Date: Fri, 02 Jun 2000
From: William Costello <WILL@cvumail.cvu.cssd.k12.vt.us>
To: k-12sd@sysdyn.mit.edu
Subject: Fwd: Re: DynaminQUEST results -Reply

Thanks Richard,
The success is attributable to the hard work of a large group of people,
the Waters Center group for a fine job hosting, and (most of all) to the
superb work of the approx 40 students who participated.
I know Ed's SymBowl dream is to have competitions nation-wide. This can
also be done with DynamiQUEST as most of the materials are available on the
web (see www.trinityvt.edu/waters/). We have learned a good deal from our
first experience and will be modifying the materials this summer and fall.
Look for announcements for DQUEST 2001 to be held in Massachusetts in the
Spring of 2001!

Xxxx

From: KCStarguy@aol.com
Date: Sat, 3 Jun 2000
Subject: An Article
To: k-12sd@sysdyn.mit.edu, mbrady@digital.net

To Marion Brady, I saw your post. Congrats!

>From DrEric: The standards can be a good guideline but they fail to show the
integrated nature of all the concepts and how they really fit together. Is
that what educate needs? Dividing the subjects into more topics that they
textbooks do not handle in a timely fashion?
Many standards are used possibly to assess and evaluate and do not have
education in mind. Standards many times are not a means to the end , a
process. They are the "means" and while they should be a conduit for further
study they are the "end."
I particular liked the following:
" A fact-based curriculum that teaches students about ancient Rome's battles
with Carthage but fails to explore the differing value systems that underlie
most conflict is missing a significant learning opportunity. A curriculum
that requires students to learn the names of major rivers or mountain ranges
but leaves them unaware of the implications of a gradual drop in the level of
their region's water table tacitly invites eventual disaster."
from Dr.Eric: Technically it is easier to test the facts and information and
it is easy to keep them engaged. Also it is very defensible in case parents
get upset as their little darlings haven't achieved the grades that they
expect or want. How many teachers at the middle schools or even high school
base their research papers on "the number of the pages it must be " instead
of concentrating the students' focus by asking fundamental questions so that
can't just copy from the internet.
**
also
Teaching to lists of what is "important" that have been devised by the elders
is the ultimate "back-to-basics" program. If we proceed down the road we
are now on and succeed in replicating ourselves, we will have an America in
which everyone understands and is comfortable with everyone else -- as
we slide toward oblivion.
from DrEric: what is important that we connect- not disconnect information.
more to say after I read the article with a fine tooth comb.
congrats again on an insightful editorial.

Dr. Eric Flescher, (KCStarguy@aol.com)- Educational Technology
Consultant-Multimedia- Adjunct Faculty, Lesley College-Technology Magic and
Worlds to Explore-20 plus ways for using the internet for teaching, learning
and education model http://ada.lesley.edu/faculty/flescher/team1.htm
Project S.I.M. (Simulations, Interdisciplinary internet and Metacognitive
activities)
In a message dated 5/11/00 11:29:40 AM, k-12sd@sysdyn.mit.edu writes:
<< Date: Tue, 09 May 2000 15:53:25 -0400
From: Marion Brady <mbrady@digital.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Article
I have the feature article in this month's Kappan, if anyone is
interested.
http://www.pdkintl.org/kappan/kappan.htm >>

Xxxxx

Date: Thu, 8 Jun 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Bill Barowy <wbarowy@lesley.edu>
Subject: 9-12 design/science/systems unit

Folks,
A module in the new NSTA series 'Science by Design' has systems dynamics
and modeling integrated into it. The unit is called 'Construct a boat',
and while it seems that editing has removed some of the activities and
description regarding systems and modeling, they are available directly
from the leading author, including a spreadsheet model, or perhaps even
one in STELLA.

Bill Barowy, Associate Professor
Lesley College
29 Everett Street, Cambridge, MA 02138-2790
Phone: 617-349-8168 / Fax: 617-349-8169
http://www.lesley.edu/faculty/wbarowy/Barowy.html
_______________________
"One of life's quiet excitements is to stand somewhat apart from yourself
and watch yourself softly become the author of something beautiful."
[Norman Maclean in "A river runs through it."]

