CS382:Structural-outline - Revision history

Purcebr: /* Inquiry Based Learning */

2009-05-06T21:32:31Z

Inquiry Based Learning

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	== Inquiry Based Learning ==		== Inquiry Based Learning ==
	Building Bridges and Breaking Knex is a fun, non-menacing way to explore the world of computational models. ~~<font color="blue">:)</font>~~		Building Bridges and Breaking Knex is a fun, non-menacing way to explore the world of computational models. Students will figure out the importance of verification in building useful models. This lab cuts students loose to explore a topic that they probably don't know much about. This factor could be a challenge for some, but will teach them important skills applicable to a wide range of disciplines.

	= Structural Modeling Mechanics =		= Structural Modeling Mechanics =

Purcebr: /* Lab */

2009-05-06T21:26:42Z

Lab

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	==== Bill of Materials ====		==== Bill of Materials ====

	*[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]		*[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] We will need to purchase at least 5 to ten licenses to allow for further experimentation, and a bonus question on the lab.
	**''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>		**''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>
	**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.		**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.
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	*Weights		*Weights
	**~~We will need~~ to ~~procure weights from~~ the physics ~~department to test~~ the ~~Knex models~~.		**Ideally we'll use bricks, of the same approx. weight to test the bridges. Bricks are cheap, and most importantly heavy. Using physics weights is ideal, but the average bridge capacity will most definitely exceed our weight supply.

	== Evaluation ==		== Evaluation ==

Purcebr: /* Concepts, Techniques and Tools */

2009-05-06T21:09:59Z

Concepts, Techniques and Tools

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	== Concepts, Techniques and Tools ==		== Concepts, Techniques and Tools ==

	~~The relevant discipline here is bridge building~~, and ~~the skill set will include some basic physic concepts.~~		Using models, modifying models, developing models
			Abstraction
			Accuracy vs precision
			Validation and verification
			Data collection
			Spreadsheet
			Bridge Construction Set Game

	== General Education Alignment ==		== General Education Alignment ==

Purcebr: /* Scientific Inquiry Requirement */

2009-05-05T06:56:34Z

Scientific Inquiry Requirement

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	From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	* ''Develops students' understanding of the natural world.''		* ''Develops students' understanding of the natural world.''
	** Complete. The students are modeling the ~~real~~ world.		** Complete. The students are modeling bridges - the structures they depend on to travel and move from place to place. If that's not ''understanding of the natural world'' I don't know what is.
	* ''Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.''		* ''Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.''
	** Complete.		** Complete. Students must compare the two models - the model in software and the physical model. To effectivily accomplish this task they must exercise systematic observation and experimentation to demonstrate how, and most importantly ''why'' the two models behave the way they do.
	* ''Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.''		* ''Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.''
	** Complete. Students will understand how physical models and computational models can be used to simulate the same structures and processes.		** Complete. Students will understand how physical models and computational models can be used to simulate the same structures and processes.

Purcebr: /* Lab */

2009-05-05T06:51:20Z

Lab

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	*Split in to lab groups of four students per group.		*Split in to lab groups of four students per group.
	*Recreate the ~~most cost-efficient~~ bridge built by a group member using the provided Knex.		*Distribute Knex to the groups.
			*Recreate the bridge built with the fewest number of components by a group member using the provided Knex.
	**''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.''		**''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.''
	**After deliberating 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.		**After deliberating 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.
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	*Knex		*Knex
	**K'~~nex~~ Bulk Pack - [http://shop.ebay.com/?_from=R40&_trksid=m38.l1313&_nkw=knex&_sacat=See-All-Categories Knex on ebay]		**We tested the viability of using the stock bridge knex set. This has a few inherent problems:
	**Knex Bridge Kit ~~(preferable)~~ $30 at Veachs in Richmond. Buying 15 of these kits would cost $450.		***Trying to recreate an intentionally simple bridge such as a kingpost or a queenpost using the funky elastic pieces and small components in the bridge set is confusing. We need to keep the number of different pieces small to make sure all of the lab groups are focused and on the same page. Using a limited number of knex pieces will not only simplify the initial setup and inherent confusion, but will also make students more comfortable experimenting with their designs. If the lab groups are given too many options in building the model, they won't get much out of this lab.
			***[http://en.wikipedia.org/wiki/K%27NEX_Pieces KNEX Pieces on Wikipedia] gives a good overview of the standard colored pieces. Gray is the best option at 7.5 inches. If we could buy a bulk gray pack, and a bulk pack of red. Keepin' it simple.
			**Knex Bulk Pack - [http://shop.ebay.com/?_from=R40&_trksid=m38.l1313&_nkw=knex&_sacat=See-All-Categories Knex on ebay]
			**Knex Bridge Kit - $30 at Veachs in Richmond. Buying 15 of these kits would cost $450.

