Under the hood this program is pretty sophisticated and thorough. The methodology includes both incompressible and compressible fluid mechanics along with a fair amount of thermodynamics and numerical methods to provide accurate water rocket apogee predictions. Very usable! Good stuff.<br />
<br />
'''Both of the software are used in the first lab. They will cooperate in a way that results from the both usages of the software's will be combined into real life situation - making a real water rocket launch - estimating and measuring some values and comparing them to the first lab.'''<br />
<br />
<br />
<br />
'''Physical Models'''<br />
<br />
<br />
We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to approach the subject matter in the unit a hands-on fashion, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from.<br />
<br />
Additionally, the materials for this are avaliable for us around us - water bottles are main material - everything else needed for a rocket model is really cheap. Besides that, launcher needs to analyzed if it will cost significantly - or generally the launching procedure - because I think it's even launch-able without a special launching site.<br />
<br />
* http://www.et.byu.edu/~wheeler/benchtop/ <br />
<br />
-Further info about rocket models - a website of a person which had done this too many times to be expert - so he explains it all on his webpage.<br />
<br />
* The main thing here is to make sure that the modeling/simulation of the water rocket goes hand in hand with the actual building of a water rocket: we ideally would want them to build exactly what they modeled, so that (assuming the model worked) they know it will work properly. Also, for students with no background in physics, there is a lot of groundwork to do before they can put this all together, but it's still important to use all the materials documented here to tie this to the greater scheme of things: they're modeling model rockets, but it's essential to show them the modeling of the real deal to exemplify the importance of this kind of modeling the world.<br />
<br />
==== Bill of Materials ==== <br />
Water rockets are pretty cheap investment; <br />
we need water bottles ; size can vary; couple of $.<br />
Water; negligible price.<br />
Few stabilizing parts on it;probably carton or paper or similar ; very cheap too.<br />
Launcher could be bit more expensive; we need air pump and a pad.<br />
I guess the whole cost can fit into; dozens of dollars.<br />
Really sorry-not good with pricing in USA - Sam can you cover me?<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Question 1: <br />
** Which one of the following elements does not affect pathway of flight of the rocket? <br />
<br />
::1. Rocket Thrust<br />
::2. Earth Gravity<br />
::'''3. Rocket Mass'''<br />
::4. Force by air movement (i.e. Wind) <br />
<br />
* Question 2:<br />
** What do you require to measure/track the altitude of the rocket flight? <br />
<br />
::1. A Person at very high position and binoculars<br />
::2. Good Math and estimation skills in cooperation with already-known-height of the nearby tree<br />
::'''3. Another person besides you to track the angle reached'''<br />
::4. A measuring device attached on to the rocket <br />
<br />
<br />
* Question 3 <br />
** Which one the below listed is the dependent variable from the equations related to the flight of the rocket? <br />
<br />
::1. Mass<br />
::'''2. Velocity'''<br />
::3. Time<br />
::4. Gravity<br />
<br />
==== Quiz Questions ==== <br />
Some of the possible questions are: (reference to the PCurr)<br />
<br />
~ Describe the four forces operating on any object moving through air and discuss their application to the flight sequence of a model rocket.<br />
<br />
~ Describe Newton's three laws of motion and how they relate to model rocketry.<br />
<br />
~ Identify each part of a rocket and describe its function in relation to the four forces operating on any object moving through the air.<br />
<br />
~ Describe the phases of rocket flight and make sure you describe them in order they occur.<br />
<br />
(Correct answers can vary cause we're talking about descriptive answers; but it has to follow a certain pattern of the definition presented from the readings.) Will surely test their knowledge.<br />
<br />
= Rocket Modeling Metadata = <br />
Rocketry is an excellent mean of teaching the scientific concepts of aerodynamics and Newton's Laws of Motion. It integrates well with math in calculating formulas, problem solving and determining altitude and speed.<br />
In constructing a model rocket, the student must follow directions, read and follow a diagram and use careful craftsmanship.<br />
<br />
== Scheduling == <br />
As said in the overview, later in the semester - late March or so. Because of weather for lab #2 - two weeks unit.<br />
<br />
== Concepts, Techniques and Tools == <br />
Concepts<br />
* Data -> information -> knowledge<br />
* Computational thinking<br />
* Accuracy vs precision <br />
<br />
Techniques<br />
<br />
* Interpreting a graph<br />
* Basic statistics<br />
* Estimation<br />
* Data collection <br />
<br />
Tools<br />
<br />
* Spreadsheet; {Open, Neo} Office<br />
* Plotting; The simulators provided.<br />
* Visualization/visual modeling<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Analysis of this unit's support or not for this item. '''Does not apply; this unit is purely quantitative.'''<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Analysis of this unit's support or not for this item. '''Again it does not apply/support.'''<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Analysis of this unit's support or not for this item. '''Does not support it; it could but we have different focus.'''<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Analysis of this unit's support or not for this item. '''Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Analysis of this unit's support or not for this item. '''Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Analysis of this unit's support or not for this item. '''It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Analysis of this unit's support or not for this item. "Yes, estimation and confirmation are important part of the unit.'''<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** Analysis of this unit's support or not for this item. '''Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Analysis of this unit's support or not for this item. '''The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** Analysis of this unit's support or not for this item. '''The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Analysis of this unit's support or not for this item. '''The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''<br />
<br />
== Scaffolded Learning ==<br />
The 3 steps involve the following.<br />
<br />
1. Talking about some of the general principles of aerodynamics and how the forces involve effect the flight of various aircraft.<br />
<br />
2. Modeling the flight of a rocket or airplane based on lecture content.<br />
<br />
3. Actually building a model airplane or rocket and then launching it based on conclusions reached in the simulations based on lecture content.<br />
<br />
== Inquiry Based Learning == <br />
According to previous template; same as :''Scientific inquiry'' above. <font color=red>What does this mean? Put the actual text here that describes how it supports inquiry based learning.</font><br />
<br />
= Rocket Modeling Mechanics = <br />
== To Do ==<br />
* <font color=red>The principle and approach are great, but it needs to be significantly simpler. For example the instructions for carrying-out the software labs need to be simpler/clearer. </font><br />
* <font color="red">Cleanup formatting. Missing entries, abbreviations, ..., etc.</font><br />
* <font color="red">Follow the template more closely, e.g. To Do vs Comments.</font><br />
<br />
<font size=4> OLD LIST! </font><br />
* In Lego catalog, Charlie found air-powered straw rockets. "Pitsco" makes them, here's a link: http://catalog.pitsco.com/store/detail.aspx?CategoryID=24&by=9&ID=2653&c=1&t=0&l=0<br />
** Outside, wind may be a factor - perhaps use gym - this would free us up weather-wise<br />
** (Note, we would have to reserve the gym, charlie sent a note to the Registrar's office about this)<br />
* <font color="darkmagenta">Seconded about formatting; edit headers to meet the template, helps make it clear what is a subsection of what</font><br />
* <font color="darkmagenta">Relocate past reviewer comments (and for the next sweep, make sure the current ones are moved). Somehow their color was wiped and they're lumped in with everything else now, which makes for a confusing read.</font><br />
<br />
== Comments ==<br />
<font csize=4> Also older comments which I addressed in the assignment before this one.</font><br />
<hr><br />
<br />
* Just an observation: this states "for grades 8, 9, 10, 11"; is it going to be satisfactory/appropriate for college freshmen?<br />
<br />
As I have already mentioned in the below lecture notes NOTE; it does imply that, but we are talking about very specific material which will in combination with further more-advanced ideas about rocket flight produce an appropriate material for the freshmen.<br />
<br />
* This will be review for some freshmen straight out of high school physics, and bewilderingly new for others. Juggling the level of interest and knowledge for even a small class may be difficult, not to mention a huge class.<br />
<br />
I will try to be more clear; the talk would be about very specified on the flight of a rocket - which might be a case with level of specificity which not many have met before; meaning that we will go very specific; some stuff to note at, some obvious stuff; a bit deeper than general stuff they probably learned. Could be altered though. <br />
<font color="darkmagenta">For instance, list these, define them, etc</font> Addressed - lecture part.<br />
<br />
* Q2 might be a bit confusing<br />
<br />
Second question offers bit longer answers which from 1 point of view sound ridiculous but from another have applicable ideas. Even though some of them might even produce an approximate correct answer - only one is true.(C)<br />
<br />
* Is the football field too small or too crowded? Estimate how large the area needs to be, how long and when we need it<br />
<br />
The Flight of the rocket can be adjusted, so having a smaller or bigger area should not represent any problems. And to answer a question to 100ft vs 10 ft flight; it is perfectly fixable with just adjusting the size of bottle used and amount of water in them; I guess that is the advantage of the water rocket.<br />
<br />
= Authorship = <br />
*Yubaa ~ yrosic08<br />
*Sam ~ spwein06</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Reviewers_Notes&diff=8780CS382:Reviewers Notes2009-03-30T14:37:44Z<p>Mclauia: /* First Pass Notes */</p>
<hr />
<div>== Second Pass Notes ==<br />
* Each of the reviewers (Ian, Kay, Charlie) will review 6 units; Kay starts with What's a Model, Ian with Visualization, and Charlie Agent Based. <br />
* All of our comments should go in-line in the unit's wiki page using the appropriate color. Let's not also send them an email with additional comments. <br />
* We should be finished reviewing the second drafts by Friday March 13th.<br />
* Use the unit template as a guideline - 0, 1, 2 points for each top-level heading (not home, somewhat viable, seems reasonable)<br />
* Have they addressed all comments? (Class wiki, unit wiki, emailed notes)<br />
* Review the lab section closely, this will be the focus of the next draft. Are the process and the outcomes specified clearly? Materials?<br />
* Do all the questions have answers? CRS and quiz questions?<br />
* Completeness check WRT the assignment page<br />
* Is the reading section broken-down? Are the particular sections to be read identified?<br />
* Lecture notes: is what needs to be taught adequately outlined? At least so the teacher knows what needs to be covered?<br />
<br />
== First Pass Notes ==<br />
For everyone (mostly):<br />
* Make sure you have an abstract, and overview of the unit's intent and purpose<br />
* Draw up estimates of the cost of your unit for the worst case scenario (80 students)<br />
* Questions? Silly? Too hard?<br />
<br />
General process for the first draft review:<br />
* Use copy and paste to insert comments into each unit.<br />
* Whenever we make a review comment on a page, add the "Reviewer" tag so that the wiki can track comments for us.<br />
* Charlie will take care of tracking when things are turned-in and deducting points as need be.<br />
* Reviewer colors - <font color=darkmagenta>Ian = darkmagenta</font>, <font color=red>Charlie = red</font>, <font color=blue>Kay = blue</font>, Dylan = green<br />
<br />
Review checklist for the first draft review:<br />
* completeness check WRT the assignment page<br />
**is each item addressed with more than a header?<br />
*layout, does this show clear thinking about the presentation? will this develop <br />
*read background reading, make sure they make sense and are relevant<br />
**is it reasonable<br />
**is there enough, too much<br />
**is it at the right level</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Reviewers_Notes&diff=8779CS382:Reviewers Notes2009-03-30T14:36:31Z<p>Mclauia: /* First Pass Notes */</p>
<hr />
<div>== Second Pass Notes ==<br />
* Each of the reviewers (Ian, Kay, Charlie) will review 6 units; Kay starts with What's a Model, Ian with Visualization, and Charlie Agent Based. <br />
* All of our comments should go in-line in the unit's wiki page using the appropriate color. Let's not also send them an email with additional comments. <br />
* We should be finished reviewing the second drafts by Friday March 13th.<br />
* Use the unit template as a guideline - 0, 1, 2 points for each top-level heading (not home, somewhat viable, seems reasonable)<br />
* Have they addressed all comments? (Class wiki, unit wiki, emailed notes)<br />
* Review the lab section closely, this will be the focus of the next draft. Are the process and the outcomes specified clearly? Materials?<br />
* Do all the questions have answers? CRS and quiz questions?<br />
* Completeness check WRT the assignment page<br />
* Is the reading section broken-down? Are the particular sections to be read identified?<br />
* Lecture notes: is what needs to be taught adequately outlined? At least so the teacher knows what needs to be covered?<br />
<br />
== First Pass Notes ==<br />
For everyone (mostly):<br />
* Make sure you have an abstract, and overview of the unit's intent and purpose<br />
* Draw up estimates of the cost of your unit for the worst case scenario (80 students)<br />
* Questions? Silly? Too hard?<br />
<br />
General process for the first draft review:<br />
* Use copy and paste to insert comments into each unit.<br />
* Whenever we make a review comment on a page, add the "Reviewer" tag so that the wiki can track comments for us.<br />
* Charlie will take care of tracking when things are turned-in and deducting points as need be.<br />
* Reviewer colors - Ian = darkmagenta, Charlie = red, Kay = blue, Dylan = green<br />
<br />
Review checklist for the first draft review:<br />
* completeness check WRT the assignment page<br />
**is each item addressed with more than a header?<br />
*layout, does this show clear thinking about the presentation? will this develop <br />
*read background reading, make sure they make sense and are relevant<br />
**is it reasonable<br />
**is there enough, too much<br />
**is it at the right level</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Equation-outline&diff=8775CS382:Equation-outline2009-03-30T13:48:55Z<p>Mclauia: /* Process */</p>
<hr />
<div>Respect all of the structure and labels when you adopt this template. <br />
<br />
----<br />
= Rocket Modeling = <br />
== Overview ==<br />
This unit will last for two weeks, and will explore the concepts relating to aerodynamics through the modeling of rocket flights and how the flow of thrust through the nozzle at the end of the rockets affects the flight distance of the rocket. This will require use of simulations that are designed to handle such problems, as well as some explanation about aerodynamics in general. The whole idea of making a water rocket will try to enclose the flight of the real rocket and physics applied while modeling the situation. The importance of modeling these kind of situations will be also a focus of proving.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
http://en.wikipedia.org/wiki/Aerodynamics<br />
<br />
* Wikipedia tells it all about the aerodynamics, one should know. Some ideas about modeling could be obtained. <br />
<br />
<br />
http://en.wikipedia.org/wiki/Wind_tunnel<br />
<br />
* At the lower part of the site - it talks about visualizing the results and the whole simulation of the wind tunnel. Interesting. <br />
<br />
The two above mentioned wikipedia articles could be used to extract important aspects to introduce students to the basics of the fluid dynamics so that they understand science behind the model easier and better.<br />
<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
* Contains everything that we need. <br />
I mostly refer to this source in the below description cause it's magnificently made student and teacher handbook.<br />
<br />
== Reading Assignments for Students ==<br />
The ideas from:<br />
http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
<br />
..could be applied cause it's quite long document and it could be chosen what they should read;<br />
it contains so called student book with the material to be read-that can be used.<br />
Specifically: Student book contains pages from:<br />
48-71 (including)<br />
Very handful - divided into chunks which are handed in each lecture.<br />
<br />
Besides this: Lab handouts are handed out with helping schemes about the whole model and software used in the labs. ( I also described it later on below.)<br />
<br />
== Reference Material ==<br />
* http://en.wikipedia.org/wiki/Aerodynamics<br />
Aerodynamics wiki article.<br />
* http://en.wikipedia.org/wiki/Water_rocket<br />
Water rocket wiki article.<br />
* http://www.esteseducator.com/Pdf_files/PhysicsCurr.pdf<br />
PDF file full of water rocket science - basically a developed course.<br />
* http://ourworld.compuserve.com/homepages/pagrosse/h2oRocketIndex.htm<br />
A water rocket website - developed by experienced water-rocket-ians.<br />
<br />
== Lecture Notes == <br />
'''Lecture 1:<br />
Aerodynamics Forces - What they are and what they do'''<br />
<br />
* Go into a brief review of the previous units, touch on concepts from the earlier topics, and explain how they relate to this unit, I.E. How modeling a rocket is different from modeling a bridge.<br />
** The relation to the previous units on the basis of the physical laws and forces. For example, the forces that relate modeling a bridge and a rocket flight; gravity, weather conditions (wind, rain, snow, hurricane..).. etc.<br />
** Connect same physics principal and try to smoothly fade from the physics of the high precision building to the physics of flying object (fluid dynamics in certain cases).<br />
<br />
* Explain the basis of the science behind rocket modeling. Introduce them to basic 4 forces that affect an object flying through the air : drag, lift, thrust and gravity; and what's is their role in the whole unit concept.<br />
** Introduce students to the forces: Definitions: ''drag;.. is the force experienced by any object moving through air or water, that opposes the motion of the object. ... ''<br />
** ''lift; .. the faster the fluid moves, the lower the lateral pressure it exerts.. by causing air to move faster ... ... ... air pressure is reduced which creates lift...''<br />
** '' thrust; .. is a forward propulsive force that moves an object.. ''<br />
** '' gravity; .. is the force that pulls down on the mass of any object near the Earth through its center of gravity..''<br />
*** The info taken and referenced from the presented material above - definitions explained - aerodynamics introduced.<br />
<br />
* As the simulation applets are somewhat counter-intuitive and the abbreviations and acronyms are gibberish unless one is familiar with the subject already, I believe that it's especially important to explain what some of these variables mean, how they come into play, and just generally prepare the class to use the software associated with the lab.<br />
** <font color=red>How are the applets counter-intuitive? Is there simpler software that does the same thing?</font><br />
Attached to the above explanation; briefly introduce Lab activity-and how it works. <br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html - Rocket Modeler (introduced in Lab part)<br />
-- Short description taken from Lab part - its going to be handed in in the class and the link will be put in the lab sheet on the day of the Lab session - but software introduced before. Possible screenshot of the screen layout.<br />
<br />
** Same thing for the second software; because both software's have same units and forceswhich were mentioned in the start of the class.<br />
(i.e. drag, lift, thrust, gravitiy; and units like: height, range, capacity, pressure.. etc.)<br />
<br />
<br />
'''Lecture 2:<br />
Newton's Laws of motion - How they Govern the movement of objects'''<br />
<br />
* Introduce Newton's Laws of Motion which govern the movement of all objects on Earth and in space.<br />
* Describe and demonstrate the effects of the three Laws of motion on moving objects. <br />
** Although we are talking about laws and concepts that are probably already introduced to the students attending the class; it is important to revisit them and relate it the whole topic of fluid dynamics.<br />
-- Page 13-17 in PhysicsCurr + other references.<br />
<br />
<br />
* Introduce and use the vocabulary related to rocket flight.<br />
**<br />
#Rest: the state of an object when it is not changing position in relation to its immediate surroundings.<br />
# Motion<br />
# Unbalanced Force<br />
# Inertia<br />
# Kinetic Inertia<br />
# Static Inertia..<br />
#..<br />
Rest of Lecture 2 vocab is on the page 13 of the PhysicsCurr with corresponding definitions. <br />
<br />
'''Lecture 3:<br />
Introducing Model Rockets -How Rockets Are constructed: the effects of aerodynamics Forces'''<br />
<br />
* Introduce students to the parts and functions of a model rocket<br />
** http://www.grc.nasa.gov/WWW/K-12/rocket/Images/rktbot.gif (Forgot how to thumb images..)<br />
Parts:<br />
#Rocket Cone<br />
#Rocket Body (bottle)<br />
#Water<br />
#Air Pump<br />
#Launcher<br />
#Air<br />
Model represents the idea of a real rocket and its flight is affected by all the forces that real rocket flight is affected with, with exception on the atmosphere conditions.<br />
<br />
* Describe the phase of a model rocket flight and relate each phase to the aerodynamic forces at work.<br />
** Please refer to pages 21-23 in PhysicsCurr. All the phases of the rocket flight are explained:<br />
Ignition (launch)<br />
Acceleration (thrust)<br />
Coast and Tracking (gravity effect)<br />
Recovery Phase (gravity effect too) ~ rocket starts to fall towards the ground.<br />
<br />
* Introduce and use the vocabulary related to rocket flight. (new terms of course) <br />
** Same as in the lecture 3: Page 18 & 19 of the PC (PhysicsCURR) ~ .pdf setting disallow copying so I refer it -- too much to manually copy.<br />
Terms like : <br />
#Noe Cone<br />
#Recovery system<br />
#Body Tube<br />
#Fins<br />
#Engine<br />
#Weathercock<br />
#Coasting phase..<br />
#...<br />
and so on.<br />
<br />
'''Lecture 4:<br />
The Laws of motion - Putting them together with model rockets'''<br />
<br />
* Relate Laws of Motion to model rocket engines and to the flight sequence of a model rocket.<br />
* Finishing notes about model water rocket construction and its flight<br />
