Search Engines Module

8/4/2019 Search Engines Module

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Search Engines:Ready, Set, Search

Module Created By:

Jennifer Hey-Lewis

Kenwood Academy

High School

IIT Research Mentor:

Dr. Wai Gen YeeAssistant Professor of Computer Science

Illinois Institute of Technology

Contributions also made by:

Ori Rawling,


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What is Technology.2

Engineering as a Career ..7

Code of Ethics....11

Ethical Decision Making, Can You make the Right Decision?.....14

Are All Search Engines Created Equal?........................................16

Search Engine Design....32

You Be the Engineer.35

Pre-Test / Post Test36

Additional Resources.40

Assessment Rubric.41


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Time Requirements This activity can be completed in one class period andfinished for homework if necessary

Goals/Objectives- The first activity involves classroom discussion and a shortscenario to allow students to develop a sense of what technology is and to dispel the

notion that technology relates mostly to computers. After completing this lesson, students

will be able to explain what technology is and understand that technology is a way of

solving problems through the application of knowledge from multiple disciplines.

Connections to State/National Standards1.B.3.d5.A.3.a

13.B.3.a

Assumed Pre-requisite Knowledge Students should know how to use theinternet to complete this activity

Background Material for the Teacherhttp://atschool.eduweb.co.uk/trinity/watistec.html

http://en.wikipedia.org/wiki/History_of_technology

http://www.google.com/search?hl=en&defl=en&q=define:Technology&sa=X&oi=glossa

ry_definition&ct=title

ActivityTechnology is a body of knowledge used to create tools, develop skills, and extract or

collect materials. It is also the application of science (the combination of the scientificmethod and material) to meet an objective or solve a problem.

1. Begin by asking the class, How do you definetechnology?

Accept all answers and write student responses on the board. Do not attempt to

have students refine their definitions of technology at this point. They will revisittheir definitions and refine later. Students may harbor the preconception that

technology relates mostly to computers. Through advertisements and media

articles, they are familiar with the terms information technology and computer

t h l
http://atschool.eduweb.co.uk/trinity/watistec.htmlhttp://en.wikipedia.org/wiki/History_of_technologyhttp://www.google.com/search?hl=en&defl=en&q=define:Technology&sa=X&oi=glossary_definition&ct=titlehttp://www.google.com/search?hl=en&defl=en&q=define:Technology&sa=X&oi=glossary_definition&ct=titlehttp://www.google.com/search?hl=en&defl=en&q=define:Technology&sa=X&oi=glossary_definition&ct=titlehttp://www.google.com/search?hl=en&defl=en&q=define:Technology&sa=X&oi=glossary_definition&ct=titlehttp://en.wikipedia.org/wiki/History_of_technologyhttp://atschool.eduweb.co.uk/trinity/watistec.html


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3. Focus discussion on technologies that are relevant to eachstudents life. Ask students to look around the room. What

technologies do they see? How do these technologies solveproblems and make their lives easier?

Accept all responses and write them on the board. Students may mention any

number of items. Some may be school-related, such as binders, backpacks, pens,

pencils, paper, and paper clips. Other items may be more personal, such as water

bottles, personal stereos, and hair clips. Students may neglect items such asshoelaces, zippers, buttons, fabric, eyeglasses or contact lenses, makeup, and

bandages. Discussion should reinforce the notion that humans developtechnology with a specific objective in mind. A related concept is that a given

task requires the right tool or tools.

4. Pick a technology that students have mentioned. Ask them whattypes of knowledge were required to develop that technology.

Students may not realize that technologies are generally developed by applyingknowledge from multiple disciplines. For example, producing todays audiodevices, such as a portable MP3 player, requires knowledge obtained from

engineering, physics, mathematics, chemistry, and computer science.

5. On the basis of previous discussions, ask students to rethink andrefine their definition of technology (from number 1).

Students should mention that technology is a way of solving problems throughthe application of knowledge from multiple disciplines.

6. Written Assignment: With a partner, have students address thefollowing scenario and complete the worksheet. Allow students

to use the internet. Students can present their responses to the

class.

Tell students to imagine that they live in the Stone Age. Their

only garment has been ripped and requires mending. How would

they do it?

Students first should recognize that the ripped garment is a problem requiring al ti Th h ld id h t t h l i th h il bl Th St


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Ask students how their approach to mending the garment would change as

time advanced from the Stone Age to the present. What new knowledge

would allow the development of new technology?Student responses will vary, and some students may want to jump directly fromthe Stone Age to the modern sewing machine. Slow them down and have them

consider incremental changes in knowledge and technologies. They may cite the

use of metals to fashion repair tools, like knives and finer needles. Newknowledge of metals and chemistry would help here. Later advances in

engineering and mechanics would lead to the development of human-run

machines for assisting with repairs. Eventually, advances in physics (electricity)

and engineering led to the invention of modern sewing machines. Similarly,advances in agriculture, chemistry, and engineering produced better fabrics and

threads. Students should derive an understanding that technology advances

through interactions among multiple disciplines. While a problem may remainbasically the same over time (for instance, the need to make or repair clothing),

advances in technology change how the problem is solved.

