Model — Science definition

Defined in 3 courses:

A representation used to explain or predict selected features and relationships. (Science 6: Matter, Energy & Earth Systems)
A deliberate simplification used to think with, judged by whether it is adequate for the question rather than whether it is complete. (Life Science & Scientific Inquiry)
A representation that explains selected features and makes predictions; it leaves other details out. (Physical Science: Matter, Forces & Energy)

Where it is taught

Models, Systems & Scientific Explanations — Inquiry, Measurement & Models, Science 6: Matter, Energy & Earth Systems, Grade 6
Models, Claims, Evidence & Reasoning — Scientific Inquiry & Diversity of Life, Life Science & Scientific Inquiry, Grade 7
Atomic Structure — Properties of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Physical vs. Chemical Properties — Properties of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Density & Floating — Properties of Matter, Physical Science: Matter, Forces & Energy, Grade 8
The Periodic Table — Properties of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Materials: Properties, Uses & Impacts — Properties of Matter, Physical Science: Matter, Forces & Energy, Grade 8
States of Matter & Phase Changes — Phases of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Temperature & Thermal Energy — Phases of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Gas Particles, Diffusion & Pressure — Phases of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Evaporation, Condensation & a Wet Cold Cup — Phases of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Heating Curves & Energy During Phase Change — Phases of Matter, Physical Science: Matter, Forces & Energy, Grade 8
Signs of a Chemical Reaction — Chemistry, Physical Science: Matter, Forces & Energy, Grade 8
Conservation of Mass — Chemistry, Physical Science: Matter, Forces & Energy, Grade 8
Balancing Chemical Equations — Chemistry, Physical Science: Matter, Forces & Energy, Grade 8
Endothermic & Exothermic Reactions — Chemistry, Physical Science: Matter, Forces & Energy, Grade 8
Acids, Bases & pH — Chemistry, Physical Science: Matter, Forces & Energy, Grade 8
Balanced & Unbalanced Forces — Forces, Physical Science: Matter, Forces & Energy, Grade 8
Interaction Pairs & Force Diagrams — Forces, Physical Science: Matter, Forces & Energy, Grade 8
Gravity & Friction — Forces, Physical Science: Matter, Forces & Energy, Grade 8
Electric & Magnetic Forces — Forces, Physical Science: Matter, Forces & Energy, Grade 8
Pressure & Buoyant Forces — Forces, Physical Science: Matter, Forces & Energy, Grade 8
Speed, Velocity & Acceleration — Motion, Physical Science: Matter, Forces & Energy, Grade 8
Reading Motion Graphs — Motion, Physical Science: Matter, Forces & Energy, Grade 8
Newton's Three Laws of Motion — Motion, Physical Science: Matter, Forces & Energy, Grade 8
Collisions, Deformation & Changes in Motion — Motion, Physical Science: Matter, Forces & Energy, Grade 8
Designing & Revising a Collision Protector — Motion, Physical Science: Matter, Forces & Energy, Grade 8
Work: Transferring Energy with a Force — Work & Machines, Physical Science: Matter, Forces & Energy, Grade 8
Levers, Ramps & Pulleys — Work & Machines, Physical Science: Matter, Forces & Energy, Grade 8
Mechanical Advantage — Work & Machines, Physical Science: Matter, Forces & Energy, Grade 8
Efficiency & Improving a Design — Work & Machines, Physical Science: Matter, Forces & Energy, Grade 8
Power: The Rate of Energy Transfer — Work & Machines, Physical Science: Matter, Forces & Energy, Grade 8
Kinetic & Potential Energy — Energy & Heat Transfer, Physical Science: Matter, Forces & Energy, Grade 8
Energy Transfer & Transformation — Energy & Heat Transfer, Physical Science: Matter, Forces & Energy, Grade 8
Thermal Energy & Heat Transfer — Energy & Heat Transfer, Physical Science: Matter, Forces & Energy, Grade 8
Conservation of Energy — Energy & Heat Transfer, Physical Science: Matter, Forces & Energy, Grade 8
Electricity & Simple Circuits — Energy & Heat Transfer, Physical Science: Matter, Forces & Energy, Grade 8
Sound Sources, Vibrations & Receivers — Waves, Sound & Light, Physical Science: Matter, Forces & Energy, Grade 8
Wave Properties — Waves, Sound & Light, Physical Science: Matter, Forces & Energy, Grade 8
Sound Waves — Waves, Sound & Light, Physical Science: Matter, Forces & Energy, Grade 8
Light & the Electromagnetic Spectrum — Waves, Sound & Light, Physical Science: Matter, Forces & Energy, Grade 8
Waves, Information & a Speaker System — Waves, Sound & Light, Physical Science: Matter, Forces & Energy, Grade 8

In use

A classroom globe is a model of Earth, and almost everything about it is wrong.
Models, Systems & Scientific Explanations

Alongside the explanation sits the model — a simplified representation used to think with.
Models, Claims, Evidence & Reasoning

An electron-cloud model describes where an electron may be detected; a classroom dot drawing is mainly a counting aid.
Atomic Structure

Questions using model

Problem 1

Develop a complete response: Explain matter and energy across the chosen boundary, and one limit of the observations. Include relevant evidence and one method or model limit.

Answer and explanation

The record is consistent with water remaining inside the sealed system while energy transfers to cooler surroundings. The 10 °C drop is not ten joules; calculating energy would require additional information. Constant measured mass does not mean every particle is motionless or that the container blocks energy.

Compare the scientific meaning and reasoning after an independent attempt. A different accurate supported response can be correct; human review is required.

Problem 2

Apply the unit independently: An Earth–Moon model uses a large nearby ball so phases can be seen. Is its distance necessarily correct? Give a reason and a relevant qualification.

Answer and explanation

No. Its size and distance may be deliberately exaggerated to show illumination. State whether the model is about viewing geometry or numerical scale before using it.

Compare the scientific meaning and reasoning after an independent attempt. A different accurate supported response can be correct; human review is required.

Problem 3

Which statement correctly uses model in Models, Systems & Scientific Explanations?

model: A representation used to explain or predict selected features and relationships.
A useful model must reproduce every feature at full size.
A sealed system cannot exchange energy.
One illustrative result establishes every real condition and needs no further evidence.

Answer and explanation

model: A representation used to explain or predict selected features and relationships.

A representation used to explain or predict selected features and relationships. The record is consistent with water remaining inside the sealed system while energy transfers to cooler surroundings. The 10 °C drop is not ten joules; calculating energy would require additional information. Constant measured mass does not mean every particle is motionless or that the container blocks energy.

Problem 4

An Earth–Moon model uses a large nearby ball so phases can be seen. Is its distance necessarily correct?

Answer and explanation

No. Its size and distance may be deliberately exaggerated to show illumination. State whether the model is about viewing geometry or numerical scale before using it.

Compare the scientific meaning and reasoning after an independent attempt. A different accurate supported response can be correct; human review is required.

Taught alongside

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