	*Weights		*Weights

Purcebr at 06:18, 5 May 2009

2009-05-05T06:18:42Z

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	'''''Foundations'''''		'''''Foundations'''''
	* 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.		* 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.
	**''Static Models'' ~~refer to~~ models ~~(or an aspect of a dynamic model)~~ that ~~does~~ not change over time. This could be manifested in the environment of the model, such as grass and rocks.		**''Static Models''
	**''Dynamic Models'' ~~refer to~~ models ~~that exhibit behaviors in relation to their enviroment (static model)~~ over time. They include rules and specify how models should interact with their static environment~~, and (potentially) how the model interacts~~ with other dynamic ~~models of the same type, or of a different type.~~		*** Static models are computational models that do not change over ''time''. This could be manifested in the environment of the model, such as grass and rocks.
			**''Dynamic Models''
			*** Dynamic Models are models change over time.
			*** They include rules and specify how models should interact with their static environment
			*** They can interact with other dynamic model entities
	*''Why'' do we want to model bridges and other structures before they are built?		*''Why'' do we want to model bridges and other structures before they are built?
	**Because it's important to get a sense of when the bridge will support weight before it is built.		**Because it's important to get a sense of when the bridge will support weight before it is built.
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	* Explain the various types of bridges introduced in [http://pghbridges.com/basics.htm Bridge Basics]		* Explain the various types of bridges introduced in [http://pghbridges.com/basics.htm Bridge Basics]
	**Kingpost		**Kingpost
			*** Basic bridge type, demonstrates the core mantra, ''triangles are strong!''
	**Queenpost		**Queenpost
			*** Similar to the Kingpost in design and concept but geared towards longer-spanning bridges.
	* Explain why and 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		* Explain why and 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
	**Bridge simulations are necessarily more complex and comprehensive then the fire model we looked at in previous weeks. Bridges have many stress points, and each stress point must modeled individually produce accurate data, ie ''Will the bridge support the weight of cars, will it even support its own weight?''		**Bridge simulations are necessarily more complex and comprehensive then the fire model we looked at in previous weeks. Bridges have many stress points, and each stress point must modeled individually produce accurate data, ie ''Will the bridge support the weight of cars, will it even support its own weight?''
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	*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)		*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)
	*Explain how best to determine the accuracy of a bridge model.		*Explain how best to determine the accuracy of a bridge model.
	**''Whenever possible, it is most important to draw data from multiple sources. Physical models can be used to validate computational models~~. Assuming~~ the physical model faithfully and accurately tests the model. If the computational model agrees with the physical model, both models are likely valid.		**''Whenever possible, it is most important to draw data from multiple sources.
			** Physical models can be used to validate computational models, assuming the physical model faithfully and accurately tests the model.
			** If the computational model agrees with the physical model, both models are likely valid.
	*Where can we go from here?		*Where can we go from here?
	**Modeling building strain		**Modeling building strain
	**Introduce the 'shake table' and show the split-screen illustration of the model building ~~collapsing~~ on the shake table next to the computer simulation. [http://www.acm.org/crossroads/xrds13-3/earthquake.html Shake table video]		**Introduce the 'shake table' and show the split-screen illustration of the model building quivering on the shake table next to the computer simulation. [http://www.acm.org/crossroads/xrds13-3/earthquake.html Shake table video]
	**Do bridge-builders actually build physical models, or is all the planning done in silico?		**Do bridge-builders actually build physical models, or is all the planning done in silico?
	***When a bridge model is being developed in silico, the software engineers and designers must validate the model before it can replace more traditional means. ~~This usually includes building~~ miniture ~~models~~, ~~combined with~~ placing sensors on real bridges to measure stress~~, then comparing the actual stress with the stress in the computational model~~.		***When a bridge model is being developed in silico, the software engineers and designers must validate the model before it can replace more traditional means.
			***At some point they must build a miniture model, or devise some other way to validate the computational model, such as placing sensors on real bridges to measure stress.
	**What are the positive features of using computational models, what are the downsides?		**What are the positive features of using computational models, what are the downsides?
	***Computational models offer a virtual ''wet lab'' in that models can be constructed and tested without building (and then destroying) a simulated environment. To this end, computational models are an attractive option for engineering teams, where the more testing is integrated into the development process, the more efficient the overall operation. Computational tools allow for a more frequent test cycle because after the model is designed and constructed in silico, testing the model is fairly cost effective.		***Computational models offer a virtual ''wet lab'' in that models can be constructed and tested without building (and then destroying) a simulated environment. To this end, computational models are an attractive option for engineering teams, where the more testing is integrated into the development process, the more efficient the overall operation.
	***Physical models~~, on the other hand~~ must be reconstructed from the ground up (literally) each for each new test.		***Computational tools allow for a more frequent test cycle because after the model is designed and constructed in silico, testing the model is fairly cost effective.
			***Physical models must be reconstructed from the ground up (literally) each for each new test.
	**How will an increase in processor speeds impact these pros/cons?		**How will an increase in processor speeds impact these pros/cons?
	***Computational models suffer from a tension between precision and time spent performing calculations. Accurately simulating the real world can consume a processor capable of trillions of calculations per second. The challenge inherent in designing and using computational models lies in the balance between accuracy and precision, and as CPUs become more powerful, complex models become more feasable. If ~~we assume our~~ computational model is ''precise,'' then additional CPU horsepower will greatly improve ~~its~~ accuracy.		***Computational models suffer from a tension between precision and time spent performing calculations. Accurately simulating the real world can consume a processor capable of trillions of calculations per second.
			***The challenge inherent in designing and using computational models lies in the balance between accuracy and precision, and as CPUs become more powerful, complex models become more feasable.
			***If the computational model can be deemed ''precise,'' then additional CPU horsepower will greatly improve the accuracy of each test run in silico.