Source: http://science.education.nih.gov/supplements/nih4/technology/guide/lesson1.htm

Assessment- Teacher will review responses to worksheets and will observe verbal

responses given in class.


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1. Based on our classroom discussion and further research, what is yourdefinition of technology?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. Imagine that you live in the Stone Age. Your only garment has

been ripped and requires mending. How would you do it? How would

your approach to mending the garment change as time advanced from the

Stone Age to the present. What new knowledge would allow the

development of new technology?___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


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Engineering as a Career

Introductory Video-http://www.youtube.com/watch?v=Qnu12hl_XeE

Grade Level This activity can be used with students in grades 6-8.

Time Requirements This activity can be completed in several class periods

and finished for homework if necessary.

Goals/Objectives- Objective: Students will research various a field of engineeringand its related careers. and present their information in the form of a Power Point

presentation or a movie to the class.

Connections to State/National Standards3.C.3.a

3.C.3.a4.B.3.b

5.a.3.a13.B.3.C

1.B.3.b (Social Emotional)

1.C.3.a (Social Emotional)

Assumed Pre-requisite Knowledge Students should know how to use the

internet as well as Microsoft Power Point and/or Windows Movie Maker tocomplete this activity. If Windows Movie Maker is not available, a Power PointPresentation can be substituted in its place.

Knowledge and Background Material for the TeacherInternet, Microsoft Power Point, Windows Movie Maker

Internet Resources: Students should use a variety of search engines to search forinformation. Students may use this link as a starting point for their research:http://www.bls.gov/oco/ocos027.htm .

http://www.black-collegian.com/career/career-reports/engineering2005-2nd.shtml

http://en.wikipedia.org/wiki/Fields_of_engineeringhttp://www.engineeringk12.org/students/What_Is_Engineering/Engineering_Alphabet/de

f l h
http://www.youtube.com/watch?v=Qnu12hl_XeEhttp://www.bls.gov/oco/ocos027.htmhttp://www.black-collegian.com/career/career-reports/engineering2005-2nd.shtmlhttp://en.wikipedia.org/wiki/Fields_of_engineeringhttp://www.engineeringk12.org/students/What_Is_Engineering/Engineering_Alphabet/default.phphttp://www.engineeringk12.org/students/What_Is_Engineering/Engineering_Alphabet/default.phphttp://www.engineeringk12.org/students/What_Is_Engineering/Engineering_Alphabet/default.phphttp://www.engineeringk12.org/students/What_Is_Engineering/Engineering_Alphabet/default.phphttp://en.wikipedia.org/wiki/Fields_of_engineeringhttp://www.black-collegian.com/career/career-reports/engineering2005-2nd.shtmlhttp://www.bls.gov/oco/ocos027.htmhttp://www.youtube.com/watch?v=Qnu12hl_XeE


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Searching for colleges and Universities that offer Engineering MajorsUS News and World

Try Engineering

Activity: As an introduction, students should complete worksheet A-7 independently.Either in small groups or as a whole class discuss the results and come up with a working

definition of what an engineer does in general. There should be a distinction madebetween designing and creating something as opposed to operating or building things.

Students should work in groups of 2-3 depending on class size. Each groupshould selecta field of engineering or be randomly assigned a field to research. Their final product

must be a Power Point presentation or a movie created using Windows Movie Maker.

The following items must be included in the presentation:

General description of field and potential occupations

Salary (students should calculate monthly salary, and weekly earnings as well)

Education prerequisite classes to be taken during high school, top

college/universities offering a degree in the field, required high school g.p.a. andACT/ PSAT scores

Connections to mathematics-how does this type of engineer use mathematics?

Possible fields (students can research other fields as well):

Aerospace Engineering - Agricultural Engineering Architectural Engineering

Bioengineering/ Biomedical engineering Chemical Engineering Civil Engineering Computer/Software Engineering Electrical Engineering Engineering Management Environmental Engineering Industrial Engineering

Mechanical Engineering Materials Engineering Mining Engineering Nuclear Engineering Petroleum Engineering Systems Engineering
http://colleges.usnews.rankingsandreviews.com/usnews/edu/college/rankings/rankindex_brief.phphttp://www.tryengineering.org/http://www.tryengineering.org/http://colleges.usnews.rankingsandreviews.com/usnews/edu/college/rankings/rankindex_brief.php


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Engineering as a Career

Teacher Name:

Student Name: ________________________________________

CATEGORY 4 3 2 1

Cooperation Group delegatestasks and sharesresponsibilityeffectively all of the

time.

Group delegatestasks and sharesresponsibilityeffectively most of

the time.

Group delegatestasks and sharesresponsibilityeffectively some of

the time.

Group often is noteffective indelegating tasksand/or sharing

responsibility.