* Note how important it is to build precise model and to be careful craftsman when constructing one of these models<br />
* Introduce and use the vocabulary related to rocket flight. (final look at it)<br />
*** THIS CAN BE APPLIED FOR ALL THE POINTS:<br />
Last class will touch the all the points done in last 3 classes and connect them to form a firm knowledge about the water rockets. Labs will be done and the students will have a final peak that the wholeness of the unit; while we connect principles of the aerodynamics (check material for teachers) and the physical experiment itself ( lab done themselves).<br />
<br />
== Lab == <br />
The lab part of this unit will be divided into two lab sessions but lab write up will be divided into the partial (first draft) write-up and final write-up. The first lab session will be indoor - on the computers using the software provided (check below). Both RocketModeler II and Water Rocket Fun will be used to get the data and get the idea of the rocket flight through a software simulation. The data from the first lab will be intertwined into the second lab session in a way that they will try to reanimate the simulated flight in real life. Therefore the software flight will have to modeled in a way that it can be done in real life in proper manner. The entire idea of the labs is the carrying skills from software modeling to the real life modeling.<br />
<br />
==== Process ====<br />
'''Lab 1''' ~ Rocket Modeler<br />
* What to do, step-by-step<br />
** The labs will be done on single basis but the groups of two are going to be formed when the second will be performed. <font color="darkmagenta">This may be more effective if the same groups of two get to puzzle over a rocket simulator together, then go out and try their rockets. It will be slightly better in the case of a huge class. Also, should the water rockets be happening in groups of 2 or of 4? In other words, just how many rockets (student-armed and student-aimed projectiles) do we want to have flying around the place for lab 2?</font><br />
** Every student will open the Rocket Modeler II software - either online or downloaded - and remind themselves on the interface from the previous handed in short description and the full description handed in the lab handout.<br />
** The first lab will ask from them to form a flight that will satisfy certain conditions;<br />
# Free flight - secure for others under 100 feet range and reasonable altitude.<br />
# Directed flight - maximum altitude - minimum range.<br />
# Directed flight - maximum range - minimum altitude.<br />
** Explore the software under different conditions; windy, different angles, and different rocket models..<br />
# Do flights on limits on: water, weight, air pressure, bottle size, angle, and pumping time. <font color="blue">You might need to be more specific, and make sure they record some sort of data that they later have available to use in the writeup.</font><br />
* What to look for<br />
** Reasonable results <font color="blue">?</font>, interesting outcomes, required variables for the outdoor flight<br />
* What to record<br />
** Screenshot of the outcome of the flight - <br />
** Record the variable for the next software and for the outdoor flight <font color="blue">I don't understand what you mean by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
*** The list of things that shouldn't be altered on the simulator will be provided - the ones that shouldn't be bothered -and stuff that should be concentrated on.<br />
<br />
'''Lab 1''' ~ Water Rocket Fun<br />
<br />
* What to do, step-by-step<br />
**After the students have done the part with the Rocket Modeler - the students will open Water Rocket Fun - software provided downloaded. (Multi -platform available)<br />
**Handouts provided - instructions. <font color="blue">Are these available somewhere online or do you need to create them still? This should be done as part of the lab writeup!</font><br />
**Although this software provides less options for the flight setup - its purpose will serve in a supporting way; mainly to confirm the data from the first part with the rocket modeler.<br />
**Check the data from the Rocket Modeler and the conditions that were setup there; setup similar or the same in this software too.<br />
**Analyze received written variables. <font color="blue">more specific, please</font><br />
**Plot graphs. <font color="blue">More specific, please</font><br />
**Print the satisfactory results when done.<br />
<br />
* What to look for<br />
** Reasonable results, interesting outcomes, required variables for the outdoor flight<br />
<br />
* What to record<br />
**Print the selected graphs and tables.<br />
** Record the variable for the next software and for the outdoor flight <font color="darkmagenta">I too am somewhat confused by this</font><br />
** Note the conditions under which certain flight has been simulated<br />
<br />
'''Lab 2''' ~ Outdoor Launch (will be updated as been tried out)<br />
<br />
(Note some of the stuff could be predone or prepared before the actual launch)<br />
* What to do, step-by-step<br />
** Make the rocket - instructions thought and explored <font color="blue">Again, where are the instructions?</font> - materials provided<br />
** Form the launch pad - or just connect rocket and launching pad if the pad is provided before<br />
** Pump up the pressure and launch the rocket<br />
*** Refer to the previous data - while setting up the rocket for flight - follow instructions <font color="blue">???</font> <font color="darkmagenta">I'm assuming this is related to the variables recorded for the "outdoor flight", so we're just attempting to recreate the same conditions?</font><br />
# Analyze the data<br />
# Setup the closest setup you can from your first part of the lab<br />
# Secure the environment WARNING: WATER MAKES YOU WET <font color="darkmagenta">Oh crap, no wonder (seriously though, this is a good place to have a safety section)</font><br />
# Possibly form a sub-group to estimate the altitude of the rocket during the flight with the method presented in the class<br />
# Secure launching site and recover the rocket<br />
* What to look for<br />
** Altitude estimation<br />
** Big errors from the simulated flight with similar setup<br />
* What to record<br />
** Altitude, range, angle - basically everything as the first part<br />
** Possible image of the launch (just noting part - nothing for the grade)<br />
** Pathway of the rocket flight<br />
<br />
</font color="blue">It would be nice if you covered something about safety, especially since what you're writing is going to be transformed into what's given to the students. If you do a Google search for typical archery range safety guidelines, the same would apply here.</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
'''Lab 1'''<br />
** Introduction to the lab performed<br />
** Data from the both software <font color=red>Which data elements?</font><br />
** Estimations<br />
** Errors on software flight (unrealistic errors - not software bugs - software were tested)<br />
** Connection between flights on the two simulators<br />
'''Lab 2'''<br />
** How much the conditions and estimations were met<br />
** Estimated values<br />
** Final table of all the asked for data variables (most of them mentioned above or below)<br />
** Personal experience<br />
** Cooperation influence and importance<br />
** Conclusion<br />
* Visualization opportunities<br />
'''Lab 1'''<br />
** Screenshots and prints of the graphs<br />
'''Lab 2'''<br />
** Self drawn graphs of the range vs. pressure. .etc. (scatter graphs)<br />
<br />
* Optional elements<br />
** Image of the launch (optional for the record)<br />
** Previous experiences with the rocket science<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Will do as soon as I grab a dusty ol' copy of one of the labs from 1st semester, over the weekend. (Need to find it? Do you have any scans left? Would be perfect)<br />
<br />
==== Software ==== <br />
*RocketModeler II<br />
http://www.grc.nasa.gov/WWW/K-12/rocket/rktsim.html<br />
<br />
With this software you can investigate how a rocket flies by changing the values of different design variables. <br />
<br />
'''GENERAL INSTRUCTIONS<br />
<br />
If you see only a grey box at the top of this page, be sure that Java is enabled in your browser. If Java is enabled, and you are using the Windows XP operating system, you may need to get a newer version of Java. Go to this link: http://www.java.com/en/index.jsp, try the "Download It Now" button, and then select "Yes" when the download box from Sun pops up.<br />
<br />
This program is designed to be interactive, so you have to work with the program. There are several different types of input "widgets" which you use to send information to the program to change the analysis and display results:<br />
<br />
1. Some of your selections are made by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection from the menu which is displayed.<br />
<br />
2. Some selection are made by using the buttons on the panels. To activate a button move your cursor over the button and click your mouse. The different colored buttons have different effects:<br />
-1. Blue buttons are option buttons which you can select. Most option buttons turn Yellow to indicate your current selection.<br />
-2. White buttons are processes which you must complete in order to launch your rocket. You indicate that the process is complete by pushing a white "GO" button on an input panel. The process button and the "GO" button turn Green when you are successful. You must have all green buttons in "Mission Control" before you can launch your rocket.<br />
-3. Red buttons demand immediate attention or "Aborts" the mission.<br />
<br />
3. On each input panel, the current value of a design variable is presented to you in a text box. Different colored boxes have different meanings:<br />
-1. A white box with black numbers is an input box and you can change the value of the number. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program.<br />
-2. A black box with colored numbers is an output box and the value is computed by the program. Red numbers indicate trouble. If the CG or CP output is red, your rocket is unstable and you must change the design. If the Weight output is red, you have insufficient thrust to lift the rocket and you must either decrease the weight or increase the thrust.<br />
<br />
4. For most input variables you can also use a slider, located next to the input box, to change the input value. To operate the slider, click on the slider bar, hold down and drag the slider bar, or you can click on the arrows at either end of the slider. If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it.<br />
<br />
If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow Images should appear, and they should reappear. <br />
<br />
SCREEN LAYOUT<br />
<br />
The program screen is divided into two main parts:<br />
<br />
1. On the left of the screen is the graphics window in which you will see your rocket design, the test flight, and output data. Details are given in Graphics.<br />
2. On the right of the screen are the input sliders and boxes that you use to change your design or to set flight conditions. Details of the Input Variables are given below.<br />
<br />
GRAPHICS<br />
<br />
You move the graphic within the view window by moving your cursor into the window, hold down the left mouse button and drag to a new location. You can change the size of the graphic by moving the "Zoom" widget in the same way. If you loose your picture, or want to return to the default settings, click on the "Find" button at the bottom of the view window. The grid behind your design is toggled on or off by using the "Grid" button located above the Zoom widget. There are three main graphics displays:<br />
<br />
1. During the "Design" and "Fuel" processes you see the design graphics. As you change any input variable, like the tube length or fin geometry, the graphic changes. There are two colored circles on the rocket. The yellow circle is the location of the center of gravity (CG). The black circle is the location of the center of pressure (CP). The location of the CG and CP change during design and fueling. For a stable rocket, keep the CP below the CG. When the white "Fuel" button is pushed, the graphic includes some information about the propulsion system of your rocket. The form of the graphic depends on the type of rocket.<br />
2. During the "Pad" and "Launch" processes the graphic changes to display the flight graphics. The location and orientation of the rocket is displayed during flight, although the rocket is not drawn to scale with the grid and surroundings. After a successful flight you can save the flight trajectory by clicking the "Save" button below the zoom widget. You can save 5 flights for comparisons. During the flight you have two viewing options. The default is the "Tracking Mode" option which keeps the rocket centered in the view window during the flight. The zoom widget is disabled during tracking mode. The other viewing option keeps the view fixed on the ground. The "Find" button takes you to the launch pad. Use the zoom widget and the graphic movement to examine the entire flight trajectory with this option. Viewing options are toggled using the "Track" button located below the graphics window.<br />
3. The blue "Data" button on the "Launch" input panel displays output graphics in the view window. Data is displayed as "strip charts" of thrust, weight, drag, velocity, and height. Depending on the rocket type, some of these variables do not change. The horizontal grid increments are 1 second on the strip charts. You return to the flight mode graphics by clicking the "View" button on the "Launch" input panel.<br />
<br />
INPUT VARIABLES<br />
<br />
Input variables are located on the right side of the screen. You first select the type of rocket by using the blue buttons at the top of the screen:<br />
<br />
1. A Ballistic projectile is an object which has no propulsion system and is shot into the air at some initial velocity. Gravity eventually brings the object back to the surface. Ballistic objects have only one input panel which is located at the lower right. You can select several different types of objects by using the choice box at the upper right of the input panel. A representative weight, cross-sectional area, and drag coefficient (CD) are then loaded onto the input panel. You can reset these values as described above. The launch speed must also be specified before launch. You then click "GO" to complete the design and move to the launch pad.<br />
2. An Air rocket is a special case of a ballistic projectile. The weight of the compressed air rocket is determined by your design and a check is made for rocket stability. The fuel for the air rocket is compressed air. You increase the pressure of the air by using a pump. The program computes the launch speed based on an integration of Newton's second law. The launch speed depends on the length of the launch tube.<br />
3. A Water rocket uses a standard 2-Liter plastic bottle for the body of the rocket. You design the other parts of the rocket, including the nose cone and fins. The fuel for the water rocket is water which is pressurized by an air pump. You specify the amount of water, the air pressure, the diameter of the nozzle and the length of the launch tube. Because water is forced out of the nozzle under pressure, the weight of the rocket changes during the flight.<br />
4. The Solid rocket is powered by a solid rocket engine that you purchase from a hobby store. You design the shape of the rocket and the program checks for stability. You fuel the rocket by selecting the number and type of rocket engine. The thrust characteristics of many types of engines are modeled in the program.<br />
<br />
During rocket Design, you have four choices of input panels; Nose, Payload, Body, and Fins. You select the input panel by using the blue buttons located above the graphics window on the left. On each input panel, you select the material for the part being designed by using the choice button at the top of the panel. The density of the material is shown to the left of the choice button and is used in computation of the weight of the part. The weight of the part affects the location of the center of gravity and the stability of the rocket. There are input sliders and boxes on each panel which change the geometry of each part:<br />
<br />
1. On the Nose panel, you can select the shape by using the choice box at the top. For each shape, you can change the vertical length of the nose and the base diameter of the nose. The program calculates the area and volume of the nose which is then used in the weight calculation. At the bottom of the Nose input panel, you can select the type of recovery system by using the choice box and you can add ballast weight to the nose to keep CG above CP. When you finish the nose design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
2. The Payload panel is used to design the section between the nose and the body of the rocket. As before, you can vary the length and the diameter of the payload tube. As the payload diameter is varied, the nose diameter is also changed, and the area, volume, and weight of the payload is calculated. On most rockets there is a fairing or transition section between the payload and the body tube. You can vary the length and material of the fairing. When you finish the payload design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
3. The Body panel is used to size the body tube of the rocket. You can specify the length and diameter of the tube for the air rocket and the solid rocket. For the solid rocket, the program insures that the tube diameter is large enough to hold the engine. For all types of rockets you can add a fairing to the bottom of the rocket. The exit diameter of the fairing is the nozzle diameter. A fairing reduces the amount of base drag of your rocket. On the Body panel you must specify the drag coefficient of the rocket. (In future versions of the program, the drag coefficient will be calculated. For now, you must input a value.) When you finish the body tube design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
4. The Fins panel is used to design the shape and number of stability fins. You can choose a trapezoidal or an elliptical class of geometry. Rectangles, squares, rhombuses, and triangles are included in the trapezoidal class; circles are a special case of the elliptical class. You specify the location of the fins along the body tube as measured from the bottom of the rocket. You also specify the length of the fin root along the tube, and the width of the fin from the surface of the tube. For the trapezoidal class, you can specify the leading edge (L.E.) angle and the trailing edge (T.E.) angle as measured from the horizontal. When you finish the fin design you can select another part by using the blue buttons, or you can click "GO" to complete the design.<br />
<br />
After the rocket is designed, you use the Fuel input panel to specify the propulsion system inputs. The type of input panel depends on the type of rocket. A Ballistic object has no fuel, so the input panel is the same as the design panel. An Air rocket has a pump with a beginning and ending volume that can be used to compute the pressure in the rocket. You can choose to input the pressure by using the choice button on the input panel. The pump pressure and length of the launch tube determines the launch velocity. A Water rocket is filled to some level with water and then pumped to some launching pressure before launch. You select the volume of water, the pump pressure, and the length of the launch tube and the program computes the weight of the water and the lift off (LO) thrust. You must have lift off thrust greater than weight in order to launch. For the Solid rocket, small solid rocket engines are inserted in the rocket. The thrust and weight characteristics of these engines are described on a separate page. With solid rockets, you can also choose a two-stage or clustered configuration of multiple engines. When you finish fueling you click "GO" and proceed to the launch "Pad".<br />
<br />
On the launch Pad input panel you specify the flight conditions for your rocket. The default location of your launch pad is on the Earth at sea level. You may also launch from an "ideal" Earth, where there is gravity but no drag, or from the Moon, where there is no drag and 1/6th of the Earth's gravity, or from Mars, where there is reduced drag and roughly 1/3rd of the Earth's gravity. You may change the altitude of the launch pad and the wind conditions on Earth or Mars. You may choose to model the effects of weather cocking on the launch by using the choice box on the input panel. And finally, you select the angle from the vertical and the length of the launch rail. When you finish selecting your flight conditions click "GO" and proceed to "Launch" control.<br />
<br />
On the Launch input panel you have a white button to "Fire" the rocket. As the countdown begins, the button turns yellow, then green during the flight, and finally red after touchdown. During the flight, the time and telemetry information changes. You can interrupt the flight by pushing the blue "Pause" button. You can then proceed a time step at a time by pushing the white "Step" button, or resume the flight by pushing "Resume". When your flight is finished, you can "Reset" the same flight conditions and shoot again, or you can re-fuel or change flight conditions. At any time you can "Abort" the mission. At the bottom of the "Launch Control" panel, the current and maximum values of the height, speed, and range (distance from the launch pad) are displayed. The current value of thrust, weight, and drag are also displayed. If a Water rocket is being launched, the instantaneous pressure and fuel weight inside the bottle are also displayed.<br />
<br />
Have fun! '''<br />
<br />
* Water Rocket Fun v.3.4.<br />
http://www.seeds2lrn.com/rocketSoftware.html<br />
<br />
The main page that we can focus on: contains downloadable software for a flight of water rocket: Called : Water Rocket Fun v.3.4<br />
<br />
This program can help students and rocketeers understand the physics of water rockets and how to optimize their water rocket launches to obtain the highest apogees. The interface is designed to be easy to use and understand. But don't be fooled by the program's simple layout, few if any of the other simulators you may find are as accurate. Under the hood this program is pretty sophisticated and thorough. The methodology includes both incompressible and compressible fluid mechanics along with a fair amount of thermodynamics and numerical methods to provide accurate water rocket apogee predictions. Very usable! Good stuff.<br />
<br />
'''Both of the software are used in the first lab. They will cooperate in a way that results from the both usages of the software's will be combined into real life situation - making a real water rocket launch - estimating and measuring some values and comparing them to the first lab.'''<br />
<br />
<br />
<br />
'''Physical Models'''<br />
<br />
<br />
We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to approach the subject matter in the unit a hands-on fashion, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from.<br />
<br />
Additionally, the materials for this are avaliable for us around us - water bottles are main material - everything else needed for a rocket model is really cheap. Besides that, launcher needs to analyzed if it will cost significantly - or generally the launching procedure - because I think it's even launch-able without a special launching site.<br />
<br />
* http://www.et.byu.edu/~wheeler/benchtop/ <br />
<br />
-Further info about rocket models - a website of a person which had done this too many times to be expert - so he explains it all on his webpage.<br />
<br />
