Monday, December 3, 2012

Assignment 3 : STELLA Simulation Report


1.0 Introduction                    
            The history of simulation has started quite a long time ago. Yet, the philosophers at time have been arguing about the effectiveness of simulation against conventional theory in educational psychology. According to Perner & Howes (1992), simulation is an old idea in developmental psychology circles which has great importance in Piaget’s psychology. In particular, simulation is known as “role taking” or “perspective taking” in Piaget’s theory which may able to helps young children to overcome their egocentric views. The philosophers have been arguing that, simulation can be used as a great device or method to suggest predictive and explanatory hypotheses, but it cannot be used to justify these hypotheses. Fortunately, simulation theory today has a strong influence on the philosophy of mind debate. Simulation theory suggests that we do not understand others through the use of folk psychological theory. Rather we use our own mental apparatus to form predictions and explanations.
1.1 What is Simulation?
The term simulation is used in different ways by different people. Modeling and simulation are interrelated and both are discipline and method used for developing a level of understanding of the interaction of the parts of system, and of the system as a whole which exists and operates in time and spaces. This method is very suitable to be used in teaching and learning because the level of understanding which is developed when applying this method is achievable to be compared from other method. A system is understood to be an entity which maintains its existence through the interaction of its parts. A model is a simplified representation of the actual system that is used to promote understanding among students. The effectiveness of a model is depend on the extent which it promotes understanding. A good model is always a trade-off as to what level of detail is included in it since all models are simplifications of reality. If either too little or too much details is included in the model will give affections to the level of understanding.
            A simulation generally refers to a computerized version of the model which is run over time and used to study the implications of a defined interaction. One develops a model, simulates it, learns from the simulation, revises the model, and continues the iterations until an adequate level of understanding is developed. Modeling and simulation follows much the same reality. One can learn about riding a bicycle from reading a book, but in order to really learn to ride a bicycle, one must become actively engaged with a bicycle.
            There are many types of simulation that have been created and developed by people. Mostly used by people in many areas or field works is the computer simulation. Computer simulation is the discipline of designing a model of an actual or theoretical physical system, executing the model the model on a digital computer, and analyzing the execution output. This type of simulation is very suitable to be used in teaching and learning process in schools. Simulation embodies the principle of ‘learning by doing’ because in order to learn about the system, one must first build a model of some sort and then operate the models. Computer simulation is the electronic equivalent of this type of role playing and it serves to drive synthetic environments and virtual worlds. Within the overall task of simulation, there are three primary sub-fields which are model design, model execution and model analysis. Fortunately, today there are various model samples that have been designed, so students just have to choose any model sample and simulate it.
            According to Winn & Snyder (1996), the purpose of an educational simulation is to motivate the learner to engage in problem solving, hypothesis testing, experiential learning, schema construction, and development of mental models. An educational simulation is based on an internal model of a real-world system or phemomenon in which some elements have been simplified in order to facilitate learning. The models on which educational simulations are built tend to be of three general types which are continuous, discrete, and logical. Generally, educational simulations are grouped into four categories. Physical simulations allow the learner to manipulate variables in an open-ended scenario and observe the results. Iterative simulations tend to focus on discovery learning by the student with opportunities to conduct scientific research. In a procedural simulations, the students manipulates simulated objects with the goal of mastering the skills required to correctly and accurately manipulate physical objects in a real-world settings. While situational simulations generally model human behavior focusing on attitude of individuals or groups in specific settings.
            Simulations can be used to provide a fertile learning environment for students. The use of simulated activities in education is widely becoming recognized as an important tool in schools. Simulations promote concept of attainment through experiential practice. They are effective at helping students understand the indication of a concept or circumstance. Students are often more deeply involved in simulations than other activities. In science class, the process itself educates the students and can be more appreciated through simulations. Simulation can reinforce other skills indirectly including debating and research skills.
            Learning by simulation can increase student motivation. One way to make concepts meaningful for student is to introduce the topics using simulations. Simulations can help students see things from a different perspective or allow them to feel connected to the topic. Learning by stimulating the models, offer students the opportunity to manipulate content knowledge in an active context that engages a variety of learning styles and offers the opportunity to experience the subject matter in a dynamic way. Simulations motivate students to get involved and do well because the simulation fell like a “real” world situation and because they are interacting directly with their peers. These experiences give students a taste of how professionals confront and resolve problems. Students will get more knowledge and understanding if they experience more. Thus, they will be more motivated and eager to learn and investigate more models or situations.
            Students often use simulations to make predictions about the social, economic, or natural world. Regardless of whether the simulation is based on concrete materials, or a computer program, simulation can be used to make the students predict and enhance their learning. Teacher can give the students a problem to discuss, ask them to make a prediction about the answer, then, simulate data to test their prediction. The students also can be asked to predict what will happen under certain conditions, then, they will test it out. Example condition is what will happen to the shape of the sampling distribution if the sample size is increased. Indirectly, learning with simulations can developed the prediction skills of students.
            Simulation can be valuable aids in student learning because it offers several benefits. Simulations are often cheaper to create than the real life counterparts. Installing a flight simulation software is cheaper than buying a practice jet for each school. Furthermore, they are easier to construct. Simulations also remove the element of danger from the situation. For example, if students want to conduct the prey and predator issues, they can interact with the predator in a simulation quite safely than going to their habitat. In addition, simulations can be paused, whereas real life cannot. Pausing allows more time for students to assess the situation occurs. Simulations are enjoyable and motivating learning aids. Simulations also enhance appreciation of the more subtle aspects of a concept or principles and promote critical thinking among students. The bad side of simulation is just from the aspects of preparation time and assessment is more complex than some traditional teaching methods.
           
