| Introducing System Dynamics into the Traditional Secondary Curriculum: The CC-STADUS Project's Search for Leverage Points |
|
|
Author(s):
Ron Zaraza, & Diana Fisher |
Subject:
Implementation |
| |
From CC-STADUS. A discussion of the single-subject natural "entry points" for system dynamics—areas where systems ideas and models are natural topics. Examples are given for physics, biology, mathematics, social sciences and literature. |
| |
 PDF
|
| Jay W. Forrester Biography (D-3110-14) |
|
|
Author(s):
Jay W. Forrester |
Subject:
System Dynamics |
| |
The biography of Jay W. Forrester |
| |
PDF
|
| Learning About System Dynamics: One Experience |
|
|
Author(s):
Diana M. Fisher |
Subject:
Project Histories |
| |
From CC-STADUS. A narrative about Diana Fisher's (Math teacher in the Portland Public Schools) experience learning about STELLA and systems education. |
| |
PDF
|
| Learning through System Dynamics as Preparation for the 21st Century (D-4895-1) |
|
|
Author(s):
Jay W. Forrester |
Subject:
Why K12 SD |
| |
Revised in 2009, this paper was originally the Keynote address for the 1994 Systems Thinking and Dynamic Modeling Conference for K-12 Education at Concord Academy, Concord, MA. Addresses: Developing Personal Skills, Outlook and Personality, Understanding the Nature of Systems, and Achieving the Benefits of a Systems Education. |
| |
PDF
|
| Learning to Connect the Dots: Developing Children's Systems Literacy |
|
|
Author(s):
Linda Booth Sweeney |
Subject:
Why K12 SD |
| |
In this article, educator Linda Booth Sweeney points out that thinking about systems means paying attention to the interrelationships, patterns, and dynamics that surround us, and that children are naturally attuned to this. |
| |
|
| Lessons for System Dynamics Mentors in Schools |
|
|
Author(s):
Will Glass-Husain |
Subject:
Implementation |
| |
From Catalina Foothills School District. Updated version of "Lessons for System Dynamics Mentors in Schools"(CLE Newsletter) presented at the 1994 conference of the System Dynamics Society in Stirling, Scotland. Will's view of the evolving mentor role while facilitating system dynamics in a public high school. |
| |
PDF
|
| Micro-Lesson: Beyond the In and Out Game |
|
|
Author(s):
Anne LaVigne |
Subject:
Micro Lesson |
| |
This short lesson gives a description of how use the Splash! modeling app to build the model from In and Out Game in the Shape of Change. There are links to the simulation and the model on the CLE website. |
| |
PDF
|
| Modeling Dynamic Systems Section 10 |
|
|
Author(s):
Diana Fisher |
Subject:
System Dynamics |
| |
There are several characteristics of complex systems that can be discussed with students during these lessons. The fictitious city seems to face a dilemma; the tanning industry provides needed jobs in the present, but water pollution can cause serious detrimental effects over the long term. This is closely coupled with the idea that cause and effect in complex systems are often separated by time and space.
In the case of pollution, contamination can take decades to produce measurable effects. In the meantime, the range of impact can spread far from the initial source via transport in water, wind, etc. Finally, the lesson mentions that tanning has been outsourced from this country to developing countries; a classic case of "shifting the burden." Rather than allowing the true costs of tanning to be reflected in the prices of the finished goods, the industry itself escapes pressure to reform by sending the negative consequences to other, less regulated countries. |
| |
PDF
Link to the simulation: http://www.iseesystems.com
|
| Modeling Dynamic Systems Section 6 |
|
|
Author(s):
Diana Fisher |
Subject:
System Dynamics |
| |
In the classroom example provided in this section, the author lists many "potential systems problems" that are related to the issue of overpopulation. As an extension exercise, students can be asked to identify ways in which people have attempted to solve these related problems. Did the solutions address the underlying population issue in any way? Were they successful interventions? In complex systems, proposed solutions that do not recognize and address the underlying dynamics that need to be changed are low-leverage policies; they usually fail to achieve any significant change in the overall behavior of the system. Students can be asked to undertake a similar analysis in their own investigation of a news story. |
| |
PDF
Link to the simulation: http://www.iseesystems.com
|
| Modeling Dynamic Systems Section 7 |
|
|
Author(s):
Diana Fisher |
Subject:
System Dynamics |
| |
The dynamics of epidemics can be used to impart an intuitive understanding of what it means to say a policy has "high leverage." Students can be tasked with conducting policy analysis to determine the leverage points in preventing an infectious illness from becoming an epidemic. Along the way they will learn why well-intensioned but low-leverage policies in real life often fail to have the desired effects in complex systems.
For some illness/disease, symptoms appear long after initial infection. Sometimes people travel great distance while infected because they are unaware of the infection. Medical "detectives" faced with an epidemic must understand how the infection spreads and how quickly. Delays in the system make this more difficult. |
| |
Link to the file: http://www.iseesystems.com
|