* The main thing here is to make sure that the modeling/simulation of the water rocket goes hand in hand with the actual building of a water rocket: we ideally would want them to build exactly what they modeled, so that (assuming the model worked) they know it will work properly. Also, for students with no background in physics, there is a lot of groundwork to do before they can put this all together, but it's still important to use all the materials documented here to tie this to the greater scheme of things: they're modeling model rockets, but it's essential to show them the modeling of the real deal to exemplify the importance of this kind of modeling the world.<br />
<br />
==== Bill of Materials ==== <br />
Water rockets are pretty cheap investment; <br />
we need water bottles ; size can vary; couple of $.<br />
Water; negligible price.<br />
Few stabilizing parts on it;probably carton or paper or similar ; very cheap too.<br />
Launcher could be bit more expensive; we need air pump and a pad.<br />
I guess the whole cost can fit into; dozens of dollars.<br />
Really sorry-not good with pricing in USA - Sam can you cover me?<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Question 1: <br />
** Which one of the following elements does not affect pathway of flight of the rocket? <br />
<br />
::1. Rocket Thrust<br />
::2. Earth Gravity<br />
::'''3. Rocket Mass'''<br />
::4. Force by air movement (i.e. Wind) <br />
<br />
* Question 2:<br />
** What do you require to measure/track the altitude of the rocket flight? <br />
<br />
::1. A Person at very high position and binoculars<br />
::2. Good Math and estimation skills in cooperation with already-known-height of the nearby tree<br />
::'''3. Another person besides you to track the angle reached'''<br />
::4. A measuring device attached on to the rocket <br />
<br />
<br />
* Question 3 <br />
** Which one the below listed is the dependent variable from the equations related to the flight of the rocket? <br />
<br />
::1. Mass<br />
::'''2. Velocity'''<br />
::3. Time<br />
::4. Gravity<br />
<br />
==== Quiz Questions ==== <br />
Some of the possible questions are: (reference to the PCurr)<br />
<br />
~ Describe the four forces operating on any object moving through air and discuss their application to the flight sequence of a model rocket.<br />
<br />
~ Describe Newton's three laws of motion and how they relate to model rocketry.<br />
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~ Identify each part of a rocket and describe its function in relation to the four forces operating on any object moving through the air.<br />
<br />
~ Describe the phases of rocket flight and make sure you describe them in order they occur.<br />
<br />
(Correct answers can vary cause we're talking about descriptive answers; but it has to follow a certain pattern of the definition presented from the readings.) Will surely test their knowledge.<br />
<br />
= Rocket Modeling Metadata = <br />
Rocketry is an excellent mean of teaching the scientific concepts of aerodynamics and Newton's Laws of Motion. It integrates well with math in calculating formulas, problem solving and determining altitude and speed.<br />
In constructing a model rocket, the student must follow directions, read and follow a diagram and use careful craftsmanship.<br />
<br />
== Scheduling == <br />
As said in the overview, later in the semester - late March or so. Because of weather for lab #2 - two weeks unit.<br />
<br />
== Concepts, Techniques and Tools == <br />
Concepts<br />
* Data -> information -> knowledge<br />
* Computational thinking<br />
* Accuracy vs precision <br />
<br />
Techniques<br />
<br />
* Interpreting a graph<br />
* Basic statistics<br />
* Estimation<br />
* Data collection <br />
<br />
Tools<br />
<br />
* Spreadsheet; {Open, Neo} Office<br />
* Plotting; The simulators provided.<br />
* Visualization/visual modeling<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Analysis of this unit's support or not for this item. '''Does not apply; this unit is purely quantitative.'''<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Analysis of this unit's support or not for this item. '''Again it does not apply/support.'''<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Analysis of this unit's support or not for this item. '''Does not support it; it could but we have different focus.'''<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Analysis of this unit's support or not for this item. '''Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Analysis of this unit's support or not for this item. '''Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Analysis of this unit's support or not for this item. '''It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Analysis of this unit's support or not for this item. "Yes, estimation and confirmation are important part of the unit.'''<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** Analysis of this unit's support or not for this item. '''Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Analysis of this unit's support or not for this item. '''The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** Analysis of this unit's support or not for this item. '''The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Analysis of this unit's support or not for this item. '''The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''<br />
<br />
== Scaffolded Learning ==<br />
The 3 steps involve the following.<br />
<br />
1. Talking about some of the general principles of aerodynamics and how the forces involve effect the flight of various aircraft.<br />
<br />
2. Modeling the flight of a rocket or airplane based on lecture content.<br />
<br />
3. Actually building a model airplane or rocket and then launching it based on conclusions reached in the simulations based on lecture content.<br />
<br />
== Inquiry Based Learning == <br />
According to previous template; same as :''Scientific inquiry'' above. <font color=red>What does this mean? Put the actual text here that describes how it supports inquiry based learning.</font><br />
<br />
= Rocket Modeling Mechanics = <br />
== To Do ==<br />
* <font color=red>The principle and approach are great, but it needs to be significantly simpler. For example the instructions for carrying-out the software labs need to be simpler/clearer. </font><br />
* <font color="red">Cleanup formatting. Missing entries, abbreviations, ..., etc.</font><br />
* <font color="red">Follow the template more closely, e.g. To Do vs Comments.</font><br />
<br />
<font size=4> OLD LIST! </font><br />
* In Lego catalog, Charlie found air-powered straw rockets. "Pitsco" makes them, here's a link: http://catalog.pitsco.com/store/detail.aspx?CategoryID=24&by=9&ID=2653&c=1&t=0&l=0<br />
** Outside, wind may be a factor - perhaps use gym - this would free us up weather-wise<br />
** (Note, we would have to reserve the gym, charlie sent a note to the Registrar's office about this)<br />
* <font color="darkmagenta">Seconded about formatting; edit headers to meet the template, helps make it clear what is a subsection of what</font><br />
* <font color="darkmagenta">Relocate past reviewer comments (and for the next sweep, make sure the current ones are moved). Somehow their color was wiped and they're lumped in with everything else now, which makes for a confusing read.</font><br />
<br />
== Comments ==<br />
<font csize=4> Also older comments which I addressed in the assignment before this one.</font><br />
<hr><br />
<br />
* Just an observation: this states "for grades 8, 9, 10, 11"; is it going to be satisfactory/appropriate for college freshmen?<br />
<br />
As I have already mentioned in the below lecture notes NOTE; it does imply that, but we are talking about very specific material which will in combination with further more-advanced ideas about rocket flight produce an appropriate material for the freshmen.<br />
<br />
* This will be review for some freshmen straight out of high school physics, and bewilderingly new for others. Juggling the level of interest and knowledge for even a small class may be difficult, not to mention a huge class.<br />
<br />
I will try to be more clear; the talk would be about very specified on the flight of a rocket - which might be a case with level of specificity which not many have met before; meaning that we will go very specific; some stuff to note at, some obvious stuff; a bit deeper than general stuff they probably learned. Could be altered though. <br />
<font color="darkmagenta">For instance, list these, define them, etc</font> Addressed - lecture part.<br />
<br />
* Q2 might be a bit confusing<br />
<br />
Second question offers bit longer answers which from 1 point of view sound ridiculous but from another have applicable ideas. Even though some of them might even produce an approximate correct answer - only one is true.(C)<br />
<br />
* Is the football field too small or too crowded? Estimate how large the area needs to be, how long and when we need it<br />
<br />
The Flight of the rocket can be adjusted, so having a smaller or bigger area should not represent any problems. And to answer a question to 100ft vs 10 ft flight; it is perfectly fixable with just adjusting the size of bottle used and amount of water in them; I guess that is the advantage of the water rocket.<br />
<br />
= Authorship = <br />
*Yubaa ~ yrosic08<br />
*Sam ~ spwein06</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Predator-Prey&diff=8774CS382:Predator-Prey2009-03-30T13:37:04Z<p>Mclauia: /* Software */</p>
<hr />
<div>= Predator Prey ( Lynx Hare ) = <br />
== Overview ==<br />
<br />
The predator prey unit will last for a week and a half. (Or, 3 classes) The purpose of this unit is to teach the students of this class about using system dynamics, using predator-prey interaction as a vehicle to facilitate the student's understanding of how the systems dynamics approach to modeling functions. This unit will consist of a lab where students use a couple of different simulation models to explore the intricacies of how predator and prey interact, both agent-based and system dynamics based.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
* [http://www.systemdynamics.org/DL-IntroSysDyn US Department of Energy's very nice (if ugly) intro to System Dynamics]<br />
** Great compilation of knowledge on the subject. Is the primary source for the present lecture notes.<br />
* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]<br />
** Another compilation of knowledge used extensively in the lecture notes.<br />
<br />
== Reading Assignments for Students ==<br />
* Given the reference materials present so far, it's possible that rather than having a link to online reading assignments, we may have to create paper handouts based on the materials that we have links to.<br />
<br />
* A handout created from parts of the US Dept. Of Energy's guide to System Dynamics seems like a very good place to start.<br />
<br />
== Reference Material ==<br />
* [http://www.mysciencebox.org/book/export/html/81 Page on Lynx - Hare Populations]<br />
* [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Talks about Lynx - Hare as a Pred/Prey model]<br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model]<br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation(SystemDynamics) Wolf Sheep Systems Dynamics netlogo model]<br />
* [http://www.systemdynamics.org/DL-IntroSysDyn US Department of Energy's very nice (if ugly) intro to System Dynamics]<br />
* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]<br />
<br />
== Lecture Notes == <br />
Outline of the lectures designed to fit into 2 1:20 slots per week. This unit lasts 1 1/2 weeks, so requires 3 lectures.<br />
<font color="darkmagenta">I dig the detail of these lecture notes. Do more!</font><br />
<br />
'''Lecture 1:'''<br />
<br />
* Intro & Concepts<br />
** What is system dynamics? <font color="darkmagenta">for instance, answer these</font><br />
** What is it for?<br />
** What does it let you do?<br />
*** Systems dynamics lets you sketch out the relationships between all the components of a dynamic system, and given those relationships, will allow you to predict how the system behaves over a period of time. Will it result in a fluctuating growth? Exponential growth? Perfect equilibrium? All of these questions should be answerable using this type of model.<br />
** Why use System Dynamics? When should you use it?<br />
*** The answer to this question is essentially the same as why you should use any other model. It's oftentimes quicker, cheaper and safer to alter a model and run tests on that than to alter a real system and run tests on that. Additionally, a failure in a model will allow you to predict a failure in a real system.<br />
*** Failure in a real system often has catastrophic consequences, such as the loss of lives. The failure of a model is often much less devastating, resulting in perhaps a "Darn. Well, back to the drawing board." instead of "My son/daughter was in that building!"<br />
** Strengths / Weaknesses <font color="darkmagenta">and list some of these</font><br />
<br />
* Basic Terminology (Building Blocks)<br />
** Time Paths<br />
*** A time path is how something changes over time (either the whole system or an aspect of the system).<br />
** Link<br />
*** Feedback Loop<br />
** Stock<br />
*** A stock is a quantity of objects that's variable in nature. Examples of this are the number of sheep in a pasture, the number of fish in a pond, the amount of oil left in the world, the number of tanks in the US military, etc.<br />
** Flow<br />
*** This represents the flow of resources either into or out of a stock. For instance, drilling would represent a flow out of the stock of oil in Alaska, and into the stock of oil in the US Oil Reserve.<br />
<br />
* Causal Loop Diagram<br />
** Pictures used to convey understanding of interactions or influences within the structure. It's used specifically to show the influential interactions between two elements of a structure.<br />
** The main conventions that are used to display a loop are the "+", "-", "S" and "O"<br />
** That is to say, that if a arrow is shown from A to B with a + on it, it means that A adds to B. As A increases, it adds more and more to B, and as it decreases, it adds less and less, but still adds to B<br />
** With a - shown with the arrow, A subtracts from B. As A grows, it subtracts more and more from B. As A diminishes, it subtracts less and less from B (But still subtracts)<br />
** With a S shown with the arrow, A and B grow in the same direction. This means that as A increases, B increases, and vice versa.<br />
** A O indicates that A and B grow in opposite directions, I.E. as A shrinks B grows and vice versa.<br />
** With no label, it indicates that A is considered a constant.<br />
** The Causal loop diagram gives no indication as to the strength of the influence of the two elements, it just shows the nature of the influence.<br />
** There are, generally speaking, two types of Causal loops. A Reinforcing loop and a Balancing loop.<br />
*** In a reinforcing loop, each action adds to the other. An action that produces a result that produces more of the same action is a reinforcing loop.<br />
*** In a balancing loop, any action attempts to bring two things to agreement. A situation where one tries to solve a problem or achieve a goal is representative of a balancing loop.<br />
<br />
<br />
'''Lecture 2:'''<br />
<br />
*More Terminology<br />
** System Dynamics is interested in the behavior of systems over a period of time. Time paths are critical to expressing this.<br />
** Types of Time Paths<br />
*** Linear Family<br />
**** Growth / Decline<br />
***** The notion that most systems grow / decline under a linear curve is in fact incorrect. A linear growth or decline indicates a system which is devoid of feedback.<br />
***** Feedback is a crucial part for the growth or decay of any system.<br />
**** Equilibrium<br />
***** The expression of a system under which there is no pressure for change, or a system in which all variables reach their desired state at the same point in time<br />
***** Note that this is an extremely artificial scenario, most systems do NOT reach or maintain equilibrium.<br />
*** Exponential Family<br />
**** Paths showing exponential growth and exponential decay. Real systems tend to grow along exponential paths rather than linear paths.<br />
*** Goal-Seeking Family<br />
**** Displayed in most living, and some nonliving systems<br />
*** Oscillation Family<br />
**** Sustained<br />
***** Characterized by a predictable periodicity.<br />
***** Predator-Prey relations are often characterized by this, as while the individual oscillations may vary, they often follow a predictable oscillating pattern in that the rise of the prey population indicates the rise of the predator population, and the decline of a prey population causes the decline of a predator population.<br />
**** Dampened<br />
***** Displayed by systems that display dissipation or relaxation processes, such as friction or information smoothing.<br />
**** Exploding<br />
***** Starts of smoothly, but grow until either the system settles down or is torn apart.<br />
***** This pattern occurs infrequently in real-world situations, and doesn't last long when it does.<br />
**** Chaos<br />
***** A unique type of oscillation, as it basically represents a random pattern generated by a system that is devoid of randomness<br />
*** S-Shaped Family<br />
**** This is extremely visible in the [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model] when the grass is taken out of the equation. The sheep population goes too high, which in turn causes the wolf population to increase too much, which leads to an irrecoverable decline in the sheep population. (Extinction)<br />
**** This is referred to as an "Overshoot and crash" system.<br />
<br />
* Review of the "Building Blocks" of a System Dynamics model<br />
<br />
<br />
'''Lecture 3:'''<br />
<br />
* Review of Class 1 and 2.<br />
** Still working on material for this. <font color="darkmagenta">Fair enough</font><br />
<br />
== Lab == <br />
==== Process ====<br />
* Open up the Netlogo Lynx-Hare model showing both an agent based model and an empty system dynamics model. <font color="blue">They're going to need to know how to get to that one.</font><br />
* Given the rules of the agent based simulation, identify parts of the system dynamics model. <font color="blue">How should they determine these?</font><br />
** Determine the stocks in this model.<br />
** Determine the flows.<br />
*** Determine what effects the sheep birth / death rate.<br />
*** Determine what effects the wolf birth / death rate.<br />
** Figure out the variables then look at how you can tweak the simulation.<br />
* Draw a causal loop diagram using the above information.<br />
* Implement the System Dynamics Netlogo model using the causal loop diagram. <font color="blue">???</font> <font color="darkmagenta">I have only a vague idea of what this means. I can see that there's an interface in Netlogo to edit the diagram, but what exactly do they need to do?</font><br />
* Experiment with different values for the two models.<br />
** Make notes of what you notice.<br />
* In Excel, collect data points from a run of the agent based model. Fit a curve to this data. Using the curve equations, configure the system dynamics model to produce a result similar to the one gleaned from the agent-based simulation.<br />
** We will be providing a set of values for the agent-based model. <font color="blue">Do you have these?</font><br />
** We need to determine exactly how to do this in Excel. <br />
* Evaluation for correctness / completeness.<br />
** Evaluate the correctness of the system dynamics model. <font color="blue">How? Be more specific, please. For the poor confused freshmen.</font> <br />
** Evaluate how well the results of the system dynamics model meshed with the results generated by the agent-based model.<br />
<br />
<br />
* For most of these steps, there will need to be more specific information for those who are not familiar with the procedures involved. This will be provided by us. <font color="blue">Yep. You're supposed to do it as part of the lab writeup for this week for people to be able to do your lab. :P</font><br />
<br />
==== Write-up ====<br />
* Required Elements:<br />
** Provide all the stuff we told them to to in the procedure.<br />
*** What are the stocks?<br />
*** What are the flows?<br />
*** How can the simulation be tweaked?<br />
*** A causal loop diagram.<br />
*** Netlogo implementation of the system dynamics model.<br />
*** Excel file with the fit curve.<br />
*** An explanation of how they came up with the values for the system dynamics model based on the fitted curve.<br />
* Visualization opportunities:<br />
** Placeholder.<br />
* Optional elements:<br />
** Placeholder.<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Placeholder.<br />
<br />
==== Software ==== <br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model]<br />
** This can be run in a browser on Firefox.<br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation(SystemDynamics) Wolf Sheep Systems Dynamics netlogo model]<br />
** Same for this. <font color="darkmagenta">Maybe I'm just terrible at using the browser interface, but the diagram window did not pop up for me in either Firefox or Safari. Using the Netlogo on my machine, though, I had both windows for the diagram and testing. If I'm doing something wrong, then it needs instructions; otherwise we might need to make them download it for reals (gasp)</font><br />
<br />
<font color=red>Make a new model with the correct vermin.</font> <font color="darkmagenta">Could we also just change the name of the unit?</font><br />
<br />
==== Bill of Materials ==== <br />
* I don't think it will be practical to try and conduct a lab for this unit with anything but software.<br />
* So far all the software that we've found is open-source and free.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Look at the graph on [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Lynx - Hare as a Pred/Prey model]. What type of oscillation does it show?<br />
** A. Chaos<br />
** B. Explosive<br />
** C. Dampening<br />
** D. '''Sustained'''<br />
* What is a good example of a reinforcing loop?<br />
** A. Uncontrolled fishing in a lake<br />
** B. Spilling wine on a carpet<br />
** C. '''A Stock Market crash'''<br />
** D. Parents buying a child toys<br />
<br />
==== Quiz Questions ==== <br />
* Look at the graph on [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Lynx - Hare as a Pred/Prey model]. What is the average periodicity of the oscillation?<br />
* Give an example of a system with a explosive type of oscillating time path.<br />
* Pick a system from the following list, and draw a model of it.<br />
** System A<br />
** System B<br />
** Etc.<br />
<br />
= Predator Prey Metadata = <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
* Given that this unit employs agent-based modeling as a introductory element in order to make the switch to system dynamics, it would be best if this unit came after a unit on agent-based modeling, or at least a unit in which students were introduced to agent-based modeling.<br />
<br />
== Concepts and Techniques == <br />
