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| System Dynamics |
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| Writing and Modeling: Using a Notebook to Learn about System Dynamics. |
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Author(s):
Tim Joy |
Subject:
Implementation |
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Guidelines for using a systems notebook, as well as a long list of writing and mapping exercises that integrates the writing process with system dynamics instruction. These guidelines and exercises are especially helpful for middle and high school students who are building some early confidence in basic stock and flow mapping as well as those students ready for model building and testing. |
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| Why Use Systems Thinking and System Dynamics in K-12 Education? |
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Author(s):
CLE |
Subject:
Why K12 SD |
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A brief answer to the question posed in the title. When ST/SD tools and concepts are used in conjunction with a student-centered approach, schools, students, teachers and communities benefit. As ST/SD is integrated into the culture of classrooms and schools, it creates a positive cycle of engagement and motivation for both students and their teachers. |
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| Why System Dynamics? |
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Author(s):
Richard Turnock |
Subject:
Why K12 SD |
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From an online blog, this article presents clearly and concisely that the public school paradigms of "what" and "how" lack the "why." System Dynamics enables us to understand WHY systems work the way they do in order to prepare for the future. |
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| Using Model Mysteries in the Classroom |
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Author(s):
Rachel Molenaar |
Subject:
System Dynamics |
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I’ve used the Model Mysteries lessons in my precalculus class every year, and I’d like to share my plans and supporting documents so that other teachers can more easily implement these powerful and entertaining lessons in their own classrooms. |
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| Understanding Oscillations in Simple Systems |
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Author(s):
Nathaniel J Mass, & Peter M Senge |
Subject:
System Dynamics |
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This paper presents some arguments to succcesfully develop insight into simple oscillating systems. The paper analyzes a one-level model for the population growth of rabbits in a closed field to illustrate why a first-order negative-feedback system exhibits a smooth transition to equilibrium. It also analyzes a simple inventory workforce model to provide an intuitive explanation of the causes of convergent, divergent, and undamped oscillations. (D-2045-2, SDG, MIT 1975)
Complex Systems Connection: Cause within System. This paper addresses the topic of oscillation and can be used as a precusor to the Oscillations curriculum. In this curriculum, 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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| Two Loops, Three Loops, or Four Loops: Pedagogic Issues in Explaining Epidemic Dynamics |
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Author(s):
James M. Lyneis, & Debra Lyneis |
Subject:
System Dynamics |
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How many feedback loops, and of
what type, control the behavior of an epidemic?
A search of the literature discovered two-, three-,
and four-loop versions of the basic epidemic
model in introductory system dynamics materials.
How can the same behavior be explained with
such different feedback structures? Can they
all be right? This paper analyzes the three
basic model structures and discusses
implications for system dynamics pedagogy.
We conclude that either the two- or four-loop
versions of the basic epidemic model are
acceptable representations, with the two-loop
version recommended for beginners; the
three-loop version of the system is never correct.
In addition, we suggest that the development of
incorrect representations such as the three-loop
epidemic model can be avoided if standard
system dynamics modeling practice is followed –
formulating a dynamic hypothesis to explain the
observed behavior. |
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PDF
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| Tuck Everlasting: System Dynamics, Literature, and Living Forever |
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Author(s):
Carolyn Platt, Rob Quaden, & Debra Lyneis |
Subject:
English |
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In this lesson, sixth grade students use system dynamics tools to explore themes in the novel "Tuck Everlasting," by Natalie Babbitt. After reading the novel, students use behavior over time graphs and a simple system dynamics computer model to discuss their opinions on the story's major themes. |
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 Zipped (Models & PDF)
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| Tips for Using System Dynamics Tools |
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Author(s):
Catalina Foothills School District |
Subject:
Implementation |
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From CFSD. This paper includes tips for using behavior-over-time graphs, causal loops diagrams and stock/flow maps. It is an excellent reference. |
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PDF
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| Thinking about Energy Drinks: A Micro-Lesson from Model Mysteries |
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Author(s):
Anne LaVigne |
Subject:
Micro Lesson |
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This one page lesson is based on Chapter 2 of Model Mysteries. It is a quick path into this insightful model, allowing students to experiment with one parameter. |
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| Thinking about Energy Drinks: A Lesson from Model Mysteries |
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Author(s):
Anne LaVigne |
Subject:
Cross-Curricular |
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This one page lesson is based on Chapter 2 of Model Mysteries. It is a quick path into this insightful model, allowing students to experiment with one parameter. |
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