            
C E N T E R


In a landmark 2005 report “Rising Above the Gathering
Storm: Energizing and Employing America for a Brighter
Economic Future” from a joint committee of the National
Academies, they wrote “…the committee is deeply concerned that the scientific and technical building blocks of our economic leadership are eroding at a time when many other nations are gathering strength. We fear the abruptness with which a lead in science and technology can be lost – and the difficulty of recovering a lead once lost, if indeed it can be regained at all.”

Their first recommendation: “Increase America’s talent pool by vastly improving K-12 science and mathematics education.”
            
C E N T E R




Introduce the use and creation of effective models and simulations to high school science and math teachers.
Focus on modeling and simulation as a way to develop understanding of complex scientific concepts.
Also focus on the critical need to encourage students to consider careers in science and technology.
            
C E N T E R

Computer models are tools for achieving the academic standards.
            
C E N T E R

Pennsylvania Department of Education
Academic Standards for
Science and Technology
Inquiry and Design
The nature of science and technology is characterized by applying process knowledge that enables students to become independent learners. These skills include observing, classifying, inferring, predicting, measuring, computing, estimating, communicating, using space/time relationships, defining operationally, raising questions, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables, manipulating variables, interpreting data, formulating models, designing models, and producing solutions.
            
C E N T E R

Unifying Themes
Grade 10/12 Indicators





Describe/apply concepts of models as a way to predict and understand science and technology.
Distinguish between different types of models and modeling techniques and apply their appropriate use in specific applications. (gr. 10)
Examine the advantages of using models to demonstrate processes and outcomes. (gr. 10)
Apply mathematical models to science and technology.
(gr. 10)
Appraise the importance of computer models in interpreting science and technological systems.
(gr. 12)
            
C E N T E R

Unifying Themes
Grade 10/12 Indicators




Describe patterns of change in nature, physical and man made systems.
Describe how fundamental science and technology concepts are used to solve practical problems (e.g., momentum, Newton’s laws of universal gravitation, tectonics, conservation of mass and energy, cell theory, theory of evolution, atomic theory, theory of relativity,
Pasteur’s germ theory, relativity, heliocentric theory, gas laws, feedback systems ). (Gr. 10)
Recognize that stable systems often involve underlying dynamic changes (e.g., a chemical reaction at equilibrium has molecules reforming continuously). (Gr. 10)
Analyze how models, systems and technologies have changed over time (e.g., germ theory, theory of evolution, solar system, cause of fire). (Gr. 12)
            
C E N T E R

Jacobson and Wilensky in The Journal of the
Learning Sciences write: “Complex systems approaches … enable researchers to study aspects of the real world for which events and actions have multiple causes and consequences, and where order and structure coexist at many different scales of time, space, and organization.”
            
C E N T E R

Jacobson and Wilensky go on to report that: “people tend to favor explanations that assume central control and deterministic causality” when, in reality,
“higher order properties emerge from local interactions and not the reverse”.
            
C E N T E R

Jacobson and Wilensky suggest asking:

What underlying mechanisms might give rise to the observed behavior?


How sensitive is the outcome to changes in the model’s parameters or assumed environment?
How predictable is the behavior of this system and why?
            
C E N T E R


The teacher may
–
–
–
Use a web-based simulation as a teaching tool
Learn to customize or modify a computer model
Teach students to build a computer model
            
C E N T E R

These models have been developed and used by Maryland high school teachers and their students.
            
C E N T E R

Predator/Prey an agent-based model
            
C E N T E R

Carbon Cycle a time-based model
            
C E N T E R

            
C E N T E R

http://mvhs.mbhs.edu/~brgo/tailgating/index.php
You are driving on Parkway East in rush hour traffic. You learned the two-second rule in Driver’s Education, but drivers cut in front of you if you leave that much space.
What is a safe separation distance?
            
C E N T E R

            
C E N T E R

            
C E N T E R

How is the burning of fossil fuels changing the levels of carbon in the atmosphere?
            
C E N T E R

            
C E N T E R

            
C E N T E R

            
C E N T E R

            
C E N T E R

To design a computer model of a system, the student will:
To test the computer model, the student will:





Observe natural phenomena
Collect and interpret data
Determine change over time relationships among variables
Design a concept map of the system
Apply the scientific theories and math models underlying the system




Compare the model output to real-world data
Use the model to predict future behavior of the system
Formulate hypotheses and test them with the model
Manipulate variables to see the effect on the system
            
C E N T E R


Two-stage process:
–
–
–
–
Select group of teachers nominated by their superintendents for summer ’06
Reflect diversity of science disciplines and area school districts
Week-long workshop followed by quarterly follow-up sessions
Provide feedback and assist in planning second session in summer ‘07
            
C E N T E R


Two-stage process:
–
–
–
Second cohort (24 – 30) teachers selected through application process for summer ‘07
First cohort will act as mentors, teachers for second class
All trained teachers expected to share ideas with other teachers in their districts, both formally and informally
            
C E N T E R

•
•
•
•
•
Monday
Program objectives and overview
What is Scientific Computing?
How does Scientific Computing fit in High
School?
How do I introduce scientific computing into my classes?
The Learning Curve – from Simulations to Model
Building
            
C E N T E R

•
•
•
Tuesday
The Behavior over Time perspective in modeling
Using data in creating a model
•
•
• Tools for modeling – Excel and Vensim PLE
Wednesday
The Agent-based perspective in modeling
Using NetLogo to create a model
How to match the topic and the tool?
            
C E N T E R

•
•
•
•
•
Thursday
How to integrate models into your teaching?
Advanced Excel
Advanced Vensim
Advanced NetLogo
Planning for quarterly workshop follow-ups
            
C E N T E R

•
Friday
Teachers present a lesson they will use with their students in the 06-07 school year.
•
•
Lunchtime sessions through the week
Raise awareness of teachers’ potential role in shaping and encouraging the next generation of scientists
Share strategies for encouraging the full participation of all students in science programs
            
C E N T E R