This is a placeholder for a list of items from the context page.<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Analysis of this unit's support or not for this item.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Analysis of this unit's support or not for this item.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Analysis of this unit's support or not for this item.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** In this unit we have students create and examine formulas for modeling the relationships between the different parts of the systems. We also have them draw diagrams for representing their model and then use graphs and tables to analyze their results.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Systems dynamics is at it's core representing systems symbolically and mathematically.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** We are using mathematics to solve problems.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** In this unit we look at the concepts of linear and exponential growth and decay, among others.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Only so much as these ideas would be helpful in a particular model.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Experimentation is used when developing models and there is an analysis part of our lab.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** When comparing SD to Agent based we will go into the relative strengths and weaknesses of SD in general and as compared to Agent based modeling. <br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** They can model natural systems including our example, Predator-Prey models.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** Experimentation is used when developing models.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** We certainly provide some experience with theoretical analysis but not much empirical data will be collected.<br />
<br />
== Scaffolded Learning ==<br />
<br />
* The scaffold approach is more difficult to take with this unit than with some others, because rather than involving a grander and grander scope, it involves a transition from one type of modeling to another. The obvious answer here is to start out with a small system that we model, then move on to larger ones, but I'm not sure if I'm satisfied with that approach.<br />
<br />
== Inquiry Based Learning == <br />
Some prose.<br />
<br />
<font color="red">Consider open-ended questions for the students to explore in the context of the lab. What happens when you change X? Why? </font><br />
<br />
= Predator Prey Mechanics = <br />
== To Do ==<br />
* A list of items maintained by the authors, Charlie, and the Reviewers.<br />
<br />
== Comments ==<br />
* <font color="darkmagenta">Put answers to CRS / quiz Qs in bold</font><br />
** Done.<br />
* <font color="darkmagenta">Come up with something concrete, then go into detail on it (at least to the level of procedure). That'll make it easier to evaluate where to go with it in the greater scheme of things, and to offer suggestions for what might be most effective.</font> <font color="red">Agreed.</font><br />
** Done.<br />
<br />
= Authorship = <br />
Your names, URLs, etc.</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Predator-Prey&diff=8773CS382:Predator-Prey2009-03-30T13:31:55Z<p>Mclauia: /* Lab */</p>
<hr />
<div>= Predator Prey ( Lynx Hare ) = <br />
== Overview ==<br />
<br />
The predator prey unit will last for a week and a half. (Or, 3 classes) The purpose of this unit is to teach the students of this class about using system dynamics, using predator-prey interaction as a vehicle to facilitate the student's understanding of how the systems dynamics approach to modeling functions. This unit will consist of a lab where students use a couple of different simulation models to explore the intricacies of how predator and prey interact, both agent-based and system dynamics based.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
* [http://www.systemdynamics.org/DL-IntroSysDyn US Department of Energy's very nice (if ugly) intro to System Dynamics]<br />
** Great compilation of knowledge on the subject. Is the primary source for the present lecture notes.<br />
* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]<br />
** Another compilation of knowledge used extensively in the lecture notes.<br />
<br />
== Reading Assignments for Students ==<br />
* Given the reference materials present so far, it's possible that rather than having a link to online reading assignments, we may have to create paper handouts based on the materials that we have links to.<br />
<br />
* A handout created from parts of the US Dept. Of Energy's guide to System Dynamics seems like a very good place to start.<br />
<br />
== Reference Material ==<br />
* [http://www.mysciencebox.org/book/export/html/81 Page on Lynx - Hare Populations]<br />
* [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Talks about Lynx - Hare as a Pred/Prey model]<br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model]<br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation(SystemDynamics) Wolf Sheep Systems Dynamics netlogo model]<br />
* [http://www.systemdynamics.org/DL-IntroSysDyn US Department of Energy's very nice (if ugly) intro to System Dynamics]<br />
* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]<br />
<br />
== Lecture Notes == <br />
Outline of the lectures designed to fit into 2 1:20 slots per week. This unit lasts 1 1/2 weeks, so requires 3 lectures.<br />
<font color="darkmagenta">I dig the detail of these lecture notes. Do more!</font><br />
<br />
'''Lecture 1:'''<br />
<br />
* Intro & Concepts<br />
** What is system dynamics? <font color="darkmagenta">for instance, answer these</font><br />
** What is it for?<br />
** What does it let you do?<br />
*** Systems dynamics lets you sketch out the relationships between all the components of a dynamic system, and given those relationships, will allow you to predict how the system behaves over a period of time. Will it result in a fluctuating growth? Exponential growth? Perfect equilibrium? All of these questions should be answerable using this type of model.<br />
** Why use System Dynamics? When should you use it?<br />
*** The answer to this question is essentially the same as why you should use any other model. It's oftentimes quicker, cheaper and safer to alter a model and run tests on that than to alter a real system and run tests on that. Additionally, a failure in a model will allow you to predict a failure in a real system.<br />
*** Failure in a real system often has catastrophic consequences, such as the loss of lives. The failure of a model is often much less devastating, resulting in perhaps a "Darn. Well, back to the drawing board." instead of "My son/daughter was in that building!"<br />
** Strengths / Weaknesses <font color="darkmagenta">and list some of these</font><br />
<br />
* Basic Terminology (Building Blocks)<br />
** Time Paths<br />
*** A time path is how something changes over time (either the whole system or an aspect of the system).<br />
** Link<br />
*** Feedback Loop<br />
** Stock<br />
*** A stock is a quantity of objects that's variable in nature. Examples of this are the number of sheep in a pasture, the number of fish in a pond, the amount of oil left in the world, the number of tanks in the US military, etc.<br />
** Flow<br />
*** This represents the flow of resources either into or out of a stock. For instance, drilling would represent a flow out of the stock of oil in Alaska, and into the stock of oil in the US Oil Reserve.<br />
<br />
* Causal Loop Diagram<br />
** Pictures used to convey understanding of interactions or influences within the structure. It's used specifically to show the influential interactions between two elements of a structure.<br />
** The main conventions that are used to display a loop are the "+", "-", "S" and "O"<br />
** That is to say, that if a arrow is shown from A to B with a + on it, it means that A adds to B. As A increases, it adds more and more to B, and as it decreases, it adds less and less, but still adds to B<br />
** With a - shown with the arrow, A subtracts from B. As A grows, it subtracts more and more from B. As A diminishes, it subtracts less and less from B (But still subtracts)<br />
** With a S shown with the arrow, A and B grow in the same direction. This means that as A increases, B increases, and vice versa.<br />
** A O indicates that A and B grow in opposite directions, I.E. as A shrinks B grows and vice versa.<br />
** With no label, it indicates that A is considered a constant.<br />
** The Causal loop diagram gives no indication as to the strength of the influence of the two elements, it just shows the nature of the influence.<br />
** There are, generally speaking, two types of Causal loops. A Reinforcing loop and a Balancing loop.<br />
*** In a reinforcing loop, each action adds to the other. An action that produces a result that produces more of the same action is a reinforcing loop.<br />
*** In a balancing loop, any action attempts to bring two things to agreement. A situation where one tries to solve a problem or achieve a goal is representative of a balancing loop.<br />
<br />
<br />
'''Lecture 2:'''<br />
<br />
*More Terminology<br />
** System Dynamics is interested in the behavior of systems over a period of time. Time paths are critical to expressing this.<br />
** Types of Time Paths<br />
*** Linear Family<br />
**** Growth / Decline<br />
***** The notion that most systems grow / decline under a linear curve is in fact incorrect. A linear growth or decline indicates a system which is devoid of feedback.<br />
***** Feedback is a crucial part for the growth or decay of any system.<br />
**** Equilibrium<br />
***** The expression of a system under which there is no pressure for change, or a system in which all variables reach their desired state at the same point in time<br />
***** Note that this is an extremely artificial scenario, most systems do NOT reach or maintain equilibrium.<br />
*** Exponential Family<br />
**** Paths showing exponential growth and exponential decay. Real systems tend to grow along exponential paths rather than linear paths.<br />
*** Goal-Seeking Family<br />
**** Displayed in most living, and some nonliving systems<br />
*** Oscillation Family<br />
**** Sustained<br />
***** Characterized by a predictable periodicity.<br />
***** Predator-Prey relations are often characterized by this, as while the individual oscillations may vary, they often follow a predictable oscillating pattern in that the rise of the prey population indicates the rise of the predator population, and the decline of a prey population causes the decline of a predator population.<br />
**** Dampened<br />
***** Displayed by systems that display dissipation or relaxation processes, such as friction or information smoothing.<br />
**** Exploding<br />
***** Starts of smoothly, but grow until either the system settles down or is torn apart.<br />
***** This pattern occurs infrequently in real-world situations, and doesn't last long when it does.<br />
**** Chaos<br />
***** A unique type of oscillation, as it basically represents a random pattern generated by a system that is devoid of randomness<br />
*** S-Shaped Family<br />
**** This is extremely visible in the [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model] when the grass is taken out of the equation. The sheep population goes too high, which in turn causes the wolf population to increase too much, which leads to an irrecoverable decline in the sheep population. (Extinction)<br />
**** This is referred to as an "Overshoot and crash" system.<br />
<br />
* Review of the "Building Blocks" of a System Dynamics model<br />
<br />
<br />
'''Lecture 3:'''<br />
<br />
* Review of Class 1 and 2.<br />
** Still working on material for this. <font color="darkmagenta">Fair enough</font><br />
<br />
== Lab == <br />
==== Process ====<br />
* Open up the Netlogo Lynx-Hare model showing both an agent based model and an empty system dynamics model. <font color="blue">They're going to need to know how to get to that one.</font><br />
* Given the rules of the agent based simulation, identify parts of the system dynamics model. <font color="blue">How should they determine these?</font><br />
** Determine the stocks in this model.<br />
** Determine the flows.<br />
*** Determine what effects the sheep birth / death rate.<br />
*** Determine what effects the wolf birth / death rate.<br />
** Figure out the variables then look at how you can tweak the simulation.<br />
* Draw a causal loop diagram using the above information.<br />
* Implement the System Dynamics Netlogo model using the causal loop diagram. <font color="blue">???</font> <font color="darkmagenta">I have only a vague idea of what this means. I can see that there's an interface in Netlogo to edit the diagram, but what exactly do they need to do?</font><br />
* Experiment with different values for the two models.<br />
** Make notes of what you notice.<br />
* In Excel, collect data points from a run of the agent based model. Fit a curve to this data. Using the curve equations, configure the system dynamics model to produce a result similar to the one gleaned from the agent-based simulation.<br />
** We will be providing a set of values for the agent-based model. <font color="blue">Do you have these?</font><br />
** We need to determine exactly how to do this in Excel. <br />
* Evaluation for correctness / completeness.<br />
** Evaluate the correctness of the system dynamics model. <font color="blue">How? Be more specific, please. For the poor confused freshmen.</font> <br />
** Evaluate how well the results of the system dynamics model meshed with the results generated by the agent-based model.<br />
<br />
<br />
* For most of these steps, there will need to be more specific information for those who are not familiar with the procedures involved. This will be provided by us. <font color="blue">Yep. You're supposed to do it as part of the lab writeup for this week for people to be able to do your lab. :P</font><br />
<br />
==== Write-up ====<br />
* Required Elements:<br />
** Provide all the stuff we told them to to in the procedure.<br />
*** What are the stocks?<br />
*** What are the flows?<br />
*** How can the simulation be tweaked?<br />
*** A causal loop diagram.<br />
*** Netlogo implementation of the system dynamics model.<br />
*** Excel file with the fit curve.<br />
*** An explanation of how they came up with the values for the system dynamics model based on the fitted curve.<br />
* Visualization opportunities:<br />
** Placeholder.<br />
* Optional elements:<br />
** Placeholder.<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Placeholder.<br />
<br />
==== Software ==== <br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model]<br />
** This can be run in a browser on Firefox.<br />
* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation(SystemDynamics) Wolf Sheep Systems Dynamics netlogo model]<br />
** Same for this.<br />
<br />
<font color=red>Make a new model with the correct vermin.</font> <font color="darkmagenta">Could we also just change the name of the unit?</font><br />
<br />
==== Bill of Materials ==== <br />
* I don't think it will be practical to try and conduct a lab for this unit with anything but software.<br />
* So far all the software that we've found is open-source and free.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* Look at the graph on [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Lynx - Hare as a Pred/Prey model]. What type of oscillation does it show?<br />
** A. Chaos<br />
** B. Explosive<br />
** C. Dampening<br />
** D. '''Sustained'''<br />
* What is a good example of a reinforcing loop?<br />
** A. Uncontrolled fishing in a lake<br />
** B. Spilling wine on a carpet<br />
** C. '''A Stock Market crash'''<br />
** D. Parents buying a child toys<br />
<br />
==== Quiz Questions ==== <br />
* Look at the graph on [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Lynx - Hare as a Pred/Prey model]. What is the average periodicity of the oscillation?<br />
* Give an example of a system with a explosive type of oscillating time path.<br />
* Pick a system from the following list, and draw a model of it.<br />
** System A<br />
** System B<br />
** Etc.<br />
<br />
= Predator Prey Metadata = <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
* Given that this unit employs agent-based modeling as a introductory element in order to make the switch to system dynamics, it would be best if this unit came after a unit on agent-based modeling, or at least a unit in which students were introduced to agent-based modeling.<br />
<br />
== Concepts and Techniques == <br />
This is a placeholder for a list of items from the context page.<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Analysis of this unit's support or not for this item.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Analysis of this unit's support or not for this item.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Analysis of this unit's support or not for this item.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** In this unit we have students create and examine formulas for modeling the relationships between the different parts of the systems. We also have them draw diagrams for representing their model and then use graphs and tables to analyze their results.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Systems dynamics is at it's core representing systems symbolically and mathematically.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** We are using mathematics to solve problems.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** In this unit we look at the concepts of linear and exponential growth and decay, among others.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Only so much as these ideas would be helpful in a particular model.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Experimentation is used when developing models and there is an analysis part of our lab.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** When comparing SD to Agent based we will go into the relative strengths and weaknesses of SD in general and as compared to Agent based modeling. <br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** They can model natural systems including our example, Predator-Prey models.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** Experimentation is used when developing models.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** We certainly provide some experience with theoretical analysis but not much empirical data will be collected.<br />
<br />
== Scaffolded Learning ==<br />
<br />
* The scaffold approach is more difficult to take with this unit than with some others, because rather than involving a grander and grander scope, it involves a transition from one type of modeling to another. The obvious answer here is to start out with a small system that we model, then move on to larger ones, but I'm not sure if I'm satisfied with that approach.<br />
<br />
== Inquiry Based Learning == <br />
Some prose.<br />
<br />
<font color="red">Consider open-ended questions for the students to explore in the context of the lab. What happens when you change X? Why? </font><br />
<br />
= Predator Prey Mechanics = <br />
== To Do ==<br />
* A list of items maintained by the authors, Charlie, and the Reviewers.<br />
<br />
== Comments ==<br />
* <font color="darkmagenta">Put answers to CRS / quiz Qs in bold</font><br />
** Done.<br />
* <font color="darkmagenta">Come up with something concrete, then go into detail on it (at least to the level of procedure). That'll make it easier to evaluate where to go with it in the greater scheme of things, and to offer suggestions for what might be most effective.</font> <font color="red">Agreed.</font><br />
** Done.<br />
<br />
= Authorship = <br />
Your names, URLs, etc.</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Unit-compsoc&diff=8772CS382:Unit-compsoc2009-03-30T13:22:24Z<p>Mclauia: /* Process */</p>
<hr />
<div>----<br />
= Computational Sociology and Agent Based Modeling = <br />
== Overview ==<br />
This unit showcases Agent Based Modeling techniques and allows students to investigate them in a computational sociology context.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
* [http://en.wikipedia.org/wiki/Computational_sociology Computational Sociology (wikipedia)] Basic overview of computational sociology.<br />
* Tutorial on Agent Based Modeling [http://portal.acm.org/citation.cfm?id=1162708.1162712 ACM Digital Library] An in depth look at ABM theory and technologies.<br />
<br />
== Reading Assignments for Students ==<br />
* [http://ideas.repec.org/p/wpa/wuwpco/0405002.html The Structural Dynamics of Corruption: Artificial Society Approach] It's a bit longwinded and technical, but I think 13 pages is reasonable. It's a "welcome to college" kind of text. I don't expect that they'll get any of the mathy stuff, though, so I think maybe just clipping out the parts about choosing rulesets and giving them that would be useful.<br />
* [http://www.swarthmore.edu/SocSci/tburke1/artsoc.html Artificial Societies, Virtual Worlds and the Shared Problems and Possibilities of Emergence] This is relevant because of its discussion of emergence. I think for students it will help to justify why they're learning agent based modeling (because the emergent behavior of the models mimics the emergent behavior of these virtual worlds)<br />
* [http://jasss.soc.surrey.ac.uk/12/1/7.html A Proximate Mechanism for Communities of Agents to Commemorate Long Dead Ancestors] Though possibly more computational anthropology, I think this is a softer intro than the corruption model, and arguably more interesting.<br />
* [http://jasss.soc.surrey.ac.uk/11/4/9.html Can Extremism Guarantee Pluralism?] Another very long one, but such a fascinating topic I think it would engage students (especially Earlhamites). <br />
* [http://www.casos.cs.cmu.edu/education/phd/classpapers/Macy_Factors_2001.pdf Computational Sociology and Agent Based Modeling] Too long to read in full, but the introductory prose is extremely illuminating.<br />
<br />
== Reference Material ==<br />
* Tutorial on Agent Based Modeling [http://portal.acm.org/citation.cfm?id=1162708.1162712 ACM Digital Library] An in depth look at ABM theory and technologies.<br />
<br />
== Lecture Notes ==<br />
<font color="darkmagenta">These are very high-level... narrowing them down more will help a great deal. Also, how is the split made between the two+ classes?</font> <br />
<br />
<font color="red">I'd argue that they need to be expanded, that at a high level they cover the correct topics but need more depth to be useful.</font><br />
<br />
* What is Agent Based Modeling?<br />
** Game of Life <br />
** Emergent Behavior <br />
** What are its advantages and disadvantages? <font color="darkmagenta">for instance, what ARE the advantages/disadvantages?</font><br />
* Where is it useful? <font color="darkmagenta">How is it useful in these disciplines? etc~</font><br />
** Economics <br />
** Sociology<br />
** Biology <br />
** Information Science <br />
* Some Examples <br />
** [http://en.wikipedia.org/wiki/Boids Boids]<br />
* Computational Sociology<br />
** Who?<br />
*** Axtell and Epstein - Growing Artificial Societies<br />
** Why?<br />
*** Perhaps distribute and discuss introductory materials from "Computational Sociology and Agent Based Modeling" article<br />
** Example models, demo in class<br />
*** [http://www.cmol.nbi.dk/models/infoflow/infoflow.html Self Assembling of Information on networks]<br />
*** [http://jasss.soc.surrey.ac.uk/12/1/6/appendixB/EpsteinAxtell1996.html Sugarscape]<br />
<br />
== Lab == <br />
* Excercise in coming up with agent sets and agent relations. Have students think about a possible model of Saga sitting patterns over time. Their assignment is to come up with a set of agents and a set of agent relations and a short description of how such a model would evolve over time.<br />
* <font color="blue">When you say evolve over time, do you mean how the model would look when it was run, or how the people making the model would change it as they learned more information?</font><br />
<br />
==== Process ====<br />
* What to do, step-by-step<br />
** Discuss with your lab mates a potential "Saga Sitting pattern" model with attention to the factors involved and potential ways of collecting data. Write down these notes.<br />
** Brainstorm a set of agents that could be used in such a model. Write up a description of each model and explain why you thought it would be useful. <font color="blue">A minimum number would be helpful here. People are lazy.</font><br />
** Brainstorm a set of relations between agents that could be used in such a model. Examples include students' like or dislike of certain food agents, students' like and dislike of each other, students' attendance at simulatneous events. Write up a description of each relation and explain why you thought it would be useful.<br />
* What to look for<br />