1.2 Simulation in Malaysia’s Education
            Malaysia intends to transform its educational system, in line with and in support of the nation’s drive to fulfill Vision 2020. The Smart Schools initiative is one the programme in order to achieve the government aims to capitalize on the presence of leading-edge technologies. Smart schools need teaching-learning materials designed for the new teaching strategies. Thus, in order to fulfill the need, the modeling and simulation software is used in teaching and learning process in Malaysia’s Smart School. These materials will accommodate students differing needs and abilities, resulting in fuller realization of their capabilities and potential, and allow students to take greater responsibility for managing and directing their own learning. The use of these technology materials is in order to prepare the students for the Information Age as well as produce a technologically literate work force, enhance learning and democratize education.
1.3 STELLA software
            There are various kind of simulation software worldwide. The one that we use in our assignment is the software STELLA® from isee systems (http://www.iseesystems.com/). STELLA® software is an object-oriented programming environment. models can be created by connecting several different icons together in different ways into a model framework so that the structure of the model is very transparent. STELLA® is an extremely easy to use object-oriented modeling environment, is widely used and documented, and there are many pre-made STELLA® model samples available on-line for science education. In addition, STELLA® is intuitive to use and is mathematically rigorous. It is because the interface level provides easy user input, the structural diagram level shows qualitative model structure, the equation level also shows detail of numerical difference equations and time step and numerical solution technique are control by user. The STELLA® software also can be used by students to build their own models or to use and explore physical systems with the pre-made model samples.

2.0 Discussion           
            Teacher guide the students to learn the topic of natural selective pressure using STELLA software. Teacher will explain thoroughly to the students the core model structure of the natural selection to engage their knowledge about the topic. So that, students will understand what are they going to test. The following model structure will be used by teacher.  
          

            From the core model and the explanation from teacher, students will understand that the simple natural selection that they are going to examine and test involve the rabbits and foxes population. The attribute of the rabbit population that will undergo selective pressure is their average speeds which are their running speeds. Each newly born rabbit carries with them an average speed, which reflects the current average speed of the population. This situation shows that rabbits ‘pass on’ their speed genes to their offspring, adding to the total speed of the population. Average speed per rabbit is calculated by dividing the Total Speed by the number of rabbits in the population.

Normal Graph of average speed per rabbit over years

The above graph shows the normal graph of simple natural selection, whereas the x-axis represents by the years while the y-axis represents the average speed per rabbit. The left box is the parameters used to simulate the software. The parameters can be change by double-clicking on the box. The list of allowable parameters will show on, and we just have to use the appropriate parameters to be investigated.

