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Developing and Using Models

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Models are used in both science and engineering as tools for understanding. The wide range of models used in science and engineering includes, but is not limited to, conceptual models such as drawings and diagrams, maps, three-dimensional structures, physical scale models, mathematical formulas, analogies, computer simulations, and mental models. Models may not correspond directly to the system being modeled, but can they help to simplify complex concepts, make visible what is too small or too large for the human eye to take in, or highlight a particular aspect of a system. All models have limitations, which are important for students to recognize and understand. Conceptual models can help students develop mental models, deepening their understanding and learning.

 

In science models are used to represent systems, or parts of systems, in order to study and communicate ideas about those systems. Models in science help scientists make predictions about how systems will behave under given conditions. Scientific models can be refined and readjusted based on new data. In engineering, models are used to analyze and refine existing systems. These models can be used to test design features and communicate those features to others.

 

Marine and aquatic scientists use models for a variety reasons. For example, computer models are used to describe and predict ocean current and weather patterns (Fig. 2.5 A). Biologists use diagrams and three-dimensional models to represent the anatomies and life cycles of many different organisms (Fig. 2.5 B). Diagrams are also used by aquatic scientists to represent how matter and energy move through an environment (Fig. 2.5 C). Ocean engineers use models to design and test new instruments and devices (Fig. 2.5 D)

 

Fig. 2.5. (A) A model is used to visualize currents off of the coast of Florida.

Image courtesy of National Aeronautics and Space Administration (NASA) Goddard’s Scientific Visualization Studio

Fig. 2.5. (B) A diagram shows the anatomy of a shark.

Image courtesy of Chris_huh from Wikipedia


 

Fig. 2.5. (C) Diagram of the water cycle.

Image by Byron Inouye

Fig. 2.5. (D) A large-scale model of a wave power converter off the coast of Scotland.

Image courtesy of P123 from Wikipedia


According to the framework, students should be able to begin modeling in the earliest grades, using pictures or physical models. As students progress, they should be able to create and use increasingly abstract or more sophisticate models. Students should be able to refine their models as their understanding develops, and to understand the limitations of models. Through classroom instruction, the roles and use of models should be explicitly taught, and students should be provided with the opportunities and tools to create scientific and engineering models.

 

  1. Physical > World Ocean > Ocean Basins and Continents > Activity: Locate Ocean Basins and Continents
  2. Physical > World Ocean > Map Distortion > Compare-Contrast-Connect: Map Orientation and Shape
  3. Physical > World Ocean > Locating Points on a Globe > Activity: Locating Points on a Globe
  4. Physical > World Ocean > Locating Points on a Globe > Activity: Mapping the Globe
  5. Physical > World Ocean > Locating Points on a Globe > Activity: Pacific Scavenger Hunt
  6. Physical > Density Effects > Density, Temperature, and Salinity > Practices of Science: Making Simulated Seawater
  7. Physical > Density Effects > Density Driven Currents > Activity: Gravitational Currents
  8. Physical > Density Effects > Density Driven Currents > Activity: Modeling Thermohaline Water Flow
  9. Physical > Density Effects > Density Driven Currents > Practices of Science: Using Models
  10. Physical > Density Effects > Density Driven Currents > Climate Connection: Global Conveyor Belt
  11. Physical > Atmospheric Effects > Wind Formation > Activity: The Coriolis Effect
  12. Physical > Atmospheric Effects > Climate and Atmosphere > Activity: Stability of Water Layers
  13. Physical > Waves > Sea States > Activity: Wave Interference
  14. Physical > Waves > Wave Energy and Wave Changes with Depth > Activity: Orbital Motion of Waves
  15. Physical > Waves > Wave Energy and Wave Changes with Depth > Activity: Simulate Deep-Water, Transitional, and Shallow-Water Waves
  16. Physical > Coastal Interactions > Wave-Coast Interactions > Activity: Wave Patterns in a Ripple Tank
  17. Physical > Coastal Interactions > Wave-Coast Interactions > Activity: Coastline Wave Tank
  18. Physical > Coastal Interactions > Beaches and Sand > Activity: Coastal Engineering
  19. Physical > Coastal Interactions > Tsunamis > Activity: Sendai, Japan Tsunami Animation
  20. Physical > Tides > Tide Formation—Tide Height > Practices of Science: Scaling
  21. Physical > Tides > Tide Formation—Tide Height > Activity: Modeling Amphidromic Points
  22. Physical > Ocean Floor > Layers of Earth > Activity: Modeling Earth’s Dimensions
  23. Physical > Ocean Floor > Change Over Time > Activity: Timeline of Earth
  24. Physical > Ocean Floor > Continental Movement by Plate Tectonics > Activity: Modeling Plate Spreading
  25. Physical > Ocean Floor > Seafloor Features and Mapping the Seafloor > Activity: Interpreting Contour Maps
  26. Physical > Ocean Floor > Seafloor Features and Mapping the Seafloor > Activity: Contour and Raised Relief Maps
  27. Physical > Ocean Floor > Seafloor Features and Mapping the Seafloor > Activity: Contour Lines and Nautical Charts
  28. Physical > Ocean Floor > Seafloor Features and Mapping the Seafloor > Activity: Simulating Sonar Mapping of The Ocean Floor
  29. Physical > Ocean Floor > The Oceanic Crust and Seafloor > Activity: Crayon Rock Cycle
  30. Physical > Ocean Depths > Light in the Ocean > Activity: Colors of the Light Spectrum
  31. Chemical > Matter > Definition of Matter > Activity: Matter Concept Map
  32. Chemical > Chemistry and Seawater > The Nature and Organization of Elements > Activity: Organizing the Elements
  33. Chemical > Chemistry and Seawater > The Nature and Organization of Elements > Compare-Contrast-Connect: The History of Mendeleev's Table
  34. Chemical > Chemistry and Seawater > Elemental Abundance > Activity: Concentration and Dilution
  35. Chemical > Chemistry and Seawater > Elemental Abundance > Activity: Elemental Abundance in Nature
  36. Chemical > Chemistry and Seawater > Covalent Compounds > Compare-Contrast-Connect: Chemical Structures—Visualizing the Invisible
  37. Biological > What is Alive > Evolution by Natural Selection > Activity: Simulate Natural Selection
  38. Biological > Aquatic Plants and Algae > Evidence of Common Ancestry and Diversity > Activity: Making Algae Presses
  39. Biological > Invertebrates > Phylum Arthropoda > Activity: Aquatic Invertebrate Behavior

Exploring Our Fluid Earth, a product of the Curriculum Research & Development Group (CRDG), College of Education. University of Hawaii, 2011. This document may be freely reproduced and distributed for non-profit educational purposes.