Xxxxx

Date: Tue, 06 Jun 2000
To: k-12sd@sysdyn.mit.edu
From: Renato Soffner <renato@dombosco.merconet.com.br>
Subject: Introduction
Hello everybody.
My name is Renato Soffner, I am Brazilian and now a member of this list; I
got into System Dynamics after a visit to MIT's SysDyn Group, being kindly
hosted by Nan Lux.
I work on Technology and Education, in a level range that is similar to the
american K12; the main tools we used here are the Internet, constructionist
software (Papert et al), authoring, simulation, etc.
I am also one of the Brazilian representatives to 2B1 Foundation, a group
gathered by the folks of MIT's Media Lab in order to discuss the digital
future of children (Negroponte et al).
Feel free to write me if you want to exchange ideas about Technology and
Education; my website is at www.soffner.eng.br, sorry but its text is
Portuguese-like (unlike most people think, we do not speak Spanish in
Brazil, but Portuguese). My school's website is at www.db-piracicaba.com.br;
I had a paper accepted for WebNet2000 (San Antonio, Texas), so I am
probably going back to the US in October. But not to Boston this time
(sorry Nan!).
Greetings from Brazil.
All the best,
- Renato Soffner -
Coordenador de Informatica
Colegio Salesiano Dom Bosco - Piracicaba/SP
www.soffner.eng.br
----------------------------------------------
"No hacker's worth missing a Dead concert for"
Cliff Stoll - "The Cuckoo's Egg"

Xxxx

From: teresa@northwest.com
Date: Thu, 08 Jun 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: 9-12 design/science/systems unit

Question to Bill Barowy:
Where do you find the NSTA series you mentioned???
At 02:47 PM 6/8/00 -0400, Bill Barowy wrote:
>A module in the new NSTA series 'Science by Design' has systems dynamics
(snip)

.
Xxxx

Date: Thu, 08 Jun 2000
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Subject: NSTA booklet
Thank you for pointing out the NSTA booklet.
I was wondering if anyone has used "Global Environmental Change: Carrying
Capacity" to support a dynamic modeling class?

Richard
richard_turnock@pgn.com
503-464-8503
 
xxxxx

Date: Mon, 12 Jun 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Bill Barowy <wbarowy@lesley.edu>
Subject: 9-12 design/science/systems unit

>From: teresa@northwest.com
>>Where do you find the NSTA series you mentioned???
>
Oops. NSTA has an online store at the following URL:
http://www.nsta.org/store/
At the top of their page, you can click to get their search engine and then
enter "science by design".

Bb

xxxx
 
Date: Thu, 15 Jun 2000
From: Deborah Waldron <dwaldron@erols.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Physics teachers?

Hey there,
My name is Deborah Waldron and I've been a silent participant to this
list for the past year or so. I teach high school physics and have used
system dynamics with my students as well as in my own reserach.
Next year I have the opportunity to teach a lower level, conceptual
physics class for mathematically challenged students. I plan to use
Vensim and systems dynamics to allow these kids to do high level physics
while not forcing them to do serious math. Are there any other physics
teachers out there? I'd love the opportunity to swap ideas. I've looked
at the Maryland Virtual High School physics site.
Does anyone else have some suggestions.
Thanks a lot.

Deborah Waldron
dwaldron@erols.com
 
xxxxx

From: DynSystems@aol.com
Date: Fri, 16 Jun 2000
Subject: Physics teachers?
To: k-12sd@sysdyn.mit.edu

I believe that there is a German physics text book for High School teaching
that is being translated into English. Check with K-12 sysdyn.mit.edu office.
I heard about this effort several years ago.

Note from Moderator: Yes, from our offices at MIT over the past five
years, we have been working with volunteers to get the book mentioned above
by Professor Horst Schecker at the University of Bremen translated from
German into English. The 16 chapters are mostly complete as far as a first
very rough draft. I am sending the files to Prof. Schecker this week.
There is much editing that still needs to be done. So, yes there is such a
book, but sorry, it's not in usable form at this time. It is published in
German. Prof. Schecker's e-mail is: schecker@theo.physik.uni-bremen.de
Nan Lux, k-12sd

Xxxx

Date: Sat, 17 Jun 2000
From: William Costello <WILL@cvumail.cvu.cssd.k12.vt.us>
To: k-12sd@sysdyn.mit.edu
Subject: Physics teachers? -Reply
 