Content -Accuracy

All contentthroughout thepresentation isaccurate. There areno factual errors.

Most of the contentis accurate but thereis one piece ofinformation thatmight be inaccurate.

The content isgenerally accurate,but one piece ofinformation is clearlyflawed or inaccurate.

Content is typicallyconfusing or containsmore than onefactual error.

Text - FontChoice &Formatting

Font formats (e.g.,color, bold, italic)have been carefullyplanned to enhancereadability andcontent.

Font formats havebeen carefullyplanned to enhancereadability.

Font formatting hasbeen carefullyplanned tocomplement thecontent. It may be alittle hard to read.

Font formattingmakes it very difficultto read the material.

Sequencing of

Information

Information is

organized in a clear,logical way. It is easyto anticipate the typeof material that mightbe on the next card.

Most information is

organized in a clear,logical way. Onecard or item ofinformation seemsout of place.

Some information is

logically sequenced.An occasional cardor item of informationseems out of place.

There is no clear

plan for theorganization ofinformation.

Contains all Information isl t d

Information is mostlyl t l

At least half of thei d i f ti

Information is grosslyi l t


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Code of EthicsGrade Level This activity can be used with students in grades 6-8.Time Requirements This activity can be completed in one class period andfinished for homework if necessary

Goals/Objectives- Students will create a Code of Ethics for members of the Pre-Algebra class. Students should take into consideration environment inside the classroom,

elements of group work as well as individual expectations. Students will also explore

ethics as it relates to other fields as well.

Connections to State/National Standards4.B.3.b4.A.3.a

1.B.3.a (Social Emotional)

2.A.3.a (Social Emotional)

2.A.3.b (Social Emotional)3.A.3.a (Social Emotional)

3.A.3.b (Social Emotional)


Background Material for the TeacherSource: http://www.scu.edu/ethics/

Activity Students will complete Code of Ethics Worksheet during this lesson.

What is Ethics?

Simply stated, ethics refers to standards of behavior that tell us how human beings ought

to act in the many situations in which they find themselves-as friends, parents, children,citizens, businesspeople, teachers, professionals, and so on.

Source: http://www.scu.edu/ethics/practicing/decision/framework.html

Begin class with a discussion on ethics What is ethics? Who needs them? Who uses
http://www.scu.edu/ethics/practicing/decision/framework.htmlhttp://www.scu.edu/ethics/practicing/decision/framework.html


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entries. After 15 minutes, conduct a class discussion and agree on a Code of Ethics forthe class. Post a copy of the Code in the classroom for students to reference all year long.

If there is time remaining in class or for homework, have students research 3 occupationsthat use a Code of Ethics to guide them. One of these must be a field of Engineering.

Ask students to explain why this code of ethics is so important to the occupation.

Assessment

RET Summer 2008

Class Code of Ethics

Name: ________________________ Teacher:Date : ___________________ Title of Work: ___________________

Criteria Points

1 2 3 4

Participated in

Class

Discussion

Did not contribute to

class discussion.

Contributed

inappropriately to

class discussion.

Offered minimal

comments to

class discussion.

Comments

shared with the

class demonstrate

completeunderstanding of

the topic.

____

Understands

the concept of

ethics and can

apply it to

different

situations

Cannot apply concept

of ethics to anything.

Has a limited

understanding of

ethics and how to

apply them.

Has a basic

understanding of

ethics and how it

can be applied to

the real world.

Has a complete

understanding of

ethics and can

apply it to all

situations

____

Completed

Research on

Ethics and

Occupations

Did not do any

research.Only researched

one occupation.Only researched

two occupations.

Completed

research on

ethics. Research

was thorough.

____

____

____


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Name ________________________________________________

Code of Ethics Worksheet1. Define ethics______________________________________________________

______________________________________________________

______________________________________________________

2. Class Code of Ethics

______________________________________________________

______________________________________________________

______________________________________________________

3. Research 3 other occupations that use a Code of Ethics to guide

them. One of these must be in a field of engineering. Explain why

this code of ethics is important each occupation.

Occupation:

______________________________________________________

______________________________________________________

Occupation:

______________________________________________________


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Ethical Decision Making Can You Make the Right Decision?Grade Level This activity can be used with students in grades 6-8.

Time Requirements This activity can be completed in one or two 45 minuteclass periods and finished for homework if necessary.

Goals/Objectives- People are faced with having to make decisions every day.Students too, must make important decisions that can affect themselves as well as others.

How do we know what rules to go by when we have to make a decision? Having a set

of rules which to go by, helps in guiding us to make decisions. Engineers have a code

of ethics that help guide them in their professional lives. Students will use a format formaking ethical decisions when faced with an engineering related dilemma.

I would take the time to explain that personal ethics helps us make decisions. In addition,

in mathematics we use a problem solving plan that utilizes multiple strategies to help us

solve everyday problems.

Connections to State/National Standards4.B.3.b2.A.3.b (Social Emotional)3.A.3.a (Social Emotional)

3.A.3.b (Social Emotional)

3.B.3.b (Social Emotional)

Assumed Pre-requisite Knowledge Students should know how to use theinternet to complete this activity.

