In the past few posts, I’ve shared about the Science and Engineering Practices. These were created to improve science education, helping students to really dive down deep into the content. In this post, you will take a deep dive into models and Science and Engineering Practice 2, developing and using models.
Let’s learn more about developing and using models in science and engineering! This is a great way to bring the WOW Factor!
Why use models?
Models are important to the field of science and engineering. Models are used in science to explain things and help us to understand how the world around us works. In engineering, models are used to analyze systems and determine how a design will perform or is performing.
How are models used in middle school science?
In middle school science, students develop, use, and revise models.
To build off of what they learned in elementary school. Middle school students describe, predict, and test phenomena and design systems that are more abstract.
The biggest change from elementary to middle school is students are looking at things that are more abstract and unable to be directly observe in their model. For example, they look at things that are too small or too large (atoms and the solar system). This could also include things that are too fast or too slow (speed of light).
For an in-depth look, check out the Science and Engineering Practices Matrix.
Types of Models for Science
Scientists participate in developing and using models to help understand phenomena, and your young scientists will develop and use models for the same reasons.
Sometimes, humans create models inside their head (mental models; tools for thinking). For example, when someone thinks about the concept of gravity, they may picture something falling, such as Newton’s apple falling from the tree. This mental model helps them predict how other objects may act when dealing with gravity.
However, this mental model could vary based on experience and current worldview. Mental models are just “yours”. They are different for everyone, so they are ineffective. In the classroom, we use something called conceptional models which are explicit representations of the phenomenon that they are depicting.
From this point on, when I mention models, I’ll be referring to conceptual models.
Conceptual models are a manifestation of mental models, and you want to use these models in the classroom. They are representative of how the world works. They help to communicate ideas to others.
Here are some developing and using models examples for the middle school science classroom. Some of the categories could overlap.
Drawings (could also be digital)
Students can create a visual representation of a phenomena. For example, students could create a drawing of a cell and label the organelles and other parts of the cell. Another example would be for students to draw a picture of a simple machine and label the different parts.
Diagrams (could also be digital)
Students could create a visual representation of a process, system, or to depict relationships. For example, students could create a diagram of the water cycle with an emphasis on the processes such as evaporation, condensation, etc. Another example could be a food web. Food webs illustrate the flow of energy through an ecosystem.
Physical 3-D Models
Students can create models to represent a science concept or phenomenon. For example, students could create a model of a molecule using toothpicks and marshmallows. Another example would be if a student creates a model of the solar system using Styrofoam balls and other materials.
Replicas
Similar to 3-D models, replicas can represent a science concept or phenomenon, but they are exact or scaled copies of it! They are used to study or demonstrate. For example, students may create a replica of a fossil to study organisms of the past. Another example could if a student builds a replica of a simple machine and explore how it works!
Computer Simulations
There are so many resources for teachers and students to use that simulate real-world phenomena. They may allow you to adjust the variables to predict and observe outcomes. For example, there are many PhET simulations that do just this. For example, students can explore waves and properties such as frequency, amplitude, etc. with this simulation. Another example is this computer simulation about natural selection. Students can determine how traits change if an organism may or may not survive in a particular environment.
Mathematical
These are representations using equations, formulas, graphs, etc. to describe a phenomenon. For example, chemical equations are used to represent a chemical reaction. Another example of this could be graphing data to analyze the relationships between temperature and phase changes.
Analogies
Analogies compare different phenomena or systems so that it helps students make sense of complex concepts or processes. For example, you could a house blueprint to help describe what DNA is. Another example would be to use a puzzle to help describe tectonic plates.
Written Descriptions
Scientific phenomena can also be modeled through written (or even verbal) descriptions. They can explain content and describe processes. For example, students could write the layers of the atmosphere in order and describe the main characteristics of each of those layers. Another example could be describing the process of photosynthesis. Student could explain and highlight the important processes such as how plants convert carbon dioxide, water, and sunlight into oxygen and glucose.
Experiments
Experiments that demonstrate phenomena could serve as models. For example, if students experiment by dropping a pencil and a coin from the same height at the same time, they are modeling the force of gravity, and they will experiment with the gravitational acceleration! Another example could be the simple experiment of mixing baking soda and vinegar. Students are modeling the concept of chemical reactions!
Developing and Using Models for Engineering
Engineers also use models. They use models to analyze systems, tests designs, and build designs. Much of the models are modern computer simulations. Tinkercad and Scratch are examples of software used in middle school for modeling. Engineers also the models described above!
Developing Models vs. Using Models
So, this standard mentions that students should use models and develop models. What’s the difference?
Using Models
Using models refers to using models, that already exist, to understand, analyze, predict or communicate scientific concepts, phenomena, and systems. Even, in the “real-world” of science, scientists use models for that same reason, and they can use these models and build upon it.
Students USE models such as PhET simulations and NetLogo to do just that.
Developing Models
In the middle school science classroom, students develop models all of the time. This is where students create and construct models.
Here are some more examples:
- Create a drawing of offspring based on the genotype/phenotype predictions of the parents.
- Construct a diagram to display the forces on an object.
I hope you enjoyed the deep dive into Science and Engineering Practice 2: Developing and Using Models!
More Resources for Developing and Using Models
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