CS382:Predator-Prey - Revision history

Edlefma: /* Lab Feedback */

2009-05-07T04:20:56Z

Lab Feedback

← Older revision		Revision as of 04:20, 7 May 2009
Line 255:		Line 255:

	== Lab Feedback ==		== Lab Feedback ==
	* Feedback specific to the ~~lab component~~. ~~Either in-line notes or~~ a ~~link~~ to a ~~separate page~~.		=== Run 1 ===
	* Some thoughts about what to ~~look for:~~		It took about 20 min without doing a full write-up or the last part. The instructions were a little sparse and assumed knowledge of the tools. However the basics of the lab work well and gives students a chance to actually see how a systems dynamics model can be created and run, and explores the difference between it and Agent based modeling. It would have been nice to have the final part ready as I think it is in a lot of ways the kicker of the lab but even if it's not included it's still a fairly strong lab. I think it's an appropriate difficulty in that there it requires students to apply what they've learned and use a new tool but, assuming the instructions were fleshed out, provides enough scaffolding to help them get through it without much despair.
	** How long did it ~~take?~~
	** How appropriate is ~~it to the material~~ in the ~~unit?~~
	** Are the ~~instructions complete or did you have to fill-~~in ~~gaps.~~
	** Is it ~~too easy? Too hard?~~
	** Is what ~~to look for~~, ~~collect~~, ~~and analyze clearly delineated?~~
	** Can you easily see what the purpose of the lab is and what you learned from it?

	== Archived Feedback ==		== Archived Feedback ==

Dylanp: /* Reference Material */

2009-05-07T03:27:08Z

Reference Material

← Older revision		Revision as of 03:27, 7 May 2009
Line 17:		Line 17:
	== Reference Material ==		== Reference Material ==
	* [http://www.mysciencebox.org/book/export/html/81 Page on Lynx - Hare Populations]		* [http://www.mysciencebox.org/book/export/html/81 Page on Lynx - Hare Populations]
			** A page detailing the relationship between the populations on Lynx and Hares. It also shows a graph and asks students to do several questions based on that graph.
	* [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Talks about Lynx - Hare as a Pred/Prey model]		* [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Talks about Lynx - Hare as a Pred/Prey model]
	** Talks about the Lynx / Hare model of predator prey, and the relationship between the two populations.		** Talks about the Lynx / Hare model of predator prey, and the relationship between the two populations.
Line 26:		Line 27:
	** Introduction to systems dynamics. Tells you everything you need to know about System Dynamics to get started. This is where the majority of the reading assignments will be coming from.		** Introduction to systems dynamics. Tells you everything you need to know about System Dynamics to get started. This is where the majority of the reading assignments will be coming from.
	* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]		* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]
			** System Dynamics Wiki. Should be given out as a reference at the beginning of the unit for students who need additional understanding on the topic.

	== Lecture Notes ==		== Lecture Notes ==

Dylanp: /* Reference Material */

2009-05-07T03:04:20Z

Reference Material

← Older revision		Revision as of 03:04, 7 May 2009
Line 18:		Line 18:
	* [http://www.mysciencebox.org/book/export/html/81 Page on Lynx - Hare Populations]		* [http://www.mysciencebox.org/book/export/html/81 Page on Lynx - Hare Populations]
	* [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Talks about Lynx - Hare as a Pred/Prey model]		* [http://www.math.duke.edu/education/webfeatsII/Word2HTML/HTML%20Sample/pred1.html Talks about Lynx - Hare as a Pred/Prey model]
			** Talks about the Lynx / Hare model of predator prey, and the relationship between the two populations.
	* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model]		* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation Wolf Sheep Agent based netlogo model]
			** The starting agent-based wolf-sheep predator-prey model.
	* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation(SystemDynamics) Wolf Sheep Systems Dynamics netlogo model]		* [http://ccl.northwestern.edu/netlogo/models/WolfSheepPredation(SystemDynamics) Wolf Sheep Systems Dynamics netlogo model]
			** This is the starting model system dynamics model that we took apart and modified to build the rest of the lab based on.
	* [http://www.systemdynamics.org/DL-IntroSysDyn US Department of Energy's very nice (if ugly) intro to System Dynamics]		* [http://www.systemdynamics.org/DL-IntroSysDyn US Department of Energy's very nice (if ugly) intro to System Dynamics]
			** Introduction to systems dynamics. Tells you everything you need to know about System Dynamics to get started. This is where the majority of the reading assignments will be coming from.
	* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]		* [http://www.systemdynamics.org/wiki/index.php/Main_Page Systems Dynamics Society SD Wiki]

Dylanp: /* Archived Feedback */

2009-05-07T02:54:08Z

Archived Feedback

← Older revision		Revision as of 02:54, 7 May 2009
Line 259:		Line 259:

	== Archived Feedback ==		== Archived Feedback ==
	* As you address comments in your unit move them to here with a note about how you fixed it.

