Date: Wed, 30 Sep 1998
To: k-12sd@sysdyn.mit.edu
From: "Helder Leal da Costa" <helderlc@cruzeironet.com.br> (by way of
k-12sd)
Subject: Introduction
Name: Helder Leal da Costa Work: UNISO - Universidade de Sorocaba (6
thousands students) Where: City - Sorocaba / State - São Paulo / Country -
Brasil Teaching: General Systems Theory and Information Systems Other
activities: Manager of the Systems Analyst Course (420 students) I want
(and need) to learn about Systems Dynamics, STELLA, and ithink. I get a
lot of informations on your site (a thousand pages to read). I know
something about this subject but it is not enough. It is very difficult
to write in english, so my messages will be short. Thanks for your
e-mail. Helder

Date: Wed, 30 Sep 1998
To: k-12sd@sysdyn.mit.edu
From: David Gibson <gibsond@quark.vsc.edu> (by way of k-12sd)
Subject: Avoiding IF-THEN statements
George agreed to let me post to the list his informative reply to my
inquiry to
hear more about the need to stay away from IF-THEN statements.
-------- Forwarded Message --------
Date: Tue, 29 Sep 1998 15:45:16 -0400 (EDT)
From: George Richardson <gr383@cnsvax.albany.edu>
Subject: Re: IF-THEN statements
Dear David,
The general idea behind staying away from IF-THENs in aggregate models
capturing the structure and dynamics of multiple actors is that at any
decision point some actors may move sooner than others and some may move
later than others. The IF-THEN assumes they all move at exactly the same
instant.
Let's say you are modeling the aggregate decision in the FISH BANKS game
about the fraction of boats to send out to fish. [If FISH BANKS is not
familiar to you, just think of any situation in which boat operators will
decide to fish if their expected net profit is above zero (or the cost of
dry dock).]
If there were one decider, we would say IF net profit>0, THEN send out the
boats. But if there are multiple actors in this system (as there surely
are), then some will reach the zero profit point before others, so there
will be a distribution around the zero profit point that looks S-shaped.
The fraction of the total fleet sent out to fish will be zero if average
net profit is significantly negative, will rise to maybe .5 when the
average net profit is zero, and will continue rising, converging toward 1
as the average net profit becomes more and more positive.
The more actors in the system, the more gradual the curves in the S. And
the fewer actors in the system, the more the S-curve looks like an "S with
corners," i.e., y = 0 when x < 0 and y = 1 when x > 0. [This is a lot
easier to do if you and I were staring at the same piece of paper
sketching things!]
This is what the fuzzy logic people would call a "fuzzy IF-THEN." System
dynamics practitioners have been forced to build in this sort of logic in
their models since the earliest beginnings in 1958-60.
The "multiplier from inventory on shipments" is the same sort of thing,
except it is not S-shaped, but rather just the top part of the S. It's 1
when there is a lot of inventory and gradually declines to
0 as the ratio of inventory/desired inventory drops to zero. If the
shipper had just one kind of thing in inventory, the curve would be
relatively flat until INV/DESINV is nearly zero, and then would drop
sudden to zero. But if the shipper has lots of different kinds of things
to ship, then when INV/DESINV falls to, say, 0.5, then the shipper is
bound to be completely out of some of his lines of products, so he has to
cut back on shipments. Thus, with a more diverse inventory, the curve is
smoother and begins to drop toward zero sooner, and with a less diverse
inventory, the curve almost has a corner when INV/DESINV is close to zero.
This is no doubt hard to follow in my prose. Is it coming across? There
are, of course, examples with k-12 content, but these were the easiest for
me to write. Let me know if this is unclear or doesn't sound right.
Best wishes--
...George
P.S. Incidentally, if you think the k-12 list would profit from this, I
have no objections if you want to send it to the whole list. I noted, I
think, that your note came just to me, so I'm replying just to you.
-----------------------------------------------------------------------
George P. Richardson G.P.Richardson@Albany.edu
Rockefeller College of Public Affairs and Policy Phone: 518-442-3859
University at Albany - SUNY, Albany, NY 12222 Fax: 518-442-3398
http://cnsvax.albany.edu/~gr383/
-----------------------------------------------------------------------
wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw
David Gibson <gibsond@quark.vsc.edu>
VISMT Professional Development Specialist (802) 244-8768
Montpelier Schools Director of Curriculum (802) 225-8070
U.S. Dept of Education WEB Project Director (802) 229-4660

Date: Mon, 5 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Dakar@aol.com (by way of k-12sd)
Subject: Re: Re: Bathtub Drains
In a message dated 10/02/98 4:06:52 PM, you wrote:
Since I had students in my physics class work through the drain model as an
introduction to system dynamics, I eventually (after I assigned the problem)
had to work through to determine what were reasonable results for the problem.
One surprise in store for me was that the drain rate is not an example of
exponential decay.
>
>I see what you're saying and the generic bathtub model works as a very good
>introduction and a simplified explanation of stocks and flows. But I think
>that if you try to be very precise, the dimensions in the simplified model
>don't quite work because the water flows in liters but it is the
>height(meters) which determines the flow.
>
If one uses conservation of energy, or Newton's II to look at the draining
water, then the water velocity at a drain hole in the bottom of the container
will be
v = sqr(2 g h) this does assume straight sides of the container. (This
result is documented in Serway, Physics for Scientists and Engineers, 3rd Ed p
407.)
To express this in terms of measurable quantities, the equation for the drain
rate becomes
V/ t = - A_drain * sqr( 2 g * V / A_vessel)
The units at this point are determined by the value you use for g, the
acceleration due to gravitation. Consistent units should be used for area and
volume measurements.
It is possible to insert any sorts of constants to adjust the units. You
could convert the units of this expression to liters/min if you remember that
there are 1000 liters in every m^3 and there are 60 seconds in every minute.
>Does this make sense? The water in the tub is an accumulation. Some amount
>of the water drains through the pipe for every time unit. All the rest of
>the model specifies how much and how fast it drains. Suppose the water in
>the stock is in liters. The decay constant is in units of time (minutes),
>it is a time constant. (The time constant is the time it would take to
>empty the whole tub at the initial rate if it didn't change. It's the
>initial slope. In exponential decay/growth, it takes about 4 time constants
>to empty all the water.) In the flow equation, you divide the stock by the
>time constant and you get that fraction of the water draining per minute.
>The flow is liters/minute.
To my surprise a month ago, If found the solution to this diff equ is not
exponential because the drain rate is not proportional to volume but to the
square root of volume instead! I am used to using time constants in examples
of exponential growth or decay only.
>
>The simplified model works fine if the tub size is constant (with straight
>sides.) But the same volume of water in a tall skinny tub would not have
>the same flow as that amount in a wide shallow tub because it's the height,
>not the volume, that determines the flow.
It is actually the weight of the material over the draining water.
To be really precise, you'd need
>to convert the volume of water to a height depending on the size, shape of
>the container. Then you'd use that value in the flow equation. The fluid
>dynamics equation mentioned earlier takes the height and expresses the
>flow in meters cubed, or liters. so it's balanced.
There are 1000 liters in every cubic meter.
>
>If you do the experiment in a lab and use a container with liters measured
>up the side, the container has done the conversion from volume to height
>for you. But it's still a water volume that flows through the hole, not a
>meter.
>
>Maybe this is a trivial point that is so obvious it's easy to overlook.
The necessity that the model is dimensionally correct is important. If you
are actually comparing model with experimental results, the units must also be
consistent.
>it may be too confusing to introduce all this to kids at first. But
>thinking about these bathtubs so much has really helped me get a deeper
>understanding of stocks and flows. It's not so much getting the graph right
>as understanding just what is in the stock and just how it is flowing in or
>out. It applies to any accumulation.
>
If I have made a mistake, I am confident someone will set me straight. :)
Thanks to Mary Ellen for the original post. I have enjoyed and benefitted
>from the exchange if ideas.
Jay Fogleman
Long Reach High School
Columbia Md

Date: Mon, 5 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Debra Lyneis <LyneisD@cle.tiac.net> (by way of k-12sd)
Subject: Bathtub drains
Dear Rolfe,
Thanks again for your reply. There's enough physics there to build another
good bathtub model (although, you're right, it's getting pretty complex!)
It might be interesting for advanced students to build a model based on
your description and another using the flow rate through an orifice formula
and compare them.
Aside from the physics, my point was more the issue of dimensional
consistency even in very simple models. From the beginning, kids need to
understand that a stock is an accumulation and that the flow is expressed
in the same units per time. We sometimes take it for granted because it is
so obvious, but it is a basic principle that can be difficult to grasp. It
sometimes gets lost in the modeling.
I've learned a lot about modeling, and about physics, from the thoughtful
discussion of a simple bathtub. thanks!
Deb Lyneis

Date: Wed, 7 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: jac <jarnaizc@nexo.es> (by way of k-12sd)
Subject: RE: BIG SYSTEMS
I think you forget tthat a Big system is broken by a group of people
that was ready for it, and they only needed someone to tell them the
way. I don´t think a big change is made by a leader, he only put the
group in the correct direction.

