Difference between revisions of "CS382:Predator-Prey"

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(Lecture Notes)
(Lecture Notes)
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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.
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*** 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

Reading Assignments for Students

  • An item and synopsis.

Reference Material

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


  • Notes cut from the previous lecture
    • Link
      • Feedback Loop
    • Flow
    • Stock
  • 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.
    • 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.
  • 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.

Scaffolded Learning

Some prose.

Inquiry Based Learning

Some prose.