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Modeling Real World Challenges Inspires Students

February 4th, 2010 No comments

Last summer I had the opportunity to see students from Diana Fisher’s dynamic modeling class at Wilson High School in Portland, Oregon present their modeling projects to participants of the International System Dynamics Society Conference in Albuquerque. The parallel session was filled with educators and professionals from different fields, many of whom are renowned system dynamicists.

I think it is safe to say that we all were very impressed by the quality of the students’ work and how well they understood the dynamics associated with the issues they were presenting.  Perhaps more striking however, was seeing how empowering modeling real-world issues is for young people and the enthusiasm they share for their work.

CC Modeling SystemsNow everyone can see the effect that modeling real-world issues has on students at the CC Modeling Systems web site. Dedicated to helping educators bring dynamic modeling into the classroom, the web site features videos of students presenting their work as compelling evidence to the value of incorporating System Thinking and system dynamics into curriculum.

You’ll be amazed to see what 14-18 year olds are capable of and the excitement they exuberate when addressing challenges such as:

Students are eager to understand the world better and are more than capable of building and understanding relatively sophisticated models in their attempts to understand the dynamics of real-world systems.

—Diana Fisher

Educators and administrators considering dynamic modeling curricula typically face challenges. No matter how compelling the evidence that Systems Thinking and the system dynamics methodology engages students and takes them to a higher level of reasoning, it is still difficult to justify without tying it to National Standards.

The CC Modeling Systems web site devotes an entire section to detailing very specific 21st Century Skills and National Standards addressed by curriculum that incorporates building system dynamics models.   Much of the homework has been done aligning this type of work to standards in the following subject areas:

Many thanks to Diana Fisher for sharing her students and her experiences teaching dynamic modeling with all of us!

To learn more about the modeling course that Diana teaches, I recommend the following links:
Recorded webinar presentation by Diana Fisher
Modeling Dyamic Systems: Lessons for a First Course

Incorporating STELLA into STEM Education

November 18th, 2009 2 comments

MODSIM 2009Jeremy and I recently attended the MODSIM 2009 Conference in Virginia Beach where we facilitated a pre-conference workshop with the help of Mark Clemente, a local high school science teacher.

We’ve been working with Mark over the past year to incorporate dynamic modeling and computer-based simulation into the STEM curriculum at Ocean Lakes High School in Virginia Beach.  Ocean Lakes is serving as a demonstration school for a broader initiative in Virginia to use Modeling and Simulation (MODSIM) as an engine for 21st Century workforce development.

One of our goals for the pre-conference workshop was to provide participants with STELLA models and lessons that they could use immediately in their classrooms.  To attain this we put together a packet of sample lessons that would cover the spectrum of STEM education courses—Science, Technology, Engineering and Mathematics.

Science: Exploring an H1N1 flu outbreak model

Educators at all levels have found that physical activities or games can often be a good way to introduce students to STELLA models. Activities can be a lot of fun and provide a physical model for kids to make the connection with the more abstract computer-based simulation.

In our workshop, we decided to introduce a STELLA model of the H1N1 flu outbreak by first engaging the class in a simple exercise that demonstrates the spread of infectious disease using cups of water.  Each student was given a cup of water and a pipette.  One cup of water however, was contaminated with sodium hydroxide.   We then began the process of walking around and dropping a pipette filled with liquid from our own cup into the cups of fellow students.  At the end of several rounds, Mark (our teacher) put a drop of phenolphthalein solution into everyone’s cup.  If the liquid turned pink, we were infected.

With a new understanding of how quickly infection can spread, the class was ready to be introduced to a STELLA model of the H1N1 flu outbreak.  The core structure of the model is based on the same model that epidemiologists use to track a population through the various stages of infection including Susceptible, Exposed, Infected and Recovered (SEIR).

The simulation provided several controls for students to experiment with different policy options for controlling the spread of the virus.   Along with the model, we provided a sample lesson with a set of questions to help guide students through their exploration.  To download the H1N1 model and sample lesson, click here.

Technology: Inquiry-based learning with STELLA simulations

It was fascinating to watch how each student in our workshop experimented differently with the model and began asking their own set of questions.  STELLA simulations and computer technology provide the perfect platform for students to learn using an inquiry-based approach.  Rather than being told how something works, students can discover for themselves by exploring “what-if” scenarios and finding out what happens. For teachers, this can mean shifting from a traditional teacher role to that of a facilitator or coach, guiding students in their inquiry without knowing in advance the path they’ll choose.