Date: Wed, 7 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)
Subject: The Monthly Question
Good Day to all:
With the thoughtful discussion of "Model Correctness" as a sample, we can
now take that lead and continue discussion on some other topics. Our
brave efforts in bringing system dynamics to young people is fraught with
terrors and triumphs. Bring these stories to this conversation, our
lunch-table discussion about this bold work we are attempting; you will
help us all step forward a bit more brightly and confidently.
At the New Hampshire Conference, we thought it practical to provide some
limited, gentle prodding to the list serve to ensure a steady diet of
speculations, conjectures, disagreements, discoveries, and general
thoughtful support of this work. Thus, the K-12 List Serve Facilitators
this year are Tim Joy(CC-SUSTAIN: Oct/Nov), Mike Slotemaker (Catalina
Foothills: Dec/Jan), Jan Mons (GIST: Feb/Mar) and Lees Stuntz (CLE:
Apr/May). We anticipate presiding over two questions each.
Our FORMAT will be as follows: discussion of a question will go forward
for as long as it remains viable, but probably no more than two weeks;
about a week after the discussion closes, a synopsis of the discussion
will be posted, attempting to provide a reasonable survey of ideas,
codified into broad fields of thought; in this posting, there will also
be a "quotables" section and a discussion participant list with e-mail
addresses. After a short hiatus, a new question will be posted, thus
constituting a four-week cycle. A hard copy of this summary posting will
subsequently appear in the CLE.
Maybe some of you recall our lively lunch conversations at the National
Conference in New Hampshire; this is what we seek. You might wish to
respond to only a portion of the question, or rephrase it. Do as you
please. This question is meant to stir the pot and get us all to think
about what we do and how we do it.
As a preamble to your response, please give a sentence or two notion of
what and where you teach, such as what age-level, what subject.
Enjoy.
Here is this month's question:
What are the three to five MOST CRUCIAL, *BEGINNING* CONCEPTS to focus on
when introducing dynamic modeling to students?
Timothy Joy

Date: Wed, 7 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: dajoy@hoy.net (by way of k-12sd)
Subject: Bathtub drains new
> Insert a conductivity probe into the bottle (Vernier Software, about $75).
> This probe will measure the concentration of ions in the water. Add 10 ml
> concentration salt solution to the jug. You will see a spike (pulse) on
> the conductivity detector. Assuming moderate mixing, about 3.5% of the
> salt will be removed each minute as the water flows through the system.
> This will exhibit exponential decay, and the halftime can be calculated as
> indicated in some of the rain barrel materials. This is an -excellent-
> analogy for drug elimination. (The same experiment could be done with
> colored water and a colorimeter if available.)
What about a constant flow of hot water (constant temperature) pouring
into room temperature water? That would be cheap. Would the model be
too complex?
Daniel AJoy

Date: Thu, 8 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Kenneth Lee Watson <klw7f@server2.mail.virginia.edu> (by way of
k-12sd)
Subject: Re: System Dynamics and Assessment
How would I begin creating an assessment strategy for a
systems course in social studies(U.S. History)???

Date: Thu, 8 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: David Gibson <gibsond@quark.vsc.edu> (by way of k-12sd)
Subject: Re: The Monthly Question
On Wed, 7 Oct 1998 09:29:39 -0400 tjoy@pps.k12.or.us (Timothy Joy) wrote:
>What are the three to five MOST CRUCIAL, *BEGINNING* CONCEPTS to focus on
>when introducing dynamic modeling to students?
I'm going to be very interested in what people say on this. I have not
tried to
teach SD modeling - yet, but what helped me was (not in any order):
1. system - boundary - structure - dynamic behavior
2. causal loops: negative and positive at root, archtypal types of subsystems
3. mapping - assigning values - simulating - adjusting the model
4. the value of the perspectives of others in building a mental model
5. reflecting on the meaning of a model
wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw
David Gibson <gibsond@quark.vsc.edu>
VISMT Professional Development Specialist (802) 244-8768
Montpelier Schools Director of Curriculum (802) 225-8070
U.S. Dept of Education WEB Project Director (802) 229-4660

Date: Thu, 8 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Rolfe Stanley <rstanley@together.net> (by way of k-12sd)
Subject: thoughts on the Tim question
Beginning concepts in this order
The concept of a stock
the concept of a flow
linear model
exponental model
power series
all concepts presented using STella and, if appropriate, an experiment and
or equations.. for example, simple(linear) and compound
interest(exponental), bath tub model( exponental), acceleration (power
series)
I teach at the University of Vermont. Systems concepts taught to all
levels including graduate students..(10 years of experience)
Rolfe Stanley
Stanley Computer Center
Fletcher Extension

Date: Fri, 9 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)
Subject: RE: October Question
Rolfe Stanley wrote:
Beginning concepts in this order
The concept of a stock
the concept of a flow
linear model
exponental model
power series
-----
What is the cleanest, most effective method for helping younger students
(9 - 12 grade) to distinguish a flow from a stock?
I am wondering this because I hear some elementary teachers say this is
readily distinguishable among their students. And some university
students see it. But it is less so at high school. At 15, many students
are clumsily moving from the concrete to abstract thinking. Maybe this
contributes. Or I am doing this in a bizarre, liberal arts kind of way.
Tim Joy
Timothy Joy
La Salle High School
11999 S. E. Fuller Road
Milwaukie, Oregon 97222
503/659-4155
503/659-2535 {FAX}
joyt@lasalle.pvt.k12.or.us

Date: Fri, 9 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: <HEINBOKE@Charity.trinityvt.edu> (by way of k-12sd)
Subject: Re: System Dynamics and Assessment
I'd start by trying, as clearly as possible, to define just what I was
hoping to accomplish (or
perhaps more importantly: what my students were supposed to accomplish).
I know that probably seems like a bit of gratuitous fluff, but many
(perhaps most) conversations in
which I have been engaged about assessment clearly suffered the fatal flow
of the participants not
having a clearly shared vision of what they were striving to accomplish.
john
------------------------------------
>Date: Thu, 8 Oct 1998
>To: k-12sd@sysdyn.mit.edu
>From: Kenneth Lee Watson <klw7f@server2.mail.virginia.edu> (by way of
> k-12sd)
>Subject: Re: System Dynamics and Assessment
>
>How would I begin creating an assessment strategy for a systems course in
>social studies(U.S.
>History)???
---------------------------------------------------------
john f heinbokel
natural sciences and mathematics department
director, waters center for system dynamics
trinity college of vt
208 colchester ave
burlington, vt 05401
(802) 846-7153 (fsm) or 846-7230 (system dynamics)
(802) 846-7001 (Fax)
heinboke@charity.trinityvt.edu

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: teresa@northwest.com (Teresa Hazel) (by way of k-12sd)
Subject: Questions of the Month
In response to Tim's question.....I haven't had experience in teaching an
actual systems thinking/dynamic modeling class but reflecting on mistakes I
feel I've made in integrating modeling into my science curriculum...the
most important thing I think is to introduce the idea of a system very
well, what it is and is not, what is feedback, and working through
predictions of "behavior over time" graphs of various simple examples
before getting students onto the computers at all.
Sometimes I think we get it too much of a hurry to use the modeling tool,
be it STELLA, or whatever, before we should. The though processes should
be exercised first.
Mary Scheetz from the Waters Foundation conducted a short workshop at my
school using this approach and we didn't even use the computers. I found
it very informative as did my colleagues. It made me think a lot about how
I teach my students.
Terese Hazel

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Scott Guthrie <sguthrie@teleport.com> (by way of k-12sd)
Subject: Re: System Dynamics and Assessment
========== The Conversation To Date ==========
<snip> How would I begin creating an assessment strategy for a systems
course in social studies (U.S. History)??? <snip>
<snip> I'd start by trying, as clearly as possible, to define just what I
was hoping to accomplish (or perhaps more importantly: what my students
were supposed to accomplish). <snip>
==========
I second that (John's reply). And, for what it's worth. . . .
I see system dynamics as a tool for learning, like algebra or calculus, so
an assessment strategy would involve looking for the understanding of
concepts. Like algebra and calculus, system dynamics enables us to learn
more complex and interesting concepts and ideas.
Physics courses, for example, make use of higher mathematics in order to
teach their concepts. You could teach those same concepts without higher
mathematics, but it would take a _very_ long time and _very_ few students
would find it interesting and stay with it (except that Kepler kid in the
back corner over there).
I believe that you would be able to teach the subject (history, for
instance) to a greater depth than is normally done in K-12 education (see
below), so you would be evaluating something like the critical reasoning of
your students (our state would use a multiple choice test given in grades
3, 5, 8, and 10 to do this, but that's another story). By "greater depth,"
I mean the students would be able to define, discuss, and evaluate the
multiple factors causing and influencing an event, beyond what they usually
do (simple "linear" explanations, usually).
Most history classes at the K-12 level seem to be taught in a very linear
fashion: "This caused this which caused this. . . ." where _one_cause_
forced an event to take place (or, at least, it seemed that way to me at
the time "several" years ago when I was in school <G> and no, I don't teach
history and I haven't looked in on a K-12 history class in a long time, so
_please_ don't toss the rest of this out because I'm wrong here -- stay
with me). The only models you would be creating in such a class would be
simple linear ones: not very useful or powerful, imho.
Where system dynamics as a tool really shines is in its ability to
demonstrate multiple causation and influences in a system. Since history
can be seen as a system subject to multiple causes and influences, causing
multiple causes and influences, I would think that using system dynamics to
teach history would be a natural. All you would have to do is design the
course (choosing the concepts that you wanted the students to understand,
such as why civil wars break out), build your own models for use in the
class (or give the students the tools, time, and opportunities to do so),
and do some serious searching for a text (or, more likely, design your own).
After developing such a course, you could then assess how well the students
in it understood the historical situations studied compared to those
students who studied it the "old fashioned" way (you would also be
obligated to share it with us on this listserve, of course!).
I suspect (and hope) that what you would find is that the students who
completed the history with system dynamics course would, when asked a
question about a historical event, build a model or diagram of the event,
explain what each part of the diagram/model represents, explain how the
parts relate to each other, and explain what importance each part has in
the whole for that event. (In other words, the stocks, flows, loops and
feedback mechanisms in the model of the event). Reactions from many people
would include: "A high school student (for instance) couldn't possibly have
done this!"
The students in the "normal" history class, on the other hand, would
probably answer the same question much more simply. ("The Stamp Act caused
it.")
The difference between the two responses should be obvious and gets at the
heart of the difference between what most people want when they use the
term "assessment" (standardized, multiple choice tests), and what they
_should_ want (true, open-ended assessment).
Lurker on the list no more,
Scott Guthrie <sguthrie@teleport.com>
Science Teacher, Wilson High School
CC-SUSTAIN Associate Director and Web Page Developer
CC-SUSTAIN => www.teleport.com/~sguthrie/cc-stadus.html

