| Glucose Regulation (D-4261-1) |
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Author(s):
M. Halbower, R. Niles, & T. Sudnick |
Subject:
Science |
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A learner-centered learning lesson plan for glucose regulation. Includes detailed STELLA models, homework exercises, and teaching notes to form a complete curriculum unit. Requires a Macintosh computer and STELLA software.
Complex Systems Connection: Cause within System. |
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 Zipped (Models & PDF)
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| If a Tree Falls in the Woods, Will Another Replace It? |
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Author(s):
Chris Brummer, Adelle Lennox, & Leela Yellesetty |
Subject:
Student Work |
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A 1999 SyMBowl finalist paper. This paper discusses a model developed to analyze Oregon's timber industry and how it affects the forest tree population.
Complex Systems Connection: Short and Long Term Conflicts, Cause within System. People sometimes decide to use natu |
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Zipped (Models & PDF)
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| Lessons in Mathematics Section 5: Oscillatory Behavior |
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Author(s):
Diana M. Fisher |
Subject:
Math |
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This book provides a set of tools that enables educators to teach mathematics using the framework of System Dynamics. Section 5 covers sinusoidal functions, including simple harmonic motion. Distance versus time lessons using a motion detector are also in |
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 PDF
More about the book at: http://www.iseesystems.com/store/college_university/MathBook.aspx
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| Lessons in Mathematics Section 7: Differential Equations |
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Author(s):
Diana M. Fisher |
Subject:
Math |
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This book provides a set of tools that enables educators to teach mathematics using the framework of System Dynamics. Section 7 builds on the skills of Sections 5 and 6 using classic problems studied with differential equations. Exponential, convergent an |
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PDF
More about the book at: http://www.iseesystems.com/store/college_university/MathBook.aspx
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| Modeling Dynamic Systems Section 9 |
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Author(s):
Diana Fisher |
Subject:
System Dynamics |
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Supply chain dynamics are useful for illustrating the complex system characteristic that cause and effect are often separated by both time and space. Supply chains are often global, with decisions taken today causing impacts into the future and across national boundaries. The lessons of this section can also be used in conjunction with the Oscillations curriculum, particularly the lesson on commodity cycles, to illustate that the cause of a problem is within the system. |
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PDF
Link to the simulation: http://www.iseesystems.com
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| Oscillations 1 Background Information on Simulation Created for Lesson 1: Springs Everywhere: Exploring Spring-Mass Dynamics |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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This lesson is a precursor to the Oscillation curriculum created for the Complex Systems Project. Experimenting with a virtual spring will help students gain an intuitive understanding for why a spring oscillates. This knowledge will be reinforced in other lessons in this series.
Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so. |
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PDF
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| Oscillations 1A: Fun with Springs |
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Author(s):
Anne LaVigne, Jennifer Anderson, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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Students explore a simple spring simulation is see how springs behave, given different characteristics. Students can change the springiness, the resistance, and the amount of push or pull.
Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so. |
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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_SpringA.asp
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| Oscillations 1B Exploring Springs: A Little Bounce in the World |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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Students explore a simple spring simulation to see how springs behave, given different characteristics. Students can change the springiness, the resistance, a mass at the end of the spring, and the amount of push or pull.
Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so. |
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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_SpringB.asp
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| Oscillations 1C Springs Everywhere: Exploring Spring-Mass Dynamics |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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The spring simulation allows students to experiment with a virtual spring-mass system. They can change settings, run the simulation, and compare results. The default simulation behavior is equilibrium, as the spring is initially at rest. By changing the settings, a variety of oscillatory behaviors are generated. This model is intended as an introduction for this series of oscillatory models, although it also aligns with specific math and science curricular standards.
Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so. |
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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_SpringC.asp
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| Oscillations 2 Background Information on Simulation Created for Lesson 2: Romeo and Juliet: In Rapturous Oscillation? |
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Author(s):
Jennifer Andersen, Anne LaVigne, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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The model used in this lesson is structurally similar to the spring-mass simulation (Lesson 1) and is intended to follow it. It challenges students to apply what they have learned about springs to intangible subject matter. For example, “resistance” from the spring simulation gets recast as “fatigue” to show what happens when one party in a relationship gets tired of the up-and-down dynamic. Students should recognize that their own personal relationships include themselves as part of the system; therefore, they do have the opportunity to influence an unwanted dynamic.
Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so. |
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