The social networks lab is constructed with two goals in mind.
The first is to give the students a theoretical as well as practical encounter with complex systems where interactions between components of the system include an emergence (or system`s state change) phenomena.
The lab is mainly constructed form two parts, a theoretical and a data based parts.
We first part starts from the BOID model of swarm movement, in which the student encounter Netlogo, an agent based simulation platform.
Then basic terms from the field of Network Science are shown, starting from an Agent Based Simulation of a construction of a small world network. The Power Law rule of the “friends” of nodes are shown in the simulations, and the difference between Normal distribution where exists no interaction between agents and Power Law distributions where an interaction exists are explained.
The lab continues with a small model on information spread, that demonstrates the idea of industrial clusters of similar companies.
The second part includes an analysis of a real network in Gephi.
We use a sample network of the Israeli Social Riots which were happening during 2011.
We study the Facebook social graph of the riots’ web pages, and search to understand the theoretical aspects seen in the first part of the lab. Mainly, who is influential, what is the structure of this real network, and what order can be seen in the network.
Overall, the lab is constructed in order to understand the very basic ideas of networks, agent based simulation, and emergence where the system includes interactions between its components.
In this lab, students experience:
1. Building a 3D model.
2. Write configuration files to the 3D printer.
3. Printing a 3D model.
4. Milling a three-dimensional model.
1. Students write a three-dimensional model in the code only, using operators from set theory and programming language.
2. The students write the configuration files of the model, using the existing printer data, and using a simulation software that decomposes the model into slices with the same contour. The students design the various layers including supporting layers, filler layers, and outer layers.
3. After checking the correctness of the simulation, the students send the model to three-dimensional printing, each model unique to each group of students.
4. The students gnaw on a milling machine for a model that they printed in the previous section.
This position is rooted in the two forms of erosion typical of a pocket for surfaces with a large milling area, and a profile for other surfaces (for example, writing) and two nicks, one relatively thick 5 mm and the other 1 mm thick.
In this lab, students experience:
1. Write an application with an Android user interface.
2. Writing a network application.
3. Using a value-in-memory database.
1. Students write an application to a tablet using a user interface and a database:
Call sensors values and visitors of mobile robots.
Drive the mobile robots using the application without using the BlueTooth sensors limited in range, basically the tablet holder on which the application is installed can drive the mobile robot from anywhere in the world.
2. Students develop a network application, in which they write software to a web server, which sends HTML pages through which it is possible to:
Read sensor values and visitors of mobile robots.
Drive the mobile robots by logging in to the site where these pages are written.
3. The two applications above use an In Memory (Key, Value) database.
These databases are very fast and very acceptable in sites with very large traffic volume.