	* <font color="darkmagenta">Put answers to CRS / quiz Qs in bold</font>		* <font color="darkmagenta">Put answers to CRS / quiz Qs in bold</font>

Dylanp: /* Predator Prey Mechanics */

2009-05-07T02:53:14Z

Predator Prey Mechanics

← Older revision		Revision as of 02:53, 7 May 2009
Line 245:		Line 245:

	= Predator Prey Mechanics =		= Predator Prey Mechanics =
	== ~~To Do~~ ==		== General Feedback ==
	* A list of items maintained by the authors, Charlie, and the Reviewers.		* A list of items maintained by the authors, Charlie, and the Reviewers.

	== ~~Comments~~ ==		== Lab Feedback ==
			* Feedback specific to the lab component. Either in-line notes or a link to a separate page.
			* Some thoughts about what to look for:
			** How long did it take?
			** How appropriate is it to the material in the unit?
			** Are the instructions complete or did you have to fill-in gaps.
			** Is it too easy? Too hard?
			** Is what to look for, collect, and analyze clearly delineated?
			** Can you easily see what the purpose of the lab is and what you learned from it?

			== Archived Feedback ==
			* As you address comments in your unit move them to here with a note about how you fixed it.

	* <font color="darkmagenta">Put answers to CRS / quiz Qs in bold</font>		* <font color="darkmagenta">Put answers to CRS / quiz Qs in bold</font>
	** Done.		** Done.
Line 264:		Line 276:
	*<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>		*<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>
	** Done. (or at least it will be.)		** Done. (or at least it will be.)

	~~== Lab Feedback ==~~

	*Feedback here.

	= Authorship =		= Authorship =

Dylanp: /* Predator Prey Metadata */

2009-05-07T02:50:33Z

Predator Prey Metadata

← Older revision		Revision as of 02:50, 7 May 2009
Line 190:		Line 190:
	** Equilibrium		** Equilibrium

	= Predator Prey Metadata =		= Predator Prey Metadata =
	This section contains information about the goals of the unit and the approaches taken to meet them.		This section contains information about the goals of the unit and the approaches taken to meet them.
			et them.

	== Scheduling ==		== Scheduling ==
	* 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.		* 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.
			== Concepts, Techniques and Tools ==
	== Concepts and ~~Techniques~~ ==
	This is a placeholder for a list of items from the context page.		This is a placeholder for a list of items from the context page.