** Is it hard or easy to account for many of the involved factors? <font color="darkmagenta"> + why? (yes/no-type questions are really easy for students to totally blank out)</font><br />
** How does this process differ from other types of modeling?<br />
*** Do you think coming up with mathematical formulas to describe the same issues would be easier or harder? <font color="darkmagenta">+ why?</font><br />
*** What challenges arise when you try to come up with agents? with agent relations?<br />
* What to record<br />
** Your notes and agent / agent relation descriptions<br />
** Your answers to the 'what to look for' questions.<br />
** A short description of how such a Saga model, using your agents and agent relations would evolve over time. <font color="darkmagenta">Looks like this clarifies the above comment's question</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
** Notes and descriptions<br />
** Answers<br />
** Model outcome + saga map.<br />
* Visualization opportunities<br />
** Draw out a map of saga to aid in your final description<br />
* Optional elements<br />
** None<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Not sure? I didn't take CS128.<br />
<br />
==== Software ==== <br />
Nothing; maybe java for example applets. <font color="blue">Where were the example applets??</font><br />
<br />
==== Bill of Materials ==== <br />
Nada. Paper and pencil.<br />
<br />
* <font color="blue">This lab seems kind of short as compared with the other ones, which isn't necessarily a bad thing. However, if you wanted to move it to a prelab in order to have more time to do some sort of example or have them do something with Looking Around Corners as part of the lab, that might be good. On the other hand, you could also have them do some real life homework, like looking at the distribution of how people sit in Saga. Maybe they could find some environmental factors that influence students in Saga as well (ie people tend to sit closer to food?).</font><br />
* <font color="darkmagenta">Agreed, I'm not sure this would fill up an entire 3 hours or however long labs are. Re: real life homework/observations: are people just people, or would we want them to account for gender, race, year, age, etc?</font><br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* 1. What is Emergent Behavior?<br />
** A. '''The complex outcome of the interaction of many simple rulesets'''<br />
** B. How we verify and validate Agent Based models<br />
** C. How we define rulesets for agents in an agent based model<br />
** D. How we determine the formulas we use in mathematical modeling<br />
* 2. Who wrote the seminal text on sociological agent-based modeling?<br />
** A. Peck & Rogers, et. al<br />
** B. '''Axtell and Epstein'''<br />
** C. Axeman and Edlefsen<br />
** D. Whitehall and North<br />
* 3. What is the name of the first agent-based biological model?<br />
** A. Droids<br />
** B. BirdBots<br />
** C. '''Boids'''<br />
** D. BDroids<br />
<br />
<br />
==== Quiz Questions ==== <br />
Explain how agent based modeling's concept of emergent behavior could be used to explain some natural phenomenon.<br />
Name three good examples of things that could be used as agents.<br />
Name three good examples of agent relations that could be used in a model.<br />
Explain why it is sensible to model bird flocking using ABM. Extend this to justify modeling society with ABM.<br />
<br />
= Agent Based Modeling and Computational Sociology Metadata = <br />
This unit introduces students to Agent Based Modeling through the use of examples and then has them work in a context of Computational Sociology to learn more <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
Should certainly come after mathematical modeling and before systems dynamics.<br />
<br />
== Concepts and Techniques == <br />
* Pedagogical<br />
** Inquiry Based Learning<br />
** Degrees of open endedness<br />
** uses science to illustrate complexity of world around us<br />
* Structural<br />
** CRS<br />
** largely platform independent <br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Agents -> abstract models<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** discussion of boids, sugarscape and agent based modeling as a whole<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** the emergent behavior is a process of abstract manipulation; comparing emergent behavior back against the real world is "converting solutions back into concrete results"<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Little of this - the point is to avoid formulas (initially), but graphs and tables come up when analyzing model results.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Little of this. We're working with people, not numbers.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Nada.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** This could be worked in, but isn't there now.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Nope.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** In a more abstract way than most mathiness.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** This is fulfilled - the point of ABM is the limitation of mathematical and statistical methods.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Yes. Agent based methodology informs a way of thinking about natural processes that differs from more typical techniques - the ideas of emergent behavior are present in every day life.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** None.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Yes. Models = theoretical. Analyzing one's own social circle, for example, is empirical collection.<br />
<br />
== Scaffolded Learning ==<br />
None. The unit is lecture and work; neither fall into a set scaffolded structure.<br />
<br />
<font color="red">I think you could re-consider this for the lab. Start simple, provide a bit of structure, and let them extend into and through that as far as they can.</font><br />
<br />
== Inquiry Based Learning == <br />
The get to think creatively; they make a (static) model and get to think up their own agent based model (in an easy, but still interactive, way)<br />
<br />
= Agent Based Modeling and Computational Sociology Mechanics = <br />
== To Do ==<br />
* Read and consider JoshM's message about alife.<br />
* Expand lectures notes.<br />
* Come up with second lab, do design.<br />
<br />
== Comments ==<br />
* <font color="darkmagenta">Make answers bold please!</font> <br />
* <font color="darkmagenta">Some of this is reference/extra reading, then? If this is only a 1 week unit, will they just get a big pile of reading up front?</font> -There are snippets of each reading that I think should be assigned.<br />
<br />
== Archive ==<br />
* Tie this in with facebook/myspace/<social network here (virtual or real)>. Who do you know? Draw a graph of your best friends, good friends, acquaintances, less-than- acquaintances and follow the coloring/sizing of the model. Does this model resemble what emerges in the dynamic model (below)? Do several runs of the model and match their emergent stages against your drawing. Discuss validity of model based on this. The key for the lab is "Does this model resemble what emerges in the dynamic model?" The applet will run until it reaches a state of relative stasis. The static model that the students develop will, hopefully, have similar characteristics to the applet's emerged results. The idea is that 'reality' - the static model - appears in the emergent behavior of the dynamic model <br />
** [http://www.cmol.nbi.dk/models/infoflow/infoflow.html Model]<br />
<br />
= Authorship = <br />
Nate Smith</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Unit-compsoc&diff=8771CS382:Unit-compsoc2009-03-30T13:19:02Z<p>Mclauia: /* Bill of Materials */</p>
<hr />
<div>----<br />
= Computational Sociology and Agent Based Modeling = <br />
== Overview ==<br />
This unit showcases Agent Based Modeling techniques and allows students to investigate them in a computational sociology context.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
* [http://en.wikipedia.org/wiki/Computational_sociology Computational Sociology (wikipedia)] Basic overview of computational sociology.<br />
* Tutorial on Agent Based Modeling [http://portal.acm.org/citation.cfm?id=1162708.1162712 ACM Digital Library] An in depth look at ABM theory and technologies.<br />
<br />
== Reading Assignments for Students ==<br />
* [http://ideas.repec.org/p/wpa/wuwpco/0405002.html The Structural Dynamics of Corruption: Artificial Society Approach] It's a bit longwinded and technical, but I think 13 pages is reasonable. It's a "welcome to college" kind of text. I don't expect that they'll get any of the mathy stuff, though, so I think maybe just clipping out the parts about choosing rulesets and giving them that would be useful.<br />
* [http://www.swarthmore.edu/SocSci/tburke1/artsoc.html Artificial Societies, Virtual Worlds and the Shared Problems and Possibilities of Emergence] This is relevant because of its discussion of emergence. I think for students it will help to justify why they're learning agent based modeling (because the emergent behavior of the models mimics the emergent behavior of these virtual worlds)<br />
* [http://jasss.soc.surrey.ac.uk/12/1/7.html A Proximate Mechanism for Communities of Agents to Commemorate Long Dead Ancestors] Though possibly more computational anthropology, I think this is a softer intro than the corruption model, and arguably more interesting.<br />
* [http://jasss.soc.surrey.ac.uk/11/4/9.html Can Extremism Guarantee Pluralism?] Another very long one, but such a fascinating topic I think it would engage students (especially Earlhamites). <br />
* [http://www.casos.cs.cmu.edu/education/phd/classpapers/Macy_Factors_2001.pdf Computational Sociology and Agent Based Modeling] Too long to read in full, but the introductory prose is extremely illuminating.<br />
<br />
== Reference Material ==<br />
* Tutorial on Agent Based Modeling [http://portal.acm.org/citation.cfm?id=1162708.1162712 ACM Digital Library] An in depth look at ABM theory and technologies.<br />
<br />
== Lecture Notes ==<br />
<font color="darkmagenta">These are very high-level... narrowing them down more will help a great deal. Also, how is the split made between the two+ classes?</font> <br />
<br />
<font color="red">I'd argue that they need to be expanded, that at a high level they cover the correct topics but need more depth to be useful.</font><br />
<br />
* What is Agent Based Modeling?<br />
** Game of Life <br />
** Emergent Behavior <br />
** What are its advantages and disadvantages? <font color="darkmagenta">for instance, what ARE the advantages/disadvantages?</font><br />
* Where is it useful? <font color="darkmagenta">How is it useful in these disciplines? etc~</font><br />
** Economics <br />
** Sociology<br />
** Biology <br />
** Information Science <br />
* Some Examples <br />
** [http://en.wikipedia.org/wiki/Boids Boids]<br />
* Computational Sociology<br />
** Who?<br />
*** Axtell and Epstein - Growing Artificial Societies<br />
** Why?<br />
*** Perhaps distribute and discuss introductory materials from "Computational Sociology and Agent Based Modeling" article<br />
** Example models, demo in class<br />
*** [http://www.cmol.nbi.dk/models/infoflow/infoflow.html Self Assembling of Information on networks]<br />
*** [http://jasss.soc.surrey.ac.uk/12/1/6/appendixB/EpsteinAxtell1996.html Sugarscape]<br />
<br />
== Lab == <br />
* Excercise in coming up with agent sets and agent relations. Have students think about a possible model of Saga sitting patterns over time. Their assignment is to come up with a set of agents and a set of agent relations and a short description of how such a model would evolve over time.<br />
* <font color="blue">When you say evolve over time, do you mean how the model would look when it was run, or how the people making the model would change it as they learned more information?</font><br />
<br />
==== Process ====<br />
* What to do, step-by-step<br />
** Discuss with your lab mates a potential "Saga Sitting pattern" model with attention to the factors involved and potential ways of collecting data. Write down these notes.<br />
** Brainstorm a set of agents that could be used in such a model. Write up a description of each model and explain why you thought it would be useful. <font color="blue">A minimum number would be helpful here. People are lazy.</font><br />
** Brainstorm a set of relations between agents that could be used in such a model. Examples include students' like or dislike of certain food agents, students' like and dislike of each other, students' attendance at simulatneous events. Write up a description of each relation and explain why you thought it would be useful.<br />
* What to look for<br />
** Is it hard or easy to account for many of the involved factors?<br />
** How does this process differ from other types of modeling?<br />
*** Do you think coming up with mathematical formulas to describe the same issues would be easier or harder?<br />
*** What challenges arise when you try to come up with agents? with agent relations?<br />
* What to record<br />
** Your notes and agent / agent relation descriptions<br />
** Your answers to the 'what to look for' questions.<br />
** A short description of how such a Saga model, using your agents and agent relations would evolve over time. <font color="darkmagenta">Looks like this clarifies the above comment's question</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
** Notes and descriptions<br />
** Answers<br />
** Model outcome + saga map.<br />
* Visualization opportunities<br />
** Draw out a map of saga to aid in your final description<br />
* Optional elements<br />
** None<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Not sure? I didn't take CS128.<br />
<br />
==== Software ==== <br />
Nothing; maybe java for example applets. <font color="blue">Where were the example applets??</font><br />
<br />
==== Bill of Materials ==== <br />
Nada. Paper and pencil.<br />
<br />
* <font color="blue">This lab seems kind of short as compared with the other ones, which isn't necessarily a bad thing. However, if you wanted to move it to a prelab in order to have more time to do some sort of example or have them do something with Looking Around Corners as part of the lab, that might be good. On the other hand, you could also have them do some real life homework, like looking at the distribution of how people sit in Saga. Maybe they could find some environmental factors that influence students in Saga as well (ie people tend to sit closer to food?).</font><br />
* <font color="darkmagenta">Agreed, I'm not sure this would fill up an entire 3 hours or however long labs are. Re: real life homework/observations: are people just people, or would we want them to account for gender, race, year, age, etc?</font><br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* 1. What is Emergent Behavior?<br />
** A. '''The complex outcome of the interaction of many simple rulesets'''<br />
** B. How we verify and validate Agent Based models<br />
** C. How we define rulesets for agents in an agent based model<br />
** D. How we determine the formulas we use in mathematical modeling<br />
* 2. Who wrote the seminal text on sociological agent-based modeling?<br />
** A. Peck & Rogers, et. al<br />
** B. '''Axtell and Epstein'''<br />
** C. Axeman and Edlefsen<br />
** D. Whitehall and North<br />
* 3. What is the name of the first agent-based biological model?<br />
** A. Droids<br />
** B. BirdBots<br />
** C. '''Boids'''<br />
** D. BDroids<br />
<br />
<br />
==== Quiz Questions ==== <br />
Explain how agent based modeling's concept of emergent behavior could be used to explain some natural phenomenon.<br />
Name three good examples of things that could be used as agents.<br />
Name three good examples of agent relations that could be used in a model.<br />
Explain why it is sensible to model bird flocking using ABM. Extend this to justify modeling society with ABM.<br />
<br />
= Agent Based Modeling and Computational Sociology Metadata = <br />
This unit introduces students to Agent Based Modeling through the use of examples and then has them work in a context of Computational Sociology to learn more <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
Should certainly come after mathematical modeling and before systems dynamics.<br />
<br />
== Concepts and Techniques == <br />
* Pedagogical<br />
** Inquiry Based Learning<br />
** Degrees of open endedness<br />
** uses science to illustrate complexity of world around us<br />
* Structural<br />
** CRS<br />
** largely platform independent <br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Agents -> abstract models<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** discussion of boids, sugarscape and agent based modeling as a whole<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** the emergent behavior is a process of abstract manipulation; comparing emergent behavior back against the real world is "converting solutions back into concrete results"<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Little of this - the point is to avoid formulas (initially), but graphs and tables come up when analyzing model results.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Little of this. We're working with people, not numbers.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Nada.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** This could be worked in, but isn't there now.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Nope.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** In a more abstract way than most mathiness.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** This is fulfilled - the point of ABM is the limitation of mathematical and statistical methods.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Yes. Agent based methodology informs a way of thinking about natural processes that differs from more typical techniques - the ideas of emergent behavior are present in every day life.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** None.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Yes. Models = theoretical. Analyzing one's own social circle, for example, is empirical collection.<br />
<br />
== Scaffolded Learning ==<br />
None. The unit is lecture and work; neither fall into a set scaffolded structure.<br />
<br />
<font color="red">I think you could re-consider this for the lab. Start simple, provide a bit of structure, and let them extend into and through that as far as they can.</font><br />
<br />
== Inquiry Based Learning == <br />
The get to think creatively; they make a (static) model and get to think up their own agent based model (in an easy, but still interactive, way)<br />
<br />
= Agent Based Modeling and Computational Sociology Mechanics = <br />
== To Do ==<br />
* Read and consider JoshM's message about alife.<br />
* Expand lectures notes.<br />
* Come up with second lab, do design.<br />
<br />
== Comments ==<br />
* <font color="darkmagenta">Make answers bold please!</font> <br />
* <font color="darkmagenta">Some of this is reference/extra reading, then? If this is only a 1 week unit, will they just get a big pile of reading up front?</font> -There are snippets of each reading that I think should be assigned.<br />
<br />
== Archive ==<br />
* Tie this in with facebook/myspace/<social network here (virtual or real)>. Who do you know? Draw a graph of your best friends, good friends, acquaintances, less-than- acquaintances and follow the coloring/sizing of the model. Does this model resemble what emerges in the dynamic model (below)? Do several runs of the model and match their emergent stages against your drawing. Discuss validity of model based on this. The key for the lab is "Does this model resemble what emerges in the dynamic model?" The applet will run until it reaches a state of relative stasis. The static model that the students develop will, hopefully, have similar characteristics to the applet's emerged results. The idea is that 'reality' - the static model - appears in the emergent behavior of the dynamic model <br />
** [http://www.cmol.nbi.dk/models/infoflow/infoflow.html Model]<br />
<br />
= Authorship = <br />
Nate Smith</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Unit-compsoc&diff=8770CS382:Unit-compsoc2009-03-30T13:15:07Z<p>Mclauia: /* Process */</p>
<hr />
<div>----<br />
= Computational Sociology and Agent Based Modeling = <br />
== Overview ==<br />
This unit showcases Agent Based Modeling techniques and allows students to investigate them in a computational sociology context.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
* [http://en.wikipedia.org/wiki/Computational_sociology Computational Sociology (wikipedia)] Basic overview of computational sociology.<br />
* Tutorial on Agent Based Modeling [http://portal.acm.org/citation.cfm?id=1162708.1162712 ACM Digital Library] An in depth look at ABM theory and technologies.<br />
<br />
== Reading Assignments for Students ==<br />
* [http://ideas.repec.org/p/wpa/wuwpco/0405002.html The Structural Dynamics of Corruption: Artificial Society Approach] It's a bit longwinded and technical, but I think 13 pages is reasonable. It's a "welcome to college" kind of text. I don't expect that they'll get any of the mathy stuff, though, so I think maybe just clipping out the parts about choosing rulesets and giving them that would be useful.<br />
* [http://www.swarthmore.edu/SocSci/tburke1/artsoc.html Artificial Societies, Virtual Worlds and the Shared Problems and Possibilities of Emergence] This is relevant because of its discussion of emergence. I think for students it will help to justify why they're learning agent based modeling (because the emergent behavior of the models mimics the emergent behavior of these virtual worlds)<br />
* [http://jasss.soc.surrey.ac.uk/12/1/7.html A Proximate Mechanism for Communities of Agents to Commemorate Long Dead Ancestors] Though possibly more computational anthropology, I think this is a softer intro than the corruption model, and arguably more interesting.<br />
* [http://jasss.soc.surrey.ac.uk/11/4/9.html Can Extremism Guarantee Pluralism?] Another very long one, but such a fascinating topic I think it would engage students (especially Earlhamites). <br />
* [http://www.casos.cs.cmu.edu/education/phd/classpapers/Macy_Factors_2001.pdf Computational Sociology and Agent Based Modeling] Too long to read in full, but the introductory prose is extremely illuminating.<br />
<br />
== Reference Material ==<br />
* Tutorial on Agent Based Modeling [http://portal.acm.org/citation.cfm?id=1162708.1162712 ACM Digital Library] An in depth look at ABM theory and technologies.<br />
<br />
== Lecture Notes ==<br />
<font color="darkmagenta">These are very high-level... narrowing them down more will help a great deal. Also, how is the split made between the two+ classes?</font> <br />
<br />
<font color="red">I'd argue that they need to be expanded, that at a high level they cover the correct topics but need more depth to be useful.</font><br />
<br />
* What is Agent Based Modeling?<br />
** Game of Life <br />
** Emergent Behavior <br />
** What are its advantages and disadvantages? <font color="darkmagenta">for instance, what ARE the advantages/disadvantages?</font><br />
* Where is it useful? <font color="darkmagenta">How is it useful in these disciplines? etc~</font><br />
** Economics <br />
** Sociology<br />
** Biology <br />
** Information Science <br />
* Some Examples <br />
** [http://en.wikipedia.org/wiki/Boids Boids]<br />
* Computational Sociology<br />
