PI: Science processes and inquiry

PI.1: Observing is the first action taken by the learner to acquire new information about an object 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 with accuracy and precision (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) when measuring objects and/or events.

 Triple Beam Balance

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

 Triple Beam Balance

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

PI.3.2: Identify the independent variables, dependent variables, controlled variables, and control set-up in an experiment.

 Diffusion
 Effect of Environment on New Life Form
 Pendulum Clock
 Seed Germination

PI.3.3: Use mathematics to show relationships within a given set of observations.

 Pendulum Clock

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.4.3: Interpret data tables, line, bar, trend, and/or circle graphs from existing science research or student experiments.

 Distance-Time Graphs
 Effect of Temperature on Gender
 Identifying Nutrients

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

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

PI.4.5: Evaluate experimental data to draw the most logical conclusion.

 Effect of Environment on New Life Form
 Pendulum Clock

PI.4.8: Identify and/or create an appropriate graph or chart from collected data, tables, or written description.

PI.4.8.a: Translate quantitative information expressed in words into visual form (e.g., table, chart).

 Earthquakes 1 - Recording Station

PI.4.8.b: Translate information expressed visually or mathematically (e.g. a table, chart, or equation) into words.

 Earthquakes 1 - Recording Station

PI.5: Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard.

PI.5.3: Compare a given model to the physical world.

 Determining a Spring Constant

PI.6: 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.6.1: Formulate a testable hypothesis and design an appropriate experiment relating to the physical world.

 Effect of Temperature on Gender

PI.6.2: Design and conduct physical science investigations in which variables are identified and controlled.

 Diffusion
 Effect of Environment on New Life Form
 Pendulum Clock
 Real-Time Histogram
 Sight vs. Sound Reactions

PI.6.4: Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.

 Diffusion
 Effect of Environment on New Life Form
 Pendulum Clock

1: All matter is made up of atoms. Its structure is made up of repeating patterns and has characteristic properties. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1.2: An element is identified by the number of protons (atomic number) in the nucleus.

1.2.b: Elements found on the earth are also found throughout the universe.

 Element Builder

2: Matter is neither created nor destroyed in physical and chemical interactions. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

2.1: Chemical changes are identified by one or more events (i.e., precipitate, color change, gas production, heat gain or loss).

 Chemical Changes

2.2: Chemical equations are used to represent chemical changes in which reactant(s) form product(s).

 Chemical Equations

2.3: Chemical reactions can be classified (e.g., synthesis/combination, decomposition, single displacement, double displacement).

 Balancing Chemical Equations
 Chemical Changes
 Chemical Equations
 Dehydration Synthesis
 Equilibrium and Concentration

3: The motion of an object can be described by its position, direction of motion, and speed. A change in motion occurs as a result of a net force. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

3.1: Objects change their motion only due to a net force. Laws of motion are used to determine the effects of forces on the motion of objects. Gravitation is a universal force that each object exerts on any other object.

 Atwood Machine
 Fan Cart Physics

3.2: Moving electric charges produce magnetic forces, and moving magnets produce electric forces. Electricity and magnetism are two aspects of a single electromagnetic force (e.g., voltage, current, resistance, induction).

 Electromagnetic Induction

4: Energy can be transferred or transformed but never destroyed. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

4.1: Energy can be classified as kinetic energy (energy of motion) or potential energy (e.g., positional, elastic, chemical, nuclear).

 Air Track
 Energy of a Pendulum
 Inclined Plane - Sliding Objects
 Potential Energy on Shelves
 Roller Coaster Physics

4.2: Waves radiate energy and interact with matter.

4.2.a: Propagation of mechanical waves (e.g., sound, seismic, water) requires a medium.

 Earthquakes 1 - Recording Station
 Longitudinal Waves
 Ripple Tank

Correlation last revised: 1/19/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.