Word (.docx)
Acrobat (.pdf)
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
-
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
Also Assesses - Clarification :
Students will evaluate a scientific investigation using evidence of scientific thinking and/or problem solving.
Students will identify test variables (independent variables) and/or outcome variables (dependent variables) in a given scientific investigation.
Students will interpret and/or analyze data to make predictions and/or defend conclusions.
Students will distinguish between an experiment and other types of scientific investigations where variables cannot be controlled.
Students will explain how hypotheses are valuable. - Content Limits :
Items addressing hypotheses will not assess whether the hypothesis is supported by data.
Items will not address or assess replication, repetition, or the difference between replication and repetition.
Items will not assess the reason for differences in data across groups that are investigating the same problem. - Stimulus Attributes :
Scenarios in items will be limited to those familiar to a middle-school student rather than global situations.
The term test variable should be followed by (independent variable) and the term outcome variable should be followed by (dependent variable). - Response Attributes :
The term test variable should be followed by (independent variable) and the term outcome variable should be followed by (dependent variable). - Prior Knowledge :
Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.3.N.1.1, SC.3.N.1.3, SC.4.N.1.1, SC.4.N.1.6, SC.5.N.1.1, SC.5.N.1.2, SC.5.N.1.4, and SC.5.N.1.5.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
SC.8.N.1.3 Use phrases such as “results support” or “fail to support” in science, understanding that science does not offer conclusive ‘proof’ of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
- Test Item #: Sample Item 1
- Question: Keesha did an experiment to study the rate of photosynthesis in the water plant Elodea. She placed a piece of Elodea in a beaker of water and set the beaker 10 centimeters (cm) from a light source. Keesha counted the bubbles released from the plant every minute for five minutes (min). She repeated the process two more times. First, she moved the light to 20 cm from the beaker, and then she moved the light to 30 cm from the beaker. Keesha’s setup and data are shown below.
what is the outcome variable (dependent variable) in this experiment? - Difficulty: N/A
- Type: MC: Multiple Choice
Related Courses
Related Access Points
Related Resources
Educational Software / Tool
Lesson Plans
Original Student Tutorial
Perspectives Video: Teaching Idea
Teaching Idea
Text Resource
Unit/Lesson Sequences
STEM Lessons - Model Eliciting Activity
Students must assist an archaeological research team to determine which material ancient archers likely used to string their bows. Students must design an experiment to test various materials for power, precision, and durability. After the data is collected, they must develop a system to determine which material would have been most desirable for the ancient archers.
This MEA is a multifaceted lesson designed to address both the processes of discovery through scientific investigation and problem-solving through engineering. The full-scale MEA involves the development of a complete experiment and a proper lab report and then an application of the collected data to address the problem-solving requirement of the MEA.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this MEA, students will try to decide which magnet program they would choose for a high school.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Original Student Tutorials Science - Grades K-8
Help scientists find the most effective vaccine for Zombie Virus vaccine by effectively analyzing and summarizing experimental data. In this interactive tutorial, you'll write a scientific question, a claim, supporting evidence and an explanation of what happened during the experiment.
Student Resources
Original Student Tutorial
Help scientists find the most effective vaccine for Zombie Virus vaccine by effectively analyzing and summarizing experimental data. In this interactive tutorial, you'll write a scientific question, a claim, supporting evidence and an explanation of what happened during the experiment.
Type: Original Student Tutorial
Parent Resources
Perspectives Video: Teaching Idea
Dig into this idea on teaching fossils and age.
Download the CPALMS Perspectives video student note taking guide.
Type: Perspectives Video: Teaching Idea
