Write down two things you noticed about the model.
Overview
In this opening lesson, students will use a NetLogo Model and explore how it works. As an introduction, we will work with a NetLogo Computational Model that involves the spread of COVID-19 through a neighborhood. This way we will learn how a computational model can be used for figuring things out. Later in the Unit, we will meet Ingrid and try to solve a mystery using a different Model designed to answer our question.
Standards
Next Generation Science Standards
- Engineering, Technology, Applications of Science
- [HS-ETS1-1] Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- NGSS Crosscutting Concept
- Patterns
- Causation
Activities
- 1. Understanding a Little Bit About How Computer Models Work
- 2. Exploring NetLogo Code
- 3. Reflection
Student Directions and Resources
Throughout this module you will learn about computational thinking, computer coding, and a current health crisis. You will investigate the following question:
Is it possible to design a computer model to gather evidence to inform human response to a current health crisis?
In this lesson, we will introduce you to using computer models to gather data on a current, real world, situation.
You will need the following resources to complete this assignment.
1. Understanding a Little Bit About How Computer Models Work
Although we are not working directly on the spread of COVID-19 in neighborhoods, the above program is a computational model and is similar to what we will be using to create our model for research. This is a great practice model and a wonderful way to experiment with a computational model. So, just for now, imagine that you are observing a neighborhood using a drone that is hovering over the roof tops. Each green patch represents a house. A blue patch represents a house with positive COVID-19.
Play around with the model. Try to make some observations of what is happening.
Question 1.1
Question 1.2
Change the Density of the houses to 30%. What happens to the neighborhood when the model stops running? How many ticks did the model go through before it stopped and why do you think it stopped at this number of ticks?
Question 1.3
SAQ: What is a tick? What evidence did you use to create your definition?
Question 1.4
Now change the Density of the houses to 60%. What do you notice after 100 ticks?
Question 1.5
SAQ: Based on what you observed, make a statement about the effect of house density in a pandemic.
2. Exploring NetLogo Code
The computational model that you used on the last page is created using a software called NetLogo. You can easily access the computational code in a NetLogo model. Let's try to understand the computational code that makes this model work.
Question 2.1
SAQ: Open the NetLogo tab. Look for the code that reads:
Line 18 if (random 100) < density
Line 19 [ set pcolor green ]
Line 20 ]
Where it says pcolor green, what would happen if we wrote blue instead of green? Write your hypothesis.
Question 2.2
Now rewrite this part of the code to say blue instead of green. Click on setup and then on go. Describe what happens.
Question 2.3
Was your hypothesis from the previous question correct? Why or why not?
Question 2.4
What information could a scientist gather from this model?
3. Reflection
Question 3.1
List at least one big idea that you learned in this lesson.
Question 3.2
Pick any computational tool/activity that you have used in this lesson. What is the tool and how did you use it to learn?
Question 3.3
From what you have seen so far, how else could we use this model?
