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, balance, spring scale, stopwatch, probeware, graphing calculators, digital cameras, computer simulations) 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.2: Classifying establishes order. Objects and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

PI.2.3: Graphically classify physical relationships (e.g., linear, parabolic, inverse).

 Determining a Spring Constant
 Distance-Time Graphs

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 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., a table or 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: Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.

PI.6.1: Ask a scientific question, 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 physics 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: The change in position of an object is motion. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1.1: The motion of an object can be described by its position, direction, and speed.

 Distance-Time Graphs
 Free-Fall Laboratory

1.2: Motion can be modeled in terms of 1- or 2-dimensions relative to a system?s defined reference point (e.g., particle model, vector model, graphical model).

 Temperature and Particle Motion

2: 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:

2.1: Objects change their motion due to a net force. Newton?s Laws of Motion are used to calculate the effects of forces on the motion of objects (e.g., balanced vs. unbalanced forces, momentum, inertia, impulse, action vs. reaction, friction, torque).

 Atwood Machine
 Fan Cart Physics

2.2: Gravitation is a universal force that each object exerts on any other object. The strength of the gravitational attractive force between two objects is proportional to the masses and inversely proportional to the square of the distance between them (e.g., Law of Universal Gravitation, Kepler?s Law).

 Gravitational Force
 Pith Ball Lab

2.3: The electric force is a universal force that exists between any two charged objects. The strength of the force is proportional to the charges and inversely proportional to the square of the distance between them (e.g., Coulomb?s Law).

 Coulomb Force (Static)
 Pith Ball Lab

2.4: Electricity and magnetism are two aspects of a single electromagnetic force (e.g., series/parallel/complex circuits, electromagnets, induction, Ohm?s Law, generators, motors, capacitors).

 Electromagnetic Induction
 Magnetic Induction

3: The total energy of the universe is constant. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

3.1: Energy in a system is never created nor destroyed but may be transferred or transformed (e.g., Law of Conservation of Energy, Laws of Thermodynamics).

3.1.a: As changes occur, energy becomes less ordered.

 Inclined Plane - Sliding Objects

3.1.b: Conservation of energy can be modeled (e.g., pendulum motion, spring system).

 Air Track

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

 Energy of a Pendulum
 Inclined Plane - Sliding Objects
 Roller Coaster Physics

4: Energy interacts with matter and is transferred during these interactions. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

4.2: Transfer of energy and changes in wave properties (e.g., speed, amplitude, wavelength, frequency) may occur as waves and matter interact (e.g., reflection, refraction, diffraction, interference).

 Ripple Tank

4.3: When work is done on an object, energy is transferred.

 Pulley Lab

4.4: Machines change the force/distance ratios involved in doing work.

 Pulley Lab

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.