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 det 

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 

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 fr 

Link to the file: http://www.iseesystems.com

Modeling Dynamic Systems Section 8 

Author(s):
Diana Fisher 
Subject:
System Dynamics 

Policy analysis gives students an opportunity to learn firsthand that complex systems are rich in feedback. They will experience the frustration of implementing wellmeaning interventions, only to have them defeated by the feedback mechanisms of the syst 

PDF
Link to the simulation: http://www.iseesystems.com

Modeling Dynamic Systems Section 9 

Author(s):
Diana Fisher 
Subject:
System Dynamics 

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 nat 

PDF
Link to the simulation: http://www.iseesystems.com

Modeling Physics: System Dynamics in Physics Education 

Author(s):
Horst P. Schecker 
Subject:
Science 

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 problemsolvers, i.e. to concentrate on a conceptual and semiquantitative 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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Models For Use with AtRisk Students 

Author(s):
Ron Zaraza 
Subject:
CrossCurricular 

From CCSTADUS. 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 AtRisk. 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 AtRisk students. 

Zipped (Models & PDF)

Oscillations 1 Background Information on Simulation Created for Lesson 1: Springs Everywhere: Exploring SpringMass Dynamics 

Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE 
Subject:
CrossCurricular 

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 realworld 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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Oscillations 1A: Fun with Springs 

Author(s):
Anne LaVigne, Jennifer Anderson, & in collaboration with the CLE 
Subject:
CrossCurricular 

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 realworld 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_SpringA.asp

Oscillations 1B Exploring Springs: A Little Bounce in the World 

Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE 
Subject:
CrossCurricular 

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 realworld 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_SpringB.asp
