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PASCO
Links to the curriculum
Link to South Carolina Science Standards and other
curricular areas.
The following items have been copied directly from the South Carolina Science
Standards. They only touch the surface of the ways in which the probeware
can be integrated into the standard curriculum.
A. Abilities Necessary to do Scientific Inquiry
1. Identify process skills that can be used in scientific
investigations.
a. Observe
1. Observe patterns of objects and events.
2. Distinguish between qualitative and quantitative observations.
b. Classify
1. Arrange data in sequential order.
2. Use scientific (e.g., field guides, charts, periodic tables, etc.) and
dichotomous keys for classification.
C. Measure
1. Select and use appropriate tools (e.g., metric
ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches)
and units (e.g., meter, liter, Celsius, gram, Newton, second) to measure
to the unit required in a particular situation.
2. Select and use appropriate metric prefixes to include milli-, centi-,
and kilo-.
D. Infer
1. Make inferences based on observations.
E. Predict
1. Predict the results of actions
based on patterns in data and experiences.
2. Design and conduct a scientific investigation.
a. Recognize potential hazards within a scientific
investigation and practice appropriate safety procedures.
b. Pose questions and problems to be investigated.
c. Obtain scientific information from a variety of sources (such as Internet,
electronic encyclopedias, journals, community resources, etc.).
d. Distinguish and operationally define independent (manipulated) and dependent
(responding) variables.
e. Manipulate one variable over time with repeated trials and controlled
conditions.
f. Collect and record data using appropriate metric measurements.
g. Organize data in tables and graphs.
h. Analyze data to construct explanations and draw conclusions.
3. Use appropriate tools and techniques
to gather, analyze, and interpret data
a. Select and use appropriate tools and technology
(such as calculators, computers, probes, thermometers, balances, spring
scales, microscopes, binoculars, and hand lenses) to perform tests, collect
data, and display data.
b. Analyze and interpret data using computer hardware and software designed
for these purposes.
4. Develop descriptions, explanations, predictions,
and models using evidence.
a. Discriminate among observations, inferences,
and predictions.
b. Construct and/or use models to carry out/support scientific investigations.
5. Think critically and logically to make relationships
between evidence and explanations.
a. Review and summarize data to show cause-effect
relationships in experiments.
b. State explanations in terms of independent (manipulated) and dependent
(responding) variables.
c. State hypotheses in ways that include the independent (manipulated)
and dependent (responding) variables.
6. Recognize and analyze alternative explanations
and predictions.
a. Analyze different ideas and explanations to
consider alternative ideas.
b. Accept the skepticism of others as part of the scientific process.
(N)
7. Communicate scientific procedures and explanations.
a. Use drawings and written and oral expression
to communicate information.
b. Create drawings, diagrams, charts, tables and graphs to communicate
data.
c. Interpret and describe patterns of data on drawings, diagrams, charts,
tables, graphs, and maps.
d. Create and/or use scientific models to communicate information.
8. Use mathematics in all aspects of scientific inquiry.
a. Use mathematics to gather, organize and
present data.
b. Use mathematics to structure convincing explanations.
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