Variable hydrograph inputs for a numerical debris-flow runout model

Debris flows affect people and infrastructure around the world, and as a result, many numerical models and modelling approaches have been developed to simulate their impacts. Observations from instrumented debris-flow channels show that variability in inflow depth, velocity and discharge in real debris flows is much higher than what is typically used in numerical simulations. However, the effect of this natural variability on numerical model outputs is not well known. In this study, we examine the effects of using complex inflow time series within a single-phase runout model utilizing a Voellmy flow-resistance model. The interactions between model topography and flow-resistance were studied first using a simple triangular hydrograph, which showed simulated discharges change because of local slopes and Voellmy parameters. Next, more complex inflows were tested using time series based on 24 real debris-flow hydrographs initiated from three locations. We described a simple method to scale inflow hydrographs by defining a target event volume and maximum allowable peak discharge. The results showed a large variation in simulated flow depths and velocities arising from the variable inflow. The effects of variable inflow conditions were demonstrated in simulations of two case histories of real debris flows, where the variation in inflow leads to significant variations in the simulation outputs. The real debris-flow hydrographs were used to provide an indication of the range of impacts that may result from the natural variability in inflow conditions. These results demonstrate variation in inflow conditions can lead to reasonable estimates of the potential variation in impacts.

Models: the fourth dimension of computer science

Models are a universal instrument in science, technology, and daily life. They function as instruments in almost every scenario. Any human activity can be (and is) supported by models, e.g. reason, explain, design, act, predict, explore, communicate, collaborate, interact, orient, direct, guide, socialises, perceive, reflect, develop, making sense, teach, learn, imagine, etc. This universal suitability is also the basis for a wide use of models and modelling in Computer Science and Engineering. We claim that models form the fourth dimension in Computer Science. This paper sketches and systematises the main ingredients of the study model and modelling.

Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic

The global COVID-19 pandemic caused by the SARS-CoV-2 virus has led to a plethora of information published in the media. Conceived as a socioscientific issue of great relevance currently, this article highlight the educational potential of some media news about the pandemic to reflect and learn about the nature of science (NOS). To this end, a theoretical foundation is first presented regarding the reading of science news published in the media as an educational resource to learn about NOS. Secondly, a proposal is presented on how this might be addressed in the science classroom. The proposal is illustrated by four news items, intentionally selected as examples, which have been published in the Spanish digital press. The aspects of NOS that are discussed in the context of the news items selected are: tentativeness of scientific knowledge, role of error in scientific research, role of debate in the development of science, importance of models and modelling in scientific research, and ethics in science.

MODELLING PROPORTIONS AND SEQUENCES OF OPERATIONS IN TEAM DESIGN ACTIVITIES

The presented research aims at modelling and formalising the process of team design activity as an interplay between the evolution of design problems and solutions. The motivation founds primarily on a presumption that there exist regularities in designing which can be captured and formalised using the appropriate models. The study thus investigates whether the identified design operation proportions and sequence probabilities are consistent throughout the different parts of team conceptual design activities. It does so by exploring the utility of mathematical models built based on the correlations and statistically significant sequences underlying the previously identified designing patterns. The developed mathematical model was tested by replicating moving-average analyses of design operation proportions and sequences, which were originally observed in the protocol analysis study. A close fit was found between the simulated and the observed data, particularly in providing insights regarding operation patterns and proportion trends. The presented models and modelling methodology are potentially an appropriate means for the next steps in describing, and consequently predicting and supporting team design activity dynamics.

MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW

This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The “article analysis form” developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. Keywords: content analysis, literature review, modelling in science, models in science, science education

Learning through modelling in science: Reflections by pre-service teachers

This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated pre- and in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activitiesare important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms.