Stella

Title : Predator Prey Dynamics

Objectives :

    1)    To understand how simulation can integrate in teaching and learning.

    2)    To differentiate between the theory and simulation in teaching and learning.

    3)    To understand the concept of prey and predator.

Introduction :

Simulation is an operation of model, which is representation of that system. It is amenable to manipulation which would be impossible, too expensive, too impractical to perform on the systems which is potrays. There are some steps that involve in the simulation. First, define an achievable goal. Then, put together a complete mix of skills on the team and it is involving the end user. After that, choose the appropriate simulation tools and model the appropriate level of detail. Lastly, start early to collect necessary input.

There are some reasons teaching by using simulations. First, it can promotes the deep learning that can empower understanding as supposed to surface learning. In deep learning, students can learn the scientific method including the importance of model building that use instructional simulations and gives students concrete formats of what it means to think like a scientist and do scientific work. Besides, students can know the relationships among variables in a model. This is because by using simulation, it allows the students to change parameter values and see what will be happens. Students can develop a feel for what variables are important and the significant of magnitude changes in parameters. Other than that, students can know the data issues, probability and sampling theory. Simulations help the students to understand more. By using simulations, it can help the students on how to use a model to predict outcomes, where it can help the students understand that scientific knowledge rests on the foundation of testable hypothesis.

Besides, we can learn to reflect on and extend knowledge. Students can transferring knowledge to new problems and situations. A well done experiment is constructed to include an extension to a new problem or new set of parameters that requires students to extend what they have learned before. Not only that, by using simulations, it allows to understand and refine their own thought process and seeing social processes and social interactions in action.

By using simulation, we can conduct the experiment more easier and faster. Besides, we can get the results as soon as possible, because of the information that have been provided. So, students will be more understand as they can change the variables as they want and this can help the students to save their time and understand the theory. In this task, I chose the predator-prey simulation because I think this simulation is easier to understand compared to the others.

In my opinion, this simulation should be used by the teacher at school. This is because it is not just easier for the teacher to conduct the experiment very well, but it also can attract the student’s interest as it can increase the knowledge and allow the students to explore more about the topics related to the experiment.

Results :

Figure 1

Figure 2

Figure 3

Figure 4

             A simulation is an experimental learning that allows us to control the parameters and use it to achieve the desired instructional results. Simulations are in a way, a lab experiment where it can helps the students to adjust the parameter and repeat the experiment many time as they want. Besides, it facilitates the students to explore more the experiment, so that the students feels more interested and happy to learn something new through the simulation of the experiment that have been conducted.

            Based on Figure 1, when the size of 1 time lynx harvest is 0, the results shows that both of the population which are the the hares and the lynx are in linear or relatively constant. This is because maybe they get enough food or resources so that they have no competition among them and they can survive their life without any problems.

             For Figure 2, the results shows that when the number of lynx is increase, the number of hare is decrease as the size of 1 time lynx harvest is 210. This is because, as we know lynx is a predator, while the hare is a prey. So, when there is a limited food supply or any condition that can disturb their survive, the lynx will harm the hares. There is a relationship between them. Therefore, as the number of lynx increase, the number of hares will be decrease.

            For Figure 3, the result shows the same result as graph 2 but the peak for graph 3 is higher compared to Figure  2 as there is an increase in the size of 1 time lynx harvest, that is 480. It shows that there is no increase in the number of hares, but there is an increase in the number of lynx. So, this will effect the hares because an increase in the number of lynx will limit the sources of food. So, they will compete each other to get the food for survival.

            For Figure  4, the result shows the same result as graph 3 but the peak for graph 4 is higher compared to Figure  3 as there is an increase in the size of 1 time lynx harvest, that is 680. It shows that there is no increase in the number of hares, but there is an increase in the number of lynx. So, this will effect the hares because an increase in the number of lynx will limit the sources of food. So, they will compete each other to get the food for survival.

