Course Description
In a supervised computer laboratory environment, students will learn how to conceptualize, formulate, simulate, and analyze models related to their dissertation work or research interests. They will come to understand how structured modeling enforces clear thinking and consistency on all aspects of the systems or problems modeled.
Athena Title
RESEARCH MODELING
Non-Traditional Format
In the first one-third to one-half of the course, students will develop a conceptual model pertaining to their dissertation work or planned research. In the remaining weeks they will convert this model to simulation and analysis models and study properties revealed by computer applications. They will make progress reports to the class every three weeks for critique, discussion, and recommended improvements. Final written and oral reports will serve to document accomplishments.
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Course Objectives
This course is designed to fill a need for graduate students in ecology and related sciences to understand and acquire a basic capability in ecological modeling. Existing courses in modeling and systems analysis are more theoretical than most students require, and they lack an applied orientation. The goal of this course is to teach students how to build systems models to inform their dissertation problem or planned research. Model-building encourages clear, consistent thinking, and model simulations and analyses provide expanded perspectives on study results and conclusions. The course will teach students how to investigate environmental systems and problems whose hallmark is complexity. It will enable students to organize, codify, and make sense of their natural and human surroundings anywhere in the world.
Topical Outline
MODULE 1. Introduction (Week 1). Instructors will present the purpose, need and scope of the class. Students will introduce themselves and describe their research systems and problems of interest. They will begin preliminary conceptual modeling by discussing their research question(s) and their system's objects and processes seen as relevant to their interests System Inventory and Categorization (Week 2). In individual presentations, students will provide more expanded descriptions of their research either planned or in progress and an inventory of components and processes. From these presentations, students and instructors will sort organisms and processes into functional categories. In this way students will begin to understand the common processes and functions of their systems. MODULE 2. Basic System Theory and Model Structuring (Weeks 3 - 4). Students will initiate their conceptual models guided by the instructors. Instructors will present: (1) issues in model construction—openness, boundaries, input–output, states, compartments, connections; currencies, controls; (2) elements of dynamics—initial conditions, transient response, steady state, equilibrium, attractors; and (3) an introduction to cybernetics—positive and negative feedback. Examples will be taken from and referenced to the student projects underway. MODULE 3. Conceptual Model Elaboration (Weeks 5 - 7). Students will continue developing their conceptual models. Distinguishing conservative energy–matter flows and non- conservative information flows in models, the instructors will demonstrate models of different processes such as photosynthesis, nutrient uptake, decomposition, feeding, pathogen interactions, and human harvest or habitat alteration to provide background for the students' forthcoming simulation and analysis models. MODULE 4. Stella Modeling. (Weeks 8 - 10). In the computer lab, students (1) learn Stella simulation modeling software; (2) convert their focal system conceptual models into quantitative Stella representations; (3) obtain baseline simulations of dynamic behavior; and (4) conduct systematic and comprehensive sensitivity analyses to identify most- and least- sensitive parameters. MODULE 5. EcoNet Modeling. (Weeks 11 - 12). Continuing in the computer lab, students will (1) learn EcoNet network analysis software; (2) compare EcoNet simulations with Stella simulations; (3) analyze EcoNet-generated local and global network properties of their models; and (4) obtain Matlab- compatible EcoNet output for use in Module 6. MODULE 6. Matlab Modeling. (Weeks 13 - 14). Further in the computer lab, students will (1) introduce their EcoNet- generated systems data into Matlab for analyses demonstrating (2) how hidden pathways in models increase with path length; and (3) how interior (a) flows, (b) storages, (c) benefit/cost relations, and (d) ecological interaction types reflect these hidden pathways. Insights from these various exercises will be related back to the students' original conceptual models and actual systems. MODULE 7. Final Reports (Weeks 15 - 16). Students will submit a final written report of their work and make a final summary oral presentation to the class. OTHER Periodic presentations. Approximately every third week students will briefly report the status of their work in class for discussion and feedback exchange of ideas. Field Trips. Several field trips will be planned to enable students to express their developing modeling skills in real-world settings.
Syllabus
Public CV