Collins and Ferguson AdI

• which model types (epistemic forms) would work well for ADI activities? Are there any types that wouldn’t work well. Choose two that would work well and create a possible adi question that would work well with a model of that type as the answer. Also describe the types of resources or activities you would provide to the students to answer the questions with the model.

To best answer the question at hand I believe the models that can give students/ teachers the best chance to complete the Adi objective are as follows.Certain elements of both the  list/ functional /and process analysis will work very well with this. Due to the purpose of the Adi activities focusing on argument driven inquiry . This is a very results driven model but a holistic model that allows students to go  from the driving question step by step to a final project and product.On the list side the    (primitive elements game)  allows students to compare many physical science. They may be useful in situations such as having to determine the next best planet to live on using conditions similar to earth. Students would then have to map out earths conditions such as barometric pressure,water supply,elements in the air,can  the planet sustain vast oil reserves? This gives students a side by side comparison that will allow them to make an informed decision. The next is the  tree structure  model. This particular type of model  adds more tables to list with less constraints. For instance for students to track the difference in Jewish population who develop tayssahcs disease over those who do not this is a good model to use.  The final epistemic game that I find most useful is the problem and cause and effect  applications. While both are classic examples they are so versatile and can be used in terms of blood typing to karayotyping. These models are simple and hone in on the central guiding question. A couple  epistemic games that were not found to work well were the axiom systems /multi casual. Both games were very complicated and seem to complex to  incorporate into any level under 11th to 12th grade.

I would pick the cause and effect model and combine that with a tree structure model to solve the driving question- What is the chance of a  progeny from a poly-dactylic  homozygous mother and  heterozygous father that their offspring will  have polydactlity. I would allow students to first research polydactillity. What is it? How can we find out what the traits are and if they skip generations/are concurrent in every generation. Male/ Female dominant how does this thing really work. Then I would encourage students to  make their punnet squares. To accurately chart their findings as a class .