Introduction to Modeling and Water Resources Earth Science Module 2: Lesson 1-5 Introduction to Modeling and Water Resources

Water as a Shared Resource What is a natural resource? What does it mean to be a ‘shared resource?’ What are some examples of how a natural resource can be threatened or have limitations? A review of topics important for this module

Review of Hydrological Cycle A review of topics important for this module

Review of Hydrological Cycle Vocabulary to know: Precipitation Evaporation Condensation Surface Water Surface Runoff Ground Water Water table Aquifer A review of topics important for this module https://www.youtube.com/watch?v=R8NQUQDZ3N0

Review of Hydrological Cycle Vocabulary to know: Precipitation Evaporation Condensation Fresh Water Surface Water Surface Runoff Ground Water Ground Water Discharge Water table Aquifer Percolation Transpiration A review of topics important for this module https://www.youtube.com/watch?v=al-do-HGuIk

Complex Adaptive Systems (CAS) In what ways might a shared resource like water be a Complex Adaptive System? Review of complex adaptive systems. See Module 1 for more information.

Shared Resource as Complex Systems Many agents are interacting and following simple rules There is no leader There are emergent patterns and the system may be unpredictable

Water for Life http://www.mtv.com/artists/jay-z/playlist/1688080/ Get input from students on their experience with water resources. What did they think of the situation that the kids in the video faced in terms of getting water? Why do they think Jay Z is devoting some of his time to this issue? http://www.mtv.com/artists/jay-z/playlist/1688080/

Student Activity- “Some for All or All for One” Participatory Simulation of community use of a shared resource An exploration of how a group of individuals has to make decisions using a shared resource. Some are ‘Stakeholders’ in a community Some are observers See Activity 2, Lesson 1

Student Activity- “Some for All or All for One” Stakeholder Rules for Round 1 Arranged in a circle facing out (can’t see everyone) Each will receive an empty cup You will have an opportunity to take the water that you need by silently indicating on the cup how much water you want. Whatever water is left in the bucket at the end of the round, the teacher will double it and redistribute it equally to everyone. There should be no communication between stakeholders in this round. Ideally the stakeholders can only the see the people to either side of them. This way they will only have a local knowledge of how much water is taken and can’t see what the others have done.

Some for All or All for One Round 1- Observer Roles Watch the Stakeholders as they decide how much water to take Were their amounts equal? Was it fair? Any surprises? What do you think influenced the decisions of the individual Stakeholders?

Some for All or All for One Round 2- As a group, stakeholders are to discuss how much water each should take. Stakeholders will then individually take the water that they need. Whatever water is left in the bucket at the end of the round, the teacher will double it and redistribute it equally to everyone. Stakeholders do not need to silently tell the teacher how much water they want. Circle can now face in-ward if desired

Some for All or All for One Round 2- Observer Was there are difference in amounts that individuals took? Why do you think this was so? Was it fair? Any surprises? What do you think influenced the decisions of the individual Stakeholders?

Some for All or All for One Round 3- The ‘Punishment’ Round Stakeholders keep the amount in their cups from Round 2. Each Stakeholder can ‘pay’ the teacher 1/3 of a cup of water to take away 1 cup of water from someone else in the group.

Some for All or All for One How does this activity relate to water as a shared resource? See page 12-13 of the Water as a Shared Resource curriculum for a description of cooperation & group dynamics. Further research on behaviorial economics might be of interest.

Math Basics in StarLogo Nova X & Y coordinates on SLNova To get your turtles to go in a specific direction- heading (0,0) Y axis X axis (0,50) (-50,0) (0,-50) (50,0) See page 12-13 of the Water as a Shared Resource curriculum for a description of cooperation & group dynamics. Further research on behaviorial economics might be of interest.

Student Activity #2: Preview the Water Pumping Model Open the Water Resources Starter model in StarLogo Nova http://www.slnova.org/GUTS/projects/9435/ Use the Model Observation Form Run the Model and track Outcomes What would an experiment look like? What’s missing?

Lesson 2: Water as a Shared Resource Model Earth Science Lesson 2: Water as a Shared Resource Model Understanding a computer model of a simple water pump, designing and running experiments.

Student Activity #1 ‘Looking under the Hood’ at the code Use Model Observation Form Refer to your StarLogo Nova Command Blocks reference sheets from Module 1 New command blocks Decode your piece of the code with your partner Share out! See Lesson 2, Activity 1

Student Activity- Looking under the Hood Trace the Execution of the Code- (decoding) Setup- follow the commands in the Setup block What happens 1st and then what comes next? Forever- look at the procedures See Lesson 2, Activity 1

Computational Science Cycle See Lesson 4, Activity 1 Stage 1: Select a real-world problem to study. Discuss what makes a problem suitable for studying using computational methods. Make simplifications to the model through abstraction. Answer “What real-world issue are you interested in investigating? What are measurable aspects of the problem?” and check that the question you ask could be answered through modeling and simulation. Stage 2: Simplify the scope of the model using abstraction. What aspects of the problem are important to model? Narrow the scope of the problem to one that can be modeled, given the time and computing resources available. Diagram the model components and the simulation loop. Stage 3: From the description and diagram of the model, translate from the description into a computational model. Use fundamental concepts in CS. Design and implement algorithms that will be needed. <An iterative design, implement, and test process is used when developing the model.> Stage 4: Parameterize the model. Describe the range of values and increments for the variables and parameter in your experiment design. Describe the collection and analysis of data output from models. Stage 5: Simulate and collect data. Use the computational model as a test bed for running experiments. Stage 6: Analyze / Interpret: Search for patterns in your data. Discuss your findings and whether or not they constitute “proof” or help you answer your question. Discuss the limitations of the computer model, what assumptions were made, and what the model tells us, if anything, about the real world. Repeat: The computational science cycle itself is an iterative process. In evaluating the model against the real world, one might find verification errors (e.g., bugs in code) or validation errors (e.g. when comparing model behavior to real world data there are differences that suggest that the wrong assumptions or simplifications were made). In either case, the whole computational cycle repeats. It is an iterative refinement process. Stage 7: Share your model and findings.

Student Activity- Modify the Water Pump Model Use the existing code to learn how to add another water pump to the model. Think about what data you can collect while running the computer model. See Lesson 2, Activity 1

Student Activity- Experimental Design Use the Student Activity Sheet & the Experimental Design Form Challenge 1: Choose a variable to experiment with, describe your experiments and record data. Challenge 2: Identify patterns in your collected data and possible correlations. See Lesson 2, Activity 2

Design & Run Experiments Now that there is a change in the water resources model, use the Experimental Design Form to plan your experiment. See Lesson3, Activity 2

Designing and Developing Your Model Work with a partner to design changes to the ecosystem model. Use the Project Design Form. What would make the computer model more ‘realistic’? Ideas to consider: adding more pumps, impermeable layer on surface (i.e. like asphalt or concrete) different substrates (gravel, sand or clay), water use & transpiration of plants See Lesson4, Activity 2 Project Design Form

Final Steps- Designing and Running Experiments Identify the variables in your model (independent & dependent variables) Use the Experimental Design Form to plan and describe your experiment that you will run using your modified ecosystem model. Questions to consider: What will be the range of settings for your variable? How many trials will you run? What data will you collect? See Lesson 2, Activity 2

Prepare to share out Present your project and findings to a larger audience. See Lesson 5, Activity 2 This can be a powerful experience for students to present to their peers and for the audience members to see the varied approaches to modifying the ecosystems.