Bob Harrold 2/26/97

Example project:  Interactive visual model of animal growth.

Goal:  To develop an interactive animal growth model  that  would
permit  students  to  "experiment"  with modifying various inputs
(e.g. -  nutrient  levels,  genetics,  environment,  disease)  to
animal  growth  to  permit  the  students  to  gain  an  enhanced
understanding of the multiple factors that influence the rate  of
animal growth and the composition of that growth.

Approach:  The development of an interactive visual growth  model
would  provide  interactive learning experiences in animal growth
to permit students to examine  the  multiple  inputs  influencing
animal  growth.   The  successful  model would permit students to
make single or multiple changes in input factors and observe  the
results.  By involving students in the "experimental process" and
by providing the opportunity for making a number  of  changes  in
sequences,   the   opportunity  for  greater  learning  would  be
enhanced.

Variable factors would include (but not  necessarily  be  limited
to)  the  quantity  and  quality  of  the  food  supply,  genetic
potential, level of disease and  parasite  burden,  environmental
factors, and economic considerations.

The student would be presented with a starting scenario with  the
opportunity  to  vary one or more factors.  (It will be suggested
that students make single modifications per simulation until they
become  more  familiar  with  the  program.)  After selecting the
modification(s), the student would observe side and top  profiles
of  the  "control"  and  "experimental"  animals  "grow" from the
starting point until the end point.  During simulated growth, the
perspective  of the animal would enlarge and exhibit the external
morphological changes anticipated.  Thus, if the changes made  by
the  student  resulted  in  a  thinner  (or fatter) animal, those
changes would be reflected in the visual perspective presented to
the student.

Ideally, visual representations of changes  in  body  composition
would be presented graphically in a split-screen format where the
composition of the "control" animal was also displayed.   One  or
more visual presentations denoting muscle characteristics as well
as amount and placement of fat  and  bone  development  could  be
presented  to  the student to emphasize the impact of the changes
that had been made in the simulation.

The initial model would involve domestic animals.   Extension  to
additional  animals  should be relatively simple after completion
of the initial model.   Changes  in  input  parameters  and  side
profiles  would  be  major  factors necessary for modification to
additional specie(s).  Obviously, some changes in on-screen  text
would  also  be  necessary.   Potential applications of the model
include animal nutrition,  veterinary  sciences,  biological  and
zoological  sciences,  pharmacy,  nursing, human nutrition, child
development, the pharmacological sciences, and economics.

The model would provide feedback to the instructor(s).  The model
would  include  counters  to  identify the student, the number of
times the model was accessed, and the  input  modifications  made
during  each session.   These factors would facilitate evaluation
of the use of the model, the type of student experience with  the
model,  and  provide insight into where reinforcement of concepts
might be appropriate by conventional classroom techniques.