Storyboard Systems Thinking Main point All activity takes

Storyboard Systems Thinking Main point All activity takes place within dynamic, interacting systems that cannot be separated from one another Awareness of facts: Systems exhibit certain properties that guide design decisions Open vs. closed thermodynamic systems 3 properties that determine system behavior Awareness of personal role: Awareness of strategies: Being able to visually represent the system and see one’s participation aids effective interventions Map events Link events in causal loops Changing symptoms requires changing systemic structure Events proceed from patterns Patterns proceed from systemic structure capacity redundancy resiliency This work was made possible by the National Science Foundation’s DUE#0717428 | Jane Qiong Zhang and Linda Vanasupa

Systems Thinking Dynamic Systems 2

Systems Thinking The Dynamic System Concept Changes with time Group of interacting components Surroundings system Outside the system Boundary Conceptually “separates” the system and surroundings Elements defined by those analyzing the system

Systems Thinking Example My Learning System Surroundings The classroom system The instructor, me, my notebook, my pen, my desk, my chair Boundary 1 meter in all directions around my desk Classroom Activity (2 minutes) Using the system above, redefine the system BOUNDARY so that the learning system above results in more learning. Share your results with you neighbor.

Thermodynamic Systems Thinking Closed vs. Open Surroundings system E Boundary Can exchange energy but not matter Can exchange energy & matter

Example Systems Thinking US Transportation System Surroundings The US, atmosphere system Cars, gas sold in US, roads, buses, trains, subways Boundary Classroom Activity (2 minutes) Turn to your neighbor and determine the boundary for this system. Determine the factors that qualify it as a open thermodynamic system.

Systems Thinking The Key System Properties Capacity- depends on placement of the system boundary and system properties Surroundings Resiliency- ability to adapt system to changes in the surroundings; greater redundancy results in greater resiliency. Boundary Interdependency- degree of Redundancy- the extent to interconnectedness among the sub-systems within the system; higher interconnectedness results in less stable systems which there are duplicate paths within the system to produce the same result.

Systems Thinking Example: Construction Materials Flow Cycle for Aggregates Classroom Activity (2 minutes) Turn to your neighbor, isolate a sub-unit of the system pictured above. Identity all inputs and output of the sub-system that you isolated.

Systems Thinking Natural Dynamic Systems 12

Systems Thinking The Key System Properties Ideas: C. S. Hollings

Systems Thinking The Key System Properties Ideas: C. S. Hollings, M. Chertow

Systems Thinking System Behavior 16

Systems Thinking Considers “the whole” rather than parts of the whole Systems Thinking Events Symptoms, seen as resulting from patterns of behavior Patterns Developed in response to the system’s structure Systemic structure Create the patterns and symptomatic events

Systems Thinking Considers “the whole” rather than parts of the whole Example Events Global climate change Patterns CO 2 emissions over time; use of fossil fuels over time Systemic structure US government-subsidized fossil fuel production; fossil-fuel-based national energy infrastructure Classroom Activity (5 minutes) In groups of 2 or 3, identify an example of a global system tied to economic activity. Describe events, and patterns of behavior of this system.

Systems Thinking Traditional Thinking Example: Managing Agricultural Pests vs. System Thinking Isolate interactions to analyze Integrate interactions to analyze Linear, cause and effect Circular, cause, response, feedback

Systems Thinking Visually-representing Systems 20

Systems Thinking Tools Representing Systemic Structures with Causal Loop Diagrams a Reinforcing loop + births + “+” =changes occur in the same directions (“s” also used) a Balancing loop – population Time delay deaths + – “–” =changes occur in the opposite directions (“o” also used) Resources

Systems Thinking Guidelines for Drawing CLD Causal Loop Diagrams: “Limits to Growth” a Reinforcing loop + births + a Balancing loop – population deaths + – Time delay 1. Use nouns, that can vary Resources

Systems Thinking Guidelines for Drawing CLD Causal Loop Diagrams: “Limits to Growth” 2. Indicate polarity + births + – population deaths + – Time delay Resources

Systems Thinking Guidelines for Drawing CLD Causal Loop Diagrams: “Limits to Growth” + births + – population deaths + – Time delay 3. Show delays Resources

Systems Thinking Guidelines for Drawing CLD “Shifting the Burden” from true solution to quick fix solution Individual Activity (10 minutes) Create your own “shifting the burden” story and share it with another. Start by identifying a “problem symptom, ” and a “quick fix. ”

Systems Thinking The Global System Classroom Activity (5 minutes) Here are two conceptual “models” of the relationship between nature, society and economic systems. Which of these models more accurately depicts reality? Why? Draw a causal loop diagram associated with the model.