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Vocabulary, Skills, and Assessment Practices K-4, 5-8, 9-12

SCIENCE VOCABULARY, SKILLS, AND ASSESSMENT PRACTICES
GRADES 9-12

Vocabulary

- Investigate…means to carry out an experiment to find an answer rather than doing research in the library or on the Internet to find the answer.
- Experiment…the culmination of all science process skills. Experimentation often begins with observations, which lead to questions that need answers. The steps for proceeding include formulating a hypothesis, identifying and controlling variables, designing the procedure for conducting tests, implementing the test, collecting and interpreting the data, and sometimes changing the hypothesis being tested.
- Independent Variable…what is changed.
- Dependent Variable…what is measured (as a result of the independent).
- Constant(s)…the thing(s) that are kept the same.
- Control…what is measured against (not every experiment has a control).
- Experimental group…the group being tested or measured.
- Hypothesis…an if…then (cause and effect) statement.

Skills

Tenth grade students should be able to identify the following in a science investigation.

1. Independent variable.
2. Dependent variable.
3. Constant(s).
4. Control (not every experiment has a control).
5. Experimental group.
6. Hypothesis.
7. Conclusions.
8. The importance of multiple (or repeated) trials.

Tenth grade students should also be able to do the following.

1. Identify the proper collection and analysis of data.
2. Calculate the Measures of Central Tendency (Mean, Median, Mode) and Range.
3. Understand the meaning of scientific theory.
4. Understand the nature of science.

Students at all three grade levels should:

1. Be familiar with appropriate skills found in the back of the state science standards.
2. Be able to read charts, graphs, and Venn diagrams.
3. Be able to identify questions that can be investigated in the classroom.

Generic Science Scoring Rubric

Teachers may choose to score each Scientific Investigation Component using a 5-3-1 scale according to each student’s level of performance. For example…

5. The student’s work is presented in a clear and concise manner. The plan is complete. Little or no help has been needed.
3. Some help has been needed.
1. The student has little or no idea how to proceed. Much help is needed.

I. Design and Implementation of an Experiment
•A. Be able to identify independent and dependent variables, constants, and control (where applicable).
•B. Use multiple or repeated trials.
•C. The design supports the hypothesis (Part II).
•D. The experiment is repeatable.

II. Hypothesis
•A. Generates a hypothesis based on the question.
•B. Describes the relationship between the variables.

III. Data Analysis and Interpretation
•A. Records data accurately and clearly.
•B. Uses appropriate units and devices for measuring and recording data.
•C. Defines a pattern or relationship by summarizing the data, using correctly labeled chart, table, or graph as appropriate.
•D. Use available technology to gather and manipulate data, form charts and graphs, etc.

IV. Conclusions
•A. Defends conclusions on the basis of data.
•B. Uses reasoning ability to establish meaningful relationships between variables.
•C. States multiple limitations, suggests improvements, lists potential sources of error.

V. Research Resulting in a Question or Problem.
•A. More than one reference.
•B. Proposes a testable, defined problem.

Last Updated November 26, 2002