| Oscillations 6B Running in Circles: How Fast Can We Go? |
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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 individual choices and work styles and how some of those choices may lead to cycles of burnout. Students take on the role of "advisor" to friends who are experiencing these cycles and also reflect on their own personal life choices.
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_BurnoutB.asp
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| Oscillations 6C: The Big Squeeze: Pressure, Achievement and Burnout |
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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 model illustrates a workaholic situation where pressure is entirely internally generated through increasing one’s own expectations for oneself. Overachievers can understand how setting the bar ever higher can be unhealthy behavior over the long-term even though they have been successful with this strategy so far in life.
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_BurnoutC.asp
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| Oscillations 7 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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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. |
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| Oscillations 7B: From Farm to Table: The Ups and Downs of What We Buy |
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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 a commodity market, hog farming, periods
from two different perspectives. Students experience a simulated large and small farm, comparing the similarities and differences among trends, including retail pork prices and availability of pork.
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_CommoditiesB.asp
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| Oscillations 7C: Hog Wild: Fluctuations in Commodities Markets |
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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 model illustrates how a commodity often oscillates over time based on supply, demand, and price. Students explore a pork commodity, comparing simulation results given two scenarios for large and small farms.
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_CommoditiesC.asp
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| Oscillations: Characteristics of Complex Systems in K-12 Education Project |
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Author(s):
Jennifer Andersen, Anne LaVigne, & in collaboration with the CLE |
Subject:
Cross-Curricular |
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Led by a partnership between MIT Professor Emeritus Jay W. Forrester and the Creative Learning Exchange, the goal of the Characteristics of Complex Systems Project is to create online curricula for ages five and above that will illustrate the characteristics of complex systems. In exploring the nature of complex social systems, the curricula address questions such as – why do such systems resist policy changes? Why are short-term and long-term responses to corrective action often at odds with each other? How can leverage points be applied to bring about desirable change in social systems?
The goals of the project are grounded in the belief that an abstract level of understanding of social systems will help prepare future citizens to actively shape their society.
The lessons and simulations are based upon the fourth characteristic of complex systems: the cause of the problem is within the system.
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
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| Population Dynamics, Part A: Connecting Past, Present and Future, Part A:Push and Pull Forces in Settling America |
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Author(s):
Jeffrey Potash, & Jennifer Andersen |
Subject:
Cross-Curricular |
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The Population Dynamics series are designed to supplement existing high school history curricula and be largely self-directed by students outside of class time. The lessons are intended to introduce students to a variety of systems tools (behavior-over-time graphs, stock/flow maps, models/simulations) alongside primary and secondary historical resources. Part A focuses on the impact of population on the settlement of New England (1630).
Complex Systems Connection: Separate Cause and Effect. The interactions of population dynamics with changes in the environment and social systems of a nation play out over time. The story of American settlement is not complete without understanding the conditions people in England experienced before deciding to cross an ocean to a new land.
Cause within System. This systems view is organized around three sectors: population dynamics, environmental factors, and changing social systems. Their interactions in England during colonial times contributed to Puritan emigration to New England. |
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Link to the file: http://clexchange.org/curriculum/complexsystems/populationdynamics/popdynA.asp
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| Population Dynamics, Part B: Connecting Past, Present and Future, Part B:Push and Pull Forces in U.S. Colonial History |
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Author(s):
Jeffrey Potash, & Jennifer Andersen |
Subject:
Cross-Curricular |
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The Population Dynamics series are designed to supplement existing high school history curricula and be largely self-directed by students outside of class time. The lessons are intended to introduce students to a variety of systems tools (behavior-over-time graphs, stock/flow maps, models/simulations) alongside primary and secondary historical resources. Part B focuses on population change in New England in Colonial times and how it contributed to the growth of America.
Complex Systems Connection: Separate Cause and Effect. Population dynamics and changes in the environment and social systems of a nation play out over time. Generations of Americans, together with streams of immigrants, had children and grandchildren, all needing space to lives. Our nation's population grew (and is still growing today due to the same forces). The settlement of America is a story about population growth and migration.
Cause within System. This systems view is organized around three sectors:population dynamics, environmental factors and changing social systems. Their interactions in New England during colonial times contributed to the settlement of America. |
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Link to the file: http://clexchange.org/curriculum/complexsystems/populationdynamics/popdynB.asp
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| Population Dynamics, Part C: Connecting Past, Present and Future, Part C: U.S. Urbanization from 1820 to 1920 |
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Author(s):
Jeffrey Potash, & Jennifer Andersen |
Subject:
Cross-Curricular |
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The Population Dynamics series are designed to supplement existing high school history curricula and be largely self-directed by students outside of class time. The lessons are intended to introduce students to a variety of systems tools (behavior-over-time graphs, stock/flow maps, models/simulations) alongside primary and secondary historical resources. Part C focuses on U.S. urbanization between 1820 to 1920.
Complex Systems Connection: Separate Cause and Effect. The process of urbanization unfolds over decades, sometimes centuries. Small changes in society (inventions of labor-saving devices for farming) accumulate over time and cause other changes (people move to cities to find jobs). The trend can be imperceptible over a few years but becomes apparent when looking at a long timescale. Urbanization features push and pull forces that transform entire nations. Changing population dynamics, environments and social systems push some people to seek opportunities elsewhere. The result can be explosive urban growth that creates a pull for others.
Short and Long Term Conflicts. Achieving an immediate goal (welcoming new labor, improving labor productivity) can come at long-term costs (lower wages for all, fewer jobs). Complex systems often feature such tradeoffs - seemingly rational decisions and actions in the present can have unintended consequences in the future. |
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Link to the file: http://clexchange.org/curriculum/complexsystems/populationdynamics/popdynC.asp
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| Population Dynamics, Part D: Connecting Past, Present and Future, Part D:America's Baby Boom and Global Youth Bulges |
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Author(s):
Jeffrey Potash, & Jennifer Andersen |
Subject:
Cross-Curricular |
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The Population Dynamics series are designed to supplement existing high school history curricula and be largely self-directed by students outside of class time. The lessons are intended to introduce students to a variety of systems tools (behavior-over-time graphs, stock/flow maps, models/simulations) alongside primary and secondary historical resources. Part D focuses on America's baby boom and global youth bulges.
Complex Systems Connection: Separate Cause and Effect. Baby booms and youth bulges play out over time. The impacts of population dynamics may cause changes to the environment and social systems that will be felt over several generations. It is difficult to predict the effects of issues that are decades away, and even harder to implement policies that will correct for them. Baby booms and youth bulges can create push factors that cause particular age groups to migrate to new countries. Young or old, people respond to shrinking opportunities by looking outside national borders. One country's youth bulge may become another region's immigration influx.
Cause within System. The decision to have a child is very personal, but common factors are often present (age, finances). These factors also affect the rate at which people die, leave (emigrate) or come to a new area (immigrate). This demographic system generates its own behavior. The particular trajectory of population growth or decline is a consequence of these various flows of people.
Shifting Burden. Humanitarian aid is widely provided to nations in need. When aid creates a dependence between the giver and receiver, the ability of the receiving country to meet its own needs may be compromised. Over time the "burden" of providing for a country's citizens may be transferred to the intervener - the country or countries providing the aid. |
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Link to the file: http://clexchange.org/curriculum/complexsystems/populationdynamics/popdynD.asp
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