Key Stage 3 National Strategy Session 1:What is modelling? Session 2:Teaching modelling at Key Stage 3 Session 3:Extending modelling in the classroom Modelling

Key Stage 3 National Strategy Modelling Session 1 What is modelling?

Key Stage 3 National Strategy Objectives for session 1 To understand the modelling requirements in the National Curriculum programme of study for ICT in Key Stage 3 and the yearly teaching objectives for modelling in the Framework for teaching ICT capability: Years 7, 8 and 9 To examine what is meant by ‘modelling’ and exemplify the stages of the modelling process that need to be taught in Key Stage 3 Slide 1.1

Key Stage 3 National Strategy Activity Discuss the definition of the terms ‘model’ and ‘modelling’ within the context of ICT. Write down a short phrase, or phrases, to describe each term.

Key Stage 3 National Strategy Models and modelling Some definitions A model is a sequence of ideas that attempts to represent a process realistically. At some stage these ideas are expressed mathematically as a set of equations. Modelling is the construction of a model by mathematical analysis and the testing of proposed models in known situations. The British Computer Society: IT Glossary for Schools Slide 1.2

Key Stage 3 National Strategy National Curriculum ICT Programme of study How to use ICT to test predictions and discover patterns and relationships, by exploring, evaluating and developing models and changing their rules and values (ICT NC KS3 2c) NC Levels Level 4: They use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions Level 5: They explore the effects of changing the variables in an ICT-based model Level 6: They use ICT-based models to make predictions and vary the rules within the models Level 7: They design ICT-based models and procedures with variables to meet particular needs Slide 1.3

Key Stage 3 National Strategy Framework for teaching ICT capability: Years 7, 8 and 9 Teaching objectives for Years 7, 8 and 9 Based on the National Curriculum programme of study for ICT at Key Stage 3, for example, for Year 9: Design and create ICT-based models, testing or refining rules and procedures Test hypotheses and predictions, using models, comparing their behaviour with information from other sources Slide 1.4

Key Stage 3 National Strategy Breaking down the modelling process designing the model creating the model reviewing the model refining the model testing the model modifying the model

Key Stage 3 National Strategy Slide 1.5 What are you trying to model? Sample scenario … You make a fresh cup of coffee in the staffroom at break-time, using boiling water from the kettle. How long will it take before it is drinkable? Try to set up a spreadsheet to model the cooling of the coffee. What assumptions need to be made? Keep them simple at first.

Key Stage 3 National Strategy Slide 1.6 Assumptions In the ‘coffee-break’ example, assume that: –the water has boiled in the kettle –the staffroom is fairly warm –you can't drink liquids that are too hot –the coffee cup is not a very good insulator –you drink your coffee black and without sugar Which parameters need to have assigned values? What values would you suggest?

Key Stage 3 National Strategy Slide 1.7 Parameters Some examples might be: the starting temperature of the coffee the temperature at which coffee may be drunk the temperature of the staffroom how much the coffee cools per minute

Key Stage 3 National Strategy Setting up a model on a spreadsheet Load M1b Coffee cooling 1.xls Identify the rule and variables Use Handout 1 to set up the model

Key Stage 3 National Strategy Slide 1.8 Setting up a spreadsheet =C7 Table of data =B11+1 then copy down Input values (parameters ) Informatio n about the sheet

Key Stage 3 National Strategy Slide 1.9 Reviewing the model How successful is it so far? Did you expect a straight-line graph? What would you that predict the temperature will be after 30 minutes? How cold will the coffee become? Is this realistic?

Key Stage 3 National Strategy Refining the model How could we adapt our model to show a curve rather than a straight line? What shape do you think the graph should be? Sketch a graph to show what you think will happen to the temperature of the coffee.

Key Stage 3 National Strategy Activity find spreadsheet M1b Coffee cooling 1.xls again use the tabs at the bottom of the screen to locate Model 2 worksheet template create a new model which generates a curve rather than a straight line use a multiplying factor eg C12 = C11-$H$8*C11 use your new model to plot a graph of the temperature against time

Key Stage 3 National Strategy What happens to the graph after a longer period of time? Is it curved? Will the coffee no longer appear to freeze? Does it resemble the graph from the data logger? Is this a more realistic model? Does it still have drawbacks? Note the similarities and differences between the two models Suggest ways in which your refined graph might now be adjusted to take account of room temperature.

Key Stage 3 National Strategy Testing the model We need performance data against which we can compare the predictions of our model. According to the Framework (pages 30-32) pupils should be taught to: Test whether a simple model operates satisfactorily (Y7) Review and modify ICT models to improve their accuracy(Y8) Compare the behaviour of a model with information from other sources (Y9)

Key Stage 3 National Strategy Slide 1.10 Testing the model Hand-held datalogging equipment can be used to collect live data

Key Stage 3 National Strategy Slide 1.11 Testing the model Can the temperature of the coffee fall below room temperature? How might you adjust the model to make sure this cannot happen?

Key Stage 3 National Strategy Modifying the model Load M1c Coffee cooling 2.xls and choose model 3 worksheet Rule – the temperature drops by a constant multiplying factor each minute Variables – multiplying factor, initial temperature, room temperature New formula for excess temperature: C12=C11-$H$8*(C11-$C$8)

Key Stage 3 National Strategy Slide 1.12 Models What are you trying to model? What assumptions do you need to make? What parameters will you need for your model? Design your model. Create your model. Review your model. Improve your model. Test your model. Modify your model.

Key Stage 3 National Strategy Slide 1.13 Plenary What advantages were there in using ICT for modelling data in this exercise? What disadvantages are there in using ICT for modelling data? How could the model be improved still further? In what other subject contexts could ICT modelling be useful? Skills and techniques required for using ICT in modelling.

Key Stage 3 National Strategy Plenary: Into the Classroom What are common learning problems for teaching spreadsheets and modelling? What potential strategies can be used to overcome such problems?