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)
Subject: Monthly Question
To all:
A few people have replied directly to me. While I appreciate that very
much, our attempts here are to achieve a roundtable discussion. Please,
therefore, respond to the K-12 list and let the good folks who are
monitoring the discussion direct materials accordingly.
Thanks. So far, good material! Keep it going.
Thanks again.
Tim Joy

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com> (by way of
k-12sd)
Subject: Re: Avoiding IF-THEN statements
George P. Richardson (by way of David Gibson) wrote:
>
> The general idea behind staying away from IF-THENs in aggregate models
> capturing the structure and dynamics of multiple actors is that at any
> decision point some actors may move sooner than others and some may
> move later than others.
This reminds me a little bit of my problem at work (not directly to do
with system dynamics, I'm afraid). I've created a pool of autonomous
software agents who collectively perform a task, communicating with each
other only indirectly via manipulations and readings of a common
external data environment. While they must be totally independent of
each other in their operation, it nevertheless makes sense from an
efficiency standpoint to emphasise different collections of agents at
different stages of the task. This is a bit like sympathetic and
parasympathetic reponses in the body - you CAN fight and flee if you
like while digesting a meal, but in general the parasympathetic system
encourages you to just sit down and enjoy the meal.
In our system the sequencing of these emphases constitutes a strategy
for solving the given task which should nevertheless not compromise the
ability of the system to respond flexibly to peculiarities in the task
data, so although the strategy is defined deterministically (in terms of
something like IF-THENs), the underlying agents must avoid any strict
sequencing of their activities, since this would 'rigidify' the system
too much. (Gosh, that was a long sentence, wasn't it?) So the solution I
came up with was to present the user with a "hard" predicate
calculus-based syntax which I however then translate down into a "soft"
underlying agent-based implementation. Is this idea applicable to system
dynamics?
Interestedly,
Niall.
If we gain something, it was there from the beginning.
If we lose something, it is hidden nearby.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com> (by way of
k-12sd)
Subject: Re: Stories as a Means of Exploring Causality
Linda Booth Sweeney wrote:
> If any other stories come to mind, please don't hesitate to send them
> along.
Hi Linda,
I'm (briefly) back from holiday, and thought I'd just let you know a
couple of other ideas which occurred to me:
A.A. Milne: The Winnie-the-Pooh story in which Pooh and Piglet nearly
catch a woozle. They spend a morning following their own footprints
around a copse of trees. Who is the tracker and who is the tracked?
Robert Heinlein: He once wrote a short story - I forget the name, but I
can probably find it out - in which various people meet, interact, marry
and have a child, and in the end you realise that in fact all characters
in the story were one and the same person following a variety of
time-loops (with a sex-change thrown in as well, of course!)
The film "Groundhog Day" - a wonderful allegory of transformation in
which Bill Pulman has infinitely many opportunities to get every (or
almost every - the tramp still dies) aspect of a particular day perfect.
He first transforms the day on the level of behaviour: he first learns
to get sex by lying, then realises he wants something deeper and woos
his girl first by simply copying her phrases ("Here's to World Peace")
then her interests (I think it was European architecture or something).
When these prove of only limited success he goes first through a patch
of despair and suicide, then euphoria (nobody can die on this day).
Finally he comes to the realisation that behavioural transformation
alone is insufficient, and actually achieves (THROUGH CHANGES IN
BEHAVIOUR) a deeper transformation of his entire belief system.
The film "Back to the Future II" contains many alternative causal loops
in time.
The physics problem of tides - as long as you regard tides as arising
solely from the moon orbiting the Earth, you cannot explain the 6-hourly
cycle of tides. Only by understanding that the Earth also orbits the
moon can you arrive at the 6-hour cycle.
Viscious (and virtuous) circles of all kinds. For example, a husband and
wife situation in which he nags and she gets sullen. From his standpoint
he nags because she is "always" sullen. From her standpoint she gets
sullen because he "always" nags. Which came first - the chicken or the
egg?
Niches and symbiosis: Did bees evolve honey-making abilities in response
to the nectar in flowers, or did flowers evolve nectar to attract
insects?
Maybe a comparison of two stories - one with a causal link ("how") and
the other with a teleological link ("why"). Perhaps: Why did the chicken
cross the road? To get to the other side (teleological)? Or because she
saw some corn over there (causal)?
Hope these ramblings are of some help. Bye!
Niall.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: mikes@fc.cfsd.k12.az.us (FH Michael Slootmaker) (by way of k-12sd)
Subject: Power Series?
Help!
Could someone please explain what Rolfe Stanley meant when he was discussing
the order for teaching beginning concepts and had as the last step "power
series?"
Thanks,
Mike Slootmaker
System Dynamics Mentor, Catalina Foothills High School
Tucson, AZ
000
Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: George Richardson <gr383@cnsvax.albany.edu> (by way of k-12sd)
Subject: RE: October Question
Tim Joy says his high school students have trouble distinguishing a stock
from a flow. Since even high schools students have taken baths and
watched the water flow in and accumulate, and some know about the flow of
imbibing and how the stock of what's been imbibed can sneak up on you, I'd
have to wonder what the HS students have trouble with?
Tim -- could you give us some examples where the distinction is
troublesome? My guess is there are some obvious stocks and flows that
nobody has trouble with and some others that raise interesting questions,
and you are really asking about the latter. Is that right? Or do they
miss the whole idea?!?
...GPR
-----------------------------------------------------------------------
George P. Richardson G.P.Richardson@Albany.edu
Rockefeller College of Public Affairs and Policy Phone: 518-442-3859
University at Albany - SUNY, Albany, NY 12222 Fax: 518-442-3398
http://cnsvax.albany.edu/~gr383/
-----------------------------------------------------------------------
On Fri, 9 Oct 1998, Timothy Joy wrote:
> Rolfe Stanley wrote:
>
> Beginning concepts in this order
> The concept of a stock
> the concept of a flow
> linear model
> exponental model
> power series
> -----
>
> What is the cleanest, most effective method for helping younger students
> (9 - 12 grade) to distinguish a flow from a stock?
>
> I am wondering this because I hear some elementary teachers say this is
> readily distinguishable among their students. And some university
> students see it. But it is less so at high school. At 15, many students
> are clumsily moving from the concrete to abstract thinking. Maybe this
> contributes. Or I am doing this in a bizarre, liberal arts kind of way.
>
> Tim Joy
>
> Timothy Joy
> La Salle High School
> 11999 S. E. Fuller Road
> Milwaukie, Oregon 97222
> 503/659-4155
> 503/659-2535 {FAX}
> joyt@lasalle.pvt.k12.or.us

Date: Tue, 13 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)
Subject: October Question
George Richardson wrote:
>Tim Joy says his high school students have trouble distinguishing a stock
>from a flow. Since even high schools students have taken baths and
>watched the water flow in and accumulate, and some know about the flow of
>imbibing and how the stock of what's been imbibed can sneak up on you, I'd
>have to wonder what the HS students have trouble with?
Maybe because most take showers, a constant flow is all they are aware
of. As for the other model you cryptically mention, I suppose talking
about such consumption in a Catholic school puts me a difficult position,
though I understand the effectiveness of such an example.
>Tim -- could you give us some examples where the distinction is
>troublesome? My guess is there are some obvious stocks and flows that
>nobody has trouble with and some others that raise interesting questions,
>and you are really asking about the latter. Is that right? Or do they
>miss the whole idea?!?
You are exactly right, and I thank you for helping me clarify this. In
class today, I wrote this short story, asking students to simply map the
system as they understood it.
Rain fell steadily for two hours. Then, a squall moved through,
dumping vast amounts of rain in about ten minutes. The storm drain
overflowed.
Students were able to identify the stock readily. In this case, the
storm drain is actually the receptacle beneath the grate, which then
flows into a pipe. [In a first-year modeling class, we are not too
terribly focused on fluid dynamics as we are on generic structures.]
Next, I gave them this story:
Students continually bother Mr. Joy with their complaints, but Mr.
Joy usually can take it. One day, Drew asked to leave the room, and it
was more than Mr. Joy could bear. He yelled and threw his chalk. Then
he was fine.
What the stock was in this story was not so clear. Yes, the story
contains only one more complexity, but many were stumped. It is,
however, of an entirely different nature. Maybe, then, as I think out
loud about this, it is a matter of transferability. I do believe that
*context* helps people reconcile STOCK and FLOW, that the boundaries and
time course are also a part of one's knowing the difference, such as in
the case of debt versus deficit. I will know more tomorrow, because we
had only a bit of class time remaining when we began discussing the
second story, so we will pick this up tomorrow.

