Standards Database Logo
Home | Browse | Search | Purpose | History | Process | Acknowledgment| Reference

 


 


Topic: Scientific data collection/analysis/interpretation 

Science

 Standard 8.  Understands the structure and properties of matter
  Level II (Grade 3-5)
   Benchmark 4.Knows that materials may be composed of parts that are too small to be seen without magnification
    Knowledge/skill statements
     1.Knows that magnification tools, such as microscopes, can be used to see more than the eye allows
     2.Knows that materials are composed of parts that are extremely small
     3.Knows that the eye itself has a natural limit on the size of material that it can see
 Standard 12.  Understands the nature of scientific inquiry
  Level Pre-K (Grade Pre-K)
   Benchmark 2.Records information collected about the physical world (e.g., in drawings, simple data charts)
    Knowledge/skill statements
     1.Collects information about the physical world
     2.Records information about the physical world
     3.Records information collected about the physical world in drawings
     4.Records information collected about the physical world in simple data charts
   Benchmark 3.Uses simple tools (e.g., eyedropper, magnifying glasses) to gather information
    Knowledge/skill statements
     1.Uses an eyedropper to gather information
     2.Uses a magnifying glass to gather information
  Level I (Grade K-2)
   Benchmark 2.Knows that tools (e.g., thermometers, magnifiers, rulers, balances) can be used to gather information and extend the senses
    Knowledge/skill statements
     1.Knows that tools are used to gather information
     2.Knows that tools are used to extend the senses
     3.Knows that thermometers are used to gather information
     4.Knows that magnifiers are used to gather information
     5.Knows that rulers are used to gather information
     6.Knows that balances are used to gather information
     7.Knows that thermometers are used to extend the senses
     8.Knows that magnifiers are used to extend the senses
     9.Knows that rulers are used to extend the senses
     10.Knows that balances are used to extend the senses
  Level II (Grade 3-5)
   Benchmark 4.Uses appropriate tools and simple equipment (e.g., thermometers, magnifiers, microscopes, calculators, graduated cylinders) to gather scientific data and extend the senses
    Knowledge/skill statements
     1.Uses tools to gather scientific data
     2.Uses simple equipment to gather scientific data
     3.Uses tools to extend the senses
     4.Uses simple equipment to extend the senses
     5.Uses thermometers to gather scientific data
     6.Uses magnifiers to gather scientific data
     7.Uses microscopes to gather scientific data
     8.Uses calculators to gather scientific data
     9.Uses graduated cylinders to gather scientific data
     10.Uses thermometers to extend the senses
     11.Uses magnifiers to extend the senses
     12.Uses microscopes to extend the senses
     13.Uses calculators to extend the senses
     14.Uses graduated cylinders to extend the senses
     15.Knows when the use of a thermometer for data gathering is appropriate
     16.Knows when the use of a magnifier for data gathering is appropriate
     17.Knows when the use of a microscope for data gathering is appropriate
     18.Knows when the use of a calculator for data gathering is appropriate
     19.Knows when the use of a graduated cylinder for data gathering is appropriate
   Benchmark 5.Knows that scientists’ explanations about what happens in the world come partly from what they observe (evidence), and partly from how they interpret (inference) their observations
    Knowledge/skill statements
     1.Knows that scientists’ explanations about what happens in the world come partly from what they observe (evidence)
     2.Knows that scientists’ explanations about what happens in the world come partly from how they interpret (inference) their observations
  Level III (Grade 6-8)
   Benchmark 6.Uses appropriate tools (including computer hardware and software) and techniques to gather, analyze, and interpret scientific data
    Knowledge/skill statements
     1.Uses tools to gather scientific data
     2.Uses tools to analyze scientific data
     3.Uses tools to interpret scientific data
     4.Uses techniques to gather scientific data
     5.Uses techniques to analyze scientific data
     6.Uses techniques to interpret scientific data
     7.Uses computer hardware to gather scientific data
     8.Uses computer hardware to analyze scientific data
     9.Uses computer hardware to interpret scientific data
     10.Uses computer software to gather scientific data
     11.Uses computer software to analyze scientific data
     12.Uses computer software to interpret scientific data
     13.Knows what computer hardware and software is appropriate for gathering, analyzing, or interpreting data
     14.Knows when computer hardware and software is appropriate for gathering, analyzing, or interpreting data
     15.Knows processes involved in the use of computer hardware and software related to scientific investigations
