Company Name

StarPeople

"StarPeople" activities are those in which students participate following a set of rules, then discuss the emergent patterns that arise from their individual actions. Two sets of these StarPeople participatory simulations were carried out in three middle-school classrooms. The PSA are presented in conjunction with StarLogoT models that are similar to the simulations. In one case, the class had worked extensively with StarLogoT and discussed emergent phenomena in that context, so that these activities gave one more layer to their understanding of complexity.

In the first activity, students are asked to try to clap in unison. They start without a clear signal and move easily to unison and then to speeding up together. Then they were asked to explain how they went from random to ordered pattern without a single leader. Explanations ranged from "we just felt the beat" to "I followed the sound that was the loudest". They were then asked to do it with eyes closed, which wasn't hard, and then to slow down together instead of speeding up. This latter task proved to be extremely difficult to do or to explain. How an "obvious" emergent pattern &endash; clapping together &endash; develops

became less self-evident and more interesting. Students are then shown the StarLogoT Firefly model, where a tree full of fireflies synchronizes their flashing according to purely local rules. A discussion ensues as to the similarities and differences between the PSA and the firefly model.

Fireflies synchronizing flashes

Graph of fireflies flashing at a given time

In the second activity, each student chooses one of four numbers and writes it on a small post-it note. They are asked to get together with others who have the same number. This is typically noisy and active. After discussing how they achieved their grouping, they are asked to do it again, but not to talk or signal in any way, except by showing the number on their note. This takes rather longer; they have to circulate a lot, and in some cases two groups with the same number form but don't combine. This activity helps students explore how the "localness" of communication can change global patterns and strategies, and what strategies can be used when global knowledge or rules are not available.

They then look at two parallel StarLogoT models: a) groups of different-colored turtles each going to predetermined spots (a global rule); b) the same turtles wandering around the screen and following the same color turtle only if they landed on the same patch (a local rule).

Both of these StarLogoT models are natural prototypes for similar models that are controlled by students through the ClassLogo network.

Turtles following local clustering rule

Turtles following global clustering rule

Uri Wilensky
Northwestern University
Evanston, IL

Walter M. Stroup
The University of Texas
Austin, Texas


StarPeople

"StarPeople" activities are those in which students participate following a set of rules, then discuss the emergent patterns that arise from their individual actions. Two sets of these StarPeople participatory simulations were carried out in three middle-school classrooms. The PSA are presented in conjunction with StarLogoT models that are similar to the simulations. In one case, the class had worked extensively with StarLogoT and discussed emergent phenomena in that context, so that these activities gave one more layer to their understanding of complexity. In the first activity, students are asked to try to clap in unison. They start without a clear signal and move easily to unison and then to speeding up together. Then they were asked to explain how they went from random to ordered pattern without a single leader. Explanations ranged from "we just felt the beat" to "I followed the sound that was the loudest". They were then asked to do it with eyes closed, which wasn't hard, and then to slow down together instead of speeding up. This latter task proved to be extremely difficult to do or to explain. How an "obvious" emergent pattern &endash; clapping together &endash; develops became less self-evident and more interesting. Students are then shown the StarLogoT Firefly model, where a tree full of fireflies synchronizes their flashing according to purely local rules. A discussion ensues as to the similarities and differences between the PSA and the firefly model.


Fireflies synchronizing flashes		Graph of fireflies flashing at a given time
In the second activity, each student chooses one of four numbers and writes it on a small post-it note. They are asked to get together with others who have the same number. This is typically noisy and active. After discussing how they achieved their grouping, they are asked to do it again, but not to talk or signal in any way, except by showing the number on their note. This takes rather longer; they have to circulate a lot, and in some cases two groups with the same number form but don't combine. This activity helps students explore how the "localness" of communication can change global patterns and strategies, and what strategies can be used when global knowledge or rules are not available. They then look at two parallel StarLogoT models: a) groups of different-colored turtles each going to predetermined spots (a global rule); b) the same turtles wandering around the screen and following the same color turtle only if they landed on the same patch (a local rule). Both of these StarLogoT models are natural prototypes for similar models that are controlled by students through the ClassLogo network.
Turtles following local clustering rule		Turtles following global clustering rule
Uri Wilensky Northwestern University Evanston, IL		Walter M. Stroup The University of Texas Austin, Texas