RESEARCH I-QUARTER I-SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILLS and INTEGRATED PROCESS SKILLS

Science process occurs naturally, spontaneously in our minds. By logically breaking down
the steps in our thinking, we can use science process to find out how to answer our
questions about how the world works.
Science process is not just useful in science, but in any situation that requires critical
thinking. Science process skills include observing qualities, measuring quantities,
sorting/classifying, inferring, predicting, experimenting, and communicating.

Observing - using your senses to gather information about an object or event. It is a

description of what was actually perceived. This information is considered qualitative data.
Measuring - using standard measures or estimations to describe specific dimensions of an
object or event. This information is considered quantitative data.
Inferring - formulating assumptions or possible explanations based upon observations.
Classifying - grouping or ordering objects or events into categories based upon
characteristics or defined criteria.
Predicting - guessing the most likely outcome of a future event based upon a pattern of
evidence.
Communicating - using words, symbols, or graphics to describe an object, action or event.

Things where we apply the basic science process skills

Lab Safety Inferences

 Distinguishing "safe" behaviors vs.  Formulating assumptions based

"unsafe" behaviors, identifying upon observations.
safety symbols, evaluating  Distinguishing between
situations -- what to do "if" or observations and inferences.
what's wrong.  Using observations and inferences
 Identifying the proper techniques to to identify testable questions or
handle lab emergencies. problems.

Observations Problem
 Using senses to notice specific  Using observations to propose a
features. topic for experimentation.
 Identifying similarities and  Narrowing the scope of the topic to
differences in features. specific testable aspects.
 Identifying qualitative and  Formulate problems within the
quantitative changes in conditions. specific aspects of the topic which
 Using observable properties to are clearly testable.
classify objects, organisms or  Identify which of the problems can
events. be tested with materials available.
 Generalizing variables to be
considered in testing the problem
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such as “The effect of (the Procedures
independent variable) upon (the
dependent variable.)  Analyzing procedures for flaws in
design.
 Identifying the proper set of
equipment for carrying out an
Hypothesis
experimental procedure.
 Proposing a hypothesis for a given  Arranging steps of procedures in
problem. the appropriate order.
 Predicting the effect of the change  Determining the repeatability of a
in the independent variable upon procedure.
the dependent variable.  Identifying an appropriate
 Explaining the relationship or tend procedure to test a problem.
that is expected to occur.
 Providing rationale for a hypothesis
or prediction. Design Analysis
 Determining the testability of a
hypothesis based upon materials  Analyzing designs for experiments
provided. relative to problem,
 Evaluating statements presented  Evaluating the basic assumptions
with a set of data as to their used in the design of the
appropriate label.: 1. logical experiment.
hypothesis, 2. illogical hypothesis  Identifying components as the
of contrary to data, 3. not a independent variable, dependent
hypothesis, but a restatement of variable, constants (controlled
data, 4. reasonable hypothesis, variables), standard of comparison
but not based on data (control), and time period for the
test.
 Evaluating the procedure for
repeatability.
Predictions
 Evaluating the materials and
 Predicting the results for a appropriateness of the steps in the
proposed lab test or setup. procedure.
 Selecting predictions based upon  Identifying appropriate types of
previously observed patterns. qualitative and quantitative data to
 Providing rationale for predictions. be collected.

Lab Equipment Measurement

 Identifying pieces of lab equipment  Identifying the capacity, range, and

and their function.
 Identifying appropriate pieces of
equipment to perform a specific
task.
 Selecting and using the appropriate
piece(s) of lab equipment for a task.
increments of measuring devices as
a ruler, graduated protractor,
caliper, cylinder, pipet, syringe, or
thermometer.
 Identifying length, temperature,
volume, and mass to the capacity
of the instrument.
 Converting units within the metric
system.
 Reading the meniscus when
measuring liquids in a cylinder.
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Balances

 Identifying types of balances as Calculations

electronic and triple beam.
 Using measurements to determine
 Determining the capacity of the
area, volume, percentages,
balance, its increments, its
probabilities, ratios.
readability, the types of auxiliary
 Determine population density of a
weights, the parts of the balance
sample.
and their function.
 Performing statistical analysis of
 Determining the mass of an object
raw data as mean, median, mode,
to the capacity of the instrument.
and range.
 Using auxiliary weights to reach
the capacity of a triple beam
balance.
Data Presentation

 Preparing an appropriate date

Microscopy table, chart, diagram, illustration.
 Evaluating the presentation of
 Understanding of parts of
data. Graphing
microscope & their function,
magnification, appearance of  Selecting the appropriate graph for
images, resolution, changes in field a set of data as line, bar, and pie
with magnification, types of graphs.
microscopes and their uses.  Identifying the title, source,
 Preparing a wet mount. independent variable & dependent
variables, and the legend.
 Using a light microscope to perform
a requested task.  Scaling each axis for a graph.
 Using a dissecting microscope to  Preparing a line, bar or pie graph to
perform a requested task. represent a set of data.
 Predicting data points not included
in a given graph and/or making a
best line fit.
Chemical Analysis
 Interpreting a graph and making
 Identifying the appropriate reagents predictions or inferences based
for specific chemical testing. upon the data on a graph.
 Using reagents as pH paper, iodine,
glucose test paper, bromthymol
blue for chemical analysis. Analysis of Data
 Interpreting the results of reagent
data.  Identifying sources of experimental
error or human mistakes in the
data.
 Determining the validity of results
Dichotomous Key
using qualitative and quantitative
 Using observations to formulate a data.
dichotomous/taxonomic key.  Interpreting graphs as well as
 Identifying individuals or objects charts and diagrams as food webs,
using a dichotomous key. pedigrees, Punnett squares, food
 Identifying similarities and labels, energy and food pyramids,
differences in characteristics from a relationships of organisms.
dichotomous key.  Identifying data which supports or
rejects a hypothesis.
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 Identifying discrepancies between

stated hypothesis and actual data.
 Understanding cause and effect
relationships.

Errors

 Identifying human mistakes or

blunders.
 Identifying experimental errors as
systematic errors and random
errors.
 Making recommendations for
eliminating future mistakes or
experimental errors.
 Explaining the effects that human
mistakes or experimental errors
upon results.

Conclusions

 Selecting the most logical

conclusion for given experimental
data.
 Accepting or rejecting hypotheses
based upon data analysis.
 Proposing a new hypothesis for
rejected hypotheses.
 Formulating models
 Proposing a future test for
inconclusive results.