1. Exploring and Evaluating Computational resources on the Web Module 4
What’s Out There?
Exploring and Evaluating Computational resources on the Web
Module 4

2. Objectives
Identify websites that contain ready-made computational resources
Evaluate websites and the resources they contain
Identify one or more ready-made simulations / models that can be used in the classroom
Modify or create a lesson around a pre-existing model or simulation
After stating the goals, you should ascertain the background of the participants. If they have only participated in Module 1, then you will skip certain websites and need to address some additional learning goals for one or two other sites. This will be spelled out in the notes for later slides. If participants have at least attended Modules 2, 3, 5 and 7, then they should be ready for all of the material here. Obviously, it will be most useful to those who have completed additional modules as their understanding of the mathematics and reasoning behind models should be stronger.

3. What should we look for? What would we like to see on a website?
What would we like to see in a model?
Have these two questions fly-in separately. The second should appear only after the group has discussed and developed guidelines to answer the first.
Divide the group into small groups. If the participants have different backgrounds (have completed different prior modules) you may want to mix and match.
Have the small groups address the first question and develop a list of 2 or 3 requirements (about 10 minutes).
Reassemble the groups and have them share. Develop a list on chart paper or on a board. The entire group should work together to identify 4 or 5 key requirements – the most important things to consider.
Expected responses: Be from a reputable source. Be easy to navigate. Have clear instructions. Identify required software, rights of use, etc. Provide sample lessons. Open access for everyone.
Divide the whole group again. You may want to re-distribute participants. For this second question, if the experience of the larger group is varied, then the small groups should have members with different experiences.
Again, have the groups discuss and develop a list. Then have all the small groups gather to develop a list for the entire group.
Expected responses: Accurate science / math. Clear instructions. Ease-of-use. Understandable outputs – clearly labeled.
Ask the group at large if they want to add or amend anything in the first list, having completed the second. Allow some thinking time.
These two lists should remain posted / in sight for the remainder of the session. They should also be transcribed and provided to the participants at some point (if possible, before the close of the session).

4. Collections of models
CAST – models developed by Pittsburgh-area teachers using the same tools – has lesson plans
MVHS – WebSims and descriptions of STELLA models that were developed – can convert to VenSim or
NSEC –
CSERD – Computational Science Education Reference Desk – searchable database of models and simulations as well as other info
The next few slides will provide websites for the participants to explore. If at all possible, these websites should be available in electronic form so that participants do not need to type in addresses, but can simply click and go.
Ask the participants to NOT go to the websites right now, but rather to listen as you quickly describe what they might find there.
This slide will be most useful to participants who have at least completed models 1, 2, 3, 5 and 7. Inform the participants that they will find many more examples of Excelets, NetLogo and VenSim / STELLA models at these sites, which they can download and use or modify for their classrooms. These models will also provide them with ideas to try and samples of code to copy.
Participants who have less experience may appreciate the searchable database at CSERD and there are web-based simulations at MVHS which they could use.

5. Very specific collections
PGCC – Scott’s home page with lots of Excelets, some STELLA and NetLogo and lots of instructions
NetLogo community models
Again, these sites will be most useful to those who have completed at least modules 1, 2, 3, 5 and 7.
With some quick instruction about the controls, even participants who have not done the NetLogo modules could use the NetLogo website if they use the “Run in your browser” option.

6. Other modeling environments
PhET
ttp://phet.colorado.edu/
Shodor Interactivate
Physlets
Applets – one collection (there are many)
Concord Consortium
Wolfram Demonstration Projects
Most of these websites are web-based simulations and do not require knowledge of Excel or NetLogo or VenSim. If all the participants have only completed module 1, this will be the best slide to spend time on.
PhET – Flash and Java simulations – started out as Physics, but collection has grown to include simulations in Biology, Chemistry, Earth Science and Math.
Shodor Interactivate – designed for Middle School Math – have been linked to standards from several states.
Physlets – a special group of physics applets developed by Davidson College – generally single concept models.
Applets – all over the internet – but here is one indexed source.
Concord Consortium – has a variety of models and collections of freeware.
Wolfram - recent website which requires a software download, but seems to have a large library and lots of flexibility

7. Annotated website Curry Science Education Collection of Simulations
This website doesn’t contain models but does have links to multiple models and a nice description of the model or simulation.

8. Time to explore one or two websites
Divide the group into content groups – or have them work individually and give them time to explore one or two of the website as well as the models they find there. Give them about 20 minutes to explore. As they work, encourage them to think about how they might use the models and/or resources in their classrooms.
After 20 minutes – have the groups briefly describe what they have discovered. OR
Have websites listed on chart paper and have participants place post-its describing models they found under the various websites.

9. Lessons using Models Using models before a hands-on lesson:
Using models to explore/explain a concept:
Butterfly Genetics
Carbon Cycle
Disease model
Using models to extend a concept:
Tailgating
This website doesn’t contain models but does have links to multiple models and a nice description of the model or simulation.

10. Using a model in the classroom
5E’s with Masses and Springs
One model, many uses
Bring up the Masses and Springs Model from the PhET website.
This model can be used in a physics classroom for many uses – have participants read the article.
Have the participants discuss what they have read. In particular, have them describe the various ways that the model was used in the classroom. How many different lessons did the model appear in?

11. Progressive use of models
When using systems models in a physics classroom in a deliberate and progressive manner, the complexity and development of the models reflect the complexity and interdependence of topics.
This website doesn’t contain models but does have links to multiple models and a nice description of the model or simulation.

12. Develop a lesson
Depending on the time allotted, have the participants continue to visit websites and if possible, to develop a lesson built around a model they find.

13. Share, reflect and evaluate
Have the participants briefly share their progress. Have each participant emphasize how they will be using what they have learned / found in class with students. How will they use the models to help students with graph interpretation.