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Developing & Using Modeling in the Science Classroom

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Presented by

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Martin Palermo, PhD

William Floyd High School

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Robert Krakehl, PhD

Manhasset Secondary School

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About Us

Rob Krakehl

  • AP Physics 1
  • AP Physics 2
  • Adjunct Professor

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@Rob_Krakehl

www.robkrakehl.com

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Martin Palermo

  • Chemistry
  • AP Research
  • President AACT

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@mrchemistry

www.mrpalermo.com

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SEP: Developing & Using Models

Brainstorm: What can we use models for in the classroom?

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What is a model?

  • The combination of observations and inferences used to explain a phenomenon

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  • Models are a simplified imitation of reality
    • Used to understand or explain something
    • Suggests how things might work
    • Have limitations

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What is a model?

  • Write down 5 different types of models

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What is a model?

  • Anything is a model if it is used to understand a phenomenon

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Types of Models

  • Physical: (e.g. Wind tunnel)
  • Conceptual: (often use analogies e.g. cells like a room)
  • Mathematical: (e.g. E=mc2)

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Modeling

  • Good models:
    • Explain the data at hand
    • Are consistent with prior knowledge
    • Predict results of future experiments

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Purpose of Model Building Activities

  • Learn to use prior knowledge
  • Search for patterns in data
  • Develop causal explanations to account for patterns
  • Allow for critique and revision

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Modeling

  • Draw a particle model representing a solid, liquid and gas

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solid

liquid

gas

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Modeling

  • Brainstorm some ways that we could test your models in the lab.

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Modeling

Turn to another group and communicate your ideas

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Testing our Models

  • You have 3 syringes filled with a solid, liquid and a gas.
  • Test your models by pushing on the plunger and seeing how much (if at all) the substance can be compressed.

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Modeling

  • Now based on your evidence, refine your models

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solid

liquid

gas

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Using Models: Assessment

Blocks of wood demo

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Using Models: Assessment

  • Do you think the block is going to sink or float?
  • Draw a particle model of the block of wood with the holes in it to aid in your thinking

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  • Turn and talk……Explain your thought process

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Let’s test the model

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Learning Progression for Scientific Modeling

  • The MoDeLS project, Modeling Designs for Learning Science
  • Developed a learning progression to represent successively more sophisticated levels of engagement in and knowledge of scientific modeling
  • (Schwarz et al., 2009)

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A Learning Progression for Understanding Models as Generative Tools for Predicting and Explaining

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A learning progression for understanding models as changeable entities

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What is the ultimate goal?

Spontaneously use models to support their thinking/sensemaking

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Modeling

https://www.youtube.com/shorts/NGMghHogdz8

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What do you predict will happen when one is placed in hot water and the other placed in cold water?

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Thank You

Rob Krakehl

Find me on X @Rob_Krakehl

www.robkrakehl.com

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Martin Palermo

Find me on X @mrchemistry

www.mrpalermo.com

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