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9-12 SCHOOLS ChemCom(Chemistry in the Community)Spring 2003
Revision PROCESS SKILLS
CHECKLIST
for Core Labs |
Core Lab:
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I. Observe
and Measure |
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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 |
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2. Use
appropriate tools (e.g. metric ruler, graduated cylinder, thermometer,
balances, spring scales, stopwatches, etc.) when measuring objects and/or
events |
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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 |
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II. Classify
based on similarities, differences, and interrelationships |
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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 |
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2. Identify
properties on which classification system is based |
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III. Experiment by making observations and measurements to test
ideas |
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1. Evaluate
the design of a chemical laboratory investigation |
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2. Identify
the independent variables, dependent variables, and controls in an experiment |
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3. Use
mathematics to show relationships within a set of observations (i.e.
conservation of mass and stoichiometry) |
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4. Identify
a hypothesis for a given problem in chemistry investigations |
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5. Recognize
potential hazards and practice safety procedures in all chemistry laboratory
activities |
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IV. Interpret and Communicate data by making
inferences, predictions, or conclusions and by describing, recording, and
reporting experimental procedures and results |
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1. Select
appropriate predictions based on previously observed patterns of evidence |
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2. Report
data in an appropriate manner |
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3. Interpret
data tables, line, bar, trend, and/or circle graphs |
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4. Accept
or reject hypotheses when given results of a chemistry investigation |
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5. Evaluate
experimental data to draw the most logical conclusion |
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6. Prepare
a written report describing the sequence, results, and interpretation of an
investigation or event |
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7. Communicate
or defend scientific thinking that results in conclusions |
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8. Identify
and/or create an appropriate graph or chart from data, tables, or written
description |
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V. Model: Forming a mental model or physical
representation from data, patterns, or relationships to facilitate
understanding and enhance prediction |
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1. Interpret
an atomic model which explains a given set of observations |
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2. Select
predictions based on models such as electron configuration, bonding, and
compound formation |
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3. Compare
a given model to the physical world |
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VIII. Inquiry: the opportunity to ask a question, formulate a
procedure, and observe phenomena |
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1. Formulate
a testable hypothesis and design an appropriate experiment to identify an
unknown substance |
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2. Design
and conduct scientific investigations in which variables are identified and
controlled |
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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 |
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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 |
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