Beginners Interactive NetLogo Dictionary (BIND)
Farsi / Persian
NetLogo Models Library:
This model is an extension of the Current in a Wire model that adds two elements: temperature and HubNet interactivity. Just like Current in a Wire, this model visualizes the flow of electrons, caused by a voltage difference between two ends of a wire. The electrons are constantly accelerated by the applied voltage meaning they acquire some kinetic energy as they move towards the positive end of the wire. However, as they flow, the electrons collide with the nuclei of the material the wire is made of, in other words, they encounter resistance. In these collisions, some of the kinetic energy of the electrons is transformed into heat energy which is absorbed by the wire.
Because this is a HubNet model, a number of "clients" or students connect to this model via the HubNet Client Launcher. Every client that is connected gets to "control" a slice of the wire by placing and removing the nuclei that electrons collide with in their slice. Through a series of activities, students both interact and experiment with the idea that many macro-level phenomena like current and resistance are emergent–that they arise due to simple interactions between many micro-level objects like atoms and electrons.
The wire in this model (the patches which aren't black) is composed of atoms, which in turn are made of negatively charged electrons and positively charged nuclei. According to the Bohr model of the atom, these electrons revolve in concentric shells around the nucleus. However, in each atom, the electrons that are farthest away from the nucleus (i.e., the electrons that are in the outermost shell of each atom) behave as if they are free from the nuclear attraction. Here we represent electrons as tiny orange-colored circles.
Voltage in the wire gives rise to a constant electric field throughout the wire, imparting a steady drift to the electrons toward the positive side of the wire or the cathode. In addition to this drift, the electrons also collide with the atomic nuclei that make up the wire, giving rise to electrical resistance. The nuclei are the blue circles shown in the wire that in this model causes the electrons to go around them.
When an electron collides with a nuclei, its kinetic energy is transformed into heat which is absorbed by the wire. We visualize the temperature of the wire by coloring the patches that represent the wire by how warm they are. The warmer the patch, the closer to white its color will be. The cooler the patch, the closer to a dark-grey it will be.
The wire is divided into many "slices" so that each HubNet Client can monitor and control a single slice of the wire. Within each slice, students can click on nuclei to remove them or create a new nuclei on some other patch. In this manner, the students can control the location of the nuclei in their slice and see what the relationship is between that structure, collisions, and the temperature of their slice.
When the model opens, the teacher or activity leader needs to first select the number of students that will connect by using the NUM-STUDENTS slider. They also need to select how many nuclei will be present in each slice using the NUCLEI-PER-SLICE slider. Once those two options are selected, hit the SETUP button.
The COMPLETE RESET button should only be used as a last resort because it will disconnect all students who are currently connected.
Then ask however many students you have selected to join through the HubNet Client application. If the model is not listed in the bottom of the login window, make sure to provide students with the correct IP address and port number for your model. After all students have joined, the teacher starts the model by clicking the GO button.
In addition to the NUM-STUDENTS and NUCLEI-PER-SLICE sliders, there are several other interface elements the teacher or activity leader can control in order to change the behavior of the model:
follow a single electron and visualize its path as it flows through the wire
The teacher or activity leader can also control two different aspects of the HubNet part of the model:
user-name of the connected HubNet client who is controlling that slice (otherwise, the slices are just identified by an ID number).
Finally, there are a number of different monitors and plots:
The Client Interface has a few different features that give HubNet Clients a few different options for interaction:
What happens to the movement of the electrons as VOLTAGE changes?
Notice the change of speed and movement of electrons as they collide with nuclei.
Notice that there's a relationship between the speed of the electrons as they collide and the heat the patches near this collision absorb. Watch the collisions and see if you can figure out what the relationship is. Once you have a guess, switch over to the Code Tab and see if you can find the code where this heat energy is produced and absorbed.
Are there certain formations of nuclei that seem to cause collisions that cause more heating than others?
How does increasing the DIFFUSION-FACTOR affect the spread of temperature across the wire?
This model was designed for students (clients) to play three different games:
The goal in this game is for students to maximize the temperature in their slice of the wire. For this game, the teacher should set the SHARE-HEAT-ACROSS-SLICES? switch to the OFF position.
Once everything is setup, allow students to join and ask them to try out different strategies for maximizing the temperature in their slice. Also ask them to write down what their strategy is once they settle on one.
Game 2 is similar to Game 1, the only difference being that the SHARE-HEAT-ACROSS-SLICES? switch should be in the ON position. The teacher should also remind the students what this changes about the model.
Again, ask students to come up with a good strategy to maximize temperature and write it down. If their strategy changed from Game 1, ask them why they thought they needed to change strategies.
Game 3 is the same as Game 2, except for in this game, the Teacher should allow all the students to see the main model.
After students complete the three games, conduct a group discussion in which students discuss their strategies for maximizing temperature in their slice for Games 1, 2 and 3.
Following this group discussion, review the following with the students: * Mechanism of resistance * Relationship between collisions, heat, and light * Flow of electrons in a wire.
Currently the model randomly places nuclei within each slice of the wire. In real wires, the nuclei are much more structured. Try writing a procedure that places the nuclei in specific formations that represent a real world material.
Right now, students can only ever see their slice of the wire. See if you can add an option in the Client Interface to "peek" at the whole wire.
This model uses the
hubnet-send-follow primitive to give students a local view of a part of the system.
Checkout the other NIELS curricular models, including:
If you mention this model or the NetLogo software in a publication, we ask that you include the citations below.
For the model itself:
Please cite the NetLogo software as:
Please cite the HubNet software as:
To cite the NIELS curriculum as a whole, please use:
Copyright 2008 Pratim Sengupta and Uri Wilensky.
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
Commercial licenses are also available. To inquire about commercial licenses, please contact Uri Wilensky at firstname.lastname@example.org.
To use this model for academic or commercial research, please contact Pratim Sengupta at <email@example.com> or Uri Wilensky at <firstname.lastname@example.org> for a mutual agreement prior to usage.