Overview As you’ve learned in the module resources, systems are everywhere in ou

OverviewAs you’ve learned in the module resources, systems are everywhere in our lives. In this activity, you will leverage your understanding of systems thinking and your knowledge of Microsoft Visio to describe a system that exists in your own life. You may choose any system in your life. However, it may be best to start out with a simple system at a very low level of complexity.PromptFor this assignment, complete the following:Choose a system in your own life. In one paragraph, describe the purpose of this system and describe how it meets the definition of a system.For your chosen system: identify its parts, define their relationships to each other, and describe any feedback loops present in the system.Using Microsoft Visio, construct a model of this system.Guidelines for SubmissionUpload a Word document that must include your written descriptions and your diagram of the system.Introduction to Systems Thinking RubricIntroductionExplore the resources, which will help you learn how to define systems thinking.Required ResourcesVideo: Got A Wicked Problem? First, Tell Me How You Make Toast opens in new window (9:01)Systems are everywhere in our lives. This video will introduce you to creating systems models for something as simple as making toast. The ideas included here are the building blocks to systems thinking.Are there different systems models that you would create for how you make toast?Are there situations in your personal or professional life in which you would use a systems model to help solve a problem? What would that look like?Reading: Systems Thinking: What, Why, When, Where, and How opens in new windowThis resource from The Systems Thinker provides a concise introduction to the systems thinking concept and the applicability of this concept to your everyday life. As you read this article, consider the following:What problems or issues in your personal or professional life could be helped through applying systems-thinking processes?Of the brief descriptions of tools and processes covered in the article, which do you think could be applied to these problems or issues?Reading: Introduction to Systems Thinking opens in new windowThis resource The Systems Thinker provides a deeper introduction to systems-thinking concepts. This article defines systems, describes the difference between systems and collections, and discusses how to identify components of a system and their interactions. As you read this article, consider the following:What are the characteristics of systems thinking?How are systems different from collections?What systems can you identify in your everyday life, and what are their purposes?Video: Systems Thinking! opens in new window (5:11)A captioned version of this video is available: Systems Thinking! (CC) opens in new window (5:11). This short animation describes the importance of systems thinking in maximizing benefits without introducing unwanted issues. Students will learn how to use mental models to begin utilizing systems-thinking techniques.How is systems thinking useful for addressing more complex issues?Video: The Value of Systems Thinking opens in new window (10:09)This video from the CDC describes systems thinking before walking through how systems thinking and systems-thinking processes can be used to address a health issue. As you watch this video, consider the following questions:How was systems thinking used to solve the issue identified in the video?Think of a problem you have experienced in your personal or professional life. Could you frame that problem using systems-thinking language? How might this framing help you address the problem?Introduction to Systems Thinking RubricCriteria Exemplary (100%)Proficient (85%)Needs Improvement (55%)Not Evident (0%)ValuePurpose Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes the purpose of a selected system Shows progress toward proficiency, but with errors or omissions; areas for improvement may include accuracy, clarity, logic, or detail Does not attempt criterion 18Definition of System Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes how a selected system meets the definition of a system Shows progress toward proficiency, but with errors or omissions; areas for improvement may include accuracy, clarity, logic, or detail Does not attempt criterion 18Parts Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Identifies the parts of a selected system Shows progress toward proficiency, but with errors or omissions; areas for improvement may include accuracy, clarity, logic, or detail Does not attempt criterion 18Relationships and Feedback Loops Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Defines the relationships and feedback loops present within a selected system Shows progress toward proficiency, but with errors or omissions; areas for improvement may include accuracy, clarity, logic, or detail Does not attempt criterion 18Model Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Constructs a simple model of a selected system Shows progress toward proficiency, but with errors or omissions; areas for improvement may include accuracy, clarity, logic, or detail Does not attempt criterion 18Articulation of Response Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas 10Total: 100%