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.

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 Scaffold Approach

• The scaffold pedagogy emphasizes the importance of introducing new ideas and concepts by explaining how those new concepts fit into the context of the material previously covered. Information is contextualized as dependencies and pedagogical abstractions.

• Our bridge unit is scaffolded in the sense that as students learn about the structural intricacies of bridge building, they will be able to construct more effective models. The high-level view of bridge types will allow the students to implement these qualities into the bridges they build in the simulator. Once the simulation is complete, the students will build a physical model under the expectations that the K'nex will behave as expected given the test results show by the computer program. Each lecture/lab activity depends on previous class work.

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 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.