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82 records found. Currently displaying page 4 of 9 [<< Prev] 1 2 3 4 5 6 7 8 9 [Next >>]
Lessons from Implementation of Systems Thinking and Dynamic Modeling in Schools
Author(s): Greg Orpen, Tim Lucas, Cathy Keegan, & Benjamin Chung Subject: Conference
  Three different models: Greg Orpen (Innovation Academy Charter School) Tim Lucas and Cathy Keegan (Milton PA Public Schools and the Institute for Teaching and Leading) Benjamin Chung (Korea and Thailand)
Mistakes Made in the Early Years Teaching Students and Teachers to Create System Models
Author(s): Diana Fisher Subject: Implementation
  From CC-STADUS/CC-SUSTAIN. Presented at the 16th International Conference of the System Dynamics Society in Quebec '98. The mistakes the author made on the journey to teach herself, her students, and other teachers to create STELLA models to study dynamic phenomenon. Some mistakes relate to classroom experiences and others relate to team teaching experiences.
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 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.
Oscillations 7 Background Information
Author(s): Jennifer Andersen, Anne LaVigne, & in collaboration with the CLE Subject: Cross-Curricular
  Commodities are a class of goods that can be produced in such a way that it is difficult or impossible to distinguish one instance of the commodity from another. The price of the commodity is determined as a function of the market as a whole, not in regard to who produced it or how it was produced. Commodities share a common problem in that prices and production exhibit repeating cycles. This simulation introduces students to the concept of commodity cycles by comparing two types of hog farms: - Large; over 2000 hogs produced per year and primarily serving the price-conscience consumer - Small; fewer than 2000 hogs per year and primarily serving the quality-conscience consumer. 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.
Packaged Simulators and Simulation-Based Learning Environments: An Alternative to Model-Building That Can Expand the Audience for System Dynamics
Author(s): Gary B. Hirsch Subject: Cross-Curricular
  Requiring people to build models may limit the audience for system dynamics. Packaged Simulators and Simulation-Based Learning Environments are an alternative that can convey an essenial understanding of sysems without requiring prerequisite skills.
Rubrics for Understanding: Using System Dynamics Tools.
Author(s): DynamiQUEST 2000 Committee Subject: Implementation
  Updated for 2001. Originally developed by the DynamiQUEST 2000 Committee, these newly updated rubrics were created to be used as a complete package to help delineate standards for the use of system dynamics in the classroom.
Seamless Integration of System Dynamics into High School Mathematics: Algebra, Calculus, Modeling Courses
Author(s): Diana Fisher, & Ron Zaraza Subject: Implementation
  From CC-STADUS. A report on the introduction of system dynamics concepts into the mathematics curricula, including sample models.
Shape of Change (Lesson 1): In and Out Game, including Stocks and Flows
Author(s): Rob Quaden, Alan Ticotsky, & Debra Lyneis Subject: Cross-Curricular
  From "The Shape of Change" including "The Shape of Change: Stocks and Flows." A simple activity that introduces and reinforces the understanding of change over time, including the use of stock/flow diagrams that show why the change happens.
Shape of Change (Lesson 10): Do You Want Fries With That? Learning about Connection Circles, including Stocks and Flows
Author(s): Rob Quaden, Alan Ticotsky, & Debra Lyneis Subject: Cross-Curricular
  From "The Shape of Change." In this lesson, students use connection circles to examine an article about the health risks associated with rising French fry consumption. As in previous lessons, they identify what is changing and describe how it is changing, but in this lesson they begin to think about why it is changing, as they create feedback loops.

Complex Systems Connection: Separate Cause and Effect, Short and Long Term Conflicts. Eating an unhealthy diet may not seem to hurt a person immediately, but it can have long-term negative impacts on overall health. Because we may not feel the effects right away, it can be easy to continue the bad behavior. People eat unhealthy food because it tastes good; it gives them immediate pleasure. Over the long run, however, the effects accumulate, leading to poor overall health.
Shape of Change (Lesson 11): Keystone Species in an Ecosystem--Using Connnection Circles to Tell the Story, including Stocks and Flows
Author(s): Rob Quaden, Alan Ticotsky, & Debra Lyneis Subject: Cross-Curricular
  From "The Shape of Change." Students read a chapter from a skillfully written science book and use connection circles to unravel a mystery of nature. In the Stocks and Flows lesson, students will build the stock/flow map from the ground up.

Complex Systems Connection: Separate Cause and Effect, Short and Long Term Conflicts. This lesson illustrates how scientists often see effects or results of actions that set consequences in motion many years prior. They must link the effects back to the root cause or causes of the problem. Part of the backstory for this lesson illustrates that hunters aiming for profit in the short term can destroy the resource so it's not available in the long term.
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