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NSW Syllabuses

Science Life Skills Stage 6 - Life Skills - Investigating Science Life Skills Investigating Science LS – Module 2: Scientific Models

Outcomes

A student:

  • SCLS6-2

    plans an investigation individually or collaboratively to obtain primary or secondary data and information

  • SCLS6-3

    participates in investigations individually or collaboratively to collect primary or secondary data and information

  • SCLS6-4

    collects and represents qualitative or quantitative data and information using media as appropriate

  • SCLS6-10

    explores models and descriptions of phenomena

Related Stage 6 outcomes INS11/12-2, INS11/12-3, INS11/12-4, INS11-10, INS11-11

Content Focus

Students engage with scientific models and gain an understanding of how models can represent scientific concepts. They explore a range of scientific models and participate in practical investigations to construct some models.

Working Scientifically

In this module, students collect and represent data and information, construct models and communicate information in relation to representing scientific concepts.

Content

  • Models to Inform Understanding

  • Inquiry question: Why do scientists develop models?
  • Students:
  • recognise that scientists, in order to simplify or help explain something in the world, develop models, for example: WE
  • a representation of an electrical circuit
  • a model of the solar system
  • a model of an ecosystem
  • the particle model to explain the characteristics of solids, liquids and gases or air pressure
  • explore a specific scientific model CCTICTL
  • recognise that models can be used to make predictions, for example: CCT
  • lights in parallel circuits shine brighter than lights in series circuits
  • a model of the Sun, Earth and Moon to predict when the next full moon will be seen and the next solar eclipse will occur
  • a food web to predict the impact of removing a species from an ecosystem
  • the particle model to predict that antifreeze prevents water from freezing
  • explore models that have been changed because of new observations, for example: CCTIU
  • the Geocentric versus Heliocentric models of the solar system
  • Constructing a Model

  • Inquiry question: How can a model be constructed to simplify how a scientific concept is understood?
  • Students:
  • construct a scientific model using appropriate techniques and materials, for example a sculpture made from balsa wood or a digital print CCTICT
  • investigate a scientific idea that has been represented using a model, for example: CCT
  • recognising the scientific idea represented in the model
  • relating the elements of the model to scientific processes