Chemistry I Process Skills

9-12 SCHOOLS

Chemistry I

Spring 2003 Revision

PROCESS SKILLS CHECKLIST

for Core Labs

Core Lab Number:

I. Observe and Measure

1. Identify qualitative changes in reactions and quantitative changes in chemical reactions given conditions (e.g. temperature, mass, volume, time, position, length, etc.) before, during, and after an event

2. Use appropriate tools (e.g. metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, etc.) when measuring objects and/or events

3, Use appropriate SI units (i.e. grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e. micro-, milli-, centi-, and kilo-) when measuring mass, volume, and temperature

II. Classify based on similarities, differences, and interrelationships

1. Using observable properties, place an object or event (i.e. chemical versus physical, electrons into charge, electron levels, and reaction types) into a classification system

2. Identify properties on which classification system is based

III. Experiment by making observations and measurements to test ideas

1. Evaluate the design of a chemical laboratory investigation

2. Identify the independent variables, dependent variables, and controls in an experiment

3. Use mathematics to show relationships within a set of observations (i.e. conservation of mass and stoichiometry)

4. Identify a hypothesis for a given problem in chemistry investigations

5. Recognize potential hazards and practice safety procedures in all chemistry laboratory activities

IV. Interpret and Communicate data by making inferences, predictions, or conclusions and by describing, recording, and reporting experimental procedures and results

1. Select appropriate predictions based on previously observed patterns of evidence

2. Report data in an appropriate manner

3. Interpret data tables, line, bar, trend, and/or circle graphs

4. Accept or reject hypotheses when given results of a chemistry investigation

5. Evaluate experimental data to draw the most logical conclusion

6. Prepare a written report describing the sequence, results, and interpretation of an investigation or event

7. Communicate or defend scientific thinking that results in conclusions

8. Identify and/or create an appropriate graph or chart from data, tables, or written description

V. Model: Forming a mental model or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction

1. Interpret an ATOMIC model which explains a given set of observations

2. Select predictions based on models such as electron configuration, bonding, and compound formation

3. Compare a given model to the physical world

VI. Inquiry: the opportunity to ask a question, formulate a procedure, and observe phenomena

1. Formulate a testable hypothesis and design an appropriate experiment TO IDENTIFY AN UNKNOWN SUBSTANCE

2. Design and conduct scientific investigations in which variables are identified and controlled

3. Use a variety of technologies, such as hand tools, balances, conductivity apparatus, thermometers, graduated cylinders, volumetric flasks, and computers to collect, analyze, and display data

4. Formulate explanations or models (physical, conceptual, and mathematical), engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage revisions of their explanations, leading to further inquiry