| 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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| Oscillations 4B Wild Things: Interacting Populations |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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This lessons allows students to explore the interactions of predator and prey within an ecosystem and create a map showing connections between predator and prey populations, to compare results for simulation 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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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_PredPreyB.asp
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| Oscillations 4C 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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The predator/prey model explores a moose and wolf population living on a small island. Students can change various components of a predator/prey model, including birth factor, lifespan, and habitat area. The default simulation behavior is oscillation of both prey and predator populations, in which the state of each population impacts the state of the other over time.
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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PDF
Link to the simulation: change.org/curriculum/complexsystems/oscillation/Oscillation_PredPreyC.asp
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| Oscillations 5 Background information |
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Author(s):
Jennifer Andersen, Anne LaVigne, & in collaboration with the Creative Learning Exchange |
Subject:
Cross-Curricular |
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This
lesson
builds
on
Lesson
4
–
Waves
of
Change:
Predator‐Prey
Dynamics
in
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 5A All Together Now: Predator, Prey, and Plants |
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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) and plants within an ecosystem. The populations and the plants 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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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_BiomassA.asp
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| Oscillations 5B Circles of interaction: Predator, Prey, and Plants |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the Creative Learning Exchange |
Subject:
Cross-Curricular |
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This lesson explores predator, prey, and plants within an ecosystem. Students role-play being a wildlife manager who is doing on-the-job training.
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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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_BiomassB.asp
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| Oscillations 5C Eat and Be Eaten: Predator as Prey, Prey as Predator |
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Author(s):
Anne LaVigne, Jennifer Andersen, & in collaboration with the Creative Learning Exchange |
Subject:
Cross-Curricular |
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The model for Lesson 5 explores a moose and wolf population. Students take on the role of wildlife manager and control hunting policies for both predator and prey 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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PDF
Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_BiomassC.asp
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| Oscillations 6 Background Information |
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Author(s):
Jennifer Andersen, Anne LaVigne, & in collaboration with the Creative Learning Exchange |
Subject:
Cross-Curricular |
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Burnout is a condition characterized by apathy and low energy. It is a severe reaction to stress. A typical candidate for burnout is a high-achiever, someone who is his/her own worst enemy and constantly puts pressure on himself/herself to excel in all areas of their lives. This simulation offers one hypothesis for how a typical overachiever may repeatedly drive himself/herself into periods of low activity and achievement by depleting his or her energy reserves. While the screen images, role-playing description and parameter settings presented in this document refer
to the C-level simulation, most of the information is relevant to the B-level simulation as well.
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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