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Process Skills:

Process Skills:. What are the Process Skills? Important Skills for doing any kind of logical thinking or problem solving, especially in science (Science 10 Textbook Student Reference 2: pg 457-460). Step 1: State a Problem.

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Process Skills:

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  1. Process Skills: What are the Process Skills? Important Skills for doing any kind of logical thinking or problem solving, especially in science (Science 10 Textbook Student Reference 2: pg 457-460)

  2. Step 1: State a Problem • What affect does the manipulated variable have on the responding variable?

  3. Step 1: State a Problem Read each statement below and indicate if it can be investigated scientifically or not. For statements that can be investigated, write a scientific question you would try to answer. 1. Mushrooms grow better in direct sunlight. 2. Adding salt to water makes it boil at a higher temperature. 3. The heavier an object is, the faster it will fall. 4. Spaghetti tastes better than macaroni. 5. Objects float better in salty water than in fresh water. 6. Canadians are the best hockey players in the world. 7. Very small children can decide which of two piles of candies has the greater number of candies in it. 8. Sunrises are more beautiful than sunsets. 9. Sound travels faster in air than in water. 10. Vanilla ice cream melts faster than chocolate ice cream.

  4. Step 2: State a Hypothesis or Prediction • Hypothesis: IF…THEN…BECAUSE • Answer to the problem (if…then) • because reason (based on background information). • This will be tested by a doable test. • Prediction: Precise answer to the problem(#s or qualities) • must be able to back up answer with background information.

  5. Step 2: State a Hypothesis Read the following hypotheses. FOUR of them are not properly worded; decide which ones are correct, and REWRITE the ones that are not. • If water is heated, then salt crystals will be able to dissolve faster. • When it gets colder outside, flashlight batteries don’t have as much power. • I wonder if plants turn to face the sun. • Lemon juice is not as sour when it is mixed with sugar. • If an iron nail is exposed to vinegar, then it will corrode. • When I swing a heavy object tied to a string around my head and then let it go, it will suddenly fly directly away from me.

  6. Step 2: State a Prediction • Predict the outcome of flipping a coin 30 times by deciding how many times the result will be heads and how many times it will be tails. Explain your reasoning. • Take a coin and flip it 30 times, counting each time a head occurs. • Do your results agree with your prediction? • It is actually a rare occurrence that a head occurs 15 times. Explain why this is so.

  7. Step 3: Design the experiment Variables (changeable parts) are established: • Manipulated: • 1st variable: changed by the experimenter • Responding: • 2nd variable that reacts • Controlled: • Variables that are kept the same

  8. Step 3: Design the experiment • An experiment was conducted on several young sweet-pea plants. All were grown from seed, and the seeds all came from the same plant. Potting soil was taken from a bag and placed in each of five 1-L pots. 10 mL of fertilizer from five commercial sources were mixed with the soil, each in a different pot. Then 100 mL of tap water was allowed to soak into the soil of each plant. All five plants were placed on the same window ledge. After two weeks, the plants were uprooted, washed, and had their mass and lengths measured. • Manipulated: • Responding: • Controlled:

  9. Step 3: Design the experiment • Step by step procedure. Experiments often have two groups: • Group 1: Experimental group – the group that is manipulated. • Group 2: Control group - the group that is used to compare against

  10. Step 4: Collect & Record Data • Data should be accurately collected and placed into a table with a title. • There are two types of data that can be collected: • Quantitative: numerical data • Qualitative: characteristics type of data

  11. Step 4: Collect & Record Data Are these data: Qualitative or Quantitative? Accurate? Objective? • One student recorded: “This class has 24 students in attendance.” • A student examined a piece of magnesium and recorded: “The piece of magnesium is shiny and silver-coloured.” • Another student made some measurements of a piece of magnesium and recorded: “It has a mass of 2.05 g and a volume of 1.18 mL.”

  12. Step 4: Collect & Record Data • A student heated a solution over a Bunsen burner flame, and recorded: “Bubbles form when the solution is heated, showing that a chemical reaction is producing a gas, probably hydrogen.” • A student placed a piece of aluminium foil in a solution of copper(II) chloride and recorded: “Aluminium foil, about the size of a page from a notebook, with a mass of 2.1 g is placed in a blue copper(II) chloride solution. A brown solid begins to appear immediately. At the same time, the shiny aluminium foil begins to tarnish.” • In the biology lab, a student looked through a microscope at a slice of stained onion skin mounted on a slide, and recorded: “16 onion cells cover the distance from the left side of the viewing area to the right side. The area stained dark blue is the nucleus. The cell walls are roughly hexagonal in shape, like a honeycomb.”

  13. Step 5 Analyze & Process Data • Usually this means that we GRAPH the data in order to examine it. • There are several types of graphs: • Straight Line graph • Bar graph • Exponential Line Graph

  14. Step 5 Analyze & Process Data KNOW GRAPHING RULES: • Use a pencil and a ruler • Make a title • Label your x and y axis. • Make a scale so the graph covers ½ the page • Plot your points on the graph • Draw a line. Use a Legend if 2 or more lines.

  15. Step 6: Interpret Data with a Conclusion • The conclusion should: • Examine the data and state if it answered the problem, hypothesis or prediction. Please state the data that helped you come to this conclusion. • Examine the design and state any unavoidable human errors or instrumental errors. • Discuss design improvements that can be made • State another related problem that can be investigated

  16. Design an experiment Choose a testable question that your group is interested in. (NO, we won’t actually get to do this one…) For this question, write: • A PROBLEM • A testable HYPOTHESIS or PREDICTION • Your variables: Manipulated, Responding, and at least 3 Controlled • A step-by-step procedure that another group could follow • Describe your control group and your experimental group

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