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.

Now 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:

• How much do carbon emissions need to be reduced in order to stop global warming?
• Can automakers cope with the increasing demand for hybrid gasoline-electric vehicles?
• What is the impact of introducing an invasive species into an ecosystem?
• Will China have sufficient water resources to sustain population and agricultural growth?
• How can we improve the blood donation process in the United States?

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:

• 21st Century Skills
• Economics
• Health
• Math
• Science
• Social Studies
• Sustainability
• Technology

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

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

Another 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. 

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!

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.

This context is laid down in chapter 16, “Managing a Feebate Program for Cleaner Vehicles”, of the 2nd edition of Andy Ford’s book Modeling the Environment.  Ford is a Professor of Environmental Science at WSU where he teaches computer simulation modeling with an emphasis on energy and environmental problems.  He’s also a long-time STELLA user.

The original “FeeBate Simulator” was developed with STELLA for the first edition of the book ten years ago.  Using the isee NetSim software, Ford has published the simulation online making it extremely easy to use as a teaching and communication tool.  This is interesting given the background of the feebates program in the book:

If you can design a good policy for managing feebates, you will want to use modeling to explain your policy to the top officials. For their benefit, as well as your own, it is useful include a control panel to promote interactive simulation and discussion.”

Feebates Control Panel (click to expand)

Since the Feebates simulation can be run online via the interactive control panel, it’s an excellent means to explain the policy to city officials.

The isee NetSim software allows modelers to publish the “control panels” they have built within their STELLA & iThink models online so others can run the simulations in a web browser.

Over the years I’ve seen a lot of really insightful models created with STELLA & iThink.  Throughout the development of the isee NetSim software, I envisioned modelers sharing insights online; making Systems Thinking models available to anyone, instantly.  I was curious to see how users would use this new ability to communicate.  I’m happy to see that Ford’s book lays out one real-world scenario.

The Feebate Simulator

In the fictional city of the Feebates Simulator, millions of new cars are sold each year.  One major issue is that the cash flow for the rebates could be enormous.  The feebate program is designed to be self-financing, so your job is to keep enough fees flowing in to pay for the rebates flowing out.  If the flows are kept in balance the program will operate in a revenue neutral manner and avoid an unpopular “tax label”.  Can the program operate under these guidelines and still help to reduce overall emissions from vehicles?

I asked Andy how he was using the Feebates Simulator in teaching his classes.

The game has been played by a wide variety of students – it’s fun because of the rapid changes in cash flow.  Undergrads typically play the game;  grad students play the game as well; then if they want to do a modeling project on vehicles and incentives, they often do the exercise in the chapter.”

Oh boy, is he right – the change in cash flow is rapid!  There are pop-up messages built into the simulation that inform you if the fund has too much money or has fallen too far into the red.  The result in either case is the same: the governor asks you to resign.  Game over.  During my first couple of runs with the simulation I saw quite a few of these messages.

You can take it for a spin yourself right now by clicking here.

More than just a game?

What can people take away from this simulation?  The background on feebates in Ford’s book is an excellent example of how to think about a complex issue using Systems Thinking.  From a systems point of view, the program is appealing because the extra, hidden cost of the “dirty” vehicles is made apparent to the consumer through fees.  Adding this feedback into the system will begin to shift sales in the direction of cleaner vehicles by supplementing market forces that create supply and demand for vehicles.

But the simulation makes it clear that it is important to keep the program’s fund inflow & outflow of money in balance or the governor will call for your resignation.  Why?  Because the fund will either go bankrupt or lose public support if its viewed as a tax.  So is it possible to maintain the fund under these conditions and reduce overall emissions?  The Feebates Simulator is an excellent vehicle for experimenting with the program before it is actually implemented and trying to answer these questions.

Other Online Simulations

Can you think of others areas where the online “control panel” would be useful?  Here are some examples:

• We recently published a NetSim that models supply and demand within the context of the recent collapse in the US housing market.
• One of our customers, Philip Specht, emailed this simple but informative model to me: You’re driving on the highway and around the curve is an overturned truck. Can you stop in time? Phillip said he’s been using the model for years to teach his medical students about Systems Thinking and simulation and thought we would find it useful too.  I published it online and it’s now included with our other sample NetSim models.
• Medici’s Lever is an online games created with isee NetSim that explores Arts & Culture policy
• My friend Chris Soderquist has created a few “online learning laboratories” dealing with energy issues.

Do you have any interesting models that could use an online “control panel”?  Ideas for models?  Ideas for interfaces?  Post them in the comments.

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.

The panel identifies the hierarchy of physics content (click to expand)

In the summer of 2007 under the Virginia Secretary of Education, a panel of practicing scientists & engineers met to conduct a “gap analysis” to help inform the state’s 2010 science Standards of Learning review.

What did they find? The current standards were severely dated to the mid 20th century.

What did they recommend?

• Physics standards should include a significant amount of contemporary and emerging (21st century) science.
• Laboratory content that uses industry state-of-the-practice technologies should be at the center of learning.
• Teachers should have open-source software such as a “wiki” available to create, share, and develop contemporary and emerging science content in a timely way.

Jim said that at first, there was concern that if the content was online and collaborative, how could the state ensure the content was correct?

The textbooks being used now state that a cathode ray tube is the primary component of a television” – Jim Batterson

Jim pointed out the current physics content is inadequate. With the state scheduled to define new science Standards of Learning in 2010 it would take 2 or 3 years to get the recommended changes into published textbooks. Then a few more years to get them into the classroom. An online wiki-type of “flexible textbook” will clearly allow the content to be current, relevant and easily corrected for errors.

The panel decided to implement a multi-stage review process for the 11 chapters of the pilot Physics Flexbook. Each chapter underwent a technical review by professionals in the field. The chapters were also peer-reviewed like a technical journal. Today the Physics Flexbook goes online for a two week public review.

Down the road, the Flexbook system will add the ability for teachers and students to comment on the content. The idea is that the chapter itself would be locked, (different than Wikipedia entries), but the authors would be able to periodically update the chapters to correct errors and add new content based on feedback from teacher and student comments.

Everything in the Physics Flexbook is licensed under a Creative Commons Share Alike license.

Rip, mash, burn! – it’s yours” – Jim Batterson on the nonrestrictive Creative Commons License

The chapters of the book are:

1. Toward Understanding Gravitation
2. Nuclear Energy
3. The Standard Model
4. Beyond the Standard Model
5. Modern Physics
6. Nanoscience
7. Biophysics (Medical Imaging)
8. Display Technologies
9. Kinematics: Motion, Work, and Energy
10. Laboratory Activities
11. Modeling and Simulation

We are very excited to see an entire chapter devoted to modeling and simulation. The chapter uses three Learning Labs developed with STELLA: Virtual Bungee Jumping, The Pendulum Story and President & Prime Minister (which illustrates Netwon’s Law of Cooling).

The Virtual Bungee Jump model covers all the major conceptual relationships when discussing simple harmonic motion as it applies to a mass-spring system” — Mark Clemente, chapter author

Virtual Bungee Jumping in STELLA (click to expand)

And it’s fun! Students can dial in the number of strands in the cord (spring constant), their weight and height of the platform. The goal is to not splat into the pavement. In more advanced experiments, the students can control gravity so they can see what it would be like to bungee jump on the moon.

Marks says that students love to test the extremes. “What if I turn this dial all the way up?” Students soon see that patterns emerge no matter what they do. This type of simulation helps students understand the relationships in the system.

Investing in education is something we’re very passionate about. We would like to thank Jim, the authors and the state of Virginia for taking this bold step forward! Good luck.

You can download the slides from Jim Batterson’s presentation on the MODSIM Wiki. Visit the Physics Flexbook here and take a look at the STELLA models too.