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MSM Unit 1: Things Break Apart

This is the page for Making Sense of Models Unit 1: Things Break Apart.

Facilitator Resources (2023)

The following resources are created by Project GUTS facilitators to help prepare for 2023 GUTS workshops

Prisoner's Dilemma (Tit for Tat)

A participatory simulation where partners examine strategies of cooperation versus individual gain. Based on the game theory activity of Prisoner's Dilemma, this activity introduces students to the contrast between theories of "Tragedy of the Commons" (individuals maximizing their own gain will result in collapse of the resources) and classic economic theory (maximum individual gain will lead to greatest efficiency).

Toss-Up

As a virus spreads through a community, epidemiologists might study how far a disease has spread, how quickly it spreads and how infectious it can be as well a numerous other pieces of data in order to understand the disease and its potential impact on a community. In this activity, students will simulate the spread of a virus such as the flu. Students will work in pairs to accumulate data using graph paper, a data chart, and a die. Before starting, groups will need to decide on three variables.

Daisy world

A model demonstrating the albedo effect of black or white surfaces. Use as a part of the Climate Change and Agriculture Project GUTS Curricular Unit, or as a stand-alone model, activity, and video.

Scavenger Hunt for Teachers

This scavenger hunt asks teachers to locate various Project GUTS resources. A fun tool to increase familiarity with Project GUTS and what's available.

BCSC 5e Instructional Model

BSCS (Biological Sciences Curriculum Study) paper explaining the 5e instructional model. The model describes a teaching sequence that can be used for entire programs, specific units, and individual lessons. The BSCS 5E Instructional Model plays a significant role in the curriculum development process as well as the enactment of curricular materials in science classrooms.

Why Model?

A paper describing the author's reasons why modeling is essential to science.

Bloques de código para modelo de cambio climático

Es una hoja de referencia con los bloques de código necesarios para el modelo de cambio climático. Se explica bloque por bloque qué función cumple cada estructura en cada pestaña de la programación con StarLogo NOVA.

StarLogo NOVA 2.0: ¿Qué cambió y qué es lo nuevo?

Spanish version of "SLNOVA 2.0: WHAT'S CHANGED OR NEW".

Versión en español del documento "SLNOVA 2.0: WHAT'S CHANGED OR NEW" con la comparación entre ambas versiones y el detalle de las nuevas funcionalidades de SLNOVA 2.0

Tips for Facilitators

Suggestions on best practices for teaching Project GUTS lessons, by acting as a facilitator to student learning, rather than a lecturer on your known content.

CS in Science Agenda for 5 day workshop

This is an agenda for facilitators to use in planning a five-day CS in Science workshop.

Code Blocks for CS in Science Module 2 (Water Resources)

This blocks guide can help students decode the base model used in Module 2 -- Water Resources. The links below correspond to either StarLogo Nova 1.0 (Flash version) or StarLogo Nova 2.0 (HTML5/JavaScript version).

Code Blocks for CS in Science Module 5 (Greenhouse Gases)

A guide for students when decoding the Greenhouse Gases model for CS in Science (Module 5). The links below correspond to this model as created in StarLogo Nova 1.0 (Flash version) or StarLogo Nova 2.0 (HTML5/JavaScript version).

StarLogo Nova 2.0 galleries for CS in Science modules

These links create a shortcut to find the StarLogo Nova 2.0 gallery for each module in CS in Science. For StarLogo Nova 1.0 galleries, go to flash.starlogonova.org.

Introduction to Climate Modeling

This document gives background information for students to use with CS in Science Module 5 (Greenhouse Gas).

Progress Monitors for CS in Science Modules (coding activities)

Progress Monitors are meant to be guides for students, giving goals for the model but not providing specific coding instructions.

Facilitator Resources (from 2019)

This is a set of resources to help Facilitators prepare for Workshops.

What's Represented?

These exercises ask the learner to identify abstractions in the computer model as compared to a diagram or image of a natural phenomenon.

Simulación de un brote de Dengue

Este modelo simula la transmisión del virus del dengue en un barrio de cuatro manzanas durante 180 días. El vector del virus es el mosquito Aedes egyptii. La simulación muestra un gráfico con la evolución del brote (el cambio en la cantidad de personas sanas y de personas infectadas), otro gráfico con la evolución de la población de mosquitos y unos monitores que indican el estado de la población de mosquitos y cuántas personas fueron infectadas.