Background Material for the TeacherCodes of Ethics in Engineering http://ethics.iit.edu/codes/codes_index.phpFormat for Ethical Decision , see attached

Activity

Optional Introductory Video YouTube Ethical Concerns with Genetic Engineering

Students can work in groups of 3 or 4. Either assign or have the group select a video to

watch. Each group should apply the ethical decision making process to the situation.

Each group will present their results to the class. In their presentation, the process formaking the decision must be clear to the audience. We should understand from watching

your skit that you went through all of the steps for making an ethical decision. They can
http://ethics.iit.edu/codes/codes_index.phphttp://www.youtube.com/watch?v=jY-868_HDbshttp://www.youtube.com/watch?v=jY-868_HDbshttp://ethics.iit.edu/codes/codes_index.php


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1. Plan Stamping, http://www.youtube.com/watch?v=RujS_98n8rE

2. Slacking Off at Work http://www.youtube.com/watch?v=l_OW3Xmd2zI3. Double Overhead http://www.youtube.com/watch?v=PDvPQl7jM6k

4. Known Hazard http://www.youtube.com/watch?v=HPE9ZxtvKPg

5. Environmental Issue http://www.youtube.com/watch?v=p8QSC9BBqYg

A Format for Ethical Decision Making

Source: Michael Davis, Center for Study of Ethics in the Professions, IIT, Chicago

1. State the problem- what is wrong or what make you feel uncomfortable?

2. Check the facts of the situation3. State specifications look at laws, professional codes4. Develop a list of options5. Test your options, for example

a. Harms test- does this option do less harm than the alternativeb. Publicity test- would I want my choice of this option published in the

newspaper?

c. Defendability test could I defend my choice of this option before a

Congressional committee, a group of my peers or even my parents?d. Reversability test would I still think that this choice was good if I were

one of the people affected by it?

e. Professional test- what would my professions ethics committee say aboutthis option?

f. Colleague test- what do my colleagues say when I describe the problemand my solution?

6. Make a choice based on steps 1-5.7. Review steps 1-6
http://www.youtube.com/watch?v=RujS_98n8rEhttp://www.youtube.com/watch?v=l_OW3Xmd2zIhttp://www.youtube.com/watch?v=PDvPQl7jM6khttp://www.youtube.com/watch?v=HPE9ZxtvKPghttp://www.youtube.com/watch?v=p8QSC9BBqYghttp://www.youtube.com/watch?v=p8QSC9BBqYghttp://www.youtube.com/watch?v=HPE9ZxtvKPghttp://www.youtube.com/watch?v=PDvPQl7jM6khttp://www.youtube.com/watch?v=l_OW3Xmd2zIhttp://www.youtube.com/watch?v=RujS_98n8rE


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Are All Search Engines Created Equal?

Grade Level This activity can be used with students in grades 6-8.

Time Requirements This activity can be completed in about 3 45-minute classperiods and finished for homework if necessary.

Goals/Objectives- Students will learn how search engines work, compare the

effectiveness of two different search engines and apply mathematical concepts to thesearching process.

Student will use the Spearman Foot Rule Distance to compare the results of their two

searches.

Students will complete a precision at N graph to measure the percentage of search results

that are relevant (close to 1).

Students will post their work to a class wiki page and be responsible for peer-reviewing

another groups work.

Connections to State/National Standards4.B.3.b

5.A.3.a6.A.3

6.B.3.a8.D.3.a8.C.3

8.B.3

8.A.3.a

10.A.3.a10.A.3.b

10.A.3.c

11.A.3.C11.A.3.d

Assumed Pre-requisite Knowledge Students should know how to use the internet to complete this activity.

Students should know how to do simple computations using absolute value.


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PB Wiki sample page - http://ret2008summer.pbwiki.com/

Features of search engines -

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html

Google basics:

http://www.google.com/support/bin/static.py?page=searchguides.html&ctx=basics

&hl=en

Googling to the Max

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Googling_Max-

Exercises.pdf

Term Frequency

http://en.wikipedia.org/wiki/Tf-idf

Ethical Issue and Search Engines

C:\Documents and Settings\techco\Desktop\RET 2008 H\Ethics Updates - Esse est

indicato in Google Ethical and Political Issues in Search Engines by Lawrence M_

Hinman.htm

Search Engines:

