The phrase "a tangible model and" is correct and usable in written English.
It can be used when discussing a physical representation or example of a concept, often in contexts like design, architecture, or education.
Example: "In our presentation, we will showcase a tangible model and a digital simulation to illustrate our design concept."
Alternatives: "a physical representation and" or "a concrete example and".
Are there any differences in learning outcome between using a tangible model and an image in a group exercise?
Two different external representations were selected for this study, namely a tangible model and an image, both of which show the self-assembly of a virus capsid.
The differences in the impact of using two different external representations (a tangible model and an image) on learning about self-assembly in a group exercise were investigated using a true experiment design (Robson, 2002).
Gabel and Sherwood (1980) propose that manipulation of a tangible model can enhance students' chemistry achievement in the long term, and Dori and Barak (2001) have found that using a combination of virtual and tangible models can enhance student understanding of molecular structures in learning chemistry and develop students' spatial abilities.
We intend to make their tacit practices explicit and translate them into a tangible model that is useful in real life.
This correlates well with results by Rotbain and coworkers (2006), showing that a tangible model of DNA supported student learning about processes such as replication more than a pictorial representation depicting the same content.
It's a full-power, voice-enabled scientific calculator with nearly all the functions of a tangible model.
Videos may be instructive, but as Archimedes would likely confirm, having a tangible model remains one of the best ways to parse astronomical phenomena for the rest of the populace.
(2007a) have described a tangible model of self-assembly of a poliovirus capsid (see Figure 1B).
It was found that students revealed more improved understanding of DNA-related dynamic processes when using a tangible model.
A classic example of such a tangible model, used in chemistry education since the beginning of the 20th century, is the representation of the atomic configuration of a molecule using balls and sticks or space-filling spheres (Petersen, 1970).