Date: Wed, 14 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)
Subject: October Question
To all:
While the discussion has moved toward discerning differences between
stocks and flows, please recall the original question:
What are the three to five MOST CRUCIAL, *BEGINNING* CONCEPTS to
focus on when introducing dynamic modeling to students?
Please join the talking.
Thanks to all
Tim

Date: Wed, 14 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Ed Gallaher <gallaher@teleport.com> (by way of k-12sd)
Subject: Re: System Dynamics and Assessment
The Conversation To Date ==========
>
><snip> How would I begin creating an assessment strategy for a systems
>course in social studies (U.S. History)??? <snip>
>
><snip> I'd start by trying, as clearly as possible, to define just what I
>was hoping to accomplish (or perhaps more importantly: what my students
>were supposed to accomplish). <snip>
>
>==========
>
>I second that (John's reply). And, for what it's worth. . . .
>
>I see system dynamics as a tool for learning, like algebra or calculus, so
>an assessment strategy would involve looking for the understanding of
>concepts. Like algebra and calculus, system dynamics enables us to learn
>more complex and interesting concepts and ideas.
much interesting material snipped out . . .
 
I have thought quite a bit about this question, as have many of you
teachers in the trenches. I still have significant problems with the
concept of evaluation. If history is usually taught linearly (A caused B,
or worse, 1492, 1620, 1776, etc.) then it is quite likely that the
standardized tests that are available to measure "performance" are
*specifically designed* to measure linear concepts in history.
I agree with Scott that SD is a tool that should (and I firmly believe,
does [but can't prove it]) lead to deeper learning. But how does one test a
-deeper understanding- of historical concepts when the test instrument
specifically overlooks this issue??
JWF also made an important comment at the K-12 meeting in NH this summer.
I can't remember the wording very well, perhaps Jay could reiterate. It
was something like, "A number of standardized tests are used to determine
whether a new teaching protocol is "effective", but there is NO compelling
information to convince us that the *tests themselves* are in fact valid."
Would a high school student with SD background test better in a calculus or
diff eq exam? Probably not. Would I prefer this person's judgement as a
voter when dealing with salmon resources in the NW? Absolutely! Now, how
do we "evaluate" this?
Ed Gallaher

Date: Wed, 14 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Ed Gallaher <gallaher@teleport.com> (by way of k-12sd)
Subject: Re: Monthly Question
FYI -
If you do a simple "reply" in your e-mail program, the message will go to
the individual that sent the message, NOT to the list itself. Some readers
may not be aware of this.
Be sure to send contributions to the list at:
k-12sd@sysdyn.mit.edu
Ed Gallaher

Date: Wed, 14 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com> (by way of
k-12sd)
Subject: Re: Monthly Question
Timothy Joy (by way of k-12sd) wrote:
>
> A few people have replied directly to me. While I appreciate that
> very much, our attempts here are to achieve a roundtable discussion.
On this theme, I want to say that I personally have a problem with this
new way of doing the email addresses as, for example,
"Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)"
I have a lot of mail to process in my work, and if I do an automatic
reply to this mail, then it will automatically go directly to Tim,
rather than to k-12sd. I think it would be better if the Reply-To
address were always set to "k-12sd@sysdyn.mit.edu". Then our replies
would by default go to the list, and only on purpose go to the
individual sender.
Just my personal opinion.
Thanks,
Niall.
--
If we gain something, it was there from the beginning.
If we lose something, it is hidden nearby.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Mary Ellen Verona <mverona@mvhs1.mbhs.edu> (by way of k-12sd)
Subject: Re: System Dynamics and Assessment
Actually, since the AAAS Benchmarks common themes (chapter 11) discuss 4
topics dear to our hearts: Systems, Models, Constancy and Change, Scale
there is some hope, that testing - at least in science - may be changing
for the better. We need to be proactive. Many of the teachers in our
group have been involved in test writing efforts for the state of
Maryland.
Mary Ellen Verona
mverona@mvhs1.mbhs.edu
***** new address ******
Maryland Virtual High School
Montgomery Blair High School
51 East University Boulevard
Silver Spring, MD 20901
301-649-2880

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: LB <lynne@byramhills.csnet.net> (by way of k-12sd)
Subject: Re: Questions of the Month
I agree with the comments about automated modeling tools. I began teaching
system modeling about 20 years ago, before the advent of good modeling
software.
In fact, worked on the development of a number of modeling tools, and piloted
their use in a variety of environments in business and industry. Now, 2
decades
later, I continue to use manual graphic techniques which are supported by
"dictionaries" that provide verbal and/or mathematical models and
definitions of
stocks, flows etc. I want to be sure that my students understand the thinking
behind the model before they get seduced by the automated tool. Graphic
techniques are easy to grasp and leave little room for misunderstanding
provided
you are rigorous in your definition of terms and use of the different elements.
By the way, most of my students are software developers (and many of them are
software tool designers) who are chomping at the bit to get behind a computer.
When they finally get to use the tools, they have a far greater
appreciation for
what the software can...and cannot do!
Lynne Bernstein
Teresa Hazel by way of k-12sd wrote:
> In response to Tim's question.....I haven't had experience in teaching an
> actual systems thinking/dynamic modeling class but reflecting on mistakes I
> feel I've made in integrating modeling into my science curriculum...the
> most important thing I think is to introduce the idea of a system very
> well, what it is and is not, what is feedback, and working through
> predictions of "behavior over time" graphs of various simple examples
> before getting students onto the computers at all.
> Sometimes I think we get it too much of a hurry to use the modeling tool,
> be it STELLA, or whatever, before we should. The though processes should
> be exercised first.
>
> Mary Scheetz from the Waters Foundation conducted a short workshop at my
> school using this approach and we didn't even use the computers. I found
> it very informative as did my colleagues. It made me think a lot about how
> I teach my students.
> Terese Hazel

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Rolfe Stanley <rstanley@together.net> (by way of k-12sd)
Subject: october question
Sorry if you have seen this already but my reply to Tim's question may not
have gone out to the list
Beginning concepts in this order
The concept of a stock
the concept of a flow
linear model
exponental model
power series
all concepts presented using STella and, if appropriate, an experiment and
or equations.. for example, simple(linear) and compound
interest(exponental), bath tub model( exponental), acceleration (quadratic
equation)
I teach at the University of Vermont. Systems concepts taught to all
levels including graduate students..(10 years of experience)
 
I find that the bath tub model is effective, The model has water coming
into it and water going out. If we start with a finite amount in the tub,
open the drain and turn the faucet on, we have the model.
1.If we ask the question..If we look at the system in a instant in time,
i.e., stop time what do we have? The flows in and the flows out are zero
or ,better yet, not defined( gallons/ zero time) since they are gallons
(for example) per minute. In contrast, the tub has a finite amount of
water in it..i.e. 5 gallons. Thus stocks have finite amounts, even zero
and, more importantly, their units are not given in terms of time. We now
allow some time to go by and we have specific amounts of water flowing
into the tub and out of the tub.
The same illustration can be made for bank accounts or food in their belly
Rolfe Stanley
Stanley Computer Center
Fletcher Extension

