Course title
MOSIPre-requisite
N/ACourse description
The instructional objective of Methods of Scientific Inquiry is to incorporate basic ideas and modes of thought common to all scientific disciplines in a cross-disciplinary classroom environment. Students will develop metacognitive and scientific processing skills used in investigating problems and finding solutions in order to prepare them for subsequent science courses. Core course objectives include: observation and measurement; development of research questions; experimental design; data collection and analysis; resource utilization; and problem solving; while supporting literacy and numeracy within a scientific context. The purpose of this course is to give students a strong foundation in science methods while exciting them about the fundamental concepts of matter and energy within the context of life; physical; and earth sciences.
Quarter 1: Why do we need science? How do we inquire scientifically? How/why does scientific inquiry help people learn?
Big Idea in Quarter 1: People see patterns in matter; both real and imaginary. Here; students learn how to distinguish between the two.
Key Concepts in Quarter 1: Qualitative data (Q); Perception (P); Pattern Discovery (PD)
Student Activities and Labs in Quarter 1:
Q - Observation vs. Inference; Kathryn Schulz "On Being Wrong" (TED Talk); Case of the Missing Computer Chip; The Day They Parachuted Cats Into Borneo
P - Optical Illusions/pareidolia (Student gallery); “Turning the Tables”; “Chess Board Illusion”; M&M
PD - Introducing Inquiry and the Nature of Science cube activity; Confirmation bias; false correlations (e.g.; "Spurious Correlations"; like mozzarella cheese consumption vs civil engineering doctorates awarded); cause and effect; unreliable evidence (anecdotal)
Example Quarter 1 Lab: Floating and Sinking fruits and vegetables (e.g.; carrot vs. banana)
Objective: Students will be able to recognize patterns and develop hypotheses.
Student misconceptions: Big things sink; small things float
Quarter 1 Assessments: Scenario Analyses of observations vs. inferences; misperceptions; cause/effect correlation; and creating testable hypotheses.
Quarter 2: How do we use measurable evidence to explain patterns in matter and energy?
Big Idea in Quarter 2: Reliable evidence can be used to establish real patterns. (All concepts from Unit 1 PLUS mathematical analysis)
Key Concepts in Quarter 2: Measuring matter (M - Analog vs. Digital; Uncertainty; Precision; Accuracy; Significant Figures; Estimation; Orders of Magnitude); Graphing (G - Representing Uncertainty; Line of Best Fit; Linear/Scatter Plots)
Student Activities and Labs in Quarter 2:
M - How long is this song?; measuring speed; bullseye/accuracy; meter stick estimation; scaling down to particle level; Consumer control: The uncertainty in food masses
G - Patterns in scaling (ratios and proportions); relationships (height vs. mass; volume vs. mass; distance vs. time; etc)
Example Quarter 2 Lab: Swinging Pendulum
Objective: Collect and analyze data to test hypotheses about how pendulum relationships (length; mass; angle) affect the motion of a pendulum.
Quarter 2 Assessments: Measurement and graphical representation of matter; recognize/compare patterns like mass vs. volume of water
Quarter 3: How should experiments be designed? How can data be evaluated and communicated? How is matter changed?
Big Ideas in Quarter 3: A scientist must be mindful of potential variables in an experiment and account for all of them in the experimental design in order to ensure the collection of reliable data; or at least be aware of the assumptions made. (All concepts from Units 1 and 2; PLUS methods of controlling variables.) All changes in matter are accompanied by/resulting from changes in energy.
Key Concepts in Quarter 3: Controlling Variables (CV); Procedure Development (PD); Drawing Conclusions (DC)
Student Activities and Labs in Quarter 3:
CV - Bird Beak lab; Elodea lab
PD - Duplicating the Mystery Bag Experiment; Pendulum lab extension
DC - Density lab; Thickness of a Thin Layer
Example Quarter 3 Lab: Can you light a light bulb with a piece of wire and a battery?
Objective: Students will design a model to test hypotheses using prior lab experiences.
Quarter 3 Assessments: Design a lab based on a testable hypothesis; communicate results of investigation; support conclusions with logical scientific arguments
Quarter 4: How are scientific methods used to answer questions about the world?
Big Idea in Quarter 4: Students will apply scientific inquiry methods to conduct controlled investigations.
Key Concepts in Quarter 4: Designing; conducting; evaluating and communicating the results of an investigation. (Putting all the pieces together)
Student Activities; Labs; and Assessments in Quarter 4: Individualized Personal Projects/Investigations - create testable hypothesis; design procedure to control variables; collect valid and reliable data; evaluate the investigation; and communicate the results of the investigation; supporting conclusions with logical scientific arguments.
Example Quarter 4 Lab: How is ___ affecting ___?