** Who?<br />
*** Axtell and Epstein - Growing Artificial Societies<br />
** Why?<br />
*** Perhaps distribute and discuss introductory materials from "Computational Sociology and Agent Based Modeling" article<br />
** Example models, demo in class<br />
*** [http://www.cmol.nbi.dk/models/infoflow/infoflow.html Self Assembling of Information on networks]<br />
*** [http://jasss.soc.surrey.ac.uk/12/1/6/appendixB/EpsteinAxtell1996.html Sugarscape]<br />
<br />
== Lab == <br />
* Excercise in coming up with agent sets and agent relations. Have students think about a possible model of Saga sitting patterns over time. Their assignment is to come up with a set of agents and a set of agent relations and a short description of how such a model would evolve over time.<br />
* <font color="blue">When you say evolve over time, do you mean how the model would look when it was run, or how the people making the model would change it as they learned more information?</font><br />
<br />
==== Process ====<br />
* What to do, step-by-step<br />
** Discuss with your lab mates a potential "Saga Sitting pattern" model with attention to the factors involved and potential ways of collecting data. Write down these notes.<br />
** Brainstorm a set of agents that could be used in such a model. Write up a description of each model and explain why you thought it would be useful. <font color="blue">A minimum number would be helpful here. People are lazy.</font><br />
** Brainstorm a set of relations between agents that could be used in such a model. Examples include students' like or dislike of certain food agents, students' like and dislike of each other, students' attendance at simulatneous events. Write up a description of each relation and explain why you thought it would be useful.<br />
* What to look for<br />
** Is it hard or easy to account for many of the involved factors?<br />
** How does this process differ from other types of modeling?<br />
*** Do you think coming up with mathematical formulas to describe the same issues would be easier or harder?<br />
*** What challenges arise when you try to come up with agents? with agent relations?<br />
* What to record<br />
** Your notes and agent / agent relation descriptions<br />
** Your answers to the 'what to look for' questions.<br />
** A short description of how such a Saga model, using your agents and agent relations would evolve over time. <font color="darkmagenta">Looks like this clarifies the above comment's question</font><br />
<br />
==== Write-up ====<br />
* Required elements<br />
** Notes and descriptions<br />
** Answers<br />
** Model outcome + saga map.<br />
* Visualization opportunities<br />
** Draw out a map of saga to aid in your final description<br />
* Optional elements<br />
** None<br />
* Provide a template for the first couple of labs ala CS128?<br />
** Not sure? I didn't take CS128.<br />
<br />
==== Software ==== <br />
Nothing; maybe java for example applets. <font color="blue">Where were the example applets??</font><br />
<br />
==== Bill of Materials ==== <br />
Nada. Paper and pencil.<br />
<br />
* <font color="blue">This lab seems kind of short as compared with the other ones, which isn't necessarily a bad thing. However, if you wanted to move it to a prelab in order to have more time to do some sort of example or have them do something with Looking Around Corners as part of the lab, that might be good. On the other hand, you could also have them do some real life homework, like looking at the distribution of how people sit in Saga. Maybe they could find some environmental factors that influence students in Saga as well (ie people tend to sit closer to food?).</font><br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
* 1. What is Emergent Behavior?<br />
** A. '''The complex outcome of the interaction of many simple rulesets'''<br />
** B. How we verify and validate Agent Based models<br />
** C. How we define rulesets for agents in an agent based model<br />
** D. How we determine the formulas we use in mathematical modeling<br />
* 2. Who wrote the seminal text on sociological agent-based modeling?<br />
** A. Peck & Rogers, et. al<br />
** B. '''Axtell and Epstein'''<br />
** C. Axeman and Edlefsen<br />
** D. Whitehall and North<br />
* 3. What is the name of the first agent-based biological model?<br />
** A. Droids<br />
** B. BirdBots<br />
** C. '''Boids'''<br />
** D. BDroids<br />
<br />
<br />
==== Quiz Questions ==== <br />
Explain how agent based modeling's concept of emergent behavior could be used to explain some natural phenomenon.<br />
Name three good examples of things that could be used as agents.<br />
Name three good examples of agent relations that could be used in a model.<br />
Explain why it is sensible to model bird flocking using ABM. Extend this to justify modeling society with ABM.<br />
<br />
= Agent Based Modeling and Computational Sociology Metadata = <br />
This unit introduces students to Agent Based Modeling through the use of examples and then has them work in a context of Computational Sociology to learn more <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
Should certainly come after mathematical modeling and before systems dynamics.<br />
<br />
== Concepts and Techniques == <br />
* Pedagogical<br />
** Inquiry Based Learning<br />
** Degrees of open endedness<br />
** uses science to illustrate complexity of world around us<br />
* Structural<br />
** CRS<br />
** largely platform independent <br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Agents -> abstract models<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** discussion of boids, sugarscape and agent based modeling as a whole<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** the emergent behavior is a process of abstract manipulation; comparing emergent behavior back against the real world is "converting solutions back into concrete results"<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** Little of this - the point is to avoid formulas (initially), but graphs and tables come up when analyzing model results.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** Little of this. We're working with people, not numbers.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** Nada.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** This could be worked in, but isn't there now.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Nope.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** In a more abstract way than most mathiness.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** This is fulfilled - the point of ABM is the limitation of mathematical and statistical methods.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Yes. Agent based methodology informs a way of thinking about natural processes that differs from more typical techniques - the ideas of emergent behavior are present in every day life.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** None.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** Yes. Models = theoretical. Analyzing one's own social circle, for example, is empirical collection.<br />
<br />
== Scaffolded Learning ==<br />
None. The unit is lecture and work; neither fall into a set scaffolded structure.<br />
<br />
<font color="red">I think you could re-consider this for the lab. Start simple, provide a bit of structure, and let them extend into and through that as far as they can.</font><br />
<br />
== Inquiry Based Learning == <br />
The get to think creatively; they make a (static) model and get to think up their own agent based model (in an easy, but still interactive, way)<br />
<br />
= Agent Based Modeling and Computational Sociology Mechanics = <br />
== To Do ==<br />
* Read and consider JoshM's message about alife.<br />
* Expand lectures notes.<br />
* Come up with second lab, do design.<br />
<br />
== Comments ==<br />
* <font color="darkmagenta">Make answers bold please!</font> <br />
* <font color="darkmagenta">Some of this is reference/extra reading, then? If this is only a 1 week unit, will they just get a big pile of reading up front?</font> -There are snippets of each reading that I think should be assigned.<br />
<br />
== Archive ==<br />
* Tie this in with facebook/myspace/<social network here (virtual or real)>. Who do you know? Draw a graph of your best friends, good friends, acquaintances, less-than- acquaintances and follow the coloring/sizing of the model. Does this model resemble what emerges in the dynamic model (below)? Do several runs of the model and match their emergent stages against your drawing. Discuss validity of model based on this. The key for the lab is "Does this model resemble what emerges in the dynamic model?" The applet will run until it reaches a state of relative stasis. The static model that the students develop will, hopefully, have similar characteristics to the applet's emerged results. The idea is that 'reality' - the static model - appears in the emergent behavior of the dynamic model <br />
** [http://www.cmol.nbi.dk/models/infoflow/infoflow.html Model]<br />
<br />
= Authorship = <br />
Nate Smith</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Structural-outline&diff=8769CS382:Structural-outline2009-03-30T12:50:25Z<p>Mclauia: /* Lab */</p>
<hr />
<div>----<br />
= <Structural Modeling> = <br />
== Overview ==<br />
* This unit on structural modeling will last one week. It will explore the significance and basic concepts of modeling structures using bridges as a case study. We will teach the students how physical structures can be represented and tested from within a computational framework. Bridges are a good example of structures that must be evaluated extensively before they are physically built. Additionally, there are a few programs (Engineering oriented games) that provide interfaces for both building the virtual bridges and testing their weight capacity under variable loads. Students will use a modeling program to test out ideas, and will build and test their structure using K'nex during the lab period.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
<br />
* http://www.apeg.bc.ca/services/branches/documents/pr/Bridge_Engineering_Principles.pdf<br />
** Goes over some of the basic principles of bridge-building.<br />
<br />
* http://www.in.gov/indot/files/bridge_chapter_01.pdf<br />
** "Bridge building for dummies." Provides an explanation of the duties of Bridge Technicians and defines a number of terms associated with bridge constructions, as well as explaining some of the more common failure points and why they're failure points. This is perhaps unnecessary if the teachers and the TAs possessed a solid knowledge of the subject, but could be extremely helpful otherwise.<br />
<br />
<font color="blue">Good resources.</font><font color="darkmagenta">Solid.</font><br />
<br />
<br />
== Reading Assignments for Students ==<br />
<br />
* http://pghbridges.com/basics.htm<br />
** This would make a good read for the beginning of the unit, introducing students to a number of different basic and advanced bridge types, and various tidbits of information about them. If so desired, this could be condensed into a handout.<br />
<br />
== Reference Material ==<br />
<br />
* http://www.lessonplanspage.com/ScienceSSOKNEXBridges-Architecture510.htm<br />
** Examples of Knex bridges. These are probably a little too elaborate for our purposes.<br />
<br />
* http://www.yale.edu/ynhti/curriculum/units/2001/5/01.05.04.x.html <br />
** Lesson plan for younger students. Could be useful for building a lecture for an audience with little to no background.<br />
<br />
== Lecture Notes == <br />
<br />
<font color="blue">These lectures are from a very high level. It would be helpful for us (reviewers, classmates, etc) to see more bullet points of what you're thinking about. For instance, ''why are'' modeling structures different than the earlier examples? This is very important.</font> <font color="darkmagenta">Ditto</font> <font color="red">Ditto.</font><br />
<br />
'''Lecture 1:'''<br />
<br />
<br />
'''''Foundations'''''<br />
* Review key concepts from the units on static and dynamic models, remind people of the difference, and how the two types of models work in conjunction.<br />
<br />
*''Why'' do we want to model bridges and other structures before they are built?<br />
** Make sure to touch on why it's important to make sure that the construction of structures (such as bridges) is sound virtually rather than gamble on a strong construction in the field.<br />
*** ''When I (Dylan) took POCO / Software Engineering, I recall a story that Charlie told about why someone he knew (I think it was his father) believed that software engineers, like other professions, should be required to get a governmental license to practice software engineering, due to the fact that now software is important enough and used widely enough that the failure of such can cause a loss of life. I believe that this story is very relevant to this point in the lecture.''<br />
<br />
* Explain the various types of bridges introduced in [http://pghbridges.com/basics.htm Bridge Basics]<br />
<br />
* Explain why how modeling structures such as bridges is different than earlier examples of fire, etc, and how certain key aspects of the procedure and underlying theory are the same<br />
<br />
* Prepare the class to do the lab. If they're going to use bridge builder, this section could be a demonstration of the software and features.<br />
<br />
<br />
'''Lecture 2:'''<br />
<br />
<br />
'''''Wrap-up/Open Questions'''''<br />
<br />
*Review Components of the Lab.<br />
*Display a table of each group's lab results, (max load) and might show an picture and give an explanation for the best (most efficient bridge)<br />
*Explain how best to determine the accuracy of a bridge model.<br />
*Where can we go from here?<br />
**Modeling building strain<br />
**Introduce the 'shake table' and show the split-screen illustration of the model building collapsing on the shake table next to the computer simulation.<br />
**Does physically constructing a miniture model have any upsides. What about the downsides? <br />
**Do bridge-builders actually build physical models, or is all the planning done in silico?<br />
**What are the positive features of using computational models, what are the downsides?<br />
**How will an increase in processor speeds impact these pros/cons?<br />
<br />
<font color="blue">Please answer your own questions so we get a better idea where you're going with this, both for reviewing and for teaching it.</font> <font color="darkmagenta">Also ditto.</font><br />
<br />
<font color="red">Consider more background about why static models like this are useful and how they are used</font><br />
<br />
== Lab == <br />
[[Image:Goldstar.png|right|thumb|Nice work!]]<br />
* The lab session will require the students to build K'nex models of bridges they designed in software. This lab will be completed in groups.<br />
* <font color="blue">I think you have all of the sections, but some of them are repeated twice, which I'm very confused about...</font> <font color="darkmagenta">Merge the double software and bill of materials sections!</font><br />
<br />
==== Pre-Lab Assignment ====<br />
<font color="blue">Excellent!</font> <font color="darkmagenta">Myes, I like this better as a pre-lab assignment. Good stuff.</font><br />
* <font color="darkmagenta">Remember to relocate past comments!</font><br />
<br />
Students will complete a certain number of levels in the software program [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] described below. The first lecture will give them a sense of which designs are most efficient and hopefully encourage them to try to build the most ''efficient'' bridge possible, using the fewest number of components.<br />
<br />
===== Software =====<br />
<br />
[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]<br />
* A bridge-building computer game. It offers a fairly detailed 3-D OpenGL model visualization. The game is organized into stages of increasing complexity. Available for Mac OS X / Linux / Windows.<br />
**After completing the demo levels, it seems that we might want to actually get liscences. The game is actually really fun. Different levels use different bridge building materials, such as iron (the basic component) steel, and cable.<br />
**We decided to use BCS because it visualizes the bridges in 3-D, and 3-D modeling software should make the students more comfortable translating their models to physical Knex models. (described later)<br />
* <font color="darkmagenta">Where will they be expected to use this software? If this is a pre-lab assignment, do they still have to come to a computer lab to use the licensed version?</font><br />
<br />
===== Bill of Materials =====<br />
<br />
*[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] is not free software. A full license costs $19.99. A fully playable demo is [http://demos.garagegames.com/bcs/bcsdemo_v1_3.dmg available free for Mac OS X/linux/windows] <br />
**''The demo allows gameplay up to level 5. Completing all five levels took me about 10-15 minutes. Note they are denoted ''easy.'' From what I've seen on youtube, this game gets a lot harder. <font color="blue">That's so cool that you looked it up on youtube!</font><br />
**When a user opens the program, the last construction for that level is loaded. The software (even the demo) makes it easy to switch between levels. <br />
<br />
==== Process ====<br />
<font color="blue">My only major suggestion would be to keep all of the meaning here while trying to simplify the way you say it. In other words, if you could write it as directions to give to the students, rather than as something for the teacher (while still keeping information necessary for the teacher in bullet points below).</font> <font color="darkmagenta">Ditto</font><br />
<br />
*Students will split into lab groups four students per lab group. <br />
*Each group will use Knex to construct the most efficient bridge built in Bridge Construction Set software. (completed for the prelab assignment) Students are asked to determine the most cost efficient ( an ''cost'' amount limits the amount of materials you can use from within the software) The BCS software automatically saves the bridges created, (and allows you to save to a file) so students will be able to call them up at lab time. <br />
*The Knex models will be built according to certain specifications that have yet to be defined, because we do not have access to the actual Knex. <font color="darkmagenta">Is a sample being ordered or borrowed?</font><br />
*When groups are satisfied with their Knex model, they will test its integrity by placing the bridge between tables/chairs/etc and hanging weights off the bridge.<br />
*While bridge construction set renders the bridges in 3 Dimensions, we are open to the possibility of simplifying the lab process (and potentially allowing for more trials in the period, say, 3 instead of just one.) by reducing the bridge to 2-Dimensions. The test weight will only apply a downward force, and with sufficient support on either side the bridge should support a load. Again, we will perform tests when we get Knex in hand.<br />
**''While discussing this lab in class, someone mentioned that Knex might not break the way we expect them to break. I am confident that once we have Knex in our hands to test, we will be able to determine how Knex respond to excessive load. <font color="blue">Good job addressing comments from class.</font><br />
*Groups will be instructed to compare the point of failure in both their Knex models and their Bridge Construction Set models. The students will compare how stress is distributed both within software (using the stress display function) and make empirical observations of stress as they test their Knex models. Can they make an estimation of how the stress is being distributed when the weights are applied? Can this estimation be verified? <br />
*Students should be familiar with wikis by now, so instruct them to insert a picture of their bridge, (taken with the cameras on the imacs) and the max load the bridge could hold into a table in the wiki.<br />
<br />
==== Write-up ====<br />
* Required elements<br />
**Screen Shot of the Bridge Construction set model used to build the Knex model. An explanation of the structure. What structural properties allow the bridge to support weight?<br />
**Image of Knex construction. This must be a (fairly detailed, probably hand drawn) diagram of the bridge, annotated to indication the stress distribution observed during testing (both in silico and with Knex) They will compare the physical model with the software model. How are they different, how much weight did the bridge support? Make sure they take detailed notes on the video capture of the bridge breaking. How did the Knex break? Does the physical verify or validate the simulation? Does this experiment support or invalidate either model? Both models?<br />
* Visualization opportunities<br />
**Not really, because we have no way of observing the precise stress on the bridge. Only qualitative data. Students will be able to make informed conconclusions, but will not be able to produce a graph or a table of their observations. <br />
* Optional elements<br />
**Build additional bridges from higher levels. Does running multiple trials further support (or reject) your claims? <font color="blue">This is dependent on us purchasing licenses, right?</font><br />
<br />
==== Software ==== <br />
<br />
* This lab will rely on a pre-lab assignment using [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]. The students will have created bridge models in silico, and the goal of this lab is to build those models using Knex.<br />
<br />
==== Bill of Materials ==== <br />
* <font color="darkmagenta">New estimate of costs based on licensed software?</font><br />
* K'nex Bulk Pack - [http://shop.ebay.com/?_from=R40&_trksid=m38.l1313&_nkw=knex&_sacat=See-All-Categories Knex on ebay]<br />
**We deliberated long and hard over whether to use the PASCO bridge set or K'Nex. We decided that K'nex would be a better option for a few reasons.<br />
***1. ''They break.'' Knex break under load, and this is a positive feature. The Pasco bridge parts are not intended to ''break'' but instead are built to be highly durable. To use the PASCO kit to validate the physical model by determining the maximum load would rely on a $399 load sensor kit per group.<br />
***2. ''Breaking things is fun.'' If the above rational wasn't enough, we both agreed that students will have more fun if they actually get to ''see'' the point where their models fail. <br />
<br />
*Weights<br />
**We will need to procure weights from the physics department to test the Knex models.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
<br />
<font color="blue">Make sure to answer your own questions for us. So will these be A/B questions? Can support more options (multiple choice) if you want.</font><br />
<br />
* After an explanation of some of the concepts in the earlier lectures, have an image comparison of 2 bridges made in Bridgebuilder, ask students which of the two would be stronger.<br />
<font color="darkmagenta">Make 2 bridges as an example</font><br />
* Is this model static or '''dynamic'''?<br />
<br />
==== Quiz Questions ==== <br />
<br />
* Using the framework we've described in the past few weeks of static and dynamic models, explain how you might model a bridge. First define explain what aspect of the model is ''static''. When the simulation begins, how does it become ''dynamic''.<br />
**The static aspect of stuctural modeling plays out in the enviroment <br />
<br />
= <Structural Modeling> Metadata = <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
<br />
This unit would be well suited for one week early in the semester. The basic concepts of bridge design are fairly straightforward.<br />
<br />
== Concepts, Techniques and Tools == <br />
<br />
