| Oscillations 3B Why Are There Not More Elephants?: Population Dynamics |
|
|
Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
| |
This lesson explores how animal populations can grow and decline over time through use of a simulation. This very simple model allows students to impact the birth and death rates based on input for different animals. The simulation displays what happens to the different populations over time. Students can compare the resulting trends for different animals and consider why those trends occur. Students may also research additional animal data in order to create their own runs.
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. |
| |
 PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PopulationB.asp
|
| Oscillations 3A Too Many Animals? |
|
|
Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
| |
Students see animals all around them, often pets in their home or birds and other wildlife in their neighborhood. This lesson allows students to explore how populations can grow and decline over time. Students can use the information in the simulation to input settings, such as how long a particular animal lives, on average. An additional option is to have students research, explore, and compare additional populations.
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. |
| |
PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PopulationA.asp
|
| Oscillations 3 Background Information on Simulation Created for Lesson 3: Rabbits, Rabbits and More Rabbits: Logistic Growth in Animal Populations |
|
|
Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
| |
Lesson 3 is an important precursor to Lesson 4: Waves of Change: Predator and Prey Dynamics. Population dynamics are taught in a mini-series of three lessons. We recommend starting with this lesson, logistic growth, and teaching these lessons in order because they clearly show the progression of structure needed to simulate S-shaped and cyclic behavior patterns.
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. |
| |
PDF
|
| Oscillations 2 Background Information on Simulation Created for Lesson 2: Romeo and Juliet: In Rapturous Oscillation? |
|
|
Author(s):
Jennifer Andersen, Anne LaVigne, & in collaboration with the CLE |
Subject:
Cross-Curricular |
| |
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. |
| |
PDF
|
| Oscillations 1C Springs Everywhere: Exploring Spring-Mass Dynamics |
|
|
Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
| |
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. |
| |
PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_SpringC.asp
|
| Oscillations 1 Background Information on Simulation Created for Lesson 1: Springs Everywhere: Exploring Spring-Mass Dynamics |
|
|
Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
| |
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. |
| |
PDF
|
| Oscillating Example for Algebra II, Using STELLA |
|
|
Author(s):
Diana M. Fisher |
Subject:
Math |
| |
From CC-STADUS. Demonstrates existing conditions, involves predator-prey relationship, explores (pulse-started) oscillation. |
| |
PDF
|
| Non-Linear Systems Using STELLA II |
|
|
Author(s):
Diana M. Fisher |
Subject:
Math |
| |
From CC-STADUS. Complex tutorial; involves catching a train, financial investment; explores linear, quadratic, and exponential growth. |
| |
PDF
|
| Models For Use with At-Risk Students |
|
|
Author(s):
Ron Zaraza |
Subject:
Cross-Curricular |
| |
From CC-STADUS. Six models, accompanied by student work packets, which cover a variety of topics that are either difficult for many students to grasp, or are not usually taught to students identified as At-Risk. The six models are: Basic Coordinate Graphing; The Bathtub: Adventures in Linear Graphs; Changing Slopes; Parabolic Graphs; Exploring Feedback: Reservoir Control; and Population Growth and Renewable Resources. Not designed exclusively for use with identified At-Risk students. |
| |
 Zipped (Models & PDF)
|
| Modeling Your Future |
|
|
Author(s):
Bob Allnutt, J. Harvester, & J. Miller |
Subject:
Cross-Curricular |
| |
From CC-STADUS. A STELLA Model for use in the classroom; explores education-income dynamics.
Complex Systems Connection: Short/Long Term Conflicts. Managing money, in personal finances or in running a business, often involves setting both short-term and long-term goals. Sometimes goals are in conflict between these timeframes, such as spending now versus saving/investing for future financial well-being. This also applies to choosing to spend time on education early in life for the opportunity to earn a higher income later. This simulation helps students explore the long-range implications of choices they make now. |
| |
Zipped (Models & PDF)
|
