New York State MST Standard 6

observe and describe interactions among components of simple systems.
identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).

describe the differences between dynamic systems and organizational systems.
describe the differences and similarities between engineering systems, natural systems, and social systems.
describe the differences between open- and closed-loop systems.
describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

explain how positive feedback and negative feedback have opposite effects on system outputs.
use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

Key Idea 2
Models:

Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

Performance Indicators (Benchmarks)

analyze, construct, and operate models in order to discover attributes of the real thing.
discover that a model of something is different from the real thing but can be used to study the real thing.
use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world.

select an appropriate model to begin the search for answers or solutions to a question or problem.
use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

revise a model to create a more complete or improved representation of the system.
collect information about the behavior of a system and use modeling tools to represent the operation of the system.
find and use mathematical models that behave in the same manner as the processes under investigation.
compare predictions to actual observations using test models.

Key Idea 3
Magnitude and Scale:

The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

Performance Indicators (Benchmarks)

provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements.
identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior.

cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.
use powers of ten notation to represent very small and very large numbers.

Elementary Level Students

describe the effects of changes in scale on the functioning of physical, biological, or designed systems.
extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

Key Idea 4
Equilibrium and Stability:

Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

Performance Indicators (Benchmarks)

cite examples of systems in which some features stay the same while other features change.
distinguish between reasons for stability–from lack of changes to changes that counterbalance one another to changes within cycles.

describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.

describe specific instances of how disturbances might affect a system’s equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.
cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

Key Idea 5
Patterns of Change:

Identifying patterns of change is necessary for making predictions about future behavior and conditions.

Performance Indicators: (Benchmarks)

use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data.
analyze data by making tables and graphs and looking for patterns of change.

use simple linear equations to represent how a parameter changes with time.
observe patterns of change in trends or cycles and make predictions on what might happen in the future.

use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.
search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

Key Idea 6
Optimization:

In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

Performance Indicators (Benchmarks)

determine the criteria and constraints of a simple decision making problem.
use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem.

determine the criteria and constraints and make trade-offs to determine the best decision.
use graphs of information for a decision making problem to determine the optimum solution.