Deborah,
Hello...I teach high school physics in Vermont. We have developed a
mechanics curriclum that employs a "modeling cycle". Students begin with a
descriptive mental model, experiment with physical models, generate
graphical models from observed data, analyze the graphs to extract
mathematical models (simple equations),and build simulation models in
Interactive Physics and STELLA or Vensim. Students are presented with an
"event", such as a ball dropping, and begin the process by describing how
and why the object behaved as it did (hypothesis formulation based upon
prevalent mental model). This is followed by experimentation (both
qualitative and quantitative) with data colection in the quantitative steps
which often include video analysis and use of computer based lab equipment
(motion detectors, etc.). From the data students build graphs (or utilize
graphs generated by the lab equipment) to "see" the behavior and compare it
to that proposed in the descriptive mental model.
In simple linear or parabolic relationships students can generate the
equations or be presented with them, as problem solving tools. Students
can then ustilize the modeling software (Interactive Physics and STELLA) to
build a system that replicates the original, observed behavior in the
"event." They complete the work with a final revision of their original
written description.
This work came from a number of years of experience in being frustrated
with our traditional program having little or no impact upon changing
students mental models. Given pre-post test results (FCI) we have had some
success using this approach.
You might also have a look on the CLE website
(sysdyn.mit.edu/cle/lom.html>in the Science area for physics modeling
titles by Ron Zarraza and Horst Schecker. Write back to me if you want to.
From Moderator: For further information on the topic above you could refer
to the Creative Learning Exchange (http://sysdyn.mit.edu/cle). Under the
heading "Physics" there are further materials authored by Mr. Costello and
others.
 
Xxxx
 
From: Dakar@aol.com
Date: Fri Jun 16 2000
Subject: Physics teachers?
To: k-12sd@sysdyn.mit.edu

I am a former high school physics teacher, now in private industry.
I used Stella a bit in my conceptual physics classes for an introduction to
scientific thinking where students interacted as "experimentalists" and
"theorists". (The theorists had to build a model that was consistent w/
data collected by the experimentalists.)
I would be glad to share ideas. Good luck!
PS - I think there is a series of traditional physics models that are
linked the MVHS pages

.
Jay Fogleman

Xxxx

Date: Thu, 15 Jun 2000
From: Mary Ellen Verona <mverona@mabelode.mbhs.edu>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Physics teachers?

Hi Deborah,
We have at least 12 physics teachers working with MVHS. Several of them
teach physical science/matter and energy as well. You mentioned our
physics page. That was created by Charlotte Trout, a master physics
teacher. (I think she is a member of this list). Let us know what we can
do to collaborate.
In addition, Ron Zaraza is a physics teacher leader from the
CC-STADUS/SUSTAIN project. I'm sure you will find interesting information
on the CC-STADUS/SUSTAIN site as well.
Cheers!

Mary Ellen

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

Xxxx
 
From: dsmith@lasalle.edu
Subject: Physics teachers?
To: k-12sd <k-12sd@sysdyn.mit.edu>
Date: Mon, 19 Jun 2000

For Deborah and others interested in conceptual physics and its place in
curriculum, the article at the following link might be of interest
SOURCE: Education Week, 14 June 2000 WEBSITE:
http://www.edweek.org/ew/ewstory.cfm?slug=40physics.h19

David Lee Smith, Ph.D.
Director of Academic Operations
Institute for Advancement of Mathematics and Science Teaching
Associate Professor of Geology, Environmental Science, and Physics
La Salle University, 1900 W. Olney Avenue, Philadelphia, PA 19141
 
Xxxx

Date: Mon, 19 Jun 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Debra Lyneis <LyneisD@clexchange.org>
Subject: Physics teachers?

In response to the question about physics lessons:
Here is one more physics lesson to add to the list-- "Soda Bottle Water
Rockets, Build the Rockets and the Models," by Martha Lynes, available on
the Creative Learning Exchange list of science materials. Students build,
launch and videotape soda bottle water rockets. Then they build STELLA
models to replicate and understand their trajectories. The model-building
starts at the beginning with simple bathtub models, progressing through
models of bumblebees and baseballs to a series of increasingly complex
rocket models. The final model has decreasing mass as the water is
expelled from the bottles, and students can conduct other experiments on it.
Marti developed and used this unit with low level freshman classes and
senior honors classes at Algonquin Regional HS in Northboro, MA. She is
now retired from teaching, but I am sure she would be happy to correspond
by email with any teachers who have questions about the lesson. (Let me
know if you would like her address.) Marti and I worked together to write
the unit up under the Gordon Brown Fund.

