# CS382:Fire

### From Earlham Cluster Department

(→Lecture Notes) |
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Line 1: | Line 1: | ||

- | = | + | = Fire = |

+ | == Overview == | ||

This short unit about the spreading of forest fires is intended to teach some of the basics of using a simple pre-made model/simulation. While there are many benefits to using this model, the ability to physically verify the results proves to be difficult. It turns out that the rudimentary simulation of a wild fire spreading through a forest of varying densities can be implemented in a wide range of tools including NetLogo, AgentSheets, Vensim, Excel, and possibly others. Thus, this single model can teach the basics of simulation techniques like agent modeling, cellular automata, and systems dynamics without requiring students to relearn or rediscover what results to expect and allows them to focus on the methods and the techniques. | This short unit about the spreading of forest fires is intended to teach some of the basics of using a simple pre-made model/simulation. While there are many benefits to using this model, the ability to physically verify the results proves to be difficult. It turns out that the rudimentary simulation of a wild fire spreading through a forest of varying densities can be implemented in a wide range of tools including NetLogo, AgentSheets, Vensim, Excel, and possibly others. Thus, this single model can teach the basics of simulation techniques like agent modeling, cellular automata, and systems dynamics without requiring students to relearn or rediscover what results to expect and allows them to focus on the methods and the techniques. | ||

- | == Background | + | == Background Reading == |

- | + | === For Teachers/TAs === | |

- | + | === For Students === | |

- | + | == Reference Material == | |

[http://en.wikipedia.org/wiki/Wildfire_modeling WildFire Modeling (wikipedia)]<br /> | [http://en.wikipedia.org/wiki/Wildfire_modeling WildFire Modeling (wikipedia)]<br /> | ||

* Geared a little bit towards the teachers and upper end students. Meant largerly as an intro into ''what'' we're looking at, | * Geared a little bit towards the teachers and upper end students. Meant largerly as an intro into ''what'' we're looking at, | ||

Line 14: | Line 15: | ||

[http://www.wolframscience.com/reference/notes/876b History of Cellular Automata]<br /> | [http://www.wolframscience.com/reference/notes/876b History of Cellular Automata]<br /> | ||

- | == Lecture Notes == | + | |

+ | == Lecture Notes == | ||

'''Lecture 1''' | '''Lecture 1''' | ||

* Brief cover of wildfires, to understand the basics of what we're going to try to model | * Brief cover of wildfires, to understand the basics of what we're going to try to model | ||

Line 35: | Line 37: | ||

* More in-depth coverage of cellular automata | * More in-depth coverage of cellular automata | ||

* Game Of Life - principle example | * Game Of Life - principle example | ||

- | |||

- | == CRS Questions == | + | == Lab == |

+ | Some prose describing the process, outcomes, etc. | ||

+ | |||

+ | ==== Software ==== | ||

+ | What title, version, supported platforms, license, etc. | ||

+ | |||

+ | ==== Bill of Materials ==== | ||

+ | A list of all the required stuff with quantities and cost estimates. | ||

+ | |||

+ | == Evaluation == | ||

+ | ==== CRS Questions ==== | ||

* Which of these is a reasonable method for simulating Wild Fires? | * Which of these is a reasonable method for simulating Wild Fires? | ||

# A technique called "systematic dynamical conflagration" | # A technique called "systematic dynamical conflagration" | ||

Line 56: | Line 67: | ||

# Stanislaw Ulam | # Stanislaw Ulam | ||

- | == | + | ==== Quiz Questions ==== |

+ | * A question. | ||

+ | |||

+ | = Fire Metadata = | ||

+ | This section contains information about the goals of the unit and the approaches taken to meet them. | ||

+ | |||

+ | == Scheduling == | ||

+ | A note about early, late or doesn't matter, dependencies. | ||

+ | |||

+ | == Concepts and Techniques == | ||

+ | This is a placeholder for a list of items from the context page. | ||

- | + | == General Education Alignment == | |

+ | * Analytical Reasoning Requirement | ||

+ | ** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:'' | ||

+ | *** They focus substantially on properties of classes of abstract models and operations that apply to them. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** They provide experience in generalizing from specific instances to appropriate classes of abstract models. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | ** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:'' | ||

+ | *** Using and interpreting formulas, graphs and tables. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** Representing mathematical ideas symbolically, graphically, numerically and verbally. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** Using mathematical and statistical ideas to solve problems in a variety of contexts. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** Using simple models such as linear dependence, exponential growth or decay, or normal distribution. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** Understanding basic statistical ideas such as averages, variability and probability. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** Making estimates and checking the reasonableness of answers. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | *** Recognizing the limitations of mathematical and statistical methods. | ||

