This high school semester elective course is meant to serve as an introduction to the Modeling and Simulation. Professionals in this highly technical career field are in high demand. The course has been designed as a student-led experience. There are software and hardware requirements as outlined in the pdf file. Additionally, implementation feedback is that orientation to the software and content progression is critical to successful implementation. As such, we have partnered with SOITA to offer a 3-day teacher orientation workshop to address the necessary technical knowledge (SolidWorks, Half-Life 2, Scratch, and Programming using Python) as well as course progression for implementation fidelity.
This high school course is meant to serve as an introduction to the Modeling and Simulation discipline which has diverse applications from training to prototyping. Industry professionals using Modeling and Simulation range from medical responders attempting to improve their response capabilities, manufacturing companies interested in improving quality of production rates or parts, NASCAR’s performance interest in designing more aerodynamic vehicles, to aerospace engineers designing new satellites or space systems.
Modeling and Simulation is becoming an increasingly common industry standard as it lessens risks and costs while promoting collaboration and creative problem-solving. The expectation is that course participants will develop a working knowledge of the discipline, mathematical and scientific content as well as 21st century skills such as collaboration, problem-solving, creativity, and technological competency.
Main concepts of Modeling and Simulation include an understanding and application of types of simulation: live, virtual, and constructive, as well as types of modeling: physical, mathematical and process models. Students will also explore computer programming through introductory challenges where they develop a basic source code necessary for the capstone project. It is essential that students routinely employ the Engineering Design Process as they systematically navigate the curricular concepts.
As students work through the learning sequence, they will navigate and address many of the challenges common to this career field including software validation, software verification, and level of fidelity. Validation is the process of determining to what degree a model or simulation represents data, objects, projects or relationships. Verification is the process of determining whether a model or simulation aligns with the developer’s theoretical description and specifications. Fidelity refers to the degree the modeled simulation or scenario reflects its true form. Students will spend much time determining the appropriate level of fidelity for the capstone project. This will require students to balance hardware capabilities, allotted time and simulation goals.
Conceptual growth of the individual learner will be monitored throughout the six modules. Student generation of a concept map will occur in Modules One, Five and Six. Additionally, each module relies on student completion of journal entries reflecting the enduring understandings, essential questions, and objectives. These entries will further support a culminating paper submission.
Below are a series of videos to support investigation of the Modeling and Simulation: Survey Course content. The first video is meant for educators interested in implementing the course. The second video is designed for student recruitment, and the final video discussed a math theory that is integral to the course content and student capstone.
Feedback from previous pilot teachers shows that in order to provide the most effective implementation for a new course, Orientation Training is highly recommended for teachers to become familiar with SolidWorks, Half-Life 2, Scratch, and Python prior to implementing with students. Orientation Training is offered at a cost by SOITA, please contact them for dates and times of training at SOITA.org. Those who participate in Orientation Training will get the curriculum free of charge. Please note, it is possible to implement without the Orientation Training, but ample time for the teacher to go through, use, and practice with the curriculum content and software is needed.
If your district or school would like to implement the course without Orientation Training or has a teacher whom has experience in those pieces of freeware mentioned above, please contact the Dayton Regional STEM Center Director at Elizabeth.Wolfe@mcesc.org to request the free curriculum.