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- Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
- Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
- Examine books and other sources of information to see what is already known,
- Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).
- Plan investigations, (Design and evaluate a scientific investigation).
- Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
- Pose answers, explanations, or descriptions of events,
- Generate explanations that explicate or describe natural phenomena (inferences),
- Use appropriate evidence and reasoning to justify these explanations to others,
- Communicate results of scientific investigations, and
- Evaluate the merits of the explanations produced by others.
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.
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Also Assesses:
- bar graphs;
- line graphs;
- stem and leaf plots;
- circle graphs;
- histograms;
- box and whisker plots;
- scatter plots; and
- cumulative frequency (ogive) graphs.
- Clarification :
Students will design and/or evaluate a scientific investigation using evidence of scientific thinking and/or problem solving.
Students will interpret and analyze data to make predictions and/or defend conclusions.
Students will compare and/or contrast the structure and function of the compound microscope, dissecting microscope, scanning electron microscope, and/or the transmission electron microscope.
Students will evaluate the merits of scientific explanations produced by others.
Students will assess the reliability of sources of information according to scientific standards.
Students will describe how scientific inferences are made from observations and identify examples from biology.
- Content Limits :
None specified - Stimulus Attributes :
Scenarios will be placed in the context of experimental design, experiment(s), scientific investigation(s), or scientific observation(s) in the field of biology. - Response Attributes :
None specified - Prior Knowledge :
Items may require the student to apply scientific knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge of SC.6.N.1.1, SC.6.N.1.2, SC.6.N.1.3, SC.6.N.1.4, SC.6.N.1.5, SC.7.N.1.1, SC.7.N.1.2, SC.7.N.1.3, SC.7.N.1.4, SC.7.N.1.5, SC.7.N.1.6, SC.7.N.1.7, SC.8.N.1.1, SC.8.N.1.2, SC.8.N.1.3, SC.8.N.1.4, SC.8.N.1.5, and SC.8.N.1.6.
SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.L.14.4 Compare and contrast structure and function of various types of microscopes.
LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).
LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.
MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.
MA.912.S.3.2 Collect, organize, and analyze data sets, determine the best format for the data, and present visual summaries from the following:
- Test Item #: Sample Item 1
- Question:
An osmosis investigation was conducted using chicken eggs to represent cells with semipermeable membranes. The mass of each egg was measured to determine how much water diffused into or out of the eggs. The eggs were first soaked in vinegar to dissolve the shell. Each egg was then placed in one of three different solutions for 24 hours. The table below shows the results of the investigation.
Based on this experiment, which of the following should be inferred about cells with semipermeable membranes?
- Difficulty: N/A
- Type: MC: Multiple Choice
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