   Benchmark 7.Establishes relationships based on evidence and logical argument (e.g., provides causes for effects)
    Knowledge/skill statements
     1.Establishes relationships based on evidence
     2.Establishes relationships based on logical argument
     3.Provides causes for effects
     4.Understands the relationship between cause and effect
     5.Knows what constitutes a logical argument
   Benchmark 8.Evaluates the results of scientific investigations, experiments, observations, theoretical and mathematical models, and explanations proposed by other scientists (e.g., reviewing experimental procedures, examining evidence, identifying faulty reasoning, identifying statements that go beyond the evidence, suggesting alternative explanations)
    Knowledge/skill statements
     1.Evaluates the results of scientific investigations by reviewing experimental procedures
     2.Evaluates the results of scientific investigations by examining evidence
     3.Evaluates the results of scientific investigations by identifying faulty reasoning
     4.Evaluates the results of scientific investigations by identifying statements that go beyond the evidence
     5.Evaluates the results of scientific investigations by suggesting alternative explanations
     6.Knows that evaluating a proposed scientific explanation includes reviewing experimental procedures
     7.Knows that evaluating a proposed scientific explanation includes examining evidence
     8.Knows that evaluating a proposed scientific explanation includes identifying faulty reasoning
     9.Knows that evaluating a proposed scientific explanation includes identifying statements that go beyond the evidence
     10.Knows that evaluating a proposed scientific explanation includes suggesting alternative explanations
  Level IV (Grade 9-12)
   Benchmark 3.Evaluates the results of scientific investigations, experiments, observations, theoretical and mathematical models, and explanations proposed by other scientists (e.g., reviewing current scientific understanding, using evidence to validate conclusions, examining the logic to determine which explanations and models are the best, examining the involvement of control groups, examining the adequacy of the sample)
    Knowledge/skill statements
     1.Evaluates the results of scientific investigations by reviewing current scientific understanding
     2.Evaluates the results of scientific investigations by using evidence to validate conclusions
     3.Evaluates the results of scientific investigations by examining the logic to determine which explanations and models are the best
     4.Evaluates the results of scientific investigations by examining the involvement of control groups
     5.Evaluates the results of scientific investigations by examining the adequacy of the sample
     6.Knows that evaluating a proposed scientific explanation includes reviewing current scientific understanding
     7.Knows that evaluating a proposed scientific explanation includes using evidence to validate conclusions
     8.Knows that evaluating a proposed scientific explanation includes examining the logic to determine which explanations and models are the best
     9.Knows that evaluating a proposed scientific explanation includes examining the involvement of control groups
     10.Knows that evaluating a proposed scientific explanation includes examining the adequacy of the sample
   Benchmark 4.Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific investigations and communications
    Knowledge/skill statements
     1.Uses technology to perform accurate scientific investigations
     2.Uses technology to facilitate accurate scientific communications
     3.Uses mathematics to perform accurate scientific investigations
     4.Uses mathematics to facilitate accurate scientific communications
     5.Uses hand tools to perform accurate scientific investigations
     6.Uses hand tools to facilitate accurate scientific communications
     7.Uses measuring instruments to perform accurate scientific investigations
     8.Uses measuring instruments to facilitate accurate scientific communications
     9.Uses calculators to perform accurate scientific investigations
     10.Uses calculators to facilitate accurate scientific communications
     11.Uses computers to perform accurate scientific investigations
     12.Uses computers to facilitate accurate scientific communications
     13.Uses measurement to perform accurate scientific investigations
     14.Uses measurement to facilitate accurate scientific communications
     15.Uses formulas to perform accurate scientific investigations
     16.Uses formulas to facilitate accurate scientific communications
     17.Uses charts to perform accurate scientific investigations
     18.Uses charts to facilitate accurate scientific communications
     19.Uses graphs to perform accurate scientific investigations
     20.Uses graphs to facilitate accurate scientific communications
     21.Understands the concept of accuracy as it relates to the use of formulas in scientific investigations
     22.Understands the concept of accuracy as it relates to the use of