www.google.com

www.yahoo.com

www.ask.com

www.altavista.com

www.aolsearch.com

www.dogpile.com

www.webcrawler.comwww.alltheweb.com

Assessment

Students written work will be graded for accuracy, in addition, students
http://ret2008summer.pbwiki.com/http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.htmlhttp://www.google.com/support/bin/static.py?page=searchguides.html&ctx=basics&hl=enhttp://www.google.com/support/bin/static.py?page=searchguides.html&ctx=basics&hl=enhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Googling_Max-Exercises.pdfhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Googling_Max-Exercises.pdfhttp://en.wikipedia.org/wiki/Tf-idfhttp://c/Documents%20and%20Settings/techco/Desktop/RET%202008%20H/Ethics%20Updates%20-%20Esse%20est%20indicato%20in%20Google%20Ethical%20and%20Political%20Issues%20in%20Search%20Engines%20by%20Lawrence%20M_%20Hinman.htmhttp://c/Documents%20and%20Settings/techco/Desktop/RET%202008%20H/Ethics%20Updates%20-%20Esse%20est%20indicato%20in%20Google%20Ethical%20and%20Political%20Issues%20in%20Search%20Engines%20by%20Lawrence%20M_%20Hinman.htmhttp://c/Documents%20and%20Settings/techco/Desktop/RET%202008%20H/Ethics%20Updates%20-%20Esse%20est%20indicato%20in%20Google%20Ethical%20and%20Political%20Issues%20in%20Search%20Engines%20by%20Lawrence%20M_%20Hinman.htmhttp://www.google.com/http://www.yahoo.com/http://www.ask.com/http://www.altavista.com/http://www.aolsearch.com/http://www.dogpile.com/http://www.webcrawler.com/http://www.alltheweb.com/http://www.alltheweb.com/http://www.webcrawler.com/http://www.dogpile.com/http://www.aolsearch.com/http://www.altavista.com/http://www.ask.com/http://www.yahoo.com/http://www.google.com/http://c/Documents%20and%20Settings/techco/Desktop/RET%202008%20H/Ethics%20Updates%20-%20Esse%20est%20indicato%20in%20Google%20Ethical%20and%20Political%20Issues%20in%20Search%20Engines%20by%20Lawrence%20M_%20Hinman.htmhttp://c/Documents%20and%20Settings/techco/Desktop/RET%202008%20H/Ethics%20Updates%20-%20Esse%20est%20indicato%20in%20Google%20Ethical%20and%20Political%20Issues%20in%20Search%20Engines%20by%20Lawrence%20M_%20Hinman.htmhttp://c/Documents%20and%20Settings/techco/Desktop/RET%202008%20H/Ethics%20Updates%20-%20Esse%20est%20indicato%20in%20Google%20Ethical%20and%20Political%20Issues%20in%20Search%20Engines%20by%20Lawrence%20M_%20Hinman.htmhttp://en.wikipedia.org/wiki/Tf-idfhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Googling_Max-Exercises.pdfhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Googling_Max-Exercises.pdfhttp://www.google.com/support/bin/static.py?page=searchguides.html&ctx=basics&hl=enhttp://www.google.com/support/bin/static.py?page=searchguides.html&ctx=basics&hl=enhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.htmlhttp://ret2008summer.pbwiki.com/


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rank, and term frequency. This can be done as a lecture or given as a homeworkassignment and then discussed in class.

2. Students work with a partner. They should select a topic to search. They shouldcomplete their query using 2 different search engines. Students should answer the

questions on pages 17-18.

3. Student will use the Spearman Foot Rule Distance to compare the results of their two

searches. They should complete page 20.

4. Students should complete a precision at N graph to measure the percentage of searchresults that are relevant.

5. The components of this assignment should be uploaded to a class wiki (pbwiki.com).

Class members can review as well as edit items contained in the wiki.


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Search Engine Assignment1. In your own words, explain how a search engine works. Use a

diagram if necessary._____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. What are the ethical issues involved in the search engine industry? Doall web pages have a fair shot at being ranked first?

_____________________________________________________________

_____________________________________________________________

__________________________________________________________________________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Select 2 search engines, select a topic and complete a search. Runyour search a second and even third time to compare your results.

Meaning, if I use Google to search for beaches in Florida, will I getthe same results if I search an hour later?

Topic selected _________________________________________________

Key Word(s) used ______________________________________________

Remember, this must remain consistent for both searches.

Search Engines Selected _______________________________________


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COMPLETE THE FOLLOWING CHART

Key Words:

How large is the

database of all of

the documents thatthe search engine

has?

How often does thesearch engine

crawl the internetto keep its

information up-to-

date?

What types of

documents does thesearch engine offer?

PDF, WORD,

EXCEL, PPT,

How fast was your

search complete?

Avg. for all 4 Trials

Trial 1:

Trial 2:

Trial 1:

Trial 2:

How consistent is it.

If you searched at

different times,

would you get thesame results?

Trial 1:

Trial 2:

Trial 1:

Trial 2:

What types of

advanced search

options areavailable?

