Difference between revisions of "CS382:Predator-Prey"
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'''Lecture 1:''' | '''Lecture 1:''' | ||
− | *Concepts | + | * Intro & Concepts |
− | **What is system dynamics? | + | ** What is system dynamics? |
− | **What is it for? | + | ** What is it for? |
− | **What does it let you do? | + | ** What does it let you do? |
− | **Why use System Dynamics? When should you use it? | + | ** Why use System Dynamics? When should you use it? |
− | **Strengths / Weaknesses | + | ** Strengths / Weaknesses |
− | *Basic Terminology (Building Blocks) | + | * Basic Terminology (Building Blocks) |
** Time Paths | ** Time Paths | ||
*** System Dynamics is interested in the behavior of systems over a period of time. Time paths are critical to expressing this. | *** System Dynamics is interested in the behavior of systems over a period of time. Time paths are critical to expressing this. | ||
Line 42: | Line 42: | ||
*** S-Shaped Family | *** S-Shaped Family | ||
+ | |||
+ | * Notes cut from the previous lecture | ||
**Link | **Link | ||
***Feedback Loop | ***Feedback Loop |
Revision as of 17:12, 5 March 2009
Predator Prey ( Lynx Hare )
Overview
Some prose describing the unit.
Background Reading for Teachers and TAs
- US Department of Energy's very nice (if ugly) intro to System Dynamics
- Great compilation of knowledge on the subject. Is the primary source for the present lecture notes.
Reading Assignments for Students
- An item and synopsis.
Reference Material
- Page on Lynx - Hare Populations
- Talks about Lynx - Hare as a Pred/Prey model
- Wolf Sheep Agent based netlogo model
- Wolf Sheep Systems Dynamics netlogo model
- US Department of Energy's very nice (if ugly) intro to System Dynamics
- Systems Dynamics Society SD Wiki
Lecture Notes
Outline of the lectures designed to fit into 2 1:20 slots per week.
Lecture 1:
- Intro & Concepts
- What is system dynamics?
- What is it for?
- What does it let you do?
- Why use System Dynamics? When should you use it?
- Strengths / Weaknesses
- Basic Terminology (Building Blocks)
- Time Paths
- System Dynamics is interested in the behavior of systems over a period of time. Time paths are critical to expressing this.
- Types of Time Paths
- Linear Family
- Growth
- Decline
- Equilibrium
- Exponential Family
- Goal-Seeking Family
- Oscillation Family
- S-Shaped Family
- Linear Family
- Time Paths
- Notes cut from the previous lecture
- Link
- Feedback Loop
- Flow
- Stock
- Link
- Applications of Basic Terminology
- Casual Loop Diagram
Lecture 2:
Lecture 3:
Lab
Some prose describing the process, outcomes, etc.
Software
What title, version, supported platforms, license, etc.
Bill of Materials
A list of all the required stuff with quantities and cost estimates.
Evaluation
CRS Questions
- A question.
Quiz Questions
- A question.
<The Unit's Name> Metadata
This section contains information about the goals of the unit and the approaches taken to meet them.
Scheduling
A note about early, late or doesn't matter, dependencies.
Concepts and Techniques
This is a placeholder for a list of items from the context page.
General Education Alignment
- Analytical Reasoning Requirement
- Abstract Reasoning - From the [Catalog Description] Courses qualifying for credit in Abstract Reasoning typically share these characteristics:
- They focus substantially on properties of classes of abstract models and operations that apply to them.
- Analysis of this unit's support or not for this item.
- They provide experience in generalizing from specific instances to appropriate classes of abstract models.
- Analysis of this unit's support or not for this item.
- 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.
- Analysis of this unit's support or not for this item.
- They focus substantially on properties of classes of abstract models and operations that apply to them.
- Quantitative Reasoning - From the [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:
- Using and interpreting formulas, graphs and tables.
- Analysis of this unit's support or not for this item.
- Representing mathematical ideas symbolically, graphically, numerically and verbally.
- Analysis of this unit's support or not for this item.
- Using mathematical and statistical ideas to solve problems in a variety of contexts.
- Analysis of this unit's support or not for this item.
- Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
- Analysis of this unit's support or not for this item.
- Understanding basic statistical ideas such as averages, variability and probability.
- Analysis of this unit's support or not for this item.
- Making estimates and checking the reasonableness of answers.
- Analysis of this unit's support or not for this item.
- Recognizing the limitations of mathematical and statistical methods.
- Analysis of this unit's support or not for this item.
- Using and interpreting formulas, graphs and tables.
- Abstract Reasoning - From the [Catalog Description] Courses qualifying for credit in Abstract Reasoning typically share these characteristics:
- Scientific Inquiry Requirement - From the [Catalog Description] Scientific inquiry:
- Develops students' understanding of the natural world.
- Analysis of this unit's support or not for this item.
- Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.
- Analysis of this unit's support or not for this item.
- Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
- Analysis of this unit's support or not for this item.
- Develops students' understanding of the natural world.
Scaffolded Learning
Some prose.
Inquiry Based Learning
Some prose.