The first class of Modeling Your World, Session B began like most other workshops, with staff introductions and the purpose of the SUCCEED program. Bob2 led the introduction class, first describing the origin of the Bobs. The staff and interns then introduced themselves, describing what they do within the foundation in terms of computational science. The students took their turns by saying their names, the school they are going to next year, and one of the activities they enjoy doing. From here, the introduction session was led into the meaning and purpose of SUCCEED, the workshop program set to Stimulate the Understanding of Computational science through Collaboration, Exploration, Experiment, and Discovery in which the students were participating for the week. Bob2 explained that SUCCEED was founded from grant money from Burroughs Wellcome Fund after they merged with Glaxo to become Glaxo Wellcome. After this, Bob2 began the discussion of "What is science?" To visually aid in answering this question, he used a rope trick in which he folded a rope in half, then started it in a movement that looked a lot like a circle. He then challenged the students with the question, "Are the ropes moving in a circle, or are they flapping like birds' wings?" After giving them a minute to observe and think about it, he asked, "What can you do to observe this without changing the behavior of this rope?" The typical answer was to color the ends of the rope to see what shape the ends of the rope made. Then he changed the question to what experiment could they perform. This answer was to slow the movement of the rope, and by doing this, they determined that the shape of the rope was a circle. He then introduced the topic of models by bringing out a sea plane. "What is this?" he asked. "A sea plane," many students answered. "Is it really? I didn't know that sea planes were this small," Bob2 replied. "I thought it was just a model." He then brought forth a model of a aspirin molecule. "What can you do to this model that you can't do to a real model?" he asked. The answer was that you can see what the molecule is made of, as well as change the shape to test its effectiveness. Computational science was the ending topic of the introduction portion of the class. In a geod, there is a jewel inside. To see the jewel, you need a tool, but you also need a rule. The rule will prevent the geod from shattering. Likewise, the jewel in computational science is to learn something about the science. The tool used is computers, and the rules involve different types of mathematics, including the complicated calculus, which was later identified as a method of math that measures how things change.

Garrett led the second part of class in modeling epidemiology, the study of epidemics. Epidemics is something that spreads. Garrett's philosophy of science is that it's all about predicting the future. Why? Because life is full of expectations and everytime an expectation is made, a prediction of the future is made. He explained that there are many different types of models used to predict the future in real world circumstances. The physical model you can touch, hold, or act out. The mathematical model uses variables to represent something. The computational model uses computers. "Why would you use computers?" Garrett asked. Many students thought that it was because it was easier. "But how is it easier?" Garrett furthered the question. The answer lies within the knowledge that computers allow us to do things we normally can't do, such as take samples of carbon dust in the solar system and to go into a jet engine. To bring about the idea of epidemiology, Garrett brought the students outside and gave each one a lego stack to represent germs in your body. When he said transmit, the students then had to take a piece off their lego stack and trade it with another student. The students were very receptive to this idea, but were also confused when they were told to meet another student and NOT trade pieces. Some traded pieces too much and this put the data off basis a little. Garrett then randomly took one person out and labeled them as "sick." The next time the students transmitted, everyone who had previously been in contact with the sick individual was also labeled as "sick." The next time, everyone in contact with the two sick people also became "sick," until everyone was sick. On the first day, no one was sick, on the second day, 1 person was sick, on the third day, 2 people were sick, on the fourth day, 4 people were sick, on the fifth day, 8 people were sick, and on the sixth day, 16 people, or the entire class, became sick. The students then breaked for snack, and played the name game while taking a break from the modeling aspect of the workshop.

After snack, Garrett brought the students inside to model the epidemic which they physically modeled outside before snack. They went onto the internet to find the online Stella® model of the epidemic, so that they could read about the case study, or the place where we go to get additional information for an experiment. They then went about forming their own Stella® models using stocks, flows, converters, and connectors. The three stocks were used to represent the three groups of people in a school epidemic, the sick, the well, and the recovered. But, instead of using these words, Garrett explained that scientists like to use big words to impress people, and used infected, susceptible, and recovered people. The flows connected the stocks, and the connectors indicated the relationships between the variables in the model. Finally, with a little confusion and a lot of appreciation for those who work Stella® full time, the students successfully completed the epidemic model in Stella®. Then, they went to develop a graph of their results. The time was represented by the x-axis and the number of people affected was represented by the y-axis. Through the graph, the students could follow the progression of the epidemic, seeing how many people had recovered, were sick, and were susceptible at one time. They worked together to find when the most people were sick, as well as how many were sick at that time. The class then ended with the normal routine of filling out reports.