How are the resultsdisplayed? Are they

displayed by

popularity or


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Spearman Foot Rule Distance Example

Search: Florida BeachesList first ten results

Google Yahoo

1. www.floridabeachesguide.com www.floridasbeach.com

2. www.floridasbeach.com/ www.visitflorida.com/beaches

3. www.beachhunter.net www.florida.com

4. www.visitflorida.com/beaches www.visitflorida.com5. www.visitflorida.com/articles/best-beaches-for.6. goflorida.about.com/od/beaches/Florida_Beaches_Coasts.htm

goflorida.about.com/od/beaches/Florida_Beaches_Coasts.htm

7. www.sffb.comgoflorida.about.com/od/beache1/Floridas_Beaches.htm

8. www.travelchannel.com/Travel_Ideas/Beach_Vacations/www.awesomeflorida.com

www.beachesofsouthwalton.com

9. www.beachdirectory.com www.fortmyers-sanibel.com

10. www.getaway4florida.com www.beachdirectory.com

Spearman Foot Rule Distance using absolute value

| placement in first list placement in second list |There were 15 different sites, therefore the value 16 was given to asite that only appeared in one list.

It does not matter which list you use as the first value since you areusing absolute value

|1-16|+ | 2-1| + | 3-16| + |4-2| + |5-1| + |6-5| + |16 - 16|
http://www.floridabeachesguide.com/http://www.floridabeachesguide.com/http://www.floridabeachesguide.com/http://www.floridasbeach.com/http://www.floridasbeach.com/http://www.floridasbeach.com/http://www.floridasbeach.com/http://www.floridasbeach.com/http://www.beachhunter.net/http://www.visitflorida.com/beacheshttp://www.visitflorida.com/beacheshttp://www.visitflorida.com/beacheshttp://www.visitflorida.com/beacheshttp://www.visitflorida.com/articles/best-beaches-forhttp://www.visitflorida.com/articles/best-beaches-forhttp://www.visitflorida.com/articles/best-beaches-forhttp://www.visitflorida.com/articles/best-beaches-forhttp://www.visitflorida.com/articles/best-beaches-forhttp://www.sffb.com/http://www.travelchannel.com/Travel_Ideas/Beach_Vacations/http://www.awesomeflorida.com/http://www.awesomeflorida.com/http://www.beachdirectory.com/http://www.getaway4florida.com/http://www.getaway4florida.com/http://www.getaway4florida.com/http://www.getaway4florida.com/http://www.beachdirectory.com/http://www.awesomeflorida.com/http://www.travelchannel.com/Travel_Ideas/Beach_Vacations/http://www.sffb.com/http://www.visitflorida.com/articles/best-beaches-forhttp://www.visitflorida.com/beacheshttp://www.beachhunter.net/http://www.floridasbeach.com/http://www.floridasbeach.com/http://www.floridabeachesguide.com/


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Spearman Foot Rule Distance Worksheet1. List the first ten unsponsored results from your query for each of the two

search engines. Then use the Spearman Foot Rule Distance to calculate thedistance between the results in each list.

2. What is the average shift or distance between each result? (sfd divided by

# of results will give the average). __________________________


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Precision at N GraphSearch engines return a list of documents for a query. Typically there are some gooddocuments in the list and some bad ones. The quality of a search engine is measured in

terms of the proportion of good hits in the list, the positions of good hits relative to bad

ones, and the proportion of good documents missing from the list. Ideally, a searchengine must return all the good documents and only the good documents. Such an engine

has very good quality and is said to have highprecision, recall, and utility. Good is

determined by whether or not the result is relevant. For example, if you did a query for

Cinderella, the fairy tale, your results would include those related to the fairy tale andthen some related to the rock band Cinderella. The results related to the rock band are not

relevant.

To create a precision at N graph, take the first 25 results for your query. Assign eachresult either a 1 for relevant to your query or a 0 for not relevant.

Example:A B C D

1 1 1 12 1 2 1

3 1 3 1

4 1 4 1

5 0 4 0.8

6 1 5 0.833333

7 1 6 0.714286

8 0 6 0.75

9 1 7 0.777778

10 0 7 0.7

Here are the first 10 entries for a query. Column A represents N, Column shows 1

if the entry was relevant to my query and 0 if it is not relevant, Column C represents

the sum of Column B, Column D represents the sum of C divided by A at N. Then Imade a line graph.


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How Do Search Engines Work?Source: http://en.wikipedia.org/wiki/Search_engine

A search engine operates, in the following order

1. Web crawling2. Indexing3. Searching

Web search engines work by storing information about many web pages, which they

retrieve from the WWW itself. These pages are retrieved by a Web crawler (sometimesalso known as a spider) an automated Web browser which follows every link it seesup to a certain point (called depth). The contents of each page are then analyzed to

determine how it should be indexed (for example, words are extracted from the titles,

headings, or special fields called meta tags). Data about web pages are stored in an indexdatabase for use in later queries. Some search engines, such as Google, store all or part of

the source page (referred to as a cache) as well as information about the web pages,

whereas others, such as AltaVista, store every word of every page they find. This cachedpage always holds the actual search text since it is the one that was actually indexed, so it

can be very useful when the content of the current page has been updated and the search

terms are no longer in it. This problem might be considered to be a mild form of linkrot,and Google's handling of it increases usability by satisfying user expectations that the

search terms will be on the returned webpage. Increased search relevance makes these

cached pages very useful, even beyond the fact that they may contain data that may no

longer be available elsewhere.

