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NSW Syllabuses

Investigating Science Stage 6 - Year 11 - Module 3: Scientific Models Module 3: Scientific Models

Outcomes

A student:

  • INS11/12-2

    designs and evaluates investigations in order to obtain primary and secondary data and information

  • INS11/12-3

    conducts investigations to collect valid and reliable primary and secondary data and information

  • INS11/12-4

    selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

  • INS11-10

    develops, and engages with, modelling as an aid in predicting and simplifying scientific objects and processes

Related Life Skills outcomes: SCLS6-2, SCLS6-3, SCLS6-4, SCLS6-10

Content Focus

Scientific models are developed as a means of helping people understand scientific concepts and representing them in a visual medium. Models are used to make predictions. They may include physical and digital models, which can be refined over time by the inclusion of new scientific knowledge.

Students recognise that many scientific models have limitations and are modified as further evidence comes to light. For this reason, scientific models are continually evaluated for accuracy and applicability by the global scientific community through the process of peer review. Students construct and evaluate their own models, which are generated through practical investigation.

Working Scientifically

In this module, students focus on designing and evaluating investigations to collect valid and reliable primary and secondary qualitative and quantitative data, and apply scientific modelling. Students should be provided with opportunities to engage with all Working Scientifically skills throughout the course.

 

Content

  • Models to Inform Understanding

  • Inquiry question: What is a scientific model?
  • Students:
  • examine the types of models that may be used in science, including: cctictwe
  • diagrams
  • physical replicas
  • mathematical representations
  • analogies
  • computer simulations
  • Inquiry question: What makes scientific models useful?
  • Students:
  • examine the use of scientific models, including but not limited to: cctictwe
  • epidemic models
  • models of the Universe
  • atomic models
  • climate models
  • outline how models have been used to illustrate, simplify and represent scientific concepts and processes cctl
  • explain how scientific models are used to make predictions that are difficult to analyse in the real world due to time frames, size and cost cctictl
  • assess the effectiveness of models at facilitating the understanding of scientific processes, structures and mathematical relationships through the use of: cctict
  • diagrams
  • physical replicas
  • mathematical representations
  • analogies
  • computer simulations
  • evaluate how scientific models draw on a growing body of data from a wide range of disciplines and technologies to refine predictions and test new hypotheses cctictl
  • Types of Models

  • Inquiry question: When should a particular model be used?
  • Students:
  • explain why new evidence can challenge the use of existing scientific models and may result in those models being contested and refined or replaced, including but not limited to the development of: cctict
  • epidemic models
  • models of the Universe
  • atomic models
  • climate models
  • compare the limitations of simple and complex scientific models cctict
  • Constructing a Model

  • Inquiry question: How can a model be constructed to simplify understanding of a scientific concept?
  • Students:
  • investigate a scientific concept or process that can be represented using a model, by: cctictlwe
  • planning a model with reference to the scientific literature
  • constructing a model using appropriate resources to represent the selected scientific concept
  • demonstrating how the model could be used to make a prediction
  • presenting and evaluating the model through peer feedback