Difference between revisions of "CS382:Topics Matrix"

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__NOTOC__
 
__NOTOC__
−
When your unit(s) are in a stable location change the Topic column to an actual link.  When it's ready to be reviewed update the Status to be "Ready".  This is the only signal that the reviewers will look for.  When it's being reviewed the status will be "In Review" and then "Done".
 
−
 
−
Ultimately the matrix should include a column for each section of a unit layout.  E.g. there should be a "General Education" column/section.
 
  
 
<center>
 
<center>
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! Who
 
! Who
 
! Discipline(s)
 
! Discipline(s)
−
! Skill(s)
 
−
! Tool(s)
 
−
! Notes
 
−
! Status
 
 
|-
 
|-
 
| 1
 
| 1
−
| [[CS382:Unit-foundation|What's a Model?]]
+
| [[CS382:Unit-foundation-templated|What's a Model?]]
 
| Foundations
 
| Foundations
 
| Sam, Mikio
 
| Sam, Mikio
 
| Generic
 
| Generic
−
| TBD
 
−
| TBD
 
−
|
 
−
| Ready
 
 
|-
 
|-
 
| 2
 
| 2
 +
| [[CS382:staticmodel-outline|Building a Static Model]]
 +
| Area
 +
| Philip, Bryan
 +
| Generic
 +
|-
 +
| 3
 
| [[CS382:fire|Using a Dynamic Model]]
 
| [[CS382:fire|Using a Dynamic Model]]
 
| Fire
 
| Fire
 
| Fitz, Vlado
 
| Fitz, Vlado
 
| Forestry
 
| Forestry
−
| Critical parameter, parameter sweep
 
−
| Agent modeling, NetLogo
 
−
|
 
−
|
 
−
|-
 
−
| 3
 
−
| [[CS382:staticmodel-outline|Building a Static Model]]
 
−
| Area
 
−
| Philip, Bryan
 
−
| Generic
 
−
| Accuracy, precision, estimation
 
−
| Mashup
 
−
| Software and physical
 
−
| Ready
 
 
|-
 
|-
 
| 4
 
| 4
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| Matt, Nate
 
| Matt, Nate
 
| TBD
 
| TBD
−
| TBD
 
−
| Mashup
 
−
| Tufte based approach? 
 
−
| Ready
 
 
|-
 
|-
 
| 5-6
 
| 5-6
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| Bridge
 
| Bridge
 
| Bryan, Dylan
 
| Bryan, Dylan
−
| Physics
+
| Bridge Building
−
| Physics
 
−
| Simulation
 
−
| Software and physical?
 
−
| Ready
 
 
|-
 
|-
 
| 7-8
 
| 7-8
 
| [[CS382:equation-outline|Equation Modeling]]
 
| [[CS382:equation-outline|Equation Modeling]]
 
| Rocket
 
| Rocket
−
| Vlado, Dylan
+
| Vlado, Sam
 
| Math, Physics
 
| Math, Physics
−
| Math, estimation skills and physics
 
−
| TBD
 
−
| Software and physical?
 
−
| Ready
 
 
|-
 
|-
 
| 9  
 
| 9  
−
| [[Cs382:unit-compsoc|Modeling Society]]
+
| [[Cs382:unit-compsoc|Agent Based Modeling and Computational Sociology]]
 
| People
 
| People
 
| Nate, Philip
 
| Nate, Philip
 
| Sociology
 
| Sociology
−
| TBD
 
−
| Agent modeling, NetLogo
 
−
|
 
−
| Ready
 
 
|-
 
|-
 
| 10-11
 
| 10-11
−
| Modeling Disease Transmission
+
| [[CS382:Predator-Prey|Modeling Predator-Prey Interactions]]
−
| Virus
+
| Lynx and rabbits
−
| Matt, Sam
+
| Dylan, Matt
 
