Students develop initial sage modeler model based on lessons so far. In this lesson, students have a sage modeler model that is partially complete, they add arrows and set the relationships to show what they have learned so far.
They can then experiment with a complete model and use the simulate and graphing functions. This allows them to see how scientists use models based off of current understandings to predict how changes will impact the overall system.
From what you learned about the water cycle, we are going to start building our model of the Great Lakes system. This is the first of four stages of model development. You will come back to sage modeler and add to it throughout the unit.
Sage Modeler Guide: Slideshow
Sage Modeler Guide: Slideshow
Below is a modeling software called "Sage Modeler." Some variables of the system are present and some connections are made for you. Use the slideshow linked above to learn more about specific actions you can do in this software, like adding arrows and labeling arrows.
1. Add other connections that are present in the system by adding arrows.
2. Define the arrows relationship. Once you do that, it should turn red (direct relationship) or blue (indirect relationship).
3. Label the arrows. The label should be the process the arrow represents, such as "evaporation."
Take a screenshot and upload the file below.
Take a screenshot of your finalized initial model
To take a screenshot:
Step 1: Hold down the Ctrl and Shift keys at once, then press the Switch window button.
Step 2: Chrome’s cursor will be temporarily replaced with a crosshair. Click and drag a square across the portion of the screen you want to save, then release the trackpad or mouse button.
The partial screenshot will be saved in the Downloads folder, the same as a full screenshot.
| File | Delete |
|---|---|
What do you think your model shows well?
What do you think your model doesn't show? What is a limitation in the model?
In your model you set the relationship between variables. If as the first increases, the second variable increases, and the arrow turned red, this is a “direct relationship.” If as the first increases, the second variable decreases, and the arrow turned blue, this is an “inverse relationship.”
What type of relationship do you see most in your model?
Explain how the type of relationship you see more often (direct or inverse) relates to the cycling of matter.
We are trying to figure out why the Great Lakes projection maps show that the Great Lakes region will be warmer and have higher amounts of precipitation in the future.
Which of these projections can our model help us understand better?
Use the “Simulate” function to change the amount of a variable (See Sage Modeler Guide for assistance). Do this one variable at a time. You can also change the relationships set between variables (from “about the same” to “a little” or “a lot.”)
What are you trying to simulate or show about your model? Which variable(s) should you test? (testing would be increasing or decreasing the variable using the slider bar)
Keep careful notes on each change you make and the outcome in the variables. Use the table or create a graph to compare specific variables. (See Sage Modeler Guide for help creating a graph)
Results Table: Include observations in notes, including what you saw on specific tables or graphs in the simulation.
Based on the results of your simulation, which variable(s) do you think are more important in the climate projections? Explain your reasoning for choosing those variable(s).
