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| Analyzing a Stock and Flow Model to Understand the Body’s Ability to Process Alcohol |
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Author(s):
Ashley Joyce |
Subject:
Cross-Curricular |
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Ms. Joyce's Anatomy and Physiology students at IACS in Tyngsboro, Massachusetts, explore the effects of alcohol using a model and simulation developed at the Creative Learning Exchange, Thinking about Drinking. The students analyzed the model and then used it in a cumulative assessment to illustrate connections between the respiratory, circulatory, and digestive systems.
The paper includes modifications of the handouts found on the CLE website as well as a rubric and other materials for teachers to use this simulation successfully in their classes. The curricular surround starts with students describing their understanding of a breathalyser and Blood Alcohol Content from their previous knowledge and finishes with a final poster to communicate students' learning. |
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| Assessing the Effectiveness of Systems Thinking in the Classroom |
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Author(s):
Megan Hopper, & Krystyna A. Stave |
Subject:
Research |
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This paper presents an analysis of systems thinking interventions in educational
settings. Although these interventions have been implemented in K-12
classrooms since the mid 1980s, there is still no clear definition of systems
thinking or identification of the best method to test the effectiveness of
interventions or methods for teaching systems thinking The goal of this paper is
to answer the question: how can we best assess the effectiveness of systems
thinking interventions in education? This question begs three sub questions: (1)
what is systems thinking, (2) what systems thinking interventions are being used
in education, and (3) how have the effect of interventions been measured? The
purpose of answering these questions was to propose methods for assessing
systems thinking interventions. The analysis of systems thinking interventions in
the classroom yielded an initial set of guidelines for measuring and raising a
person’s level of systems thinking. |
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| Consider The Gypsy Moth: An Example of System Dynamics for Carlisle |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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An explanation of how system dynamics would "look" and work in a curriculum, using the gypsy moth caterpillar as a concrete example of its application in a science curriculum. A simple presentation which clearly demonstrates how to start using and understanding basic system dynamics and modeling. |
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| Friendship Game |
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Author(s):
Peg Clemans |
Subject:
Personal Growth and Development |
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From Catalina Foothills School District. In this game, students are introduced to the concept of reinforcing relationships, as well as the idea that practicing their friendship skills could not only lead to a friendship, but could also make more friendshi |
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| Intro Booklet for System Dynamics in K12 |
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Author(s):
CLE |
Subject:
Implementation |
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A packet of materials designed to help those conversant with system dynamics become involved with the education of students ages 3-19. Contains brochures, resource list, and other tips and techniques from the CLE. |
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| Introducing System Dynamics and Systems Thinking to a School (and Children) Near You |
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Author(s):
CLE |
Subject:
Implementation |
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A packet of materials designed to help those conversant with system dynamics become involved with the education of students ages 3-19. Contains brochures, resource list, USB drive with all CLE materials and simulations. |
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| Introductory Packet |
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Author(s):
CLE |
Subject:
Why K12 SD |
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A packet of six articles to introduce system dynamics in education. Includes: a) System Dynamics And Learner-Centered-Learning In Kindergarten Through 12th Grade Education. (Jay W. Forrester) An argument for the necessity of change in the educational process and the applicability of system dynamics in K-12 education. By the founder of the discipline of system dynamics. b) Systems Thinking, Four Key Questions. (Barry Richmond) A general over-view. Interesting paper to read to get the perspective of a professional system dynamicist, c) Bring System Dynamics to a School near You ( Debra Lyneis.) An explanation of the methods people have used to bring system dynamics and learner-centered learning to schools across the US.d) Consider The Gypsy Moth: An Example of System Dynamics for Carlisle. (Debra Lyneis) An explanation of how system dynamics would "look" and work in a curriculum, using the gypsy moth caterpillar as a concrete example of its application in a science curriculum. A simple presentation which clearly demonstrates how to start using and understanding basic system dynamics and modeling. e) Infusing System Dynamics into Kindergarten through Eighth Grade Curriculum (Debra Lyneis) A guide to help infuse the system dynamics concepts into curriculum. f) System Dynamics in 25 Words or Less (Debra Lyneis) A short, succinct description of system dynamics. |
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 Zipped (Models & PDF)
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| Micro-Lesson: Beyond the In and Out Game |
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Author(s):
Anne LaVigne |
Subject:
Micro Lesson |
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This short lesson gives a description of how use the Splash! modeling app to build the model from In and Out Game in the Shape of Change. There are links to the simulation and the model on the CLE website. |
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| Modeling Physics: System Dynamics in Physics Education |
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Author(s):
Horst P. Schecker |
Subject:
Science |
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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. |
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| 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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