USING THE SYSTEM DYNAMICS PARADIGM IN TEACHING AND LEARNING TECHNOLOGICAL UNIVERSITY SUBJETS

Appears in: EDULEARN10 Proceedings

Publication year: 2010

Pages: 2897-2906

ISBN: 978-84-613-9386-2

ISSN: 2340-1117

Publication year: 2010

Pages: 2897-2906

ISBN: 978-84-613-9386-2

ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies

Dates: 5-7 July, 2010

Location: Barcelona, Spain

Dates: 5-7 July, 2010

Location: Barcelona, Spain

Because of this, software that does not hide the equations and with the user can know at any moment what he/she is doing, from the mathematical point of view, is missing. According to the authors, any simulation program including the System Dynamics paradigm meets this condition because its GUI is very close to differential equations and the Initial Value Problem. The modelling of a system using this paradigm is simply to raise because an initial value problem associated with the system is quickly represented by the graphical user interface of the simulation program.

This article presents some learning experiences focused on "problem based learning" using AnyLogic, which provides the System Dynamics paradigm to perform simulations of physical systems. The program provides a graphical environment that allows to perform animations very easily.

The first on is to simulate the filling of a tank of water where the model is a first order non-linear differential equation. This case is instructive as it is very easy to raise the initial value problem and may be valid to review some concepts already forgotten by the students such as for example the derivative, integral, differential equation and initial value problem.

Other simulation exercises posed to students are the control of a cart by a force, a parabolic shooting, and other mechanical, electrical and thermal examples.

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