| Oscillations 1 Background Information on Simulation Created for Lesson 1: Springs Everywhere: Exploring Spring-Mass 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 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. |
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| Oscillations 1B Exploring Springs: A Little Bounce in the World |
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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 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 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_SpringB.asp
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| Oscillations 1C Springs Everywhere: Exploring Spring-Mass Dynamics |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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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. |
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Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_SpringC.asp
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| 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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