Difference between revisions of "CS382:Staticmodel-outline"
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==The Scaffold Approach== | ==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. | + | *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. <font color=slategray>Seems appropriate.</font> This unit will be a good early unit because it won't bombard them with too confusing concepts. <font color=slategray>Cool.</font> 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. <font color=slategray>This all looks very doable.</font> |
==Scheduling== | ==Scheduling== | ||
| − | Must be either 2nd or 3rd, preferably after the unit on dynamic models. | + | Must be either 2nd or 3rd, preferably after the unit on dynamic models. <font color=slategray>That would make it 3rd</font> |
==Inquiry Based Learning== | ==Inquiry Based Learning== | ||
| Line 15: | Line 15: | ||
''Develops students' understanding of the natural world.'' | ''Develops students' understanding of the natural world.'' | ||
| − | *The students are making static models of the natural world | + | *The students are making static models of the natural world. <font color=slategray>They sure are!</font> |
| Line 28: | Line 28: | ||
=Background reading= | =Background reading= | ||
| + | <font color=slategray> | ||
| + | * For whom is the reading? Teachers / students / extra reference</font> | ||
[http://press.princeton.edu/titles/8215.html Shiflet, Introduction to Computational Science] | [http://press.princeton.edu/titles/8215.html Shiflet, Introduction to Computational Science] | ||
| Line 45: | Line 47: | ||
*Basics, See Shiflet: ''What is a static model?'' | *Basics, See Shiflet: ''What is a static model?'' | ||
| − | *Explain the difference between validation/verification accuracy/precision | + | *Explain the difference between validation/verification accuracy/precision <font color=slategray>Repetition seems appropriate</font> |
| − | *Introduce Tufte, explain the difficulties of visualizing tabular data | + | *Introduce Tufte, explain the difficulties of visualizing tabular data. <font color=slategray>Neat.</font> |
*Explain the first phase of the lab using the Measuring Wheel | *Explain the first phase of the lab using the Measuring Wheel | ||
| Line 57: | Line 59: | ||
*Google Maps is a good example of an effective static model | *Google Maps is a good example of an effective static model | ||
**Why can it be considered a static model? | **Why can it be considered a static model? | ||
| − | **How does it present information without overwhelming the user? | + | **How does it present information without overwhelming the user? <font color=slategray>Good</font> |
**Why doesn't it show ''every'' pizza place in the USA when you search for ''pizza''? | **Why doesn't it show ''every'' pizza place in the USA when you search for ''pizza''? | ||
| Line 71: | Line 73: | ||
*Clarify mass confusion, this will help everyone, because many people will probably be confused | *Clarify mass confusion, this will help everyone, because many people will probably be confused | ||
| + | <font color=slategray> | ||
| + | *Hey, I'm confused. Is this going to take up the whole class time?</font> | ||
'''Lecture 4:''' | '''Lecture 4:''' | ||
| Line 76: | Line 80: | ||
*Show a more complicated series of static models generated using similar procedures | *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 | *Show how an appropriate static model is crucial to getting useful results from any computational model | ||
| − | + | <font color=slategray> | |
| + | *Flesh these two lectures out a bit</font> | ||
==Classroom response questions== | ==Classroom response questions== | ||
| Line 82: | Line 87: | ||
*How does one refer to something that is simply very consistent? | *How does one refer to something that is simply very consistent? | ||
**A. accurate | **A. accurate | ||
| − | **B. filler | + | **B. filler <font color=slategray>? </font> |
**C. precise | **C. precise | ||
| − | **D. filler | + | **D. filler <font color=slategray>? </font> |
*Which of the following is ''not'' a static model? | *Which of the following is ''not'' a static model? | ||
| Line 97: | Line 102: | ||
**C. Google Earth | **C. Google Earth | ||
**D. none of the above | **D. none of the above | ||
| + | |||
| + | <font color=slategray>Good stuff.</font> | ||
=Lab activity= | =Lab activity= | ||
| Line 108: | Line 115: | ||
'''Measuring Wheel''' | '''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. | + | *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. <font color=slategray>Sweet</font> |
===Second Lab Section=== | ===Second Lab Section=== | ||
| Line 119: | Line 126: | ||
*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. | *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. | ||
| + | <font color=slategray> | ||
| + | *How many GPS devices do we have to work with? How big will groups be for this lab? (Will this be possible with a large class size) | ||
| + | *TAs can circulate or be on call for helping with the devices</font> | ||
'''Google Earth''' | '''Google Earth''' | ||
| Line 126: | Line 136: | ||
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. | 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. | ||
| + | |||
| + | <font color=slategray>Looks interesting, engaging, and useful. I wonder, since Tufte is being introduced at least twice by this point (depending on if he shows up in Unit Foundations and Dynamic Models), the last part of the lab should emphasize the neat and effective presentation of the data/conclusions the students have come up with, in addition to all that other stuff.</font> | ||
Revision as of 02:17, 25 February 2009
Contents
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. Seems appropriate. This unit will be a good early unit because it won't bombard them with too confusing concepts. Cool. 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. This all looks very doable.
Scheduling
Must be either 2nd or 3rd, preferably after the unit on dynamic models. That would make it 3rd
Inquiry Based Learning
Develops students' understanding of the natural world.
- The students are making static models of the natural world. They sure are!
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
- For whom is the reading? Teachers / students / extra reference
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 Repetition seems appropriate
- Introduce Tufte, explain the difficulties of visualizing tabular data. Neat.
- 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? Good
- 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
- Hey, I'm confused. Is this going to take up the whole class time?
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
- Flesh these two lectures out a bit
Classroom response questions
- How does one refer to something that is simply very consistent?
- A. accurate
- B. filler ?
- C. precise
- D. filler ?
- Which of the following is not a static model?
- A. map
- B. a sketch of a person
- C. a flight simulator
- D. a graph
- Which tool will give the absolute area of the heart?
- A. measuring wheel
- B. GPS
- C. Google Earth
- D. none of the above
Good stuff.
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
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. Sweet
Second Lab Section
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.
- How many GPS devices do we have to work with? How big will groups be for this lab? (Will this be possible with a large class size)
- TAs can circulate or be on call for helping with 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.
Looks interesting, engaging, and useful. I wonder, since Tufte is being introduced at least twice by this point (depending on if he shows up in Unit Foundations and Dynamic Models), the last part of the lab should emphasize the neat and effective presentation of the data/conclusions the students have come up with, in addition to all that other stuff.