	== Lab ==		== Lab ==
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	==== Pre-Lab Assignment ====		==== Pre-Lab Assignment ====

	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, ie the bridge with the fewest number of components.		Students will complete the demo portion (through level 5) 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, ie the bridge with the fewest number of components.

	==== Process ====		==== Process ====
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	**'When all the bridges are completed (or a good number) the instructor will lead the class in testing each bridge. Weights will be hung off the center of the bridge to simulate the weight of a car or truck.		**'When all the bridges are completed (or a good number) the instructor will lead the class in testing each bridge. Weights will be hung off the center of the bridge to simulate the weight of a car or truck.

	**''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. (DYLAN?)
	*Students should be familiar with wikis by now, so instruct them to insert a picture of their bridge, (taken with the cameras on the D224 iMacs) and the max load the bridge could hold into a table in the wiki.		*Students should be familiar with wikis by now, so instruct them to insert a picture of their bridge, (taken with the cameras on the D224 iMacs) and the max load the bridge could hold into a table in the wiki.

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	== Scheduling ==		== Scheduling ==

	This unit would be well suited for one week early in the semester. The basic concepts of bridge design are fairly straightforward.		This unit would be well suited for one week early in the semester. The basic concepts of bridge design are fairly straightforward and do not require signifigant overhead.

