Cornelia began today's workshop by reviewing yesterday's material that Bob2 taught about weather modeling. (See Day 2 overview.) She then continued with Monday's lesson on predator and prey relationships. Monday, the class experimented to see how long prey could last when placed in the presence of varying numbers of predators. Cornelia led students in modeling this relationship with Stella® modeling software. Using Stella®, the students found out that the number of predators depends on the birth rate, the death rate, and the number of prey. The number of prey depends on the birth rate, the death rate, and the number of predators. The students were able to graph this relationship, and determined that a cycle in numbers of predators and prey over time was formed. The number of predators was high when the number of prey was high, and as the number of prey decreased, the predators died off. When the number of prey increased once again, the number of predators also began to increase starting the cycle over again. Next the class began to record their data in a Microsoft Excel® spreadsheet. They recorded time taken to kill the prey in the exercise outside done on Monday by varying numbers of predators.

After snack, the students began an activity on electron modeling in a set amount of space. Garrett led this section. To visually aid and to allow the students the opportunity to be actively engaged in the introduction of the electron modeling, Garrett took the students outside for a simulation. In this simulation, there were three boxes, which represented elevators, in the middle of the parking lot, drawn with chalk. The students, with the help of three interns, broke into three groups of five. Entering the boxes one at a time, the students attempted to not touch each other, but also not to cross over the lines, which represented the walls of the elevator, covered with wet paint. They "are wearing nice clothes that they can't get paint on, or they'll be ruined." They wrote down the ways in which they thought every person could comfortably sit with their personal space still reserved. After this activity, the students once again came inside to model the results on the computer. But Garrett broadened this model, so that rather than representing people in an elevator, it represented electrons around an atom. To model this, Garrett introduced the program SimSurface. SimSurface is a program that is simply white dots on a blue screen. It's not a complicated program, but students were still able to use the annealing keys to get the least amount of energy in the placement of the "electrons." By getting the least amount of energy, the students succeeded at placing the number of electrons equally throughout the screen. They found out that certain numbers of electrons, such as 5 and 7 have different shapes that produce a low energy level, using the annealing function. The students seemed fascinated by this, and used some extra time to try to find new arrangements of the electrons. The day ended with reports, and the added knowledge of words such as metric and iteration.