Exhibits
Making Models
Beyond Balsa Wood and Glue
Scientists use models to better understand the real world, and visitors to this exhibit can use a wide variety of models, scientific and otherwise, to learn and practice some of the basic tools from the scientific toolbox.
Models are best known as representatives for physical objects, but they also help to conceptualize phenomena, systems, processes and abstractions. They take the place of other things to help us understand them better than we would if they stood by themselves. However, useful as they are, all models are flawed in one way or another.
Visitors to the exhibit can engage in activities that identify, use, analyze, and even create models. Compare and contrast nine different models of the human heart, each one emphasizing certain properties to the exclusion of others. Create a mental model of a scene based on clues from hidden objects, or join friends to use software that explores the nature of cooperation and competition. Observe what a computer game about money and a plastic grasshopper have in common, and see why a doll house, a plastic architectural model under polarized light, and a computer simulation are all considered models.
A favorite in this exhibit, the "Virtual FishTank®," immerses visitors in a virtual undersea world populated by brightly-colored, cartoon-like fish. Visitors select attributes and behaviors for their fish, launch their creations into the tank, and then see how a few simple choices result in complex behaviors and patterns for a whole group of fish. This computer simulation provides a model of a leaderless system in operation.
| Format | Exhibit |
| Grades | K – Adult |
| Location | Blue Wing, Level 2 — Museum of Science, Boston |
| Website | n/a |
Support Provided By:
Making Models
+ View Detailed Standard Connections
Primary Connections:
National Science Education Standards (1996)
(National)
- Unifying Concepts and Processes > Evidence, models, and explanation (Grade: K – 12)
Secondary Connections:
National Science Education Standards (1996)
(National)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 5 – 8)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 9 – 12)
- Science as Inquiry > Understanding about scientific inquiry (Grade: 5 – 8)
References:
National Science Education Standards (1996)
(National)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 9 – 12)
- Science as Inquiry > Understandings about scientific inquiry (Grade: 9 – 12)
NCTM Principles and Standards for School Mathematics (2000)
(National)
- Geometry > Use visualization, spatial reasoning, and geometric modeling to solve problems (Grade: 6 – 8)
ITEA Standards For Technological Literacy (2000)
(National)
- Understanding Design > Engineering design (Grade: 3 – 5)
- Understanding Design > Engineering design (Grade: 9 – 12)
– View Concise Standard Connections
Primary Connections:
National Science Education Standards (1996)
(National)
- Unifying Concepts and Processes > Evidence, models, and explanation (Grade: K – 12)
Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements.
Secondary Connections:
National Science Education Standards (1996)
(National)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 5 – 8)
Develop descriptions, explanations, predictions, and models using evidence. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 9 – 12)
Recognize and analyze alternative explanations and models. - Science as Inquiry > Understanding about scientific inquiry (Grade: 5 – 8)
Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
References:
National Science Education Standards (1996)
(National)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 9 – 12)
Formulate and revise scientific explanations and models using logic and evidence. - Science as Inquiry > Understandings about scientific inquiry (Grade: 9 – 12)
Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.
NCTM Principles and Standards for School Mathematics (2000)
(National)
- Geometry > 4.2 Use visualization, spatial reasoning, and geometric modeling to solve problems (Grade: 6 – 8)
use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume
ITEA Standards For Technological Literacy (2000)
(National)
- Understanding Design > 09.E Engineering design (Grade: 3 – 5)
Models are used to communicate and test design ideas and processes. - Understanding Design > 09.K Engineering design (Grade: 9 – 12)
A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.
Making Models
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Making Models
Schedules
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