+ | **** Analysis of this unit's support or not for this item. | ||

+ | * Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:'' | ||

+ | ** Develops students' understanding of the natural world. | ||

+ | *** Analysis of this unit's support or not for this item. | ||

+ | ** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses. | ||

+ | *** Analysis of this unit's support or not for this item. | ||

+ | ** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data. | ||

+ | *** Analysis of this unit's support or not for this item. | ||

- | == | + | == Scaffolded Learning == |

+ | Some prose. | ||

- | + | == Inquiry Based Learning == | |

+ | Some prose. |

## Revision as of 03:10, 7 March 2009

## Contents |

# Fire

## Overview

This short unit about the spreading of forest fires is intended to teach some of the basics of using a simple pre-made model/simulation. While there are many benefits to using this model, the ability to physically verify the results proves to be difficult. It turns out that the rudimentary simulation of a wild fire spreading through a forest of varying densities can be implemented in a wide range of tools including NetLogo, AgentSheets, Vensim, Excel, and possibly others. Thus, this single model can teach the basics of simulation techniques like agent modeling, cellular automata, and systems dynamics without requiring students to relearn or rediscover what results to expect and allows them to focus on the methods and the techniques.

## Background Reading

### For Teachers/TAs

### For Students

## Reference Material

- Geared a little bit towards the teachers and upper end students. Meant largerly as an intro into
*what*we're looking at,

Agent-based modeling and simulation of wildland fire suppression

- Much more so geared towards the teachers. This is a fairly technical article and is meant to give an overview of an Agent-Based version of wildfires.

- Parts of this article are fairly technical and mathematical, however I think there's a lot of good information here. Perhaps we could write up a summary.

## Lecture Notes

**Lecture 1**

- Brief cover of wildfires, to understand the basics of what we're going to try to model
- Fires can
*start*any number of ways (lightning, careless smokers, etc.) - Fires can
*spread*in many ways (more lightning, wind, dense undergrowth, etc.)

- Fires can

- Start covering basic dynamic modeling methods (brief overview, we'll cover Cellular Automata later)
- Cellular Automata
- Cells of a grid can be in some state
- Think of a sheet of graph paper and you can either shade in a square or not

- One cell's state may or may not affect its neighbors
- Changes based on a set of rules

- Cells of a grid can be in some state
- Agent Modeling
- Independent agents whose behavior is governed by sets of rules

- Systems Dynamics
- Sets of math equations govern the output of a set of graphs
- Output of equations is governed by
*rates*

- Cellular Automata

**Lecture 2**

- More in-depth coverage of cellular automata
- Game Of Life - principle example

## Lab

Some prose describing the process, outcomes, etc.

#### Software

What title, version, supported platforms, license, etc.

#### Bill of Materials

A list of all the required stuff with quantities and cost estimates.

## Evaluation

#### CRS Questions

- Which of these is a reasonable method for simulating Wild Fires?

- A technique called "systematic dynamical conflagration"
- Going out back campus and ....
- Coding all the properties of wood into a program
- A technique called "cellular automata"

- What is another name for "Cellular Automata"?

- Automated Telecomune
- Tessellation Automata
- Biological Automated Simulation
- Systems Dynamics

- Who is credited for doing some of the first work in Cellular Automata?

- Stephen Wolfram
- John von Neumann
- Alan Turing
- Stanislaw Ulam

#### Quiz Questions

- A question.

# Fire Metadata

This section contains information about the goals of the unit and the approaches taken to meet them.

## Scheduling

A note about early, late or doesn't matter, dependencies.

## Concepts and Techniques

This is a placeholder for a list of items from the context page.

## General Education Alignment

- Analytical Reasoning Requirement
- Abstract Reasoning - From the [Catalog Description]
*Courses qualifying for credit in Abstract Reasoning typically share these characteristics:*- They focus substantially on properties of classes of abstract models and operations that apply to them.

- Abstract Reasoning - From the [Catalog Description]

**** Analysis of this unit's support or not for this item.

- They provide experience in generalizing from specific instances to appropriate classes of abstract models.

**** Analysis of this unit's support or not for this item.

- They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.

**** Analysis of this unit's support or not for this item.

- Quantitative Reasoning - From the [Catalog Description]
*General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:*- Using and interpreting formulas, graphs and tables.

- Quantitative Reasoning - From the [Catalog Description]

**** Analysis of this unit's support or not for this item.

- Representing mathematical ideas symbolically, graphically, numerically and verbally.

**** Analysis of this unit's support or not for this item.

- Using mathematical and statistical ideas to solve problems in a variety of contexts.

**** Analysis of this unit's support or not for this item.

- Using simple models such as linear dependence, exponential growth or decay, or normal distribution.

**** Analysis of this unit's support or not for this item.

- Understanding basic statistical ideas such as averages, variability and probability.

**** Analysis of this unit's support or not for this item.

- Making estimates and checking the reasonableness of answers.

**** Analysis of this unit's support or not for this item.

- Recognizing the limitations of mathematical and statistical methods.

**** Analysis of this unit's support or not for this item.

- Scientific Inquiry Requirement - From the [Catalog Description]
*Scientific inquiry:*- Develops students' understanding of the natural world.

*** Analysis of this unit's support or not for this item.

- Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.

*** Analysis of this unit's support or not for this item.

- Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.

*** Analysis of this unit's support or not for this item.

## Scaffolded Learning

Some prose.

## Inquiry Based Learning

Some prose.