CAS Tenderfoot Unit 7 - Simulating Our World

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Last edit: 13 May 2022

English Key Stage 11-14 year (KS3)

Curriculum Topic Programming

Resource Type Lessons, Worksheets and Activities, Teaching Resources, Example Programs and Live Lessons, Schemes of Work (Programming Units and Curriculum)

This resource is for CAS Tenderfoot trained or experienced trainers. It gives access to the full portfolio of resources that supports the whole-day Unit and the Sessions that can be delivered as separate CPD events, of about 2 hours.

This video (4 minutes) introduces the Unit. It can be used to introduce the whole-day Unit or contextualise shorter Sessions. Alternatively, the URL can be sent to attendees for viewing before the CPD session.

The first section of this page contains the materials required to run the FULL session i.e. in a whole day. The remaining sections have the resources split up into a number of shorter sessions ideal for delivering in a twilight session.

Whole-day Unit Materials

Full Slidedeck Part One and Part Two

Training Notes

Individual Session Unit Materials

The CAS Tenderfoot units are designed as 1-day sessions for 'trainers' of 'master teachers and other curriculum champions'. The material is structured to allow it to be delivered in shorter sessions by those 'master teachers and curriculum champions' – but is predicated on them being exposed to the entire narrative of a day session or series of shorter sessions organised by those 'trainers'.

We advise trainers not to just identify 'activities' to make a training session. The activities are important to illustrate ideas but it is the computer science content that is important. For a non-specialist key stage 3 teacher – just doing an activity is a step forward, but the purpose of this material is to get more experienced teachers together to discuss and deepen their understanding of the computer science concepts. Shorter sessions only address that if attendees commit to, and cover the unit as a whole.

For example, activities at the end of Theoretical Machines are fairly trivial but used to discuss Turing insights into classifications of problems. The notes are founded on some appreciation of a hierarchy of machines and an awareness of different grammars – covered in earlier parts of that unit.

It is suggested the material could be delivered in 5 separate shorter sessions, as indicated:

Analytical Models: This stands alone and serves as an introduction to analysing bridge design models
Decentralised systems: A lengthy session that could be split in two. Introduces StarLogoTNG and the key ideas behind decentralised systems and agent-based modelling
Emergent Behaviour: A logical follow on from the last session. To stand alone, it would likely require some of the introductory material from Decentralised systems
Complex Investigations: requires some foundation and knowledge of StarlogoTNG first, but could stand alone as a separate session
Building Models: A largely practical session that could easily follow Decentralised Systems

Of course, trainers and teachers should combine activities and sessions as they feel best to fit the local circumstances. Many activities are short enough to introduce as CAS hubs or worked through in a school departmental meeting. Whatever ways you choose the aim is to develop teacher appreciation of computer science concepts, not just demonstrate an activity.

Analytical models

A brief practical introduction to two analytical models. A short structured investigation to highlight some key ideas regarding computer models.

Teachers Notes plus attendee and trainer materials

Teachers Notes

Decentralised Systems

Two practical challenges to introduce StarLogo TNG and common techniques associated with model building. Two further kinaesthetic activities to illustrate decentralised systems and the primacy of local communication.

Teachers Notes

Attendee materials

Complex_Model_Investigation_African_Plains

Emergent Behaviour

Teachers Notes

Attendee materials

Termite Grid

Termites Instructions and Commands

Complex Investigations

Although we are dealing principally with ‘ideas’ models, we often want to quantify the behaviour we observe. Using another simple StarLogo model we look at some of the tools that can help do that. We also introduce a similar text-based coding environment to analyse a more complex model.

Teachers Notes

Attendee materials

Complex Model Investigation Termites

Resnick Wilensky Diving Into Complexity

Building Models

An outdoor activity to model population dynamics. A scaffolded project to develop a model of a simple ecosystem, with extension challenges.

Teachers Notes

Attendee materials

Paper Catchers

Building A Marine Eco System Activities

Building A Marine Eco System - more challenge

Standard resources