1.1 How science works – Explanations, argumentation and decisions
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click1.1a1 Scientific thinking: developing explanations using ideas and models |
| describe patterns in results using a simple everyday analogy, e.g. 'the little bits dissolved fastest which is a bit like breaking up a big piece of cheese so more mice can get to it'
| compare different models or analogies used to explain the same phenomenon, e.g. electric circuits or refraction of light |
| recognise that some scientific explanations don’t fit their everyday experience, e.g. sucking with a straw
| describe how the use of a simple model/analogy clarifies an explanation, e.g. helps to bridge between the familiar and the unfamiliar |
| identify some scientific explanations that are counterintuitive, e.g. gravity causes the same acceleration in all falling objects when heavy things seem to fall faster
| recognise the concept of a ‘good enough’ model, e.g. using polystyrene balls in a tray is good enough to explain solid, liquid and gas but not osmosis or compounds |
| use some simple models or analogies to describe an aspect of science, e.g. respiration is like a fire or DNA is like a passport
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| recognise that models and analogies are helpful in visualising and explaining things that are hard to see, e.g. to illustrate objects that are too small, too big, abstract or processes that can’t be seen | |
| recognise that different people have alternative ideas
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