            There are many advantages by using this simulation. First, it is enjoyable activities where we can motivates the students to conduct an experiment better. This is because, as we know some experiment that have conducted is failed. So, by using simulation the students just need to manipulate the related parameter and then the result will be shown. Moreover, it will save our time because we do not need to spend a lot of time to set up the experiment and it will promote the critical thinking among the students.

               Besides that, through this simulation the students can expect the result that they will get as they have repeated the experiment many time. This can create a student’s critical thinking. Simulations are effective at helping the students and the students are often deeply involve in simulations and the teacher should guide their students on how to use the simulation, how to manipulate the parameter and how to get a better result.

            Other than that, the simulation can give a lot of benefits because it can create an interactive, authenthic and meaningful learning oppotunities possible. The students can observe, explore, recreate and receive immediate feedback about real objects, phenomena and process that would otherwise be too complex, time-consuming or dangerous. This simulation will include the animations, visualisations and interactive laboratory exercises that can attract the students’ interest.  In a simulated environment, time changes can be sped up or slowed down, abstract concepts can be made concrete and tacit behaviors visible. Teachers can focus students’ attention on learning objectives when real-world environments are simplified, causality of events is clearly explained, and unnecessary cognitive tasks are reduced through a simulation.

            The simulations can be effective in developing content knowledge and process skills, as well as in promoting more complicated goals such as inquiry and conceptual change. Gains in student understanding and achievement have been reported in general science process skills and across specific subject areas, including physics, chemistry, biology and many more. So, the simulation will bring many advantages in teaching and learning process. Computer simulation offers the opportunity to experiment with phenomena or events, which for a number of reasons, cannot normally be experimented with in the traditional way. Simulations provide students with experience that may be difficult or impossible to obtain in everyday life. For example, in class it is not possible to experiment actively with an economic system. The only thing the teacher can do is to discuss the nature and content of the system. Experimenting would surely be useful because this can generate an insight into the functioning of the economic system.

               Computer simulation programs can be used in education to give the student more feeling for reality in some fields of learning. This is because, the simulation can be equally as effective as real life, hands-on laboratory experiences in teaching students scientific concept. Besides, it enhance the learning achievement levels of students, enhance the problem solving skills of students and foster peer interaction. This simulation are also may enhance creativity in which the students can come to understand by engaging in acts of technological creation.

              Computer simulations give students the opportunity to observe a  real  world experience and interact with it. Simulations are useful for simulating labs that are impractical, expensive, impossible, or too dangerous to run. Simulations can contribute to conceptual change, provide open-ended experiences for students, provide tools for scientific and problem solving experiences. Computer simulations also have potentials for distance. The main purpose of this paper is to review the use of computer simulations in science education. Simulation is a way to enhance teaching and learning with technology in both the classroom and distance. The second purpose is to review potential use and benefits of computer simulations in science laboratories distance education.

             Computer simulated instruction can give the students the opportunity to observe a real world experience and interact with it. In science classrooms, simulation can play an important role in creating virtual experiments and inquiry.  Problem based simulations allow students to monitor experiments, test new models and improve their intuitive understanding of the related experiment. Simulations are also potentially useful for simulating labs that are impractical, expensive, impossible, or too dangerous to run. Simulations can contribute to conceptual change, provide open-ended experiences for students, provide tools for scientific inquiry and problem solving experiences. An appropriate way for simulations in science education is to use  them  as  a supplementary material. On the other hand in some situations simulations are the only tools to use like experimenting for dangerous or long-term situations. The most significant computer applications in science instruction is the use of simulations for teaching material, which cannot be taught by conventional laboratory experimentation. Computer simulated experiences were very effective as  hands-on laboratory experiences. This suggest that it may be possible to use a computer simulated experiment in place of a laboratory experience in the teaching and learning process.

             Simulations can activate science process skills of students, which are the basic skills for scientific inquiry. These skills are classified in two main groups: basic science process skills and integrated science process skills.  Basic science process skills consists of observing, inferring, measuring, communicating, classifying, and predicting while science process skills includes controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models.