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Dakar@aol.com (by way of k-12sd)
Subject: October Question
In a message dated 10/14/98 1:53:07 PM, you wrote:
> What are the three to five MOST CRUCIAL, *BEGINNING* CONCEPTS to
>focus on when introducing dynamic modeling to students?
Although I agree with the technical concepts described by others so far, I
also think that convincing students that dynamic modeling can aid them in
understanding complex situations and arriving at solutions to vexing problems
is important.
Jay Fogleman
Howard County Technology Magnet Program
Energy Power Transportation Cluster
Long Reach High School
Columbia, MD
Fax: 410-313-7422
000
Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: "Doug Merchant" <dougm@eclipse.net> (by way of k-12sd)
Subject: Fw: Re: System Dynamics and Assessment
I was on the local k-8 school board for 6 years.
My typical questions for proposals would be:
1) What are we trying to do?
2) Why are we trying to do it?
3) How would we know if we did it?
These are probably not a bad place to start. I must admit, however, while
the school administration eventually learned to anticipate these most basic
questions, they always seemed painful.
I'm not in education and I curious to learn more about a Systems Course in
Social Studies. Anyhow, I'll suggest three books that seem useful in framing
a social studies course:
1) "The Executives Compass: Business and the Good Society" by James O'Toole.
He proposes a compass rose of "Liberty", "Community", "Equality" and
"Efficiency" to describe the various perspectives of what constitutes a good
society. The system dynamics would try to address the social forces which
move the mass of public opinion around the social values space defined by the
compass.
2) "Thinking In Time: The Uses of History for Decision Makers" by Richard E.
Neustadt and Ernest R. May. The appendix provides some basic tools to help
put local decisions in a broader temporal context. I suspect such tools
would be useful to help articulate the dynamic forces at work.
3) "Lessons From History" by Wil and Ariel Durant. It has been a while since
I read this little book, but I remember thinking it would be useful to help
students step back and see the "big moving parts".
Doug Merchant
Currently On Career Sabbatical
-----Original Message-----
>From: by way of k-12sd <HEINBOKE@Charity.trinityvt.edu>
>To: k-12sd@sysdyn.mit.edu <k-12sd@sysdyn.mit.edu>
>Date: Friday, October 09, 1998 12:50 PM
>Subject: Re: System Dynamics and Assessment
>
>
>>I'd start by trying, as clearly as possible, to define just what I was
>>hoping to accomplish (or
>>perhaps more importantly: what my students were supposed to accomplish).
>>
>>I know that probably seems like a bit of gratuitous fluff, but many
>>(perhaps most) conversations in
>>which I have been engaged about assessment clearly suffered the fatal flow
>>of the participants not
>>having a clearly shared vision of what they were striving to accomplish.
>>
>>john
>>------------------------------------
>>
>>>Date: Thu, 8 Oct 1998 14:36:57 -0400
>>>To: k-12sd@sysdyn.mit.edu
>>>From: Kenneth Lee Watson <klw7f@server2.mail.virginia.edu> (by
way
>of
>>> k-12sd)
>>>Subject: Re: System Dynamics and Assessment
>>>
>>>How would I begin creating an assessment strategy for a systems course in
>>>social studies(U.S.
>>>History)???
>>
>>---------------------------------------------------------
>>john f heinbokel
>>natural sciences and mathematics department
>>director, waters center for system dynamics
>>trinity college of vt
>>208 colchester ave
>>burlington, vt 05401
>>(802) 846-7153 (fsm) or 846-7230 (system dynamics)
>>(802) 846-7001 (Fax)
>>heinboke@charity.trinityvt.edu

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: jan mons <jmons@glynn.k12.ga.us> (by way of k-12sd)
Subject: the questions
Hello to all,
I am a mentor in the GIST project in Brunswick GA., I have been working
with middle school student for six years using System Dynamics. I am
new to this discussion and glad I have finally joined.
I have been out of town so allow me to catch up.
As to the assessment question - I agree with Scott in that we should
expect more in depth responses from our students in a SD history class.
John is right (I have heard it enough from him - define what the desired
results are and then find out if you achieved them). In a unit we do on
Why America goes to War? We expect students to analyze the effect of the
events on increasing/decreasing the likelihood of war and give us
„leverage points‰ - (events if handled differently would have avoided
war). Beyond what questions to why and what if ones.
As to Tim‚s questions on stocks and flows - maybe I have simplified it
to much but I use (especially with the LA teachers) the idea that the
STOCK is the noun/subject of the story, the flow is the verb/action that
is taking place, and the connectors are the adjectives and adverbs. You
are right Tim in that younger students do not have as much trouble with
this.
Now to the posted question. the three to five most important concepts to
focus on when introducing dynamic modeling to students (and adults)
1) I agree with Teresa in that the starting point is a BOTG , students
should be able to picture what is happening before trying to model it,
telling the story is key. (somewhere in here students need to
understand basic graph shapes and the stories they tell i.e. linear,
exponential, s-shaped, J-shaped etc.)
2) the discussion of the BOTG leads to identifying relationships --
CAUSAL LOOPS within the system and what type of behavior to expect on
the graph from reinforcing and balancing (should I say - positive and
negative)
3) the discussion could also help to identify the idea of DEFINING the
BOUNDARIES of a system. To avoid confusion later it is important to
carefully define what you are looking at and what the limits are.
I have to stop at this point although I am sure other keys mentioned are
important because other than modeling money systems and interpreting
models, I have not gone beyond the mapping level with student.
Jan Mons
Glynns Integration of Systems Thinking
A Waters' Grant Project
Brunswick, GA
I woould appreciate any comments and suggestions

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Ed Gallaher <gallaher@teleport.com> (by way of k-12sd)
Subject: Re: October Question
>To all:
>
>While the discussion has moved toward discerning differences between
>stocks and flows, please recall the original question:
>
> What are the three to five MOST CRUCIAL, *BEGINNING* CONCEPTS to
>focus on when introducing dynamic modeling to students?
>
>Please join the talking.
>Thanks to all
>Tim
 
I would have to start with "What is the purpose of the model", since I
found I had to resolve this question for myself before even beginning to
answer Tim's question. As specific as his question appears, I had to ask
"In what context are we introducing dynamic modeling?" As a tutorial
worksheet with pre-existing models and curriculum materials? Or as a
foundation for independent modeling?
For the sake of discussion, my comments assume that the goal is to
ultimately encourage active, personal model development and simulation.
 
1. SYSTEM DYNAMICS SYMBOLS. The SD "alphabet": stocks, flows, sources,
sinks, auxiliaries, connectors.
These can be described in 10-20 minutes, and then provide an excellent
language for leading an interactive group discussion with the blackboard.
(e.g. salmon population, body temp, bank account), starting VERY simply.
2. BOT GRAPHS. Again, -very- simple introductions are possible. Moving
sand from one pile to another with a conveyor belt or with buckets.
Filling a glass of water and taking a drink. Students entering and leaving
the classroom. Crayons in the storage cabinet (daily, and throughout the
year).
3. FEEDBACK LOOPS. It is important to get across the idea that SD is not
just a program that adds up little bits and pieces (which it does), but
that it was developed to facilitate the study of feedback processes. We
often see beginner models which include input data tables that are simply
added up to produce some pre-conceived output. Until we start looking at
(and understanding) feedback processes we might as well be using a
spreadsheet.
One or two very simple examples of reinforcing and balancing processes.
e.g. Interest income depends on bank balance, which depends on interest
income . . . Rabbits, births, rabbits (reinforcing). Emptying the rain
barrel; as the water height decreases, the rate of flow decreases. As
water flows into the rain barrel (linear input) the water rises; as it
rises it flows out faster, until IN=OUT and a plateau is reached (balancing
loop). [-Exactly- the same structure and dynamics are observed with drug
dosing, which allows a very simple concept to very rapidly be applied to
real-world problems.]
4. DEFINE THE PURPOSE OF THE MODEL, AND THE INTENDED AUDIENCE
Without this step there is no way to focus on an appropriate level of
aggregation vs. detail. On the other hand, #1-#3 above must be in place
before there is enough understanding of SD to even address this issue.
5. CLEAR DIAGRAMS: Self-evident variable names. Careful layout. Smoothly
curving connectors. No spaghetti.
If you show your model to another student (teacher, parent), can they
immediately describe what the model is attempting to illustrate?
 
Stopping at five does not allow reference behavior, parameter estimation,
sensitivity analysis, etc., but I'd have to say all of the above are more
important initial concepts for the beginner.
Ed Gallaher