Engineering/Physics: The Pendulum Story

pendulumAnother STELLA model that we introduced to workshop participants was one that Mark and I modified for the Physics Flexbook project earlier this year.  The original version was developed by Diana Fisher in her book Lessons in Mathematics: A Dynamic Approach. The model provides a practice field for learning how the variables of simple harmonic motion are related.  Controls in the simulation allow you to explore what effect, if any, string length, initial displacement, and pendulum ball mass have on the amplitude, period, and frequency of the pendulum’s motion.  To download the pendulum model and sample lesson, click here.

Mathematics: Algebra Word Problems

You may remember from your own experience in math class that word problems typically give students a lot of trouble!  It is especially difficult to understand what is important in the problem and how to translate words into mathematical equations.  STELLA can help by allowing students to create a visual representation of the problem and making it easier to understand the symbolic representation.

For the workshop, we used the following word problem as an example of a typical Algebra I assignment:

Imagine your class is going to try to raise $400 by making school T-shirts. There is a $150 set-up charge for the T-shirt design that you have designed. Once the design is set, it costs $4 for each T-shirt. You feel it is possible to charge $10 for each T-shirt. How many T-shirts do you have to sell before you break even, i.e., make enough money to cover your costs?

Together we created a STELLA model that provided a visual representation of the word problem and gave everyone some hands-on experience building models from scratch.  It also inspired some participants to think about ways they could expand or change the model to answer additional questions that weren’t part of their immediate assignment. 

Tshirt

To download the T-shirt model and lesson, click here.

We’d love to expand our library of STELLA lessons and models so that we can share them with teachers.  If you’ve got any ideas of things you’d like to try in your classroom, please feel free to contact us – we’re here to help!

Cleaner Vehicles through Fees & Rebates

May 4th, 2009 1 comment

Traffic

Imagine you have been asked to design an incentive program to promote the sale of cleaner vehicles in your city. You are convinced that purchase price incentives are the key to shifting consumer choices. You believe a large rebate could encourage the purchase of electric cars and other alternative-fueled vehicles.

This is the background story for an online simulation that allows students to experiment with applying fees and rebates to automotive sales to help reduce air pollution.

As the player, your job is to manage a “feebate” program for the city that will help reduce vehicle pollution.  The program offers large rebates on purchases of cleaner vehicles, (electric vehicles, hybrid-electric vehicles and vehicles fueled with compressed natural gas) and imposes fees on vehicles that have high pollution rates.

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Physics Textbook 2.0

February 27th, 2009 No comments
Online Physics Flexbook

Online Physics Flexbook (click to expand)

Imagine a textbook that you can download, is open-source, is up to date with the latest information and you can comment on? Well, it exists. It’s called a “Flexbook” and today the state of Virginia released a Physics Flexbook online for a 2 week public review.

The 11 chapter online textbook contains a chapter devoted to teaching physics with modeling and simulation. It uses three Learning Labs developed with STELLA and allows students to interact with them using the free isee Player.

We got involved with the Physics Flexbook project last fall when we met the director of the program, Jim Batterson, at the MODSIM Conference in Virginia. He told us about a “wiki-style” online physics textbook that allowed teachers and scientists to collaboratively develop the content. The content would be free for anyone to use, share and adapt and contain the latest scientific information.

We thought this sounded like a fantastic idea and pledged our support for a chapter of the book that incorporates modeling and simulation to teach physics. Our friend Mark Clemente wrote the chapter and we setup a web page to host the STELLA models and allow easy access to the isee Player to interact with the models.

Earlier this week, Joanne and I were back in Virginia for the VSTE 2009 Conference (Virginia Society for Technology in Education). We attended Jim Batterson’s session on the Physics Flexbook where we got the full story on the inception and development of Virginia’s first open-source, online textbook. The session was very inspiring.

Jim Batterson is a retired NASA Engineer, former physics teacher and school board member. While Jim was at NASA he was chosen to direct a review of Virginia’s Standards of Learning (SOL) in science education. The goal was to come up with recommendations for the state on how to better meet the needs of the 21st century workforce.

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