Dynamic modelling with LOGO
Denis Wong · Physics Education · 1986
The use of LOGO in education has now been wellpublicised and most teachers will be, if not familiar with i t , at least aware of its existence.Most work with LOGO has, however, been limited to young children and the area of elementary mathematics.Abelson and Di Sessa (1980) have shown that LOGO can be used for advanced topics, but this facet of LOGO is not, unfortunately, well-known.In this article I wish to describe techniques, in LOGO, which are directly applicable at A-level and above.The techniques use a dynamic modelling approach, which considers system behaviour in terms of state transitions over successive short intervals and which has been illustrated in great detail by Roberts et a1 (1983).Short introductions to LOGO and dynamic modelling in BASIC have been included for those unfamiliar with these topics, with the techniques mentioned above described afterwards.LOGO LOGO is a computer language which runs on many commonly available microcomputers, as we will see