When a user enters a query (search for information) into a search engine (typically by

using key words), the engine examines its index and provides a listing of best-matching

web pages according to its criteria, usually with a short summary containing thedocument's title and sometimes parts of the text. Most search engines support the use of

the Boolean operators AND, OR and NOT to further specify the search query.

The usefulness of a search engine depends on the relevance (how well the results meet

your needs) of the result set it gives back. While there may be millions of webpages thatinclude a particular word or phrase, some pages may be more relevant, popular, or

authoritative than others. Most search engines employ methods to rank or evaluate each

item in the collection in such a way that any two items can then be compared to seewhich should come higher in the ranking to provide the "best" results first. Important to

note how a search engine decides which pages are the best matches and what order the


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alongside the regular search engine results. The search engines make money every time

someone clicks on one of these ads.

The vast majority of search engines are run by private companies using proprietary

algorithms (owned exclusively by that company) and closed databases, though some are

open source.

Term Frequency (TF) is a measure of how often a term is found in a collection ofdocuments. TF is combined with inverse document frequency (IDF) as a means of

determining which documents are most relevant to a query. TF is sometimes also used to

measure how often a word appears in a specific document.


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Additional Background Information for Teachers


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Search Engine DesignGrade Level This activity can be used with students in grades 6-8.

Time Requirements This activity can be completed in one class period andfinished for homework if necessary.

Goals/Objectives-.Students will design their own search engine.

Connections to State/National Standards4.B.3.b

5.A.3.a5.A.3.b10.A.3.c

11.B.3.a

11.B.3.b


Background Material for the Teacher-

What Makes Search Engines Good?See attached.

ActivityStudents will work in groups of 2-3 to design their own search engine. First, they should

review the attached document What Makes a Search Engine Good? Think about themany times you have searched the Internet, did your results come out the way you

wanted them to? Does the advertising bother you? Is it ethical? How should Page Rank

be determined? How fast does it deliver results? How can a user be assured that their

query will yield the results that they are looking for? Can you draw a diagram of yoursearch engine? Does it have a name? What does it look like on the internet? Prepare a

poster to present to the class. Try to persuade us that your new search engine is the best

one out there.

Assessment:

See next page


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Making A Poster : Search Engine Poster

Teacher Name:

Student Name: ________________________________________

CATEGORY 4 3 2 1

Use of ClassTime

Used time wellduring each classperiod. Focused ongetting the project

done. Neverdistracted others.

Used time wellduring each classperiod. Usuallyfocused on getting

the project done andnever distractedothers.

Used some of thetime well during eachclass period. Therewas some focus on

getting the projectdone butoccasionallydistracted others.

Did not use classtime to focus on theproject OR oftendistracted others.

RequiredElements

The poster includesall required elementsas well as additionalinformation.

All requiredelements areincluded on theposter.

All but 1 of therequired elementsare included on theposter.

Several requiredelements weremissing.

KnowledgeGained

Student canaccurately answer allquestions related tofacts in the posterand processes usedto create the poster.

Student canaccurately answermost questionsrelated to facts inthe poster andprocesses used tocreate the poster.

Student canaccurately answerabout 75% ofquestions related tofacts in the posterand processes usedto create the poster.

Student appears tohave insufficientknowledge about thefacts or processesused in the poster.

Attractiveness The poster is

exceptionallyattractive in terms ofdesign, layout, andneatness.

The poster is

attractive in terms ofdesign, layout andneatness.

The poster is

acceptably attractivethough it may be abit messy.

The poster is

distractingly messyor very poorlydesigned. It is notattractive.

Date Created: Jul 29, 2008 07:20 am (CDT)

Copyright 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC
http://www.altec.org/http://www.altec.org/


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You Be the EngineerGrade Level This activity can be used with students in grades 6-8.

Time Requirements This activity can be completed in one class period andfinished for homework if necessary

Goals/Objectives- Students will select an everyday object and redesign it to make itwork better.

Connections to State/National Standards

4.B.3.b5.A.3.a5.A.3.b

11.B.3.a

11.B.3.b

Assumed Pre-requisite Knowledge Students should know how to use theinternet to complete this activity.

Background Material for the Teacher this activity was adapted from thewebsite www.alifetimeofcolor.com.

Have students bring in one or two household items from home. Bring a few spare items

for those students that forget.

ActivityAsk students brainstorm a list of products that they used today. Have them think about

who made them. For example, inventors and engineers think of the idea and make itwork. Industrial designers are concerned with the look, feel and usability of the objective.

Have students examine the examples of products that you gathered. Ask them to think

like an engineer and consider the following questions:

Functionality

What is it? Is it obvious what the object is or does?

Is it easy to understand how it works?
http://www.alifetimeofcolor.com/http://www.alifetimeofcolor.com/


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Ergonomics

How has the object been shaped to fit the human body?Is it comfortable to use?