Objective: Students will design an individualized experiment
State Standards Addressed:
Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning; planning and conducting investigations; using appropriate tools and techniques to gather data; thinking critically and logically about relationships between evidence and explanations; and communicating results.
Concept 1: Observations; Questions; and Hypotheses
Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1; R10-S3C1; R11-S3C1; and R12-S3C1)
PO 2. Develop questions from observations that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).
Concept 2: Scientific Testing (Investigating and Modeling)
Design and conduct controlled investigations.
PO 1. Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.
PO 2. Identify the resources needed to conduct an investigation.
PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g.; using balances; thermometers; microscopes; spectrophotometer; using qualitative changes).
• Determine an appropriate method for recording data (e.g.; notes; sketches; photographs; videos; journals (logs); charts; computers/calculators).
PO 4. Conduct a scientific investigation that is based on a research design.
PO 5. Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
Concept 3: Analysis; Conclusions; and Refinements
Evaluate experimental design; analyze data to explain results and propose further investigations.
Design models.
PO 1. Interpret data that show a variety of possible relationships between variables; including:
• positive relationship
• negative relationship
• no relationship
PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3. Critique reports of scientific studies (e.g.; published papers; student reports).
PO 4. Evaluate the design of an investigation to identify possible sources of procedural error; including:
• sample size
• trials
• controls
• analyses
PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios:
• carbon cycle
• water cycle
• phase change
• collisions
PO 6. Use descriptive statistics to analyze data; including:
• mean
• frequency
• range (See MHS-S2C1-10)
PO 7. Propose further investigations based on the findings of a conducted investigation.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Strand 2: History and Nature of Science
Concept 1: History of Science as a Human Endeavor
Identify individual; cultural; and technological contributions to scientific knowledge.
PO 1. Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
Concept 2: Nature of Scientific Knowledge
Understand how science is a process for generating knowledge.
PO 1. Specify the requirements of a valid; scientific explanation (theory); including that it be:
• logical
• subject to peer review
• public
• respectful of rules of evidence
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
Develop viable solutions to a need or problem.
PO 2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
PO 3. Support a position on a science or technology issue.
PO 4. Analyze the use of renewable and nonrenewable resources in Arizona:
• water
• land
• soil
• minerals
• air
Strand 4: Life Science
Concept 3: Interdependence of Organisms
Analyze the relationships among various organisms and their environment.
PO 1. Identify the relationships among organisms within populations; communities; ecosystems; and biomes.
PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment.
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 1. Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products.
PO 4. Diagram the energy flow in an ecosystem through a food chain.
Strand 5: Physical Science
Concept 1: Structure and Properties of Matter
Understand physical; chemical; and atomic properties of matter.
PO 1. Describe substances based on their physical properties.
PO 2. Describe substances based on their chemical properties.
Concept 2: Motions and Forces
Analyze relationships between forces and motion.
PO 1. Determine the rate of change of a quantity (e.g.; rate of erosion; rate of reaction; rate of growth; velocity).
PO 2. Analyze the relationships among position; velocity; acceleration; and time:
• graphically
• mathematically
Concept 3: Conservation of Energy and Increase in Disorder
Understand ways that energy is conserved; stored; and transferred.
PO 1. Describe the following ways in which energy is stored in a system:
• mechanical
• electrical
• chemical
• nuclear
PO 2. Describe various ways in which energy is transferred from one system to another (e.g.; mechanical contact; thermal conduction; electromagnetic radiation.)
PO 3. Recognize that energy is conserved in a closed system.
PO 7. Explain how molecular motion is related to temperature and phase changes.
Concept 4: Chemical Reactions
Investigate relationships between reactants and products in chemical reactions.
PO 1. Apply the law of conservation of matter to changes in a system.
Concept 5: Interactions of Energy and Matter
Understand the interactions of energy and matter.
PO 1. Describe various ways in which matter and energy interact (e.g.; photosynthesis; phase change).
PO 4. Describe the basic assumptions of kinetic molecular theory.
PO 5. Apply kinetic molecular theory to the behavior of matter (e.g.; gas laws).
Strand 6: Earth and Space Science
Concept 1: Geochemical Cycles
Analyze the interactions between the Earth’s structures; atmosphere; and geochemical cycles.
PO 1. Identify ways materials are cycled within the Earth system (i.e.; carbon cycle; water cycle; rock cycle).
Concept 2: Energy in the Earth System (Both Internal and External)
Understand the relationships between the Earth’s land masses; oceans; and atmosphere.
PO 1. Describe the flow of energy to and from the Earth.
PO 16. Explain the causes and/or effects of climate changes over long periods of time (e.g.; glaciation; desertification; solar activity; greenhouse effect).
School country
United StatesSchool state
ArizonaSchool city
PhoenixSchool / district Address
N/ASchool zip code
85012Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LINT
- Integrated science