	== Concepts, Techniques and Tools ==		== Concepts, Techniques and Tools ==

	The relevant discipline here is bridge building, and the skill set will include some basic ~~physics~~.		The relevant discipline here is bridge building, and the skill set will include some basic physic concepts.

	== General Education Alignment ==		== General Education Alignment ==
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	* 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.		* 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.

	* ~~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.		* The Structural Modeling 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.

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

Purcebr at 06:04, 5 May 2009

2009-05-05T06:04:27Z

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	From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	* ''Develops students' understanding of the natural world.''		* ''Develops students' understanding of the natural world.''
	** ~~Yes~~. The students are modeling the real world.		** Complete. The students are modeling the real world.
	* ''Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.''		* ''Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.''
	** ~~Yes~~		** Complete.
	* ''Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.''		* ''Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.''
	** ~~Yes~~. Students will understand how physical models and computational models can be used to simulate the same structures and processes.		** Complete. Students will understand how physical models and computational models can be used to simulate the same structures and processes.

	== Scaffolded Learning ==		== Scaffolded Learning ==

Nate: /* Lab Feedback */

2009-04-23T23:54:27Z

Lab Feedback

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	*** Less than an hour; but I used the Knex instruction booklet. I started trying to come up with my own and had trouble - maybe I'm just stupid.		*** Less than an hour; but I used the Knex instruction booklet. I started trying to come up with my own and had trouble - maybe I'm just stupid.
	** How appropriate is it to the material in the unit?		** How appropriate is it to the material in the unit?
	*** Very. ~~Very~~.		*** Very.
			*** Agreed.
	** Are the instructions complete or did you have to fill-in gaps.		** Are the instructions complete or did you have to fill-in gaps.
	*** The instructions are complete in a broad sense. In a specific sense, not so much. We currently instruct the students to build "The most efficient bridge" out of all the ones built in the group. It's difficult to decide what qualifies as the most efficient bridge... uses the least parts? Most streamlined looking? Least vulnerable to breaking? Average between one or more of the previous factors? The easy way to solve this is to simply have students pick a bridge that they would like to build, and let them decide which one that is, but that brings up the possibility that the students may pick a bridge structure that is too complicated to complete with the materials available.		*** The instructions are complete in a broad sense. In a specific sense, not so much. We currently instruct the students to build "The most efficient bridge" out of all the ones built in the group. It's difficult to decide what qualifies as the most efficient bridge... uses the least parts? Most streamlined looking? Least vulnerable to breaking? Average between one or more of the previous factors? The easy way to solve this is to simply have students pick a bridge that they would like to build, and let them decide which one that is, but that brings up the possibility that the students may pick a bridge structure that is too complicated to complete with the materials available.