The relevant discipline here is bridge building, and the skill set will include some basic physics.<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Sort of. This lab is more concrete. This unit will go early in the semester so it will apply some of the more abstract ideas presented earlier.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Yes, because we're showing how structures and bridges, specifically apply to the abstract model parameters described in the ''What is a static model'' and ''what is a dynamic model'' units.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Eh, again, this unit isn't geared towards this as far as I can see.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** not really. or ''maybe...'' If we use the pasco solution, the beam strength will be documented, and the students can perform basic calculations to figure out whether beams will break under a certain load.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** The models provide a framework for visualizing physical (mathematical) constraints.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** This is one context where we're using mathematical and statistical ideas.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Not really.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Yes, because the traversal (where we test the bridge by simulating a car driving over it) is a deterministic process. Maybe we could introduce the difference between probabilistic and deterministic.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Yes, because students will try to build different types of bridges and determine the 'reasonableness' of their solutions by the simulated test outcome.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** yes, because the physical model will not account for all variables, such as wind.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Modeling physical structures is important because the natural world is comprised of physical structures.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** The students will determine the most appropriate method to build a simulated bridge through both lecture content and trial and error. They will test their models by building physical models of their virtual structures.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** The students collect the empirical data by synthesizing lecture content and trial and error. They (potentially in groups) will each devise different models to solve the same problem.<br />
<br />
== Scaffolded Learning ==<br />
* The scaffold pedagogy emphasizes the importance of introducing new ideas and concepts by explaining how those new concepts fit into the context of the material previously covered. Information is contextualized as pedagogical dependencies. <br />
<br />
* Our bridge unit is scaffolded in the sense that as students learn about the structural intricacies of bridge building, they will be able to construct more effective models. The high-level view of bridge types will allow the students to implement these qualities into the bridges they build in the simulator. Once the simulation is complete, the students will build a physical model under the expectations that the K'nex will behave as expected given the test results show by the computer program.<br />
<br />
== Inquiry Based Learning == <br />
Building Bridges and Breaking Knex is a fun, non-menacing way to explore the world of computational models. <font color="blue">:)</font><br />
<br />
= <Structural Modeling> Mechanics = <br />
== To Do ==<br />
* A list of items maintained by the authors, Charlie, and the Reviewers.<br />
<br />
== Comments ==<br />
<font color="blue">Can you play around with it yourselves and see how many you think are reasonable?</font><br />
<br />
* <font color="blue">Where do the cameras come into this?</font> <font color="darkmagenta">Before and after they break would be neat...</font><br />
* <font color="blue">Also need an estimate of how many K'Nex models we need and how much they cost.</font> <font color="darkmagenta">Ditto. The software we can keep, but if the K'nex is breaking every year then we should know what kind of course fee to tack on...</font><br />
<font color=slategray><br />
* This is good material, and the bridge building effectively shows how the mining of data can be used to make models which then help the creation of new physical manifestations-- but I think this unit needs to narrow down on exactly what it wants to teach. Will this lab have "hard modes" for extra credit? A resolution of the unit's intent will make the lecture outline a lot more coherent. <font color="blue">Ditto</font><br />
**''Yes, there will be opportunities for further investigation during the lab period, including more in depth comparisons between the physical and computational models.''<br />
* Also, the teacher/TAs will have to make sure they got this material under their belt when this lab rolls around, or, as you mentioned above, there will have to be some "reassuring," and we don't want the students to lose faith!</font><br />
<font color="blue">What size are you thinking?</font><br />
<font color="blue">Is this from the prelab? How will they evaluate which is the most efficient bridge? Also, do we have any constraints? For instance, how far it's spanning? I'm thinking there should be at least a minimum span.</font><br />
** <font color="blue">Ok...? What's the calculation? Confused.</font> <font color="darkmagenta">Seconded... more detail!</font><br />
** <font color="blue">Do we have a way for them to save and bring in their demos from the Bridge Construction Sight?</font><br />
**''We might be able to contact the developers at [http://www.chroniclogic.com Chronic Logic] to gain more insight about this.'' <font color="blue">Excellent idea, maybe they even want to donate licenses for us.</font> <font color="darkmagenta">Mm, free stuff.</font><br />
<font color="blue">How did you decide on this particular software over the others? Just curious.</font><br />
<br />
= Authorship = <br />
Bryan Purcell, purcebr@earlham.edu<br />
Dylan Parkhurst, dcpark06@earlham.edu</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Structural-outline&diff=8768CS382:Structural-outline2009-03-30T12:48:29Z<p>Mclauia: /* Lab */</p>
<hr />
<div>----<br />
= <Structural Modeling> = <br />
== Overview ==<br />
* This unit on structural modeling will last one week. It will explore the significance and basic concepts of modeling structures using bridges as a case study. We will teach the students how physical structures can be represented and tested from within a computational framework. Bridges are a good example of structures that must be evaluated extensively before they are physically built. Additionally, there are a few programs (Engineering oriented games) that provide interfaces for both building the virtual bridges and testing their weight capacity under variable loads. Students will use a modeling program to test out ideas, and will build and test their structure using K'nex during the lab period.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
<br />
* http://www.apeg.bc.ca/services/branches/documents/pr/Bridge_Engineering_Principles.pdf<br />
** Goes over some of the basic principles of bridge-building.<br />
<br />
* http://www.in.gov/indot/files/bridge_chapter_01.pdf<br />
** "Bridge building for dummies." Provides an explanation of the duties of Bridge Technicians and defines a number of terms associated with bridge constructions, as well as explaining some of the more common failure points and why they're failure points. This is perhaps unnecessary if the teachers and the TAs possessed a solid knowledge of the subject, but could be extremely helpful otherwise.<br />
<br />
<font color="blue">Good resources.</font><font color="darkmagenta">Solid.</font><br />
<br />
<br />
== Reading Assignments for Students ==<br />
<br />
* http://pghbridges.com/basics.htm<br />
** This would make a good read for the beginning of the unit, introducing students to a number of different basic and advanced bridge types, and various tidbits of information about them. If so desired, this could be condensed into a handout.<br />
<br />
== Reference Material ==<br />
<br />
* http://www.lessonplanspage.com/ScienceSSOKNEXBridges-Architecture510.htm<br />
** Examples of Knex bridges. These are probably a little too elaborate for our purposes.<br />
<br />
* http://www.yale.edu/ynhti/curriculum/units/2001/5/01.05.04.x.html <br />
** Lesson plan for younger students. Could be useful for building a lecture for an audience with little to no background.<br />
<br />
== Lecture Notes == <br />
<br />
<font color="blue">These lectures are from a very high level. It would be helpful for us (reviewers, classmates, etc) to see more bullet points of what you're thinking about. For instance, ''why are'' modeling structures different than the earlier examples? This is very important.</font> <font color="darkmagenta">Ditto</font> <font color="red">Ditto.</font><br />
<br />
'''Lecture 1:'''<br />
<br />
<br />
'''''Foundations'''''<br />
* Review key concepts from the units on static and dynamic models, remind people of the difference, and how the two types of models work in conjunction.<br />
<br />
*''Why'' do we want to model bridges and other structures before they are built?<br />
** Make sure to touch on why it's important to make sure that the construction of structures (such as bridges) is sound virtually rather than gamble on a strong construction in the field.<br />
*** ''When I (Dylan) took POCO / Software Engineering, I recall a story that Charlie told about why someone he knew (I think it was his father) believed that software engineers, like other professions, should be required to get a governmental license to practice software engineering, due to the fact that now software is important enough and used widely enough that the failure of such can cause a loss of life. I believe that this story is very relevant to this point in the lecture.''<br />
<br />
* Explain the various types of bridges introduced in [http://pghbridges.com/basics.htm Bridge Basics]<br />
<br />
* Explain why how modeling structures such as bridges is different than earlier examples of fire, etc, and how certain key aspects of the procedure and underlying theory are the same<br />
<br />
* Prepare the class to do the lab. If they're going to use bridge builder, this section could be a demonstration of the software and features.<br />
<br />
<br />
'''Lecture 2:'''<br />
<br />
<br />
'''''Wrap-up/Open Questions'''''<br />
<br />
*Review Components of the Lab.<br />
*Display a table of each group's lab results, (max load) and might show an picture and give an explanation for the best (most efficient bridge)<br />
*Explain how best to determine the accuracy of a bridge model.<br />
*Where can we go from here?<br />
**Modeling building strain<br />
**Introduce the 'shake table' and show the split-screen illustration of the model building collapsing on the shake table next to the computer simulation.<br />
**Does physically constructing a miniture model have any upsides. What about the downsides? <br />
**Do bridge-builders actually build physical models, or is all the planning done in silico?<br />
**What are the positive features of using computational models, what are the downsides?<br />
**How will an increase in processor speeds impact these pros/cons?<br />
<br />
<font color="blue">Please answer your own questions so we get a better idea where you're going with this, both for reviewing and for teaching it.</font> <font color="darkmagenta">Also ditto.</font><br />
<br />
<font color="red">Consider more background about why static models like this are useful and how they are used</font><br />
<br />
== Lab == <br />
[[Image:Goldstar.png|right|thumb|Nice work!]]<br />
* The lab session will require the students to build K'nex models of bridges they designed in software. This lab will be completed in groups.<br />
* <font color="blue">I think you have all of the sections, but some of them are repeated twice, which I'm very confused about...</font><br />
<br />
==== Pre-Lab Assignment ====<br />
<font color="blue">Excellent!</font> <font color="darkmagenta">Myes, I like this better as a pre-lab assignment. Good stuff.</font> <font color="darkmagenta">Remember to relocate past comments!</font><br />
<br />
Students will complete a certain number of levels in the software program [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] described below. The first lecture will give them a sense of which designs are most efficient and hopefully encourage them to try to build the most ''efficient'' bridge possible, using the fewest number of components.<br />
<br />
===== Software =====<br />
<br />
[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]<br />
* A bridge-building computer game. It offers a fairly detailed 3-D OpenGL model visualization. The game is organized into stages of increasing complexity. Available for Mac OS X / Linux / Windows.<br />
**After completing the demo levels, it seems that we might want to actually get liscences. The game is actually really fun. Different levels use different bridge building materials, such as iron (the basic component) steel, and cable.<br />
**We decided to use BCS because it visualizes the bridges in 3-D, and 3-D modeling software should make the students more comfortable translating their models to physical Knex models. (described later)<br />
* <font color="darkmagenta">Where will they be expected to use this software? If this is a pre-lab assignment, do they still have to come to a computer lab to use the licensed version?</font><br />
<br />
===== Bill of Materials =====<br />
<br />
*[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] is not free software. A full license costs $19.99. A fully playable demo is [http://demos.garagegames.com/bcs/bcsdemo_v1_3.dmg available free for Mac OS X/linux/windows] <br />
**''The demo allows gameplay up to level 5. Completing all five levels took me about 10-15 minutes. Note they are denoted ''easy.'' From what I've seen on youtube, this game gets a lot harder. <font color="blue">That's so cool that you looked it up on youtube!</font><br />
**When a user opens the program, the last construction for that level is loaded. The software (even the demo) makes it easy to switch between levels. <br />
<br />
==== Process ====<br />
<font color="blue">My only major suggestion would be to keep all of the meaning here while trying to simplify the way you say it. In other words, if you could write it as directions to give to the students, rather than as something for the teacher (while still keeping information necessary for the teacher in bullet points below).</font> <font color="darkmagenta">Ditto</font><br />
<br />
*Students will split into lab groups four students per lab group. <br />
*Each group will use Knex to construct the most efficient bridge built in Bridge Construction Set software. (completed for the prelab assignment) Students are asked to determine the most cost efficient ( an ''cost'' amount limits the amount of materials you can use from within the software) The BCS software automatically saves the bridges created, (and allows you to save to a file) so students will be able to call them up at lab time. <br />
*The Knex models will be built according to certain specifications that have yet to be defined, because we do not have access to the actual Knex. <font color="darkmagenta">Is a sample being ordered or borrowed?</font><br />
*When groups are satisfied with their Knex model, they will test its integrity by placing the bridge between tables/chairs/etc and hanging weights off the bridge.<br />
*While bridge construction set renders the bridges in 3 Dimensions, we are open to the possibility of simplifying the lab process (and potentially allowing for more trials in the period, say, 3 instead of just one.) by reducing the bridge to 2-Dimensions. The test weight will only apply a downward force, and with sufficient support on either side the bridge should support a load. Again, we will perform tests when we get Knex in hand.<br />
**''While discussing this lab in class, someone mentioned that Knex might not break the way we expect them to break. I am confident that once we have Knex in our hands to test, we will be able to determine how Knex respond to excessive load. <font color="blue">Good job addressing comments from class.</font><br />
*Groups will be instructed to compare the point of failure in both their Knex models and their Bridge Construction Set models. The students will compare how stress is distributed both within software (using the stress display function) and make empirical observations of stress as they test their Knex models. Can they make an estimation of how the stress is being distributed when the weights are applied? Can this estimation be verified? <br />
*Students should be familiar with wikis by now, so instruct them to insert a picture of their bridge, (taken with the cameras on the imacs) and the max load the bridge could hold into a table in the wiki.<br />
<br />
==== Write-up ====<br />
* Required elements<br />
**Screen Shot of the Bridge Construction set model used to build the Knex model. An explanation of the structure. What structural properties allow the bridge to support weight?<br />
**Image of Knex construction. This must be a (fairly detailed, probably hand drawn) diagram of the bridge, annotated to indication the stress distribution observed during testing (both in silico and with Knex) They will compare the physical model with the software model. How are they different, how much weight did the bridge support? Make sure they take detailed notes on the video capture of the bridge breaking. How did the Knex break? Does the physical verify or validate the simulation? Does this experiment support or invalidate either model? Both models?<br />
* Visualization opportunities<br />
**Not really, because we have no way of observing the precise stress on the bridge. Only qualitative data. Students will be able to make informed conconclusions, but will not be able to produce a graph or a table of their observations. <br />
* Optional elements<br />
**Build additional bridges from higher levels. Does running multiple trials further support (or reject) your claims? <font color="blue">This is dependent on us purchasing licenses, right?</font><br />
<br />
==== Software ==== <br />
<br />
* This lab will rely on a pre-lab assignment using [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]. The students will have created bridge models in silico, and the goal of this lab is to build those models using Knex.<br />
<br />
==== Bill of Materials ==== <br />
* <font color="darkmagenta">New estimate of costs based on licensed software?</font><br />
* K'nex Bulk Pack - [http://shop.ebay.com/?_from=R40&_trksid=m38.l1313&_nkw=knex&_sacat=See-All-Categories Knex on ebay]<br />
**We deliberated long and hard over whether to use the PASCO bridge set or K'Nex. We decided that K'nex would be a better option for a few reasons.<br />
***1. ''They break.'' Knex break under load, and this is a positive feature. The Pasco bridge parts are not intended to ''break'' but instead are built to be highly durable. To use the PASCO kit to validate the physical model by determining the maximum load would rely on a $399 load sensor kit per group.<br />
***2. ''Breaking things is fun.'' If the above rational wasn't enough, we both agreed that students will have more fun if they actually get to ''see'' the point where their models fail. <br />
<br />
*Weights<br />
**We will need to procure weights from the physics department to test the Knex models.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
<br />
<font color="blue">Make sure to answer your own questions for us. So will these be A/B questions? Can support more options (multiple choice) if you want.</font><br />
<br />
* After an explanation of some of the concepts in the earlier lectures, have an image comparison of 2 bridges made in Bridgebuilder, ask students which of the two would be stronger.<br />
<font color="darkmagenta">Make 2 bridges as an example</font><br />
* Is this model static or '''dynamic'''?<br />
<br />
==== Quiz Questions ==== <br />
<br />
* Using the framework we've described in the past few weeks of static and dynamic models, explain how you might model a bridge. First define explain what aspect of the model is ''static''. When the simulation begins, how does it become ''dynamic''.<br />
**The static aspect of stuctural modeling plays out in the enviroment <br />
<br />
= <Structural Modeling> Metadata = <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
<br />
This unit would be well suited for one week early in the semester. The basic concepts of bridge design are fairly straightforward.<br />
<br />
== Concepts, Techniques and Tools == <br />
<br />
The relevant discipline here is bridge building, and the skill set will include some basic physics.<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Sort of. This lab is more concrete. This unit will go early in the semester so it will apply some of the more abstract ideas presented earlier.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Yes, because we're showing how structures and bridges, specifically apply to the abstract model parameters described in the ''What is a static model'' and ''what is a dynamic model'' units.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Eh, again, this unit isn't geared towards this as far as I can see.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** not really. or ''maybe...'' If we use the pasco solution, the beam strength will be documented, and the students can perform basic calculations to figure out whether beams will break under a certain load.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** The models provide a framework for visualizing physical (mathematical) constraints.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** This is one context where we're using mathematical and statistical ideas.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Not really.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Yes, because the traversal (where we test the bridge by simulating a car driving over it) is a deterministic process. Maybe we could introduce the difference between probabilistic and deterministic.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Yes, because students will try to build different types of bridges and determine the 'reasonableness' of their solutions by the simulated test outcome.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** yes, because the physical model will not account for all variables, such as wind.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Modeling physical structures is important because the natural world is comprised of physical structures.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** The students will determine the most appropriate method to build a simulated bridge through both lecture content and trial and error. They will test their models by building physical models of their virtual structures.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** The students collect the empirical data by synthesizing lecture content and trial and error. They (potentially in groups) will each devise different models to solve the same problem.<br />
<br />
== Scaffolded Learning ==<br />
* The scaffold pedagogy emphasizes the importance of introducing new ideas and concepts by explaining how those new concepts fit into the context of the material previously covered. Information is contextualized as pedagogical dependencies. <br />
<br />
* Our bridge unit is scaffolded in the sense that as students learn about the structural intricacies of bridge building, they will be able to construct more effective models. The high-level view of bridge types will allow the students to implement these qualities into the bridges they build in the simulator. Once the simulation is complete, the students will build a physical model under the expectations that the K'nex will behave as expected given the test results show by the computer program.<br />
<br />
== Inquiry Based Learning == <br />
Building Bridges and Breaking Knex is a fun, non-menacing way to explore the world of computational models. <font color="blue">:)</font><br />
