| Oscillations 2 Background Information on Simulation Created for Lesson 2: Romeo and Juliet: In Rapturous Oscillation? |
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Author(s):
Jennifer Andersen, Anne LaVigne, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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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. |
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| Oscillations 2A Playground Ups and Downs |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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Students explore a simulation showing how playing with particular friends might change over time. Students can change elements such as how much they want to play with friends and how quickly they get tired of playing with the same person.
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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_RelationshipsA.asp
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| Oscillations 2B Romeo and Juliet: Parallel Universe |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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Students use a simple simulation to explore "what if" questions relating to characters. They can change how characters behave to consider whether a story might have emerged differently. Note that students do not need to read the play, The Tragedy of Romeo and Juliet, in order to explore the simulation.
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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_RelationshipsB.asp
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| Oscillations 2C: Romeo and Juliet: In Rapturous Oscillation? |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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This simulation allows students to explore relationship dynamics through the lens of Shakespeare's characters-Romeo and Juliet. Romeo and Juliet are put into a new context in which their feelings oscillate from love on one extreme to hate on the other. Students can change settings, run the simulation, and compare results. By changing the settings, a variety of behaviors are generated.
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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_RelationshipsC.asp
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| Oscillations 3 Background Information on Simulation Created for Lesson 3: Rabbits, Rabbits and More Rabbits: Logistic Growth in Animal Populations |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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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. |
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| Oscillations 3A Too Many Animals? |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PopulationA.asp
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| Oscillations 3B Why Are There Not More Elephants?: Population Dynamics |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PopulationB.asp
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| Oscillations 3C: Rabbits, Rabbits, and More Rabbits: Logistic Growth in Animal Populations |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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This simple population model explores a variety of animals limited only by their own population densities. Students can change various settings for each population, including birth factor, lifespan, and habitat area. Each of the populations does (or would eventually) level off as it reaches a carrying capacity.
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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PopulationC.asp
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| Oscillations 4 Background Information on Simulation Created for Lesson 4: Waves of Change: Predator and Prey Dynamics |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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This lesson builds on Lesson 3 – Rabbits, Rabbits, and More Rabbits: Logistic Growth in Animal Populations within the Oscillation curriculum created for the Complex Systems Project. Lessons 3 - 5 work together to show how a population in isolation can experience growth or decline, but not oscillation (Lesson 3). Further, it is only when considering a population in relation to a wider system boundary, either interacting with another population (Lesson 4) and/or a food supply (Lesson 5), that we have the structure necessary to produce cyclic behavior.
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. |
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| Oscillations 4A Up and Down in the Wild: Predator and Prey |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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This lesson allows students to explore the interactions of two animal populations (wolves and moose) within an ecosystem. One animal in the simulation is a predator. The other animal is its prey. Their populations rise and fall (oscillate) over time as they interact and impact one another.
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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PredPreyA.asp
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