Computation and Science for Teachers CAST Program

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Computation and Science for Teachers (CAST)
Program

• Pittsburgh Supercomputing Center

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A Crisis in Science Education?

• 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 Americas
  talent pool by vastly improving K-12 science and
  mathematics education.

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CAST Goals

• 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.

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Modeling and the Standards

• Computer models are tools for achieving the
  academic standards.

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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.

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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)

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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, Newtons laws of universal
  gravitation, tectonics, conservation of mass and
  energy, cell theory, theory of evolution, atomic
  theory, theory of relativity, Pasteurs 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)

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Modeling and Science Research

• 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.

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Modeling and Misconceptions

• 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.

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Three Questions

• Jacobson and Wilensky suggest asking
• What underlying mechanisms might give rise to the
  observed behavior?
• How sensitive is the outcome to changes in the
  models parameters or assumed environment?
• How predictable is the behavior of this system
  and why?

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Ways to use Models

• 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

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From Simulations to Model Building

• These models have been developed and used by
  Maryland high school teachers and their students.

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Predator/Preyan agent-based model
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Carbon Cyclea time-based model
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Radioactive Decay
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The Dangers of Tailgatinghttp//mvhs.mbhs.edu/b
rgo/tailgating/index.php
You are driving on Parkway East in rush hour
traffic. You learned the two-second rule in
Drivers Education, but drivers cut in front of
you if you leave that much space. What is a safe
separation distance?
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The Tailgating Model
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Scenario Results
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Global Warming and the Carbon Cycle
How is the burning of fossil fuels changing the
levels of carbon in the atmosphere?
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Carbon Cycle Model
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Comparing Model Output to Real Data
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Carbon Cycle Model v. 2
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(No Transcript)
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The Modeling Process

• To design a computer model of a system, 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

• To test the computer model, the student will
• 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

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Program outline

• 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

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Program outline(cont.)

• 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

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Workshop Agenda

• 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

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Workshop Agenda (cont.)

• 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?

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Workshop Agenda (cont.)

• Thursday
• How to integrate models into your teaching?
• Advanced Excel
• Advanced Vensim
• Advanced NetLogo
• Planning for quarterly workshop follow-ups

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Workshop Agenda (cont.)

• 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