SCIENCE PROCESSES AND INQUIRY

Process Standard 1: Observe and Measure - 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.

1. Identify qualitative changes in reactions and quantitative changes in chemical reactions given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) when measuring objects and/or events.

3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring mass volume and temperature.

Process Standard 2: Classify - 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.

1. Using observable properties, place an object or event (i.e., chemical versus physical, electrons into charge, electron levels, and reaction types) into a classification system.

2. Identify properties by which a classification system is based.

Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard.

1. Evaluate the design of a chemistry laboratory investigation.

2. Identify the independent variables, dependent variables, and controls in an experiment.

3. Use mathematics to show relationships within a given set of observations (i.e., conservation of mass and stoichiometry).

NOTE: Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).

4. Identify a hypothesis for a given problem in chemistry investigations.

5. Recognize potential hazards and practice safety procedures in all chemistry laboratory activities.

1. Select appropriate predictions based on previously observed patterns of evidence.

*2. Report data in an appropriate manner.

3. Interpret data tables, line, bar, trend, and/or circle graphs.

4. Accept or reject hypotheses when given results of a chemistry investigation.

5. Evaluate experimental data to draw the most logical conclusion.

*6. Prepare a written report describing the sequence, results, and interpretation of a chemistry investigation or event.

*7. Communicate or defend scientific thinking that resulted in conclusions.

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

Process Standard 5: Model - 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.

1. Interpret an atomic model which explains a given set of observations.

2. Select predictions based on models such as electron configuration, bonding, and compound formation.

*3. Compare a given model to the physical world.

Process Standard 6: Inquiry - 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.

*1. Formulate a testable hypothesis and design an appropriate experiment to identify an unknown substance.

*2. Design and conduct scientific investigations in which variables are identified and controlled.

*3. Use a variety of technologies, such as hand tools, balances, conductivity apparatus, thermometers, graduated cylinders, volumetric flasks, and computers to collect, analyze, and display data.

*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.

Content Standards

Standard 1: Structure and Properties of Matter - 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 and inquiry standards and lead to the discovery of the following objectives:

1. Matter is made of atoms and atoms are composed of even smaller components (i.e., protons, neutrons and electrons).

2. Atoms interact with one another by transferring or sharing outer electrons that are farthest from the nucleus. These outer electrons govern the chemical properties of the element.

3. An element is composed of a single type of atom. When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties.

4. A compound is formed when two or more kinds of atoms bind together chemically. Each compound has unique chemical and physical properties.

5. Solids, liquids, and gases differ in the energy that binds them together.

Standard 2: Chemical Reactions - A chemical reaction is a reaction in which one or more substances are converted into different substances. A chemical change cannot be reversed by physical means. The student will engage in investigations that integrate the process and inquiry standards and lead to the discovery of the following objectives:

1. A large number of important reactions involve the transfer of either electrons (oxidation/reduction) or hydrogen ions (acid/base reactions).

2. The rate of chemical reactions is affected by the concentration and temperature of the reacting materials. Catalysts accelerate chemical reactions.

3. Chemical substances react in definite molar weight proportions.