DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS.

A STUDENT SHOULD KNOW THAT:

A. SPECIFIC TOOLS AND STRATEGIES ARE APPROPRIATE FOR INFORMATION-GATHERING AND 
     PROBLEM-SOLVING.

A STUDENT SHOULD BE ABLE TO:

A. INQUIRY IS A MULTIFACETED ACTIVITY INVOLVING MAKING OBSERVATIONS; POSING
     QUESTIONS EXAMINING SOURCES OF INFORMATION TO SEE WHAT IS ALREADY KNOWN;
     PLANNING INVESTIGATIONS; REVIEWING WHAT IS ALREADY KNOWN IN LIGHT OF
     EXPERIMENTAL EVIDENCE USING TOOLS TO GATHER, ANALYZE, AND INTERPRET DATA;
     PROPOSING ANSWERS, EXPLANATIONS, AND PREDICTIONS, AND COMMUNICATING RESULTS.

1. The inquiry-based process refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.
2. Problem solving begins with identifying a problem. A problem is something that needs an answer. Therefore, it should be stated as a question.
3. A hypothesis is a possible answer to a problem based on observations or prior knowledge.

B.  A CONTROL AND A SINGLE VARIABLE ARE ESSENTIAL IN AN EXPERIMENTAL DESIGN.

1. In an experimental design, the control includes all conditions that are not allowed to change and provides a basis for comparison.
2. In an experimental design, a variable is the one condition that is allowed to change.

TO UNDERSTAND THE CONCEPTS OUTLINED ABOVE, A STUDENT SHOULD BE ABLE TO:

• Observe an object or event by using any of the senses or extensions of the senses to identify properties.
• Formulate a problem as a question that can be answered by an experiment.
• Design and conduct experiments incorporating the use of a control.
• State and support a conclusion based on data.
• Communicate experimental findings using written or spoken words, charts, graphs, pictures, diagrams, concept maps and various other forms of modeling.
• Analyze data by determining patterns or relationships in the data.
• Judge reasonableness of whether a measurement or answer makes sense.