Effect of change in bias to the average speed per rabbit over years


First, the effect of change in speed bias to the average speed per rabbit over years is investigated. In this part, the change in speed bias is manipulated. Four trials were conducted to get varies graph. The change in speed bias is manipulated with the value of 20, 30, 40, and 50. From the graph, we can see the variation of the graph when we adjusting the value of change in speed bias. The effect to the average speed per rabbit started at year 5 for all graphs. The slope of the graph is increasing with increasing speed in bias.


Effect of the size of the rabbit population to the average speed per rabbit over years

Second, the effect of the size of rabbit population to the average speed per rabbit over years is investigated. In this part, the value for the rabbit population is manipulated. Three trials were conducted to get varies graph. The size of rabbit population is manipulated with the value of 400, 450, and 500. From the graph, we can see the variation of the graph when we adjusting the value of the size of rabbit population. The effect to the average speed per rabbit started at year 5 for all graphs. The slope of the graph is increasing with increasing size of rabbit population.


Effect of the size of the fox population to the average speed per rabbit over years


Lastly, the effect of the size of the fox population to the average speed per rabbit over years is investigated. In this part, the size of the fox population is manipulated. Three trials were conducted to get varies graph. The size of the fox population is manipulated with the value of 24, 25 and 26. From the graph, we can see the variation of the graph when we adjusting the size of the fox population. The effect to the average speed per rabbit started at year 5 for all graphs. The slope of the graph is increasing with increasing size of fox population.


3.0 Conclusion                      
            Based on my readings regarding this topic of simulation in education, I think that the fate of simulations in educational system in Malaysia is good. The future educational system in Malaysia will practice full function of simulation as preparation for the Information Age that is full with advance and modern technologies. Furthermore, learning by using simulations software have been proved by researchers to give many benefits and advantages to students. Thus, there is no hesitation to not use simulations as teaching-learning materials. Students will obviously love to study using simulations. Students are often find active participation in simulations to be more interesting, intrinsically motivating and closer to real-world experiences than other learning modalities (Alessi & Trollip, 2001).
            Simulations learning will be a meaning teaching aids in schools. They can be very flexible in that both student and teacher can have a full control over the simulation variables. These method also allow students to experience phenomena which could be dangerous, expensive or even impossible to observe in the real world. Apart from that, simulations can accommodate a wide range of instructional strategies, including micro-worlds, scientific discovery learning, virtual reality, laboratory simulations, role playing, case-based scenarios and simulation gaming. Simulations are completely-packaged teaching aids to be used in education.
            In conclusion, I am strictly recommended the use of simulations in learning process. They are user-friendly and performed satisfactorily under various input condition. Furthermore, they are packaged with many benefits to both student and teachers. These simulations will help the students understand the concept in more detail. These simulations can be used in conjunction with other teaching aids to enhance student learning in various courses and will provide truly modern environment in which students can study engineering, technology, and science at a level of detail.





4.0 References                      
Hans Kraml (2002). Retrieved on November 30, 2012 from Simulation theory versus theory         theory. University of Innsbruck.
How to teach using data simulations. Retrieved on November 30, 2012 from http://            serc.carleton.edu/sp/library/datasim/how.html
Modeling and simulation. Retrieved on November 30, 2012 from http://www.systems-thin            king.org/modsim/modsim.htm
Natural selection pressure. Retrieved on November 12, 2012 from http://www.systems      wiki.org/index.php?title=Natural_Selection_Pressure
Simulation (2012). Retrieved on November 10, 2012 from http://en.wikipedia.org/wiki/     Simulation.
Use simulations to help students learn (2011). Retrieved on November 10, 2012 from http://            www.creativeteachingsite.com/edusims.html.
What is simulation software. Retrieved on November 30, 2012 from http://www.simul8.com/products/what_is_simulation.htm
What is simulation. Retrieved on November 14, 2012 from http://www.goldsim.com/Web/            Introduction/Simulation/
What is stella. Retrieved on November 30, 2012 from http://serc.carleton.edu/            introgeo/mathstatmodels/UsingStellaII.html

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