CS382:Staticmodel-outline

Abstract

• Static models are typically the simplest form available for describing some aspects of the real world, although one should not let their simplicity fool you. Even in a static model there are plenty of opportunities for errors to develop.

The Scaffold Approach

• This unit will teach the students to create a model of their own. They will use three different techniques to measure the same area, and compare the results. Lectures will focus on reinforcing the concepts introduced in the first few weeks. This unit will be a good early unit because it won't bombard them with too confusing concepts. Everyone has probably seen the area function, and this unit will introduce them to the more subtle aspects of modeling the real world. The next two lab steps introduce some technology that might complicate issues, but will utilize the same underlying equations and math. Finally the students will put it all together into a report that explains the results and accounts for differences between data collection methods.

Inquiry Based Learning

Develops students' understanding of the natural world.

• The students are making static models of the natural world

Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.

• Students will define a new framework for describing their environment in a static model.

Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.

• Again, the students are collecting data and developing an effective way to represent that data to describe a physical space.

Background reading

Shiflet, Introduction to Computational Science

• A high level overview of what static models are.

Collection of Tufte visuallization literature

• The notion of visualization is an important concept here, because it deals with the issue of determining the best way to coherently represent a static model.

Computational Science Lab 1, A Simple Static Model, Charlie Peck

• Provides an outline for the lab procedure.

Lecture notes

Lecture 1:

• Basics, See Shiflet: What is a static model?
• Explain the difference between validation/verification accuracy/precision
• Introduce Tufte, explain the difficulties of visualizing tabular data

• Explain the first phase of the lab using the Measuring Wheel
  • Logistics, etc
  • Why it can be considered a static model

Lecture 2:

• Clarify confusion concerning the lab.
• Google Maps is a good example of an effective static model
  • Why can it be considered a static model?
  • How does it present information without overwhelming the user?
  • Why doesn't it show every pizza place in the USA when you search for pizza?

• Explain the next phase of the lab, including Google Earth and GPS.
  • How does this portion relate back to the Measuring Wheel portion?
  • How do you use the GPS (There should be a resource reiterating this on the wiki)
  • How do you use Google Earth (see above)

• Why do we need all three?
  • Q: Wasn't the measuring wheel enough?

Lecture 3:

• Clarify mass confusion, this will help everyone, because many people will probably be confused

Lecture 4:

• Show a more complicated series of static models generated using similar procedures
• Show how an appropriate static model is crucial to getting useful results from any computational model

Classroom response questions

• Question 1

• Question 2

• Question 3

Lab activity

The lab procedure will involve modeling the area of the heart using GPS, Google Earth, and an old-school meter wheel. Students will then decide the best way to use all three to determine the best way to get the highest accuracy.

First Lab Section

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Measuring Wheel

• The first lab component will involve using a measuring wheel to determine the area inside the "heart." This first stage will be especially effective in reassuring students that this whole notion of computational models is not outrageously complex. We're purposely starting off simple to allievate stress and worry.

Second Lab Section

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• The second lab component will consist of the two procedures outlined below. The purpose here is to demonstrate how different data collection methods have a different level of accuracy, and challenge the students to derive their best possible estimation of the true answer given a large set of data.

GPS

• The Computer Science owns some GPS devices that can save a path, and then (assuming the path is a loop) can calculate the area enclosed within that loop. Each lab group will check out a GPS from the department and use it to determine the area of the heart according to the GPS. This won't require any math, however it might be difficult to instruct a large class on how to use the devices.

Google Earth

• Google Earth renders maps and topography from an immense database of geographic information. The students will use google earth's ruler tool to once again estimate the area of the heart. The students will navigate Google Earth to the Earlham campus, and use the ruler tool to determine the length of the path. The procedure will then require they determine the area using the appropriate equation.

Bring it all together

The students will now have three different data sets, and they must determine which, if any is valid. What criteria dictates which of the data sets is most accurate? Clearly the google earth calculations must be a little off, because the images are coming from space, etc. But then again gps satillities are in space, and they suffer from signal latency due to topography and large buildings. This final component of the lab will ask the students to relate the lecture content to the three different activities, and use their knowledge and intuition to come up with a reasonable answer.