Section 8.5

Learning Goals

• Students will define simulation as an abstraction that represents varying sets of values to reflect the changing state of a phenomenon.  

• Students will explain how simulations often mimic real word events with the purpose of drawing inferences, allowing investigation of a phenomenon without the constraints of the real world.

• Students will list advantages and disadvantages of simulations.

• Students will describe how simulations can contain bias.

• AAP-3.F: For simulations

a. Explain how computers can be used to represent real-world phenomena or outcomes.

b. Compare simulations with real-world context.

• AAP-3.F.1: Simulations are abstractions of more complex objects or phenomena for a specific purpose. 

• AAP-3.F.2: A simulation is a representation that uses varying sets of values to reflect the changing state of a phenomenon. 

• AAP-3.F.3: Simulations often mimic real-world events with the purpose of drawing inferences, allowing investigation of a phenomenon without the constraints of the real world. 

• AAP-3.F.4: The process of developing an abstract simulation involves removing specific details or simplifying functionality. 

• AAP-3.F.5: Simulations can contain bias derived from the choices of real-world elements that were included or excluded. 

• AAP-3.F.6: Simulations are most useful when real-world events are impractical for experiments (e.g., too big, too small, too fast, too slow, too expensive, or too dangerous). 

• AAP-3.F.7: Simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration. 

• AAP-3.F.8: Random number generators can be used to simulate the variability that exists in the real world. 

• AAP-4.A: For determining the efficiency of an algorithm:

b. Identify situations where a heuristic solution may be more appropriate.

• DAT-2.C.5: Problems of bias are often created by the type or source of data being collected. Bias is not eliminated by simply collecting more data.

Objectives and General Description

Computer simulations can be used to represent real-world phenomena or outcomes.  Simulations can help with training, predicting, education, etc.  In this section, students explore simulation games and then learn about the different uses of simulations through watching a video and exploring simulations related to their selected innovation.  Students will list advantages and disadvantages to simulations as well as evaluate the potential for bias in simulations.

Activities

Activity 8.5.1 (20 minutes)

1.  Select an online simulation game for students to play.  Or let them select one that interests them.  This site has a lot of options.

2. Give them 15 minutes to play.  Have them stop and give a quick summary of what their game was about.

3. Ask students to define simulation.  Emphasize these points...

   • Simulations are abstractions of more complex objects or phenomena for a specific purpose.

   • Simulations are representations that use varying sets of values to reflect the changing state of a phenomenon.

   • Simulations can contain bias derived from the choices of real-world elements that were included or excluded.

   • Simulations facilitate the formulation and refinement of hypothesis related to the objects or phenomena under consideration.

4. Transfr Inc. uses Immersive hands-on VR training for classrooms and careers.  Play these two videos for the students.  The link will take you to the Web page and you play the video from their site.

   • Virtual Training Facility

   • Career Exploration

   • Simulations often mimic real-world events with the purpose of drawing inferences, allowing investigation of a phenomenon without the constraints of the real world. 

   • Simulations are most useful when real-world events are impractical for experiments (e.g., too big, too small, too fast, too slow, too expensive, or too dangerous). 

5. Assign a number to each student in your class.  You may have already done this at the beginning of the year.  If not, assign numbers now.  Use a Random Number Generator for this next part.  Generate the number.  The student assigned that number will answer question 6 below.  Generate another number.  The student assigned that number will answer question 7 below.  Continue for numbers 8 and 9.  This demonstration shows that Random Number Generators can be used to simulate the variability that exists in the real-world.

6. How are simulations used in various industries?

7. What are some positive effects of simulation games?  Harmful effects?  Impact?

8. Explain how computers can be used to represent real-world phenomena or outcomes.

9. Compare the simulations that you just watched with real-world context.

Activity 8.5.2 (30 minutes)

Introduce students to different types of simulations and different uses for simulations

1. There are different types of simulations and they can be used for more than games.  This video explains the concepts of simulation and modeling. https://www.youtube.com/watch?v=X-6zxImekOE 

2. Emphasize that simulations take current data and analyze it to make predictions.

3. Give students 15 minutes to find a simulation that is related to their team's selected innovation or topic.  Have the students build a collaborative slideshow.  Each student or team adds a slide describing the simulation and what how it is being used.

4. Share the slideshow with the class so that all students can see a variety of simulations.

5. Have students complete this set of summary notes on simulations.

6. For more information...

   • https://www.bbc.co.uk/bitesize/guides/zvxp34j/revision/1 

   • https://www.tutorialspoint.com/modelling_and_simulation/index.htm 

   • https://www.youtube.com/watch?v=h8i983wTw2A 

Activity 8.5.3 (10 minutes)

1. Pose a few thought questions for a think-pair-share activity.

   • Does a simulation give you a precise, exact answer or solution?

   • If it does not give you an exact solution, is the information gathered from a simulation valuable?

2. Discuss and introduce the concept of Heuristic Solutions.  A heuristic approach is used to rapidly come to a solution that is hoped to be close enough to the best possible answer.  They are commonly referred to as educated guesses.  Heuristic solutions are used when techniques that are guaranteed to always find an optimal solution are impractical.  There isn't enough time, computing power or money available to get a precise answer so a solution that is "good enough" is found.  One example is weather forecasting.  The ability to precisely state the exact moment rain will start at an exact location is impractical.  However, using simulations and patterns can help predict the likelihood and give us useful information.  Conversely, there are situations where we demand an exact solution.  Students don't want to know "kind of" what they got on a test.  They want a precise answer, even it if takes the teacher a long time to grade them.  Doctors don't want a guess of a patient's blood pressure.  They want to know a patients exact blood pressure at a given point. 

3. Have students share other examples of heuristic solutions.

Resources

• 8.5.1: Transfr Inc. Website (student and teacher resource)

• 8.5.1: Transfr's Virtual Training Facility Video (student and teacher resource)

• 8.5.1:  Transfr's Career Exploration Video (student and teacher resource)

• 8.5.1: Random Number Generator (teacher resource)

• 8.5.2: Modeling and Simulation 101 Video (student resource)

• 8.5.2: Simulations Summary Notes (student resource)

• 8.5.2: Simulations Summary Notes KEY (teacher resource)