## Looking at particles with StarLogo Nova

This lesson uses StarLogo Nova to explore how particles move from gas to liquid to solid depending on the setting of the heat slider.

This lesson uses StarLogo Nova to explore how particles move from gas to liquid to solid depending on the setting of the heat slider.

A 7th grade math project testing students' ability to create geometric figures.Stude

A lesson for middle school science that uses a variation of the rabbits and grass program to explore concepts of natural selection.

This remote lesson serves as an opportunity for students to modify the code of an agent-based model to reflect the complexity of real-world food webs. Students will evaluate theeffectiveness of the modifications based on their understanding of population dynamics.

In the NSF-funded DecodeNYC program at the American Museum of Natural History, middle school students use the agent-based game and simulation programming environment StarLogo Nova to use, modify, decode, and create scientific models to test different strategies for fighting Lyme disease and answer questions about their urban ecosystem.

A Google Sheet to use for conducting the Experimental Design activity in a remote learning classroom.c

Dice and Data Activity from Module 1 Lesson 4. Adapted for use in a synchronous instructional setting.

The Trailblazers activity from Module 1 - Lesson 3 modified to be done in a synchronous virtual learning environment.

Learn basic StarLogo Nova skills then use those skills to customize your model to reflect how Coronavirus spreads. To that model, you can add different strategies and study the impact of the strategies on containing COVID-19’s spread.

In this lesson, students will participate in two activities that USE the Rabbits and Grass model. The first activity is a look under the hood at the model to understand what was included and left out of the model (abstraction). In

the second activity, students will learn to design and conduct systematic experiments using the model as an experimental test bed. They will instrument their model to collect data, then analyze data and report out on

their findings.

In this lesson, students will be introduced to ecosystems concepts through an activity called "Papercatchers", a participatory simulation in which students play the part of agents in a simulation. After playing the “game” that illustrates population dynamics and carrying capacity, students will view a computer model of a simple ecosystem. Through the model, students will review concepts of population growth, producers and consumers, and the

movement of energy through an ecosystem.

In this lesson, students will design their own ecosystems projects consisting of a question, experimental design and model. In the first activity, students will learn about the computational science cycle and use it to scope their project. This leads to a second activity where they start designing and implementing their model.

In this lesson, students will modify the Rabbits and Grass model by adding a predator, a Mountain Lion, to answer a new question: “Does adding a top predator increase or decrease the stability of an ecosystem?” In the second activity, students will design and run experiments to see if adding a predator has an impact on the ecosystem. This activity will reinforce the concepts of energy flow through ecosystems and the often unexpected results of interactions in complex adaptive systems.

In this lesson, students will complete their ecosystems models and then design and run experiments using their models as experimental test beds. As an extension, students can prepare a presentation on their model, experimental design and findings.

In this lesson, students will finish including their chosen modifications and debugging their Water Pump Model. In the second activity, students will use their new model as an experimental test bed. They will modify the question they came up with in Lesson 4 and run experiments to address this question, using repeated trials at each variable setting. Students will critically analyze their results, as well as their model, and relate it back to the bigger picture – Water as a Shared Resource.

In this lesson, students design their own Water Pumping projects consisting of a question, experimental design and model. In the first activity, students will learn about computational science and how to design a model, and will use this knowledge to scope their project. This leads to a second activity, in which they start designing and implementing their model, using the Water Pumping base model as a starting place.

In this lesson, students will modify the Water Pumping model. First, students will add a 2nd water pump that pulls water from the aquifer. Next, students will add monitors and a line graph that collects and displays the cumulative amount of water pumped by each pump. In the second activity, the new model can then be used as an experimental test bed. Students develop a hypothesis, run an experiment, and analyze the results to see what effect the modification had on the system.

In this lesson, students will become familiar with the Water Pumping base model. Students will (1) review math basics necessary for understanding the model, (2) decode the base model, run simple experiments, make observations, and identify complex systems characteristic of the model (3) add an evaporation slider and run an experiment, using the slider, and (4) finally, be asked to think of ways to improve the model, based on what they know about the hydrologic cycle and water as a resource.

In this lesson students will engage in discussion about water resources and group decision making, stimulated by a video and a participatory simulation that serve to highlight group decision-making dynamics. The video will serve to get students thinking about water resources and the difficulties some people their age face in obtaining safe drinking water. The two activities will provide background on how communities make decisions, especially when dealing with a shared resource like water.

In this lesson students will add instrumentation to their model so they can collect quantitative data on the spread of disease. Students will use this model to run experiments to determine if disease will spread throughout a

virtual population under different initial conditions and different scenarios.