| Biology
 
| Biology
−
| TBD
 
−
| Systems dynamics modeling, NetLogo
 
−
|
 
−
|
 
 
|-
 
|-
 
| 12-13
 
| 12-13
−
| [[CS382:chaos|Chaotic Systems]]
+
| [[CS382:chaos_templated|Chaotic Systems]]
 
| Climate
 
| Climate
 
| Mikio, Fitz
 
| Mikio, Fitz
 
| Lots
 
| Lots
 +
|-
 +
| 14
 +
| [[CS382:End-Notes|End Notes]]
 +
| Wrap-up and review
 
| TBD
 
| TBD
−
| TBD
+
| Lots
−
|
 
−
|
 
 
|}
 
|}
 
</center>
 
</center>
 +
'''
 +
 +
= Concepts, Techniques and Tools =
 +
There are a number of recurring themes, standard scientific techniques, and tools for doing science both in the real world and with a computing system contained in this course.  Many of them are seen at more than one point. 
  
−
=== Context ===
+
The plan is to introduce all of them at the start of the course, call them out whenever we encounter them during the course, and then review all of them as a group at the end of the course.
−
There are a number of themes that run through the units:
+
 
−
* Quantitative reasoning
+
== Concepts ==
 
* Using models, modifying models, developing models
 
* Using models, modifying models, developing models
−
* Validation and verification
 
−
* Using tools, broadly defined
 
 
* Data -> information -> knowledge
 
* Data -> information -> knowledge
 
* Algorithmic thinking  
 
* Algorithmic thinking  
 +
* Computational thinking
 
* Abstraction  
 
* Abstraction  
−
* Computational thinking
+
* Accuracy vs precision
 +
 
 +
== Techniques ==
 +
* Validation and verification
 +
* Interpreting a graph
 +
* Creating a graph
 +
* Basic statistics
 +
* Estimation
 +
* Parameter sweep
 +
* Data collection
 +
 
 +
== Tools ==
 +
* Spreadsheet; {Open, Neo} Office
 +
* Plotting; Sigma plot, gnuplot (?!), PlotDrop.  Why not just use the spreadsheet's tool?
 +
* Equation-based modeling; spreadsheet?
 +
* Agent-based modeling; NetLogo or AgentSheets
 +
* Systems-based modeling; Vensim
 +
* Visualization/visual modeling
 +
* Mashups and Google Earth
 +
 
 +
Potentially:
 +
* SecondLife or OpenSim
  
−
The units should have the following attributes, for the pedagogical ones all units should try to adhere to them, for the others we just need to make sure at least one unit covers them.
+
= Overall Context =
 
* Pedagogical  
 
* Pedagogical  
 
** Inquiry based learning  
 
** Inquiry based learning  
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** Open-ended to a degree  
 
** Open-ended to a degree  
 
** Using science to illustrate the diversity and complexity of the world around us
 
** Using science to illustrate the diversity and complexity of the world around us
−
 
 
* Structural
 
* Structural
 
** Metric system  
 
** Metric system  
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** Classroom response system - questions for each unit, participation/attendance measured by response rate?  
 
** Classroom response system - questions for each unit, participation/attendance measured by response rate?  
  
−
Mechanical and structural stuff:
+
= General Education =
−
* Scales well, say 20-80 students
+
* [[CS382:Total-geneds|Total Geneds]]
−
** Automated assessment tools
+
* Consider moving the scraped pages here from the main page for gen eds, labs, etc.
−
** Effective use of TAs
 
  
−
==== Scientific Tools ====
+
= Items to be sorted =
−
* Equation-based modeling
+
* Quantitative reasoning
−
* Agent-based modeling: Netlogo or AgentSheets
+
* Using tools, broadly defined
−
* Systems-based modeling: Vensim
 