	== General Education Alignment ==		== General Education Alignment ==
	* Analytical Reasoning Requirement		=== Analytical Reasoning Requirement ===
	** 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:''		==== Abstract Reasoning ====
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	**** Complete. The entire unit is about students learning exactly what you can do with a system dynamics model. It would be impossible to teach that without discussing the properties of the model and what operations you could perform on it.		* ''They focus substantially on properties of classes of abstract models and operations that apply to them.''
	*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.		** Complete. The entire unit is about students learning exactly what you can do with a system dynamics model. It would be impossible to teach that without discussing the properties of the model and what operations you could perform on it.
	**** Partial. The way the unit works is by teaching students about the class of model, and has them build a specific one as part of a lab activity.		* ''They provide experience in generalizing from specific instances to appropriate classes of abstract models.''
	*** 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.		** Partial. The way the unit works is by teaching students about the class of model, and has them build a specific one as part of a lab activity.
	**** Partial. The lab activity involves constructing a model, manipulating the data that goes in, and then collecting results, but not in order to satisfy a concrete problem.		* ''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.''
	** 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:''		** Partial. The lab activity involves constructing a model, manipulating the data that goes in, and then collecting results, but not in order to satisfy a concrete problem.
	*** Using and interpreting formulas, graphs and tables.
	**** Complete. 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.		==== Quantitative Reasoning ====
	*** Representing mathematical ideas symbolically, graphically, numerically and verbally.		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:''
	**** Complete. Systems dynamics is at it's core representing systems symbolically and mathematically.		* ''Using and interpreting formulas, graphs and tables.''
	*** Using mathematical and statistical ideas to solve problems in a variety of contexts.		** Complete. 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.
	**** Complete. We are using mathematics to solve problems.		* ''Representing mathematical ideas symbolically, graphically, numerically and verbally.''
	*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.		** Complete. Systems dynamics is at it's core representing systems symbolically and mathematically.
	**** Complete. In this unit we look at the concepts of linear and exponential growth and decay, among others.		* ''Using mathematical and statistical ideas to solve problems in a variety of contexts.''
	*** Understanding basic statistical ideas such as averages, variability and probability.		** Complete. We are using mathematics to solve problems.
	**** Partial. Only so much as these ideas would be helpful in a particular model.		* ''Using simple models such as linear dependence, exponential growth or decay, or normal distribution.''
	*** Making estimates and checking the reasonableness of answers.		** Complete. In this unit we look at the concepts of linear and exponential growth and decay, among others.
	**** Complete. Experimentation is used when developing models and there is an analysis part of our lab.		* ''Understanding basic statistical ideas such as averages, variability and probability.''
	*** Recognizing the limitations of mathematical and statistical methods.		** Partial. Only so much as these ideas would be helpful in a particular model.
	**** Complete. 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.		* ''Making estimates and checking the reasonableness of answers.''
	* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		** Complete. Experimentation is used when developing models and there is an analysis part of our lab.
	** Develops students' understanding of the natural world.		* ''Recognizing the limitations of mathematical and statistical methods.''
	*** Complete. They can model natural systems including our example, Predator-Prey models.		** Complete. 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.
	**
	*** Complete. Experimentation is used when developing models.		=== Scientific Inquiry Requirement ===
	** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.		From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	*** Partial. We certainly provide some experience with theoretical analysis but not much empirical data will be collected.		* ''Develops students' understanding of the natural world.''
			** Complete. They can model natural systems including our example, Predator-Prey models.
			* ''''
			** Complete. Experimentation is used when developing models.
			* ''Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.''
			** Partial. We certainly provide some experience with theoretical analysis but not much empirical data will be collected.

	== Scaffolded Learning ==		== Scaffolded Learning ==
			* The scaffold approach in this unit is aimed at building a bare-bones understanding of system dynamics, then slowly adding layers of complexity and moving up the complexity ladder until the students have a
	* 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.~~

	== Inquiry Based Learning ==		== Inquiry Based Learning ==

Dylanp: /* Lab Feedback */

2009-04-24T18:32:37Z

Lab Feedback

← Older revision		Revision as of 18:32, 24 April 2009
Line 262:		Line 262:

	== Lab Feedback ==		== Lab Feedback ==

			*Feedback here.

	= Authorship =		= Authorship =

Dylanp: /* Authorship */

2009-04-24T18:31:13Z

Authorship

← Older revision		Revision as of 18:31, 24 April 2009
Line 266:		Line 266:

	Dylan Parkhurst		Dylan Parkhurst

	Matt Edlefsen		Matt Edlefsen

Dylanp at 18:30, 24 April 2009

2009-04-24T18:30:42Z

← Older revision		Revision as of 18:30, 24 April 2009
Line 260:		Line 260:
	*<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>		*<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>
	** Done. (or at least it will be.)		** Done. (or at least it will be.)

			== Lab Feedback ==

	= Authorship =		= Authorship =
	~~Your names, URLs, etc.~~
			Dylan Parkhurst
			Matt Edlefsen

Edlefma: /* Comments */

2009-04-17T12:24:46Z

Comments

← Older revision		Revision as of 12:24, 17 April 2009
Line 249:		Line 249:
	* <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>		* <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>
	** Done.		** Done.
	<font color="blue">They're going to need to know how to get to that one.</font>		* <font color="blue">They're going to need to know how to get to that one.</font>
	<font color="blue">How should they determine these?</font>		* <font color="blue">How should they determine these?</font>
	<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>		** More information on how put in.
	<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>		* <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>
	<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>		** Fleshed out the details more.
	<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>		* <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>
			** d(^_^)b
			* <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>
			** No longer being done in the browser
			*<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>
			** Done. (or at least it will be.)

	= Authorship =		= Authorship =
	Your names, URLs, etc.		Your names, URLs, etc.