       Computer simulation can enable students to use the skills of graph communication, interpreting data, and controlling variables in simulated experiments, and helped them master these skills.  Computer simulations can be as an inquiry tool.  Inquiry is fundamental for science learning. Inquiry procedure included positing hypotheses, conducting experiments, observing and recording data and making conclusions.

              Computer simulations are good tools for individual learning. It have the potential to provide constant access whenever needed by students. There are four key elements of inquiry curriculum that may benefit from computer simulations. First, it make science accessible. Second, make thinking visible. Third, help students learn from each other and lastly, help students develop autonomous learning. Students must have enough control of lab equipment to start and stop an experiment and make appropriate  adjustments. The experiment should be no more difficult to conduct than with the equipment physically present. Students need appropriate feedback.  Online simulations may be appropriate solutions.

          By exposing complex concepts and abstract phenomena, computer simulations offer the opportunity to engage students in higher-level thinking and challenge them to struggle with new ideas. Lessons involving computer simulations should remain student-centered and inquiry-based to ensure that learning is focused on meaningful understandings, not rote memorization. When students work with simulations individually or in small groups, discussion and collaboration among teachers and peers should be fostered. Regardless of the implementation you choose, students should be prompted to form and test their own hypotheses and justify their decisions. By encouraging reflection on their actions and decision-making, you can help expose student misconceptions, allowing for conceptual change and development. Students can then begin to monitor and take responsibility for their own learning.

          Besides, the most important benefits computer simulation can have in education is that it makes the otherwise inaccessible phenomena or processes accessible to students, including those phenomena or processes inaccessible because of extreme size (too large or too small), extreme speed (too fast or too slow), or because of security considerations  and cost considerations. Then, the benefit of educational computer simulation is its feature of visualization, which can help learners establish mental model of an abstract or dynamic process. In a simulation program, the effects of changes made on input parameters can be visualized immediately from the output curves. Therefore computer simulation is especially helpful in the learning of interrelationships between factors in complex phenomena or abstract processes. Another advantage of educational computer simulation becomes quite apparent, computer simulation is highly motivating to learners. Students in a learning environment integrated with computer simulation have higher motivation towards learning, because computer simulation is not only more interesting, but it offers them a unique way to access, interact with and understand the otherwise inaccessible or complex phenomena.

            As we know, computer simulation will brings a lot of advantages. Using computer simulation prior instruction can motivates the learner. Computer simulation program can be used in the introduction of new learning content to motivate students. This type of use is directly related to computer simulation’s power in motivating learners as discussed above. Compared to traditional paper-based learning materials, computer simulation program has the advantage of quickly gaining students' attention and greatly enhancing their interests and motivation toward the learning contents.

          Computer simulation can be used during the instruction process to facilitate students' learning. This type of use is closely related to the benefit of visualization as discussed above. The feature of visualization can help students learn about complex phenomena or abstract processes more easily and possibly also with a better recall and retain of the learning contents. In addition to motivating and facilitating learners, simulation program may also have the function of promoting and facilitating students' further investigation of learning contents. This type of use is related to the benefits of interaction and visualization. After studying the learning materials and experiencing the simulation program, some students may want to do further exploration with the learning contents. And computer simulation program makes it possible for them to manipulate and experiment with the phenomenon or process as  they can change the values of input parameters and examine which output variables are changed consequently and how they are changed.

              Simulations are useful complements to theoretical learning and are beneficial when used to test out theories, ideologies, and hypotheses. Simulations enable learners to actively engage in experiential educational encounters that provide for reflective thinking and alternative ways of incorporating this new reflectivity into action. A successful simulation is based on identifying appropriate learning objectives and designing a learning activity. As conclusion, simulation has appropriate for five learning objectives. First, to develop highly complex cognitive skills such as decision making, evaluating and synthesizing. Second, to impact positively on the learner’s values, beliefs or attitudes. Third, to induce empathy. Forth, to sharpen human relation shills such as interpersonal communication skills. Lastly, to unlearn negative attitudes or behaviors.