−
* Visualization/visual modeling
 
−
* Mashups and Google Earth
 
−
 
 
−
Potentially
 
−
* SecondLife or OpenSim
 
−
 
 
−
==== Foundation Skills ====
 
−
* Creating a graph
 
−
* Interpreting a graph
 
−
* Basic statistics
 
−
* Estimation
 
−
* Parameter sweep
 
−
* Data collection
 
−
 
 
−
Potentially
 
−
* Building a physical model in the real world
 
  
−
==== Thoughts ====
+
* Mechanical and structural stuff:
−
Some of these should go somewhere, and some of these should be in every unit.
+
** Scales well, say 20-80 students
 +
*** Automated assessment tools
 +
*** Effective use of TAs
  
 
* What data do I need to collect, how do I collect it accurately, and then how do I build it
 
* What data do I need to collect, how do I collect it accurately, and then how do I build it
 
** Perhaps one unit where they have to go out and collect data to see how hard it really is, how about modeling campus (rectangle and heart)
 
** Perhaps one unit where they have to go out and collect data to see how hard it really is, how about modeling campus (rectangle and heart)
 
* Data collection: sensor nets, lasers
 
* Data collection: sensor nets, lasers

Latest revision as of 14:10, 29 April 2009


Topic Matrix
Week Topic Unit(s) Who Discipline(s)
1 What's a Model? Foundations Sam, Mikio Generic
2 Building a Static Model Area Philip, Bryan Generic
3 Using a Dynamic Model Fire Fitz, Vlado Forestry
4 Visualizing Data Mashup Matt, Nate TBD
5-6 Structural Modeling Bridge Bryan, Dylan Bridge Building
7-8 Equation Modeling Rocket Vlado, Sam Math, Physics
9 Agent Based Modeling and Computational Sociology People Nate, Philip Sociology
10-11 Modeling Predator-Prey Interactions Lynx and rabbits Dylan, Matt Biology
12-13 Chaotic Systems Climate Mikio, Fitz Lots
14 End Notes Wrap-up and review TBD Lots

Concepts, Techniques and Tools

There are a number of recurring themes, standard scientific techniques, and tools for doing science both in the real world and with a computing system contained in this course. Many of them are seen at more than one point.

The plan is to introduce all of them at the start of the course, call them out whenever we encounter them during the course, and then review all of them as a group at the end of the course.

Concepts

  • Using models, modifying models, developing models
  • Data -> information -> knowledge
  • Algorithmic thinking
  • Computational thinking
  • Abstraction
  • Accuracy vs precision

Techniques

  • Validation and verification
  • Interpreting a graph
  • Creating a graph
  • Basic statistics
  • Estimation
  • Parameter sweep
  • Data collection

Tools

  • Spreadsheet; {Open, Neo} Office
  • Plotting; Sigma plot, gnuplot (?!), PlotDrop. Why not just use the spreadsheet's tool?
  • Equation-based modeling; spreadsheet?
  • Agent-based modeling; NetLogo or AgentSheets
  • Systems-based modeling; Vensim
  • Visualization/visual modeling
  • Mashups and Google Earth

Potentially:

  • SecondLife or OpenSim

Overall Context

  • Pedagogical
    • Inquiry based learning
    • Scaffolded
    • Open-ended to a degree
    • Using science to illustrate the diversity and complexity of the world around us
  • Structural
    • Metric system
    • OSX, Windows, Linux whenever possible (lab sizes and locations)
    • Classroom response system - questions for each unit, participation/attendance measured by response rate?

General Education

  • Total Geneds
  • Consider moving the scraped pages here from the main page for gen eds, labs, etc.

Items to be sorted

  • Quantitative reasoning
  • Using tools, broadly defined
  • Mechanical and structural stuff:
    • Scales well, say 20-80 students
      • Automated assessment tools
      • Effective use of TAs
  • What data do I need to collect, how do I collect it accurately, and then how do I build it
    • Perhaps one unit where they have to go out and collect data to see how hard it really is, how about modeling campus (rectangle and heart)
  • Data collection: sensor nets, lasers
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