Who is it for? (size, age, ability of the person)

Are there people with different body types and and/or abilities that couldn't use it?

Safety

Is it safe?Can they anticipate any safety problems?

Is it ethical?

Durability and Affordability

Will it last as long as it needs to?

Can the product's intended user afford it?

Aesthetics

Is it appealing to look at?

Is it pleasant to touch?

Does its appearance suggest how to use it?

How do they feel when looking at the object?

Does it look appealing to use?

Improvements

What would they change to make it a better product?

Designing a better product

1. Ask students to think about the object they brought from home or to chose one from


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2. Divide a sheet a paper in half and make two lists. On one side list all the things the


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7. Have students write a paragraph about their redesigned object and how their changes

improved it. Have students present their industrial designs to the class. They can showtheir classmates the changes they made and why. Students can give feedback on the

changes and suggest other ideas they have about how to improve the product.

Source: http://www.alifetimeofcolor.com/main.taf?p=2,2,4

Assessment

RubricBeginning

1

Accomplished

2

Exemplary

3

Score

Used Class

Time

Effectively

Did not use class

time effectively

Did some work in

class.

Made full use of

class time.

Reviewed at

Least One

ClassmatesDesign

Did not review

classmates

design

Reviewed

classmates

design, but gave

no constructivecomments.

Reviewed

classmates

design, and

gave thoughtfulConstructive

comments.

Presentation

No eye contact

Incompletedrawing

Incomplete or

no comments

Maintained

excellent eyecontact

Complete

drawings

ExcellentExplanation to

the class


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Pre-Test / Post TestShort Answer

1. What is ethics?

2. What is a code of ethics and why is it important to have an ethical standard of

behavior in general or in a specific profession?

3. Describe a way to test whether or not a solution to an ethical dilemma is a goodsolution.

4. Explain what engineers do in general.

5. How is scientific inquiry, solving problems in mathematics and what engineers dovery similar? How is it different?

6. What is a search engine and how does it work?

7. What is the Spearman Foot Rule Distance and how is it used?


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Additional Resources1. ASEE Engineering K-122. Teachengineering3. PBS Design Contest4. A to Z Teacher Stuff5. PBS Building BIG6. Ethics7. NY Times Lesson Plans8. PreK-12 Engineering9. Institute for Global Ethics

10.Additional Resources on Search Engines11.Comparison of Search Engines12.Glossary of Internet Terms13.More on Searching the Web14.How Google Works15.Kids Search Tools16.Codes of Ethics in Engineering

17.
http://www.engineeringk12.org/http://www.teachengineering.com/http://pbskids.org/designsquad/contest/index.htmlhttp://www.atozteacherstuff.com/http://www.pbs.org/wgbh/buildingbig/index.htmlhttp://ethics.sandiego.edu/http://www.nytimes.com/learning/teachers/lessons/archive.htmlhttp://www.prek-12engineering.org/http://www.globalethics.org/default.htmlhttp://www.imagescape.com/helpweb/www/seek.htmlhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.htmlhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Glossary.html#Popularityhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/google_and_beyond_2008_spring.ppt#256,1,Slide%201http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/GooglingMax.ppt#260,5,Let%E2%B3%A0try%20it%20!http://www.rcls.org/ksearch.htmhttp://ethics.iit.edu/codes/codes_index.phphttp://ethics.iit.edu/codes/codes_index.phphttp://www.rcls.org/ksearch.htmhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/GooglingMax.ppt#260,5,Let%E2%B3%A0try%20it%20!http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/google_and_beyond_2008_spring.ppt#256,1,Slide%201http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Glossary.html#Popularityhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.htmlhttp://www.imagescape.com/helpweb/www/seek.htmlhttp://www.globalethics.org/default.htmlhttp://www.prek-12engineering.org/http://www.nytimes.com/learning/teachers/lessons/archive.htmlhttp://ethics.sandiego.edu/http://www.pbs.org/wgbh/buildingbig/index.htmlhttp://www.atozteacherstuff.com/http://pbskids.org/designsquad/contest/index.htmlhttp://www.teachengineering.com/http://www.engineeringk12.org/


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Assessment Rubric

Illinois StateGoals

1 2 3 4 5 6 7 8 9 10 11 12 13 SocialEmotional

What is

Technology

1.B.3.d 5.A.3.a 13.B.3.a

Engineering as

a Career

3.C.3.b

3.C.3.a

4.B.3.b

5.A.3.a 13.B.3.c 1B3b

1C3a

Code of Ethics 4B3b4A3a

1B3a2A3a

3A3a

3A3bEthics

Scenarios

4B3b 2A3b

3A3a

3A3b3B3b

Search EngineComparison

4B3b 5.A.3.a 6.A.36.B.3.a

10.A.3.c10.A.3.b

10.A.3.c

11.A.3.c11.A.3.d

Search Engine

Design

4.B.3.b 5.A.3.a

5.A.3.b

11.B.3.a

11.B.3.b