<br />
= <Structural Modeling> Mechanics = <br />
== To Do ==<br />
* A list of items maintained by the authors, Charlie, and the Reviewers.<br />
<br />
== Comments ==<br />
<font color="blue">Can you play around with it yourselves and see how many you think are reasonable?</font><br />
<br />
* <font color="blue">Where do the cameras come into this?</font> <font color="darkmagenta">Before and after they break would be neat...</font><br />
* <font color="blue">Also need an estimate of how many K'Nex models we need and how much they cost.</font> <font color="darkmagenta">Ditto. The software we can keep, but if the K'nex is breaking every year then we should know what kind of course fee to tack on...</font><br />
<font color=slategray><br />
* This is good material, and the bridge building effectively shows how the mining of data can be used to make models which then help the creation of new physical manifestations-- but I think this unit needs to narrow down on exactly what it wants to teach. Will this lab have "hard modes" for extra credit? A resolution of the unit's intent will make the lecture outline a lot more coherent. <font color="blue">Ditto</font><br />
**''Yes, there will be opportunities for further investigation during the lab period, including more in depth comparisons between the physical and computational models.''<br />
* Also, the teacher/TAs will have to make sure they got this material under their belt when this lab rolls around, or, as you mentioned above, there will have to be some "reassuring," and we don't want the students to lose faith!</font><br />
<font color="blue">What size are you thinking?</font><br />
<font color="blue">Is this from the prelab? How will they evaluate which is the most efficient bridge? Also, do we have any constraints? For instance, how far it's spanning? I'm thinking there should be at least a minimum span.</font><br />
** <font color="blue">Ok...? What's the calculation? Confused.</font> <font color="darkmagenta">Seconded... more detail!</font><br />
** <font color="blue">Do we have a way for them to save and bring in their demos from the Bridge Construction Sight?</font><br />
**''We might be able to contact the developers at [http://www.chroniclogic.com Chronic Logic] to gain more insight about this.'' <font color="blue">Excellent idea, maybe they even want to donate licenses for us.</font> <font color="darkmagenta">Mm, free stuff.</font><br />
<font color="blue">How did you decide on this particular software over the others? Just curious.</font><br />
<br />
= Authorship = <br />
Bryan Purcell, purcebr@earlham.edu<br />
Dylan Parkhurst, dcpark06@earlham.edu</div>Mclauiahttps://wiki.cs.earlham.edu/index.php?title=CS382:Structural-outline&diff=8767CS382:Structural-outline2009-03-30T12:43:17Z<p>Mclauia: /* Bill of Materials */</p>
<hr />
<div>----<br />
= <Structural Modeling> = <br />
== Overview ==<br />
* This unit on structural modeling will last one week. It will explore the significance and basic concepts of modeling structures using bridges as a case study. We will teach the students how physical structures can be represented and tested from within a computational framework. Bridges are a good example of structures that must be evaluated extensively before they are physically built. Additionally, there are a few programs (Engineering oriented games) that provide interfaces for both building the virtual bridges and testing their weight capacity under variable loads. Students will use a modeling program to test out ideas, and will build and test their structure using K'nex during the lab period.<br />
<br />
== Background Reading for Teachers and TAs ==<br />
<br />
* http://www.apeg.bc.ca/services/branches/documents/pr/Bridge_Engineering_Principles.pdf<br />
** Goes over some of the basic principles of bridge-building.<br />
<br />
* http://www.in.gov/indot/files/bridge_chapter_01.pdf<br />
** "Bridge building for dummies." Provides an explanation of the duties of Bridge Technicians and defines a number of terms associated with bridge constructions, as well as explaining some of the more common failure points and why they're failure points. This is perhaps unnecessary if the teachers and the TAs possessed a solid knowledge of the subject, but could be extremely helpful otherwise.<br />
<br />
<font color="blue">Good resources.</font><font color="darkmagenta">Solid.</font><br />
<br />
<br />
== Reading Assignments for Students ==<br />
<br />
* http://pghbridges.com/basics.htm<br />
** This would make a good read for the beginning of the unit, introducing students to a number of different basic and advanced bridge types, and various tidbits of information about them. If so desired, this could be condensed into a handout.<br />
<br />
== Reference Material ==<br />
<br />
* http://www.lessonplanspage.com/ScienceSSOKNEXBridges-Architecture510.htm<br />
** Examples of Knex bridges. These are probably a little too elaborate for our purposes.<br />
<br />
* http://www.yale.edu/ynhti/curriculum/units/2001/5/01.05.04.x.html <br />
** Lesson plan for younger students. Could be useful for building a lecture for an audience with little to no background.<br />
<br />
== Lecture Notes == <br />
<br />
<font color="blue">These lectures are from a very high level. It would be helpful for us (reviewers, classmates, etc) to see more bullet points of what you're thinking about. For instance, ''why are'' modeling structures different than the earlier examples? This is very important.</font> <font color="darkmagenta">Ditto</font> <font color="red">Ditto.</font><br />
<br />
'''Lecture 1:'''<br />
<br />
<br />
'''''Foundations'''''<br />
* Review key concepts from the units on static and dynamic models, remind people of the difference, and how the two types of models work in conjunction.<br />
<br />
*''Why'' do we want to model bridges and other structures before they are built?<br />
** Make sure to touch on why it's important to make sure that the construction of structures (such as bridges) is sound virtually rather than gamble on a strong construction in the field.<br />
*** ''When I (Dylan) took POCO / Software Engineering, I recall a story that Charlie told about why someone he knew (I think it was his father) believed that software engineers, like other professions, should be required to get a governmental license to practice software engineering, due to the fact that now software is important enough and used widely enough that the failure of such can cause a loss of life. I believe that this story is very relevant to this point in the lecture.''<br />
<br />
* Explain the various types of bridges introduced in [http://pghbridges.com/basics.htm Bridge Basics]<br />
<br />
* Explain why how modeling structures such as bridges is different than earlier examples of fire, etc, and how certain key aspects of the procedure and underlying theory are the same<br />
<br />
* Prepare the class to do the lab. If they're going to use bridge builder, this section could be a demonstration of the software and features.<br />
<br />
<br />
'''Lecture 2:'''<br />
<br />
<br />
'''''Wrap-up/Open Questions'''''<br />
<br />
*Review Components of the Lab.<br />
*Display a table of each group's lab results, (max load) and might show an picture and give an explanation for the best (most efficient bridge)<br />
*Explain how best to determine the accuracy of a bridge model.<br />
*Where can we go from here?<br />
**Modeling building strain<br />
**Introduce the 'shake table' and show the split-screen illustration of the model building collapsing on the shake table next to the computer simulation.<br />
**Does physically constructing a miniture model have any upsides. What about the downsides? <br />
**Do bridge-builders actually build physical models, or is all the planning done in silico?<br />
**What are the positive features of using computational models, what are the downsides?<br />
**How will an increase in processor speeds impact these pros/cons?<br />
<br />
<font color="blue">Please answer your own questions so we get a better idea where you're going with this, both for reviewing and for teaching it.</font> <font color="darkmagenta">Also ditto.</font><br />
<br />
<font color="red">Consider more background about why static models like this are useful and how they are used</font><br />
<br />
== Lab == <br />
[[Image:Goldstar.png|right|thumb|Nice work!]]<br />
* The lab session will require the students to build K'nex models of bridges they designed in software. This lab will be completed in groups.<br />
* <font color="blue">I think you have all of the sections, but some of them are repeated twice, which I'm very confused about...</font><br />
<br />
==== Pre-Lab Assignment ====<br />
<font color="blue">Excellent!</font> <font color="darkmagenta">Myes, I like this better as a pre-lab assignment. Good stuff.</font><br />
<br />
Students will complete a certain number of levels in the software program [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] described below. The first lecture will give them a sense of which designs are most efficient and hopefully encourage them to try to build the most ''efficient'' bridge possible, using the fewest number of components.<br />
<br />
===== Software =====<br />
<br />
[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]<br />
* A bridge-building computer game. It offers a fairly detailed 3-D OpenGL model visualization. The game is organized into stages of increasing complexity. Available for Mac OS X / Linux / Windows.<br />
**After completing the demo levels, it seems that we might want to actually get liscences. The game is actually really fun. Different levels use different bridge building materials, such as iron (the basic component) steel, and cable.<br />
**We decided to use BCS because it visualizes the bridges in 3-D, and 3-D modeling software should make the students more comfortable translating their models to physical Knex models. (described later)<br />
<br />
===== Bill of Materials =====<br />
<br />
*[http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set] is not free software. A full license costs $19.99. A fully playable demo is [http://demos.garagegames.com/bcs/bcsdemo_v1_3.dmg available free for Mac OS X/linux/windows] <br />
**''The demo allows gameplay up to level 5. Completing all five levels took me about 10-15 minutes. Note they are denoted ''easy.'' From what I've seen on youtube, this game gets a lot harder. <font color="blue">That's so cool that you looked it up on youtube!</font><br />
**When a user opens the program, the last construction for that level is loaded. The software (even the demo) makes it easy to switch between levels. <br />
<br />
==== Process ====<br />
<font color="blue">My only major suggestion would be to keep all of the meaning here while trying to simplify the way you say it. In other words, if you could write it as directions to give to the students, rather than as something for the teacher (while still keeping information necessary for the teacher in bullet points below).</font><br />
<br />
*Students will split into lab groups four students per lab group. <br />
*Each group will use Knex to construct the most efficient bridge built in Bridge Construction Set software. (completed for the prelab assignment) Students are asked to determine the most cost efficient ( an ''cost'' amount limits the amount of materials you can use from within the software) The BCS software automatically saves the bridges created, (and allows you to save to a file) so students will be able to call them up at lab time. <br />
*The Knex models will be built according to certain specifications that have yet to be defined, because we do not have access to the actual Knex.<br />
*When groups are satisfied with their Knex model, they will test it's integrity by placing the bridge between tables/chairs/etc and hanging weights off the bridge.<br />
*While bridge construction set renders the bridges in 3 Dimensions, we are open to the possibility of simplifying the lab process (and potentially allowing for more trials in the period, say, 3 instead of just one.) by reducing the bridge to 2-Dimensions. The test weight will only apply a downward force, and with sufficient support on either side the bridge should support a load. Again, we will perform tests when we get Knex in hand.<br />
**''While discussing this lab in class, someone mentioned that Knex might not break the way we expect them to break. I am confident that once we have Knex in our hands to test, we will be able to determine how Knex respond to excessive load. <font color="blue">Good job addressing comments from class.</font><br />
*Groups will be instructed to compare the point of failure in both their Knex models and their Bridge Construction Set models. The students will compare how stress is distributed both within software (using the stress display function) and make impiracle observations of stress as they test their Knex models. Can they make an estimation of how the stress is being distributed when the weights are applied? Can this estimation be verified? <br />
*Students should be familiar with wikis by now, so instruct them to insert a picture of their bridge, (taken with the cameras on the imacs) and the max load the bridge could hold into a table in the wiki.<br />
<br />
==== Write-up ====<br />
* Required elements<br />
**Screen Shot of the Bridge Construction set model used to build the Knex model. An explanation of the structure. What structural properties allow the bridge to support weight?<br />
**Image of Knex construction. This must be a (fairly detailed, probably hand drawn) diagram of the bridge, annotated to indication the stress distribution observed during testing (both in silico and with Knex) They will compare the physical model with the software model. How are they different, how much weight did the bridge support? Make sure they take detailed notes on the video capture of the bridge breaking. How did the Knex break? Does the physical verify or validate the simulation? Does this experiment support or invalidate either model? Both models?<br />
* Visualization opportunities<br />
**Not really, because we have no way of observing the precise stress on the bridge. Only qualitative data. Students will be able to make informed conconclusions, but will not be able to produce a graph or a table of their observations. <br />
* Optional elements<br />
**Build additional bridges from higher levels. Does running multiple trials further support (or reject) your claims? <font color="blue">This is dependent on us purchasing licenses, right?</font><br />
<br />
==== Software ==== <br />
<br />
* This lab will rely on a pre-lab assignment using [http://downloads.phpnuke.org/en/download-item-view-g-v-l-y-b/BRIDGE%2BCONSTRUCTION%2BSET.htm Bridge Construction Set]. The students will have created bridge models in silico, and the goal of this lab is to build those models using Knex.<br />
<br />
==== Bill of Materials ==== <br />
* <font color="darkmagenta">New estimate of costs based on licensed software?</font><br />
* K'nex Bulk Pack - [http://shop.ebay.com/?_from=R40&_trksid=m38.l1313&_nkw=knex&_sacat=See-All-Categories Knex on ebay]<br />
**We deliberated long and hard over whether to use the PASCO bridge set or K'Nex. We decided that K'nex would be a better option for a few reasons.<br />
***1. ''They break.'' Knex break under load, and this is a positive feature. The Pasco bridge parts are not intended to ''break'' but instead are built to be highly durable. To use the PASCO kit to validate the physical model by determining the maximum load would rely on a $399 load sensor kit per group.<br />
***2. ''Breaking things is fun.'' If the above rational wasn't enough, we both agreed that students will have more fun if they actually get to ''see'' the point where their models fail. <br />
<br />
*Weights<br />
**We will need to procure weights from the physics department to test the Knex models.<br />
<br />
== Evaluation == <br />
==== CRS Questions ==== <br />
<br />
<font color="blue">Make sure to answer your own questions for us. So will these be A/B questions? Can support more options (multiple choice) if you want.</font><br />
<br />
* After an explanation of some of the concepts in the earlier lectures, have an image comparison of 2 bridges made in Bridgebuilder, ask students which of the two would be stronger.<br />
<font color="darkmagenta">Make 2 bridges as an example</font><br />
* Is this model static or '''dynamic'''?<br />
<br />
==== Quiz Questions ==== <br />
<br />
* Using the framework we've described in the past few weeks of static and dynamic models, explain how you might model a bridge. First define explain what aspect of the model is ''static''. When the simulation begins, how does it become ''dynamic''.<br />
**The static aspect of stuctural modeling plays out in the enviroment <br />
<br />
= <Structural Modeling> Metadata = <br />
This section contains information about the goals of the unit and the approaches taken to meet them.<br />
<br />
== Scheduling == <br />
<br />
This unit would be well suited for one week early in the semester. The basic concepts of bridge design are fairly straightforward.<br />
<br />
== Concepts, Techniques and Tools == <br />
<br />
The relevant discipline here is bridge building, and the skill set will include some basic physics.<br />
<br />
== General Education Alignment ==<br />
* Analytical Reasoning Requirement <br />
** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''<br />
*** They focus substantially on properties of classes of abstract models and operations that apply to them.<br />
**** Sort of. This lab is more concrete. This unit will go early in the semester so it will apply some of the more abstract ideas presented earlier.<br />
*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.<br />
**** Yes, because we're showing how structures and bridges, specifically apply to the abstract model parameters described in the ''What is a static model'' and ''what is a dynamic model'' units.<br />
*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.<br />
**** Eh, again, this unit isn't geared towards this as far as I can see.<br />
** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''<br />
*** Using and interpreting formulas, graphs and tables.<br />
**** not really. or ''maybe...'' If we use the pasco solution, the beam strength will be documented, and the students can perform basic calculations to figure out whether beams will break under a certain load.<br />
*** Representing mathematical ideas symbolically, graphically, numerically and verbally.<br />
**** The models provide a framework for visualizing physical (mathematical) constraints.<br />
*** Using mathematical and statistical ideas to solve problems in a variety of contexts.<br />
**** This is one context where we're using mathematical and statistical ideas.<br />
*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.<br />
**** Not really.<br />
*** Understanding basic statistical ideas such as averages, variability and probability.<br />
**** Yes, because the traversal (where we test the bridge by simulating a car driving over it) is a deterministic process. Maybe we could introduce the difference between probabilistic and deterministic.<br />
*** Making estimates and checking the reasonableness of answers.<br />
**** Yes, because students will try to build different types of bridges and determine the 'reasonableness' of their solutions by the simulated test outcome.<br />
*** Recognizing the limitations of mathematical and statistical methods.<br />
**** yes, because the physical model will not account for all variables, such as wind.<br />
* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''<br />
** Develops students' understanding of the natural world.<br />
*** Modeling physical structures is important because the natural world is comprised of physical structures.<br />
** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.<br />
*** The students will determine the most appropriate method to build a simulated bridge through both lecture content and trial and error. They will test their models by building physical models of their virtual structures.<br />
** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.<br />
*** The students collect the empirical data by synthesizing lecture content and trial and error. They (potentially in groups) will each devise different models to solve the same problem.<br />
<br />
== Scaffolded Learning ==<br />
* The scaffold pedagogy emphasizes the importance of introducing new ideas and concepts by explaining how those new concepts fit into the context of the material previously covered. Information is contextualized as pedagogical dependencies. <br />
<br />
* Our bridge unit is scaffolded in the sense that as students learn about the structural intricacies of bridge building, they will be able to construct more effective models. The high-level view of bridge types will allow the students to implement these qualities into the bridges they build in the simulator. Once the simulation is complete, the students will build a physical model under the expectations that the K'nex will behave as expected given the test results show by the computer program.<br />
<br />
== Inquiry Based Learning == <br />
Building Bridges and Breaking Knex is a fun, non-menacing way to explore the world of computational models. <font color="blue">:)</font><br />
<br />
= <Structural Modeling> Mechanics = <br />
== To Do ==<br />
* A list of items maintained by the authors, Charlie, and the Reviewers.<br />
<br />
== Comments ==<br />
<font color="blue">Can you play around with it yourselves and see how many you think are reasonable?</font><br />
<br />
* <font color="blue">Where do the cameras come into this?</font> <font color="darkmagenta">Before and after they break would be neat...</font><br />
* <font color="blue">Also need an estimate of how many K'Nex models we need and how much they cost.</font> <font color="darkmagenta">Ditto. The software we can keep, but if the K'nex is breaking every year then we should know what kind of course fee to tack on...</font><br />
<font color=slategray><br />
* This is good material, and the bridge building effectively shows how the mining of data can be used to make models which then help the creation of new physical manifestations-- but I think this unit needs to narrow down on exactly what it wants to teach. Will this lab have "hard modes" for extra credit? A resolution of the unit's intent will make the lecture outline a lot more coherent. <font color="blue">Ditto</font><br />
**''Yes, there will be opportunities for further investigation during the lab period, including more in depth comparisons between the physical and computational models.''<br />
* Also, the teacher/TAs will have to make sure they got this material under their belt when this lab rolls around, or, as you mentioned above, there will have to be some "reassuring," and we don't want the students to lose faith!</font><br />
<font color="blue">What size are you thinking?</font><br />
<font color="blue">Is this from the prelab? How will they evaluate which is the most efficient bridge? Also, do we have any constraints? For instance, how far it's spanning? I'm thinking there should be at least a minimum span.</font><br />
** <font color="blue">Ok...? What's the calculation? Confused.</font> <font color="darkmagenta">Seconded... more detail!</font><br />
** <font color="blue">Do we have a way for them to save and bring in their demos from the Bridge Construction Sight?</font><br />
**''We might be able to contact the developers at [http://www.chroniclogic.com Chronic Logic] to gain more insight about this.'' <font color="blue">Excellent idea, maybe they even want to donate licenses for us.</font> <font color="darkmagenta">Mm, free stuff.</font><br />
<font color="blue">How did you decide on this particular software over the others? Just curious.</font><br />
<br />
= Authorship = <br />
Bryan Purcell, purcebr@earlham.edu<br />
Dylan Parkhurst, dcpark06@earlham.edu</div>Mclauia