PI: Science Processes and Inquiry

PI.1: Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

PI.1.2: Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers and handheld data collection devices) to measure objects, organisms, and/or events.

Measuring Trees
Triple Beam Balance
Weight and Mass

PI.1.3: Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e. milli-, centi-, and kilo-) when measuring objects, organisms and/or events.

Measuring Trees
Triple Beam Balance
Weight and Mass

PI.3: Understanding experimental designs requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard.

PI.3.1: Ask questions about the world and design investigations that lead to scientific inquiry. Identify testable questions based on prior knowledge, background research, or observations.

Hearing: Frequency and Volume
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

PI.3.2: Evaluate the design of a scientific investigation.

Hearing: Frequency and Volume
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

PI.3.3: Identify variables and/or controls in an experimental setup: independent variable and dependent variable.

Effect of Environment on New Life Form
Pendulum Clock
Seed Germination

PI.3.4: Identify a testable hypothesis for an experiment.

Effect of Temperature on Gender
Seed Germination

PI.3.5: Follow a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Effect of Environment on New Life Form
Effect of Temperature on Gender
Pendulum Clock
Seed Germination

PI.4: Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

PI.4.1: Report and record both quantitative/qualitative data in an appropriate method when given an experimental procedure or data.

Effect of Environment on New Life Form
Pendulum Clock

PI.4.2: Interpret data tables, line, bar, trend, and/or circle graphs.

Distance-Time Graphs
Graphing Skills

PI.4.4: Determine if results of investigations support or do not support hypotheses.

Effect of Environment on New Life Form
Effect of Temperature on Gender
Pendulum Clock

PI.4.5: Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation, and digital presentation).

Hearing: Frequency and Volume

PI.5: Inquiry can be defined as the skills necessary to carry out the process of scientific thinking. In order for inquiry to occur students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard.

PI.5.1: Ask questions that can be answered through scientific investigation.

Hearing: Frequency and Volume
Pendulum Clock
Sight vs. Sound Reactions

PI.5.2: Design and conduct experiments utilizing scientific processes.

Effect of Environment on New Life Form
Effect of Temperature on Gender
Growing Plants
Pendulum Clock
Real-Time Histogram
Seed Germination
Time Estimation

PI.5.4: Understand the value of technology and use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices, digital cameras, software).

Trebuchet

1: Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1.1: Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers.

Weight and Mass

2: Change from one form of energy to another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

2.1: Energy exists in many forms such as heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways (e.g., potential to kinetic, electrical to light, chemical to electrical, mechanical to electrical).

Energy Conversion in a System
Energy Conversions
Heat Absorption
Herschel Experiment
Inclined Plane - Sliding Objects
Radiation
Sled Wars

3: Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

3.1: Cells are the building blocks of all organisms (both plants and animals).

3.1.a: Plant and animal cells have similarities and differences (i.e., nucleus, mitochondria, cell wall, plasma membrane, chloroplast, and vacuole).

Cell Structure

4: Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

4.1: Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs.

Food Chain
Forest Ecosystem
Prairie Ecosystem

5: The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

5.1: Earth has four main systems that interact: the geosphere, the hydrosphere, the atmosphere, and the biosphere.

5.1.b: The hydrosphere is the liquid water component of the Earth. Water covers the majority of the Earth?s surface and circulates through the crust, oceans and atmosphere in what is known as the water cycle.

Water Cycle

5.2: The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun).

Energy Conversions
Forest Ecosystem