Modeling and Simulation - mikesovay.com

1 Modeling & Simulation A Model Curriculum for High Schools 2009 Opportunity Inc. of Hampton Roads 500 E. Plume Street, Suite 700 Norfolk, Virginia 23510 2009, Opportunity Inc. of Hampton Roads - 2 - Contents Introduction and Course Description ..3 How to Use This Instructional Delivery ..5 Competency List ..6 Resources ..8 Duty Areas Exploring Modeling and Simulation ..9 Design Brief: Create An Demonstrating Computer Skills..25 Design Brief: Dealing With Ethical Issues ..36 Design Brief: Design A Computer Network ..39 Exhibiting Mathematical Design Brief: Using Probability and Games ..62 Understanding Problem Analysis ..64 Design Brief: Create A Discrete Event Simulation (DES) ..74 Demonstrating Programming ..76 Design Brief: Programming A Calculator ..89 Investigating Modeling and Simulation ..92 Design Brief: Performing a Simulation Study.

2 114 Case Study: Airport Operations ..117 Demonstrating Visualization ..121 Design Brief: Create A Model Transportation Asset ..127 Case Study: Seaport Container Terminal ..129 Exhibiting Workplace Readiness Skills ..134 Appendix A: Related Virginia Standards of Learning ..137 2009, Opportunity Inc. of Hampton Roads - 3 - Introduction Modeling and Simulation is a dynamic field that is utilized in engineering, science, health science, business, education, and many other disciplines. Due to its dynamic nature, the Modeling and Simulation (M & S) field has tremendous potential for creating student interest in science, technology, engineering, and mathematics (STEM) disciplines. Content includes, but is not limited to geospatial technologies ( GPS, GIS, remote sensing), gaming, medical and scientific imaging, animation, engineering drawing, transportation, distribution, warehousing, and architectural drawing.

3 Course Description In Modeling and Simulation , students will develop an understanding of the systems, processes, tools, and implications of this field. Individual and group activities are designed to help students understand, use, manage, and assess historical, current, and emerging developments. 2009, Opportunity Inc. of Hampton Roads - 4 - How to Use This Guide The materials contained in this instructional framework guide have undergone a rigorous developmental process. A straw list of competencies was initially created by a group of secondary and post-secondary instructors based on the professional literature. A survey was then sent to Modeling and Simulation professionals in southeastern Virginia to validate the competencies and provide guidance on curriculum content and student experiences. Instructional materials were created by secondary and post-secondary instructors using the survey responses.

4 Finally, independent reviewers provided feedback and revisions were made based on these responses as well as data obtained during field testing. The following participants have contributed as writers, reviewers, or field testers. Mr. William Jackson Advanced Technology Center Virginia Beach, VA Dr. Philip A. Reed Old Dominion University Norfolk, Virginia Mr. Jody Strausser Tidewater Community College Suffolk, Virginia Dr. Ginger Watson Old Dominion University Norfolk, Virginia Each Duty Area section starts with a list of the Tasks/Competencies that pertain to that particular area. Tasks/Competencies define what students should know and be able to do after studying the Duty Area. Each task/competency is further defined by a rationale and objectives. In addition, the Suggested Assessment Method section lists activities for analyzing student achievement.

5 Design briefs, problem solving, design portfolios, and technology assessment are all encouraged assessment strategies (see the Instructional Delivery section). At least one design brief is included in each unit and several case studies have been added to help meet tasks/competencies. Task/Competency correlations to the Virginia Standards of Learning (SOL s) have been identified for English, Mathematics, Science, History, and Computers/Technology (See Appendix A for a complete list of related SOLs). Additional correlations have been made to the Virginia Workplace Readiness Skills. 2009, Opportunity Inc. of Hampton Roads - 5 - Instructional Delivery The technological method is central to the high school technology education curriculum. Using the technological method, students recognize technological problems and follow logical procedures to find solutions.

6 The technological method enables students to create new opportunities, effectively communicate ideas and solutions, and analyze the technological benefits and consequences. Teachers may use four instructional approaches to help students understand and use the technological method: The Design Brief Recognizing technological problems: A design brief helps students learn to recognize technological problems within a context or situation from the real world. Using critical thinking, students first clarify the problem and state it in written form before they follow the other steps in problem solving. Effective design briefs stimulate the application of math, science, and other disciplines to technological solutions. Teachers can use design briefs to focus learning on the specific content, materials, or processes that students need to study.

7 Problem Solving Following logical procedures: Teachers who use this approach challenge students to find creative solutions to practical problems. The steps of problem solving are flexible; however, each step (analyze the problem, consider alternatives, make solutions, evaluate results) engages students in thinking, planning, and using various resources. Teams of students work cooperatively to solve problems and present solutions with models, products, displays, and/or graphic illustrations. Design Portfolio Communicating ideas and solutions: The portfolio documents the thinking process, serving as a graphic and written record of student work and accomplishment. Students benefit from presenting their ideas for others to consider. Portfolios allow students to record their progress, recycle ideas, and communicate with team members, teachers, and parents.

8 In addition, a well-done portfolio is a resource for job and college interviews, bringing to light otherwise hidden skills. Technology Assessment Analyzing impacts: Technological knowledge and application are incomplete until the appropriateness of technology to society, the environment, and economic systems is determined. Using techniques of assessment, students learn to analyze the impacts of technology and make decisions based on their findings. Assessment ensures that new designs are appropriate solutions for today and tomorrow. 2009, Opportunity Inc. of Hampton Roads - 6 - Competency List Modeling and Simulation - 36 Weeks Exploring Modeling and Simulation (1 Week) Use appropriate Modeling and Simulation terminology. Identify disciplines related to Modeling and Simulation . Explain Modeling and Simulation paradigms.

9 Explain the history of Modeling and Simulation . Research information on the internet and print sources. Demonstrating Computer Skills ( 1 Week) Perform basic computer operations. Demonstrate basic keyboarding and word processing. Manipulate file structures. Explain network components. Analyze ethical issues. Create basic spreadsheets. Exhibiting Mathematical Skills (6 Weeks) Describe the methods of data collection in a census, sample survey, experiment, and observational study and identify an appropriate method of solution for a given problem setting. Analyze graphical displays of data. Analyze numerical characteristics of univariate data sets to describe patterns and departure from patterns, using mean, median, and mode. Identify and describe two or more events as complementary, dependent, independent, and/or mutually exclusive. Find probabilities (relative frequency and theoretical), including conditional probabilities for events that are either dependent or independent, by applying the law of large numbers concept, the addition rule, and the multiplication rule.

10 Compute and distinguish between permutations and combinations and use technology for applications. Plan and conduct an experiment that will address control, randomization, and measurement of experimental error. Perform basic mathematical calculations as needed in software applications. Understanding Problem Analysis (3 Weeks) Demonstrate the experimental design process. Explain discrete event Simulation . Apply numerical analysis techniques. Select appropriate level of fidelity for a model. Demonstrating Programming (6 Weeks) Examine computer programming factors that influence design. Explain object models. Explain agent-based Simulation . Explore software evolution and lifecycle. Apply simple gaming concepts 2009, Opportunity Inc. of Hampton Roads - 7 - Investigating Modeling and Simulation (11 Weeks) Use Modeling and Simulation software.