Deb Lyneis
LyneisD@clexchange.org
 
Xxxx

From: "Gordon Kubanek and Carmen Hust" <chust@monisys.ca>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Cc: <dwaldron@erols.com>
Subject: Physics teachers? yes to deborah
Date: Thu, 17 Feb 2000
to Deborah
re: physics teacher
of course there are tons of physics types out here - I am one of them in
Canada
I teach chemistry & physics - both intro & college prep levels of both - is
do use basic vensim models - I use the idea of a "storyline" and how we can
turn our ideas about, let's us say acceleration and friction - to build a
model up - once they have seen me to it once - NOT on the computer at first
as the stocks and flows can be done on the overhead in pretty colours - the
idea is to SEE our mental model of the processes - if you start with the
computer software and computer-it's can get in the way..
then they do stories made visible in groups of 2 or 3 - we share them to see
get a class model - after doing that a few times I would then put it on
Vensim - use the data projector to demonstrate how easy it is - not getting
into the details of the software....
more importantly is the concept that we are looking for behaviour over time,
connections between variables, explicit SHARED mental models, etc.
only use the computer at the end....
I tend NOT to start with a physics model - I play the "epidemics game" [see
model attached infect with SD] and use the forest model [model and ppt show]
to illustrate the fact there is often a non-obvious variable that controls
the whole process [ in the forest model we look for sustainable harvesting
rate and the kids assume that means that planting rate = harvesting rate,
when in fact the controlling rate is the rate of growth of the trees - set
by mother nature] that is a start at least.

Gordon Kubanek, P.Eng.
http://my.treeway.com/kubanek
Carmen Hust, R.N.
http://my.treeway.com/Hust
621 Southmore Dr.W.
Ottawa ONT.
K1V 7A4 Canada
613 733 5671

Xxxxx

Date: Thu, 22 Jun 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Bill Barowy wbarowy@lesley.edu
Subject: More about 9-12 design/science/systems unit

Folks,
For the construct-a-boat unit of the science by design series nsta has put
out, I have a stella model for the speed of the boat as it accelerates
from rest (water friction is nonlinear, speed dependent, contributing to a
balancing feedback loop) and a spreadsheet model, as well as position data
that I took, and separately two students took, with a stopwatch, and while
I have not located the it yet -- I also took data with mbl probes. I have
a brief biographical sketch of John Winters, a canoe designer, and if I
have time I will attempt to complete one for a female boat designer/builder.
What I am looking for is a place to publish a web site that will allow
anonymous ftp access so that people may freely download these materials --
my question to you is: Does one of those free webhosting sites like hotmail
allow anonymous ftp -- if so which one?
And any suggestions from those of you who look at the materials is welcome.
 
Thanks in advance,
Bill Barowy
 
P.S. The curriculum development team's preference for NSTA as a publisher
of the Science by Design series was two fold, it does not pay royalties,
thereby minimizing published materials cost, and NSTA offers perhaps
maximum distribution capacity.
 
Xxxx

Date: Fri, 30 Jun 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Jochen Linck <linck@MIT.EDU>
Subject: Manufacturing System Modeling

Hi,
I am new on the list of the k-12 list and working on manufacturing system
design. I am presently doing a Ph.in the Mechanical Engineering Department
at MIT on manufacturing system design. We developed a system design
approach for manufacturing systems using the Axiomatic Design methodology.
The goal of the design approach is to state general objectives a
manufacturing system has to satisfy and to state corresponding design
solutions. As a result it is possible to relate "low-level" decisions such
as equipment selection to "high-level" objectives such as fast throughput
times. The relations are stated in terms of qualitative relationships.
(the overall design approach can be seen on the PSD web page
(http://psd.mit.edu)
I would like to apply system dynamics to better model the relationships and
better understand the dynamics. In this context I am wondering if anybody
is aware of any system dynamics models for manufacturing systems or parts
of it (such as planning - control, quality, throughput time) I found
Morecroft's Ph.D. thesis on MRP, but haven't found any further work on this
topic. Can anybody help me out?
Thanks
Jochen
_____________________________________________
Jochen Linck
Massachusetts Institute of Technology
Production System Design Laboratory
77 Massachusetts Ave.
Room 35-135
Cambridge, MA 02139
http://web.mit.edu/psd/www
Tel: (617) 253 4538
Fax: (617) 258 7488
 
Xxxx

End of June 2000