Nate: /* Lab Feedback */

2009-04-23T23:54:06Z

Lab Feedback

← Older revision		Revision as of 23:54, 23 April 2009
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	** How long did it take?		** How long did it take?
	*** I spent about an hour constructing some of the example bridges in the book then playing around with hanging weights on them. It's entirely possible that this could take more or less time, depending on whether the students wanted to construct more or less bridges and how thoroughly they wanted to test them.		*** I spent about an hour constructing some of the example bridges in the book then playing around with hanging weights on them. It's entirely possible that this could take more or less time, depending on whether the students wanted to construct more or less bridges and how thoroughly they wanted to test them.
			*** Less than an hour; but I used the Knex instruction booklet. I started trying to come up with my own and had trouble - maybe I'm just stupid.
	** How appropriate is it to the material in the unit?		** How appropriate is it to the material in the unit?
	*** Very.		*** Very. Very.
	** Are the instructions complete or did you have to fill-in gaps.		** Are the instructions complete or did you have to fill-in gaps.
	*** The instructions are complete in a broad sense. In a specific sense, not so much. We currently instruct the students to build "The most efficient bridge" out of all the ones built in the group. It's difficult to decide what qualifies as the most efficient bridge... uses the least parts? Most streamlined looking? Least vulnerable to breaking? Average between one or more of the previous factors? The easy way to solve this is to simply have students pick a bridge that they would like to build, and let them decide which one that is, but that brings up the possibility that the students may pick a bridge structure that is too complicated to complete with the materials available.		*** The instructions are complete in a broad sense. In a specific sense, not so much. We currently instruct the students to build "The most efficient bridge" out of all the ones built in the group. It's difficult to decide what qualifies as the most efficient bridge... uses the least parts? Most streamlined looking? Least vulnerable to breaking? Average between one or more of the previous factors? The easy way to solve this is to simply have students pick a bridge that they would like to build, and let them decide which one that is, but that brings up the possibility that the students may pick a bridge structure that is too complicated to complete with the materials available.
			*** Agreed; it seemed the only factor was price in-game.
	** Is it too easy? Too hard?		** Is it too easy? Too hard?
	*** That depends on a variety of factors. One of the problems is the media through which we're conducting the lab. K'nex is durable, and some of the structures I tested tended to bend instead of break. Additionally, more weight will be needed in order to break some of the structures I tested, I would guess on the order of 10-20 pounds, possibly more.		*** That depends on a variety of factors. One of the problems is the media through which we're conducting the lab. K'nex is durable, and some of the structures I tested tended to bend instead of break. Additionally, more weight will be needed in order to break some of the structures I tested, I would guess on the order of 10-20 pounds, possibly more.

	*** I'm worried about it being too easy if the inherent strength of the K'nex is enough to support weight in an unrealistic manner. Additionally, some of the more uh... advanced (I guess) bridges such as suspension and cable-stayed don't work like they do in real life, being supported by the inherent strength of the medium on the deck of the bridge rather than being held up by cables, etc. This would make it more difficult to construct a model of the bridge that reacted realistically to stress.		*** I'm worried about it being too easy if the inherent strength of the K'nex is enough to support weight in an unrealistic manner. Additionally, some of the more uh... advanced (I guess) bridges such as suspension and cable-stayed don't work like they do in real life, being supported by the inherent strength of the medium on the deck of the bridge rather than being held up by cables, etc. This would make it more difficult to construct a model of the bridge that reacted realistically to stress.
	*** Another factor that makes things more difficult is the scale of the model. Just how big do we want them to make the bridges they designed?		*** Another factor that makes things more difficult is the scale of the model. Just how big do we want them to make the bridges they designed?
	*** It's a little difficult to tell where the bridge is being stressed in the K'nex version unless an extreme amount of stress is applied. The plastic rods don't move very much under little stress.		*** It's a little difficult to tell where the bridge is being stressed in the K'nex version unless an extreme amount of stress is applied. The plastic rods don't move very much under little stress.
			*** It's not immediately easy how to build one's own bridges using the knex. I'm not sure it's all that challenging.
			*** The video game is pretty easy, but fun and pedagogically useful.
			*** Agreed; the knex just seem too strong.
	** Is what to look for, collect, and analyze clearly delineated?		** Is what to look for, collect, and analyze clearly delineated?
	*** I would say so, yes.		*** I would say so, yes.
			*** Yes.
	** Can you easily see what the purpose of the lab is and what you learned from it?		** Can you easily see what the purpose of the lab is and what you learned from it?
			*** Yes.
	*** Yes.		*** Yes.

Nate: /* Lab */

2009-04-23T23:47:53Z

Lab

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	== Lab ==		== Lab ==
	[[Image:Goldstar.png\|right\|thumb\|Nice work!]]		[[Image:Goldstar.png\|right\|thumb\|Nice work!]]
			[[Image:Bridge.png\|right\|thumb\|Nate's virtual bridge]]
			[[Image:Kbridge.jpg\|right\|thumb\|Nate's knex bridge]]
	* 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.		* 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.