Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
PHYS.2.A
The student is expected to identify advantages and limitations of models such as their size, scale, properties, and materials;
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Knowledge and Skills Statement
Further Explanation
The further explanation is designed to be a resource for educators that helps them better understand the topic their students are learning. Further explanations may be written at a more complex level than would be expected for students at the grade level.
All models have strengths and weaknesses; understanding those limitations helps scientists and engineers select the most appropriate model. The advantages of models may include seeing something that would otherwise be too big (the solar system) or too small (bacteria), manipulating the parts to see how they work together, and using less expensive or easier to find materials to build it. Disadvantages of models may include not being completely accurate about the phenomena the model represents.
Teachers may use a Plus, Minus, Delta chart or some other form of graphic organizer to help students think about and discuss strengths and weaknesses of models.
Supporting Information
Research
Krell, Moritz, Bianca Reinisch, and Dirk Krüger. "Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics." Research in Science Education 45, no. 3 (2014): 367-393. https://doi. 10.1007/s11165-014-9427-9
Summary: Secondary school students (N = 617; grades 7 to 10) understanding of models and modeling was assessed. The findings show significant differences between students’ biology-, chemistry-, and physics-related understandings of models and modeling. The findings suggest that models may be used in a rather descriptive way in biology classes but in a predictive way in chemistry and physics classes.