| MUSINGS ON SOCIAL STUDIES AND SYSTEM DYNAMICS: LINKING |
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Author(s):
Jeff Potash, & John Heinbokel |
Subject:
Social Studies |
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This is the first of three articles that explores building system dynamics tools and perspectives into the K-12 social studies curricula. This article begins with a "big picture" perspective in identifying goals that are shared by the two fields and that |
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| Mosquito Nets for Fishing |
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Author(s):
George Richardson |
Subject:
Cross-Curricular |
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Mosquito nets are widely considered an effective ways to stop the spread of malaria. But countless fishermen using their mosquito nets to catch fish instead.
George Richardson thought of looking at the issues through the vantage point of the various stake-holders. Usinsg tools of system dynamics to look at the issue, this is a series of maps that George used in his thinking.
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| Modern Electronics: Teaching Economics to High School Students with a System Dynamics Simulator |
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Author(s):
Gary B. Hirsch |
Subject:
Social Studies |
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Teaching economics with a simulator can actively engage students and help them learn more effectively. This paper describes a simulator that teaches students economics in terms of a familiar economic institution, the retail store. The simulator casts the |
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PDF Zipped (Models & PDF)
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| Modeling Physics: System Dynamics in Physics Education |
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Author(s):
Horst P. Schecker |
Subject:
Science |
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System Dynamics modeling helps to shift the focus of physics instruction towards more qualitative learning. Dynamic modeling requires students to analyze a phenomenon and develop the model, whereby they are introduced into the strategy of expert problem-solvers, i.e. to concentrate on a conceptual and semi-quantitative analysis. The modeling system supports the learner both in constructing the model and exploring its physical adequacy through simulation runs. Lead article in Spring 1996 CLExchange newsletter. |
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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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Link to the simulation: http://www.iseesystems.com
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| Modeling Dynamic Systems Section 8 |
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Author(s):
Diana Fisher |
Subject:
System Dynamics |
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Policy analysis gives students an opportunity to learn first-hand that complex systems are rich in feedback. They will experience the frustration of implementing well-meaning interventions, only to have them defeated by the feedback mechanisms of the system itself. They will learn why some policies have more leverage than others, and why those policies are often the most difficult to implement correctly in real life. |
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Link to the simulation: http://www.iseesystems.com
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| Modeling Dynamic Systems Section 7 |
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Author(s):
Diana Fisher |
Subject:
System Dynamics |
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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. |
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Link to the file: http://www.iseesystems.com
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| Modeling Dynamic Systems Section 6 |
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Author(s):
Diana Fisher |
Subject:
System Dynamics |
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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. |
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Link to the simulation: http://www.iseesystems.com
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| Modeling Dynamic Systems Section 10 |
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Author(s):
Diana Fisher |
Subject:
System Dynamics |
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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. |
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Link to the simulation: http://www.iseesystems.com
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| Micro-Lesson: Beyond the In and Out Game |
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Author(s):
Anne LaVigne |
Subject:
Micro Lesson |
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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. |
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