### 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.

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.

#### 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).

#### 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.

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

#### 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.

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

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

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).

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

#### 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.

#### 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.

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

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.

### 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.

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

### 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:

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

Correlation last revised: 5/21/2018

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