2. Developing and using models

Dimension 1: Practices

Developing and Using Models

Below is the progression of the Science and Engineering Practice of Developing and Using Models, followed by Performance Expectations that make use of this Science and Engineering Practice.

2. Developing and Using Models

A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations.

NSTA

Primary School (K-2)

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Compare models to identify common features and differences.

Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

Develop a simple model based on evidence to represent a proposed object or tool

Distinguish between a model and the actual object, process, and/or events the model represents.

Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

Distinguish between a model and the actual object, process, and/or events the model represents.

Elemenatry School (3-5)

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.

Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

Develop and/or use models to describe and/or predict phenomena.

Identify limitations of models.

Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

Middle School (6-8)

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed.

Use and/or develop a model of simple systems with uncertain and less predictable factors.

Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

Develop and/or use a model to predict and/or describe phenomena.

Develop a model to describe unobservable mechanisms.

Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

Evaluate limitations of a model for a proposed object or tool.

High School (9-12)

Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

Design a test of a model to ascertain its reliability.

Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.

Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.

Use a model to provide mechanistic accounts of phenomena.

Develop a complex model that allows for manipulation and testing of a proposed process or system.

Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.

Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design criteria.

Compare models to identify common features and differences.

Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

Develop a simple model based on evidence to represent a proposed object or tool

Distinguish between a model and the actual object, process, and/or events the model represents.

Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

Distinguish between a model and the actual object, process, and/or events the model represents.

Developing and Using Models

Model-based activities can be an effective way for students to develop their science literacy and their practical skills in engineering for solving complex science problems. Activities involving modeling support students to build an understanding of abstract scientific principles, to develop the skills of experimentation and observation, to think critically and make connections with real-world scenarios, and to engage in active problem-solving. Such activities also often develop various collaborative skills and creativity in the classroom. Furthermore, model-based activities can effectively be used within a learner-centered environment to increase student engagement and provide fun, meaningful learning experiences.

GOALS

By grade 12, students should be able to

• Construct drawings or diagrams as representations of events or systems—for example, draw a picture of an insect with labeled features, represent what happens to the water in a puddle as it is warmed by the sun, or represent a simple physical model of a real-world object and use it as the basis of an explanation or to make predictions about how the system will behave in specified circumstances.

• Represent and explain phenomena with multiple types of models—for example, represent molecules with 3-D models or with bond diagrams—and move flexibly between model types when different ones are most useful for different purposes.

• Discuss the limitations and precision of a model as the representation of a system, process, or design and suggest ways in which the model might be improved to better fit available evidence or better reflect a design’s specifications. Refine a model in light of empirical evidence or criticism to improve its quality and explanatory power.

• Use (provided) computer simulations or simulations developed with simple simulation tools as a tool for understanding and investigating aspects of a system, particularly those not readily visible to the naked eye.

• Make and use a model to test a design, or aspects of a design, and to compare the effectiveness of different design solutions.

National Academies of Sciences, Engineering, and Medicine. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.

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Last updated:

July 30, 2023 at 10:41:52 PM

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