1. Learning through exploration

2.  Read everyday mysteries in your packet on page 1.  What is a system?  How might we represent a system?

3.  A system has parts that work together or share the same space in a meaningful way.  Examples: a computer system a single cell in your body  You might represent a system that is too big or too small by using a model.

4.  Turn and talk with your partner.  Share some of the ideas you discussed with the class!

5.  To a scientist, a model is used to represent or predict something in our universe that we do not have direct access to.  For example, a scientist might ask: 1. How did our solar system come into being? 2. What happens to an object when it travels at a velocity in excess of the speed of light?

6.  We do not always know the answers to these questions, but it doesn’t mean that we don’t have ideas about them.  In an effort to explain these questions, people build explanatory models. Physical ModelConceptual Model

7.  A physical model is a three-dimensional construction designed to explain or represent how something works.  Example: A scientist might construct a scale model or prototype of a space shuttle and simulate wind tunnels that match speeds equal to those encountered in real flight. They can use this to investigate design features and safety prior to committing time and money to the design.

8.  Explanations that are expressed in drawings, words, or mathematics are conceptual models.  These are used when it is not possible to build a physical model. They are ideas used to explain something that is not yet completely understood.  Example: Models of solar systems

9.  Turn to the page entitled “Response Sheet – Black Boxes”  Look at the illustrations, discuss the questions, and answer the questions below.

10.  Black box is a nickname for a special kind of system.  A black box is a system that can’t be easily explained and understood.  Within the black box, things happen that you can’t see. It is not obvious how the black box works.  Scientists face black boxes all the time…now it’s your turn!

11.  I have a bunch of black boxes to share with you today.  When you shake it gently, it sounds like something is inside, but you don’t know what because the boxes cannot be opened!  I’d like each of you to work with a group to figure out what the box looks like inside. Each group or pair will have only one box to work with.

12.  The boxes must remain closed.  No drawing on the boxes, even with erasers.  Handle the boxes gently and with care (no violent shaking).  Failure to follow rules will result in loss of points for the lab.

13.  Happy investigating.  Be sure to draw out what you think the inside of the black box looks like in your journal.  If you finish before the rest of the class, read the following:  Black Boxes  Making Models  Changing Models  Prize Winning Models

14.  Are black boxes an example of a physical or conceptual model?