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Ed Gallaher <gallaher@teleport.com> (by way of k-12sd)
Subject: The Dynamics of Ocean Ecosystems
This might be worth posting on the K-12 group as an example of interactions
between economics and environment.
Ed Gallaher
Forwarded by Ed Gallaher:
>This is a copy of a news release on killer whales and sea otters.
>I think it is of interest to this mailing list, because it represents a
>good example of the interacting dynamics of a complex ecosystem.
>
>http://www.eurekalert.org/releases/ucsc-kwhbp.html
>> EMBARGOED FOR RELEASE: 15 OCTOBER 1998 AT 16:00:00 ET US
>>
>> Contact: Tim Stephens
>> stephens@cats.ucsc.edu
>> 831-459-2495
>> University of California, Santa Cruz
>>
>> Killer Whales Have Begun Preying On Sea Otters, Causing
>> Disruption Of Coastal Ecosystems In Western Alaska
>>
>> SANTA CRUZ, CA--With seals and sea lions in short supply in
>> the North Pacific, killer whales are now feeding on sea
>> otters, causing an abrupt decline in sea otter populations
>> in western Alaska, according to researchers studying the
>> area's marine ecosystems. The decline in sea otters has
>> allowed their primary prey, sea urchins, to increase in
>> number and strip coastal kelp forests over large areas, said
>> James Estes, a marine ecologist with the U.S. Geological
>> Survey and the University of California, Santa Cruz.
>>
>> The new phenomenon of killer whales preying on sea otters
>> appears to be one link in a chain of interactions extending
>> from the open sea to the coastal zone and involving a wide
>> range of species at different levels of the food chain.
>> Overexploitation of certain North Pacific and Bering Sea
>> fisheries may have initiated this cascade of ecological
>> effects, Estes said.
>>
>> Estes and his coworkers reported their findings in the
>> October 16 issue of the scientific journal Science.
>>
>> The researchers have been studying the role of sea otters in
>> the coastal ecosystem of Alaska's Aleutian archipelago since
>> the early 1970s. During their field studies they often saw
>> killer whales swimming near sea otters, but never saw one
>> attack a sea otter until 1991. Since then, about a dozen
>> such attacks have been reported.
>>
>> Sea otter populations, meanwhile, have declined by about 25
>> percent each year during the 1990s throughout large areas of
>> western Alaska. In waters inaccessible to killer whales,
>> however, sea otter numbers have remained stable. Otters
>> maintain the coastal kelp forests by controlling populations
>> of sea urchins and other animals that graze on kelp. The
>> kelp forests in turn provide food and habitat for a broad
>> range of species.
>>
>> Where sea otter populations have dropped, the kelp forest
>> ecosystem is collapsing, said Estes, who has spent years
>> documenting the central role of otters in the ecology of the
>> kelp forests. Exploding sea urchin populations have
>> decreased kelp densities by a factor of 12 since the sea
>> otters began to disappear, he said.
>>
>> "A wide array of species will be affected by these changes:
>> coastal fish, filter-feeders like mussels and barnacles,
>> marine birds, and other predators in the system could all be
>> impacted," Estes said.
>>
>> Estes attributed the change in killer whale feeding behavior
>> to a collapse in populations of the killer whales' usual
>> prey, seals and sea lions. Reduced abundance of certain fish
>> species in the open ocean, possibly due to overfishing, has
>> caused the populations of Steller sea lions and harbor seals
>> in Alaska to decline precipitously since the late 1970s, he
>> said.
>>
>> "This chain of events has occurred over an immense area and
>> involves a large number of linkages connecting the open
>> ocean and the nearshore environment," Estes said.
>>
>> "There were some big surprises in terms of the scale and the
>> unlikely nature of this situation, but it makes a lot of
>> sense that the whales have had to look elsewhere for food
>> when seals and sea lions declined," he added.
>>
>> Estes acknowledged that certain links in this chain of
>> ecological consequences are less clearly documented than
>> others. He said he feels least sure about what happened in
>> the open ocean system to initiate the observed changes. The
>> declines in populations of seals and sea lions have been
>> extensively documented, but it is hard to establish a link
>> between those declines and the region's burgeoning
>> fisheries, he said.
>>
>> "It is pretty well established that harbor seals and Steller
>> sea lions have declined due to changes in fish stocks, and
>> overfishing probably played a significant role in that, but
>> it's very difficult to chronicle and document in a
>> definitive way," Estes said.
>>
>> Other factors, such as increased ocean temperatures, may
>> also have contributed to changes in the kinds and amounts of
>> fish available to sustain populations of seals and sea
>> lions.
>>
>> The role of killer whales in the sea otter decline is
>> supported by several lines of evidence, Estes said. First is
>> the sudden increase in observed attacks. A careful
>> statistical analysis found it extremely unlikely that the
>> cluster of recent observations was due to chance alone.
>>
>> The researchers also compared sea otter populations at two
>> sites on Adak Island, one an open bay and the other an area
>> inaccessible to killer whales. From 1993 through 1997, sea
>> otter numbers were stable in the protected Clam Lagoon,
>> while in the adjacent Kuluk Bay they declined by 76 percent.
>>
>> According to calculations based on the team's observations
>> in one section of the Aleutian Islands, killer whales must
>> have killed 6,788 sea otters per year between 1991 and 1997
>> to account for the observed decline in the population.
>> Taking into account the number of hours of field
>> observations by the research team during this period, the
>> number of those attacks they could expect to have observed
>> is 5.05, which is very close to the actual number of six
>> observed attacks.
>>
>> The researchers ruled out other possible causes of the sea
>> otter decline, such as disease, toxins, and starvation,
>> Estes said.
>>
>> "It took about two years for me to become convinced that
>> killer whales were responsible, as we dismissed one
>> possibility after another and gradually gathered direct
>> evidence pointing to killer whales," Estes said.
>>
>> Terrie Williams, an associate professor of biology at UCSC
>> and coauthor of the paper, analyzed the caloric value of sea
>> otters, which are a less nutritious food source than killer
>> whales' usual prey because they have very little blubber.
>> Williams estimated that a single killer whale would need to
>> eat 1,825 otters per year to meet its energy requirements.
>> These figures suggest that as few as four killer whales
>> feeding exclusively on sea otters could have driven the
>> population decline observed over a large area of the
>> Aleutian archipelago.
>>
>> Sea otters were nearly extinct by the early 20th century due
>> to overhunting for the fur trade. Protection from hunting
>> allowed a steady recovery, and many areas of their historic
>> range had thriving populations by the early 1970s. Estes and
>> other researchers studying the species' recovery documented
>> its importance in the coastal ecosystem by comparing areas
>> with and without healthy sea otter populations.
>>
>> One of the important implications of the current study, as
>> far as ecologists are concerned, is the linkage between the
>> coastal ecosystem and events and species seemingly far
>> removed from it. The transient presence of killer whales,
>> driven to prey on sea otters by changes in the open ocean,
>> has affected the entire structure of the coastal ecosystem.
>>
>> If overfishing is indeed at the root of these changes, the
>> implications for fisheries management are profound, Estes
>> said.
>>
>> "This case provides a potential example of how far-reaching
>> the effects can be from overexploitation of fisheries,
>> extending into areas where you would never expect to see
>> impacts," he said.
>>
>> In addition to Estes and Williams, the authors of the
>> Science paper include Tim Tinker, who worked on the project
>> as a biologist with Glenside Ecological Services in British
>> Columbia and is now a graduate student in biology at UCSC,
>> and Daniel Doak, Pepper-Giberson Associate Professor of
>> Environmental Studies at UCSC.
>>
>> ###
>>
>> Editor's Note: Dr. Estes will be out of town through Oct.
>> 25. He can be reached from Oct. 8 - 10 at the Estes Park,
>> Colorado, Holiday Inn (970-586-2332 or 1-800-803-7837). From
>> Oct. 11 - 14 he can be reached at Dr. Michael Soule's
>> residence (970-527-4719). He can also be contacted by e-mail
>> at jestes@cats.ucsc.edu. He will be out of reach from Oct.
>> 15 - 22.
>>
>> ###
>>
>> ------------------------------------------------------------
>
>--
>Regards,
>Steve
>
>Steve Shervais shervais@acm.org
>Graduate Student shervais@sysc.pdx.edu
>Systems Science PhD Program psu00872@odin.cc.pdx.edu
>Portland State University http://www.sysc.pdx.edu
>Portland, Oregon http://www.ee.pdx.edu/~shervais
> (503) 725-7344 / 725-4997
>
> "You think because you understand ONE
> you must understand TWO,
> because ONE and ONE are TWO.
> But you must also understand AND."
> - Sufi wisdom via Meadows
> through Wheatly
>

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: RICHARD TURNOCK <Richard_Turnock@pgn.com> (by way of k-12sd)
Subject: Question of the month
>>>>>
What are the three to five most crucial beginning concepts to
focus on when introducing dynamic modeling to students?
>>>>>>
As part of dynamic modeling or prior to introducing stock and flow
modeling, develop and practice dialogue skills needed when talking about
systems. These tools were developed for a class taught to educators or you
can find them in the Fifth Discipline Fieldbook (page references provided
below) and demonstrate the following tools to students:
a) Systems Thinking Iceberg, pages 97-103, draw a pyramid with each level
labeled as defined in the book, mental model at the bottom.
b) Ladder of Inference, pages 242-61, see picture in the book.
c) Inquiry and Advocacy, pages 253-259, for use with ladder.
d) Learning Journal with five questions:
Ah-hah's (personal insights or increased awareness)
Puzzlements (ideas that remain unclear)
Questions
How does today's learning apply to tomorrow's responsibilities?
How can we increase learning in future sessions?
e) Composite Learning Journal - anonymously combine individual journals
to group all the responses to the same question so the whole group can see
what others are thinking and not saying.
Richard Turnock

Date: Fri, 16 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Timothy Joy <tjoy@pps.k12.or.us> (by way of k-12sd)
Subject: RE: Monthly Question
Two days ago, I posted this story:
Students continually bother Mr. Joy with their complaints, but Mr.
Joy usually can take it. One day, Drew asked to leave the room, and it
was more than Mr. Joy could bear. He yelled and threw his chalk. Then
he was fine.
A few students mentioned they had little idea of where to start. And yet
once they started, or at least saw one or two start, most were able to
identify, at least, that the stock had something to do with Mr. Joy.
Naming it became a significant issue, and I was both personally and
professionally pleased that language was such a prominent player in this
question: Mr. Joy's Stress Level, Mr. Joy's Frustration, Mr. Joy's
Temper, and the like. It was a chance to focus on vocabulary in relation
to a stock.
Most were able to account for the changes in Mr. Joy through in-flows and
out-flows; only one person mentioned a bi-flow. Handling Drew in the
problem created still more ingenuity and, consequently, discussion. Some
thought pulse, others step, some graphical function, still others wanted
an elaborate If-THEN statement. Asking them, In the course of my day,
what is Drew's behavior most like, helped them through this one.
I found that the story lead to interesting and VERY perceptive comments
on boundaries and time.
"But within *this* story, we cannot assume that Drew causes Mr. Joy
problems more than once."
"We can assume that Mr. Joy deals with stress on a regular basis, and on
some days it is worse than others."
"Though other teachers and administration cause stress for Mr. Joy, they
are not a part of this story."
"This occurs in the course of one day, maybe just a morning."
{These are paraphrases; you will need to add the "ums" and "likes" for
authenticity.}
Being able to talk through the story illuminated stocks and flows for
them. I am thinking now that the shift from relatively detailed problems
in generic structures to a REAL story was unsettling. And I need to do
more of it: using pen and paper, and leave the computer off.
As George was able to notice in my question, students DO have an
intuition with this, but that at some level, the complexity overwhelms
them. I will have to pay attention to this issue as the class unfolds.
Timothy Joy

Date: Mon, 19 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: "Will Glass-Husain" <wglass@powersim.com> (by way of k-12sd)
Subject: RE: October Question
Hi Tim et al,
Great discussion on this list lately!
In addition to these favorite concepts...
* stock/flows
* feedback
* dynamics
We can't forget the following...
* ability to articulate assumptions about system
* use of scientific method
* communication/reflection on new insights
In order for students (K-12 or adult) to be able to model effectively, they
must be comfortable sharing their individual assumptions about the system
(perhaps by diagramming or graphing) and allowing their peers to
review/critique/enhance those assumptions. Similarly, a model is useless
without careful use of the scientific method to state and test hypotheses
with the model. Finally, written/oral communication allows the student to
internalize and share insights gained through their work with the dynamic
model.
Cheers! WILL
------------------------
Will Glass-Husain
Senior Consultant
wglass@powersim.com <mailto:wglass@powersim.com>
Powersim-
Simulator Solutions Group
1700 Montgomery Street, Suite 111
San Francisco, CA 94111
Phone: 415-835-9464 (direct)
Fax: 415-954-7147
http://www.powersim.com/
------------------------
-----Original Message-----
From: Timothy Joy (by way of k-12sd) [mailto:tjoy@pps.k12.or.us]
Sent: Wednesday, October 14, 1998 10:43 AM
To: k-12sd@sysdyn.mit.edu
Subject: October Question
What are the three to five MOST CRUCIAL, *BEGINNING* CONCEPTS to
focus on when introducing dynamic modeling to students?
Please join the talking.

Date: Mon, 19 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: ticotsky@tiac.net (Alan Ticotsky)
Subject: monthly question
What are the three to five first crucial concepts to teach about system
dynamic modeling?
I am a mentor who is helping teachers create and teach systems
thinking and system dynamics in Carlisle, MA, Public Schools. The school
spans Kindergarten through 8th grade, and much of my work centers on grades
K-5.
My training began in June 1997, so I am a newcomer to the field.
Since our program is also quite new, we have beginners at almost all age
levels, from five and six year olds to veteran staff members. Reasoning
that the same approach may not be feasible for such a wide ranging
audience, I have helped introduce systems dynamics in a variety of ways.
Here are five "things" which strike me as common to most introductory
sequences:
1. Systems dynamics is a tool to apply. Use it to think about
whole systems rather than concentrating on isolated parts.
2. Behavior over time graphs
and
3. Stocks and flows
With young students, we talk about, simulate, count, and then graph things
that accumulate and decline, e.g., water in a pond, trees in a forest,
friends in school. Older students and adults often find behavior over time
graphs a comfortable starting point - clear and powerfully instructive,
especially as a way to represent mental models.
4. Causal loops. I am always hopeful that these simple looking but
deceptively complex diagrams can be derived from #2 and #3. I find that
other people's causal loops are wonderfully instructive but difficult for
me to create.
5. Models are useful and by nature imperfect representations of
reality. Using graphs and computer models (our school uses STELLA), we
work with students to apply system dynamics tools to a variety of topics
in our curriculum. Recognizing generic structures seems to be a key taking
off point.
This forum has been very helpful and informative to me.
--
Alan Ticotsky
Carlisle Public Schools
Carlisle, Massachusetts

Date: Wed, 21 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: "Michael J. Radzicki, Ph.D." <mjradz@WPI.EDU> (by way of Nan Lux)
Subject: S.D. Major
Dear Colleagues:
Worcester Polytechnic Institute (WPI) is currently accepting applications
for its bachelor of science degree program in system dynamics. Students
accepted into the program will begin their studies in the fall of 1999.
WPI is located in Worcester, Massachusetts, 40 miles west of Boston, and is
the third oldest private university of engineering, science and technology
in the United States. Its new bachelor of science degree in system dynamics
is the first, and currently only, one of its kind in the world.
Students aspiring to be accepted into WPI's system dynamics major must have
taken two laboratory science courses (e.g., biology, physics, chemistry)
and pre-calculus mathematics during their high school careers.
The goals of WPI's system dynamics major are to train students to be
critical thinkers, communicators, and leaders in society, as well as to
equip them with the skills necessary to become system dynamics
professionals in public and private sector organizations.
Students majoring in system dynamics at WPI are required to take five of
the six system dynamics courses offered by the Social Science & Policy
Studies (SS&PS) Department (Introduction to Economic & Social Systems,
Dynamic Modeling of Economic & Social Systems, Advanced Topics in System
Dynamics Modeling, The Psychology of Decision Making & Problem Solving,
Group Model Building, and the System Dynamic Seminar), five other social
science courses (some of which are taught via system dynamics), two
management courses, eight mathematics courses (calculus, differential
equations, control theory, numerical analysis), two computer science
courses, and five courses in a system dynamics application area.
Currently, twelve system dynamics application areas have been created by
the WPI faculty (computer science, economics, electrical power systems
planning, engineering systems, environmental policy, project dynamics, fire
protection engineering, infrastructure planning, model analysis, public
policy, society-technology studies, transportation planning), and more are
planned. Further, students are invited to create their own application
area, with the approval of the SS&PS Department's Program Review Committee,
by selecting a set of five thematically related
courses from the university's complete set of undergraduate course offerings.
WPI's undergraduate program emphasizes, among other things, team work and
project work. In addition to the course requirements described above, WPI
system dynamics students must complete three projects as part of their
degree requirements.
The first project, known as the sufficiency, is a humanities project that
is usually completed during the sophomore year. The sufficiency requires a
student to write a paper, under the supervision of a faculty member,
relating information and ideas gleaned from five thematically-related
courses taken in the humanities.
The second project, known as the Interactive Qualifying Project or IQP, is
usually completed during the junior year. The IQP requires a student
(usually working in a team) to do thesis-like research, under the
supervision of a faculty member, into some aspect of the interaction
between technology and society. Often, students do the IQP off campus in a
local public or private sector organization, or at one of WPI's many
project centers located in the United States (e.g., Washington, D.C.,
Puerto Rico) and abroad (e.g., London, Venice, Bangkok). System dynamics
majors may or may not choose to utilize system dynamics in their IQP.
The last project, known as the Major Qualifying Project or MQP, is usually
completed during the senior year. The MQP requires a student (usually
working in a team) to do thesis-like research in their major area of study
(in this case system dynamics), under the supervision of a faculty member.
As with the IQP, the MQP can be completed on or off campus.
In addition to the system dynamics major, the SS&PS Department offers a
system dynamics minor. As a result, a student can take ANY major offered at
WPI and minor in system dynamics. It is also possible to double major at
WPI and information to date seems to indicate that computer science/system
dynamics and management/system dynamics double majors will be popular.
For more information on WPI and the system dynamics major and minor,
contact Professor Michael J. Radzicki (mjradz@wpi.edu) or Professor Khalid
Saeed (saeed@wpi.edu) at WPI. You can also visit WPI's web site at:
http://www.wpi.edu/
or the SS&PS web site at:
http://www.wpi.edu/Academics/Depts/SSPS/
Please bring our system dynamics programs to the attention of any high
school students who might be interested.
Thank you.
Sincerely,
Michael J. Radzicki
Associate Professor of Economics
Department of Social Science & Policy Studies
Worcester Polytechnic Institute
Worcester, Massachusetts 01609-2280
(508) 831-5767 (Voice)
(508) 831-5896 (Fax)
mjradz@wpi.edu

Date: Thu, 22 Oct 1998
To: k-12sd@sysdyn.mit.edu (K-12sd Discussion List)
From: Robert Scarfo <scarfo@ridgewood.ridgewood.k12.nj.us>
Subject: Re: S.D. Major
>Date: Wed, 21 Oct 1998 12:38:34 -0400
>To: k-12sd@sysdyn.mit.edu
>From: "Michael J. Radzicki, Ph.D." <mjradz@WPI.EDU> (by way of Nan Lux)
>Subject: S.D. Major
>
>Dear Colleagues:
>
>Worcester Polytechnic Institute (WPI) is currently accepting applications
>for its bachelor of science degree program in system dynamics. Students
>accepted into the program will begin their studies in the fall of
>1999.........
>
Dr. Radzicki,
What an exciting program WPI is offering in system dynamics. I
wish it was offered a generation ago when I completed my economic degree.
Do you have any plans to place the material on the internet, and
or offer a "net" extension course. I am very interested in what you are
doing.
R Scarfo

Date: Thu, 22 Oct 1998
From: Mary Ellen Verona <mverona@mvhs1.mbhs.edu>
To: K-12sd Discussion List <k-12sd@sysdyn.mit.edu>
Subject: Re: monthly question
Here is a very different take on this question -
Last year a senior at the Montgomery Blair Magnet program became very
interested in the factors that influenced student success in the system
dynamics component of the freshman computer science class. She created a
pre test which included 8 categories of qustions - based on the research
literature as well as her own intuition (she had been a student in the
class 3 years earlier). The categories were recognizing patterns,
proportional reasoning, graph reading, relating two sets of data, graph
interpretation, tranlating from a written problem to a graph, inductive
and deductive reasoning, and causality and looping.
The post test included a computer and a pencil and paper part - based on
the typical testing that has been used in the class.
Overall, the categories Causality and Looping, and Translating from a
written problem to a graph were very significant. All of the other
categories except for graph reading were significant overall.
It was also shown that the math class level had a significant relationship
to the post test score, but not as significant as the pretest taken as a
whole. When the data was classified by the math level of the students,
the recognizing patterns category and relating two sets of data category
were significantly correlated at the 95% for the geometry students. We
take this to mean that the range of understanding for these topics was much
greater for the geometry students than for the more advanced students.
Mary Ellen Verona
mverona@mvhs1.mbhs.edu
***** new address ******
Maryland Virtual High School
Montgomery Blair High School
51 East University Boulevard
Silver Spring, MD 20901
301-649-2880

Date: Mon, 26 Oct 1998
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: Letter
Dear listserv members,
Can any of you help him?? Please answer to the list- I will
forward them on to him. I will be fascinated to hear your answers.
Lees
>X-Sender: sfurtak@pop.srv.ualberta.ca
>Date: Thu, 22 Oct 1998 22:55:07 -0600
>To: Lees Stuntz <stuntzln@tiac.net>
>From: furtak <sfurtak@gpu.srv.ualberta.ca>
>Subject: Letter
>Mime-Version: 1.0
>
>Dear Lees Stuntz,
>
>Presently, I am studding and working on my university project which
>involves "students common misconceptions and preconceptions made in
>physics". I try to collect a few of these commonly made preconceptions and
>misconceptions in physics made by students. I am interested in area of
>Kinematics, Dynamics, Mechanics, Motion, Inertia and Newton's Laws and also
>related areas.
>
>Dear Lees Stuntz if possible, please send or E-mail me a few commonly made
>misconception in that area (if you have any information in that area). I
>will greatly appreciate any visual examples of those misconceptions or
>short description of given experiments.
>
>Thank you in advance for any help you can give me.
>
>Sincerely,
>
>Sylwester Furtak
>9928-89 Avenue Apt. 12
>Edmonton, AB T6E 2S5
>Canada
>
>Ph/fax: (403) 439-5916
>E-mail: sfurtak@gpu.srv.ualberta.ca
>
>
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
http://sysdyn.mit.edu/cle/

From: <dburke@nsf.gov>
Date: Tue, 27 Oct
To: k-12sd@sysdyn.mit.edu (K-12sd Discussion List)
Subject: Re: Letter
A reply to Sylwester:
There is a great deal of work in this area. Sylwester should check
the work of Arnold Arons and Lillian McDermott at the University of
Washington, Jim Minstral (a nationally-known physics teacher in
suburban Seattle who trained under Arons and has developed a powerful
computer program for diagnosing misconceptions), Eric Mazur in the
Physics department at Harvard, and Jose Mestre in Physics Education (I
think) at U. Mass. Amherst.
Dan Burke

From: Dakar@aol.com
Date: Tue, 27 Oct 1998
To: k-12sd@sysdyn.mit.edu
Subject: Re: Letter
In a message dated 10/27/98 2:31:57 PM, you (Sylwester) wrote:
>Presently, I am studding and working on my university project which
>>involves "students common misconceptions and preconceptions made in
>>physics". I try to collect a few of these commonly made preconceptions and
>>misconceptions in physics made by students. I am interested in area of
>>Kinematics, Dynamics, Mechanics, Motion, Inertia and Newton's Laws and also
>>related areas.
There has been MUCH research in this area in the past 10 years or so. An
excellent starting point is a book by Arnold Arons called "A Guide To
Introductory Physics Teaching". This classic text discusses probing questions
in each topic area and then interprets commond student responses in terms of
their conceptual models. Absolutely fascinating.
BTW, I introduce systems thinking in my physics course to use throughout the
course as an avenue to abstraction and linkage. It allows me to address the
confusion students have about stocks and flows before I treat velocity and
acceleration. Velocity and speed corresponds closely with unidirectional and
bidirectional flows, and conserved quantities are always modeled as flows
between stocks! Energy can flow between forms, momentum can flow between
bodies, and current can also flow.
Jay Fogleman
Howard County Technology Magnet Program
Energy Power Transportation Cluster
Long Reach High School
Columbia, MD
Fax: 410-313-7422

From: lsetter@tiac.net (Linda Setterlund)
To: k-12sd@sysdyn.mit.edu (K-12sd Discussion List)
Subject: Re: Letter (Misconceptions in Science & Math)
Date: Wed, 28 Oct 1998
I would like to suggest you check out the Meaningful Learning Research
Group Articles
at:
http://www2.ucsc.edu/mlrg/mlrgarticles.html
There are links to papers presented at the Proceedings of the Misconceptions in
Science and Mathematics conferences..
The First Misconceptions Proceedings
The Second Misconceptions Proceedings
The Third Misconceptions Proceedings
>From Misconceptions to Constructed Understanding - The Fourth Misconceptions
Proceedings
Linda
In a message dated 10/27/98 2:31:57 PM, you (Sylwester) wrote:
>Presently, I am studding and working on my university project which
>involves "students common misconceptions and preconceptions made in
>physics". I try to collect a few of these commonly made preconceptions and
>misconceptions in physics made by students. I am interested in area of
>Kinematics, Dynamics, Mechanics, Motion, Inertia and Newton's Laws and also
>related areas.

From: BFlast@aol.com
Date: Wed, 28 Oct 1998
To: k-12sd@sysdyn.mit.edu
Subject: Re: Letter
Howard Gardner's book "The Unschooled Mind" has a wonderful collection and
references to research on this subject.
Regards, Bob Flast

From: "Compton, Dan" <dan.compton@intel.com>
To: "'k-12sd@sysdyn.mit.edu'" <k-12sd@sysdyn.mit.edu>
Subject: FW: Letter
Date: Thu, 29 Oct 1998
A slightly different approach is to develop an understanding of how physics
discoveries are made in the mind before they are proven. Thomas G. West
describes it in his book, In The Minds Eye: Visual Thinkers, Gifte People
with Dyslexia and Other Learning Difficulties, Computer Images and the
Ironies of Creativity. The chapter on Faraday are particulary insightful,
since it was visualization of multiple interrelationships that generated
understanding and discovery, not mathmatical representation. Misconseptions
will errode as the relationships are played with through concrete
experimentation. Afterward it is interesting that math sometimes does a
good job at representing what is visualized.
--Dan

Date: Thu, 29 Oct 1998 18:19:42 -0500
To: k-12sd@sysdyn.mit.edu (K-12sd Discussion List)
From: "Richard J. Iuli" <riuli@mcw.edu>
Subject: Re: Letter (Misconceptions in Science & Math)
Linda,
Thank you for bringing the MLRG's web site to the attention of the K-12sd
subscribers. My mentor and advisor, Joe Novak, as well as Robert Abrams
(who maintains the web site) and myself are the co-founders of the
Meaningful Learning Research Group.
In addition to your suggestion to check out the MLRG's web site, listers
may also want to look at the following books by Joe Novak and colleagues:
Learning How to Learn, Novak, J.D. and Gowin, D.B., Cambridge: Cambridge
University Press, 1984 (Reprinted 1996).
Teaching Science for Understanding: A Human Constructivist View, J. J.
Mintzes, J. H. Wandersee and J. D. Novak (Eds.), New York: Academic Press,
1998.
Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools
in Schools and Corporations, Novak, J. D., Mahwah, NJ: Lawrence Erlbaum
Associates, 1998.
What Children Bring to Light: A Constructivist Perspective on Children's
Learning in Science, Shapiro, B. L., New York: Teachers College Press, 1994.
Also, check out the Harvard-Smithsonian Center for Astrophysics video
series entitled 'A Private Universe.' The opening scene will knock your
socks off. The Private Universe series, as well as the more recent 'Mind's
Eye' series can be seen on the Annenberg/CPB channel, or you may order the
video tapes.
Regards,
Richard
 
>I would like to suggest you check out the Meaningful Learning Research
>Group Articles
>at:
>
>http://www2.ucsc.edu/mlrg/mlrgarticles.html
>
>There are links to papers presented at the Proceedings of the
>Misconceptions in
>Science and Mathematics conferences..
>
>The First Misconceptions Proceedings
>
>The Second Misconceptions Proceedings
>
>The Third Misconceptions Proceedings
>
>>From Misconceptions to Constructed Understanding - The Fourth Misconceptions
>Proceedings
>
> Linda
Richard J. Iuli, Ph.D. METACOGNITIVE TOOLS
Coordinator of Academic Support Services / \
Office of Academic Affairs CONCEPT MAPS VEE DIAGRAMS
Medical College of Wisconsin the the
8701 Watertown Plank Road ROUTE BLUEPRINT
Milwaukee, WI 53226 to for
(414) 456-8583 MEANINGFUL CONSTRUCTING
Fax: (414) 456-6506 LEARNING KNOWLEDGE
E-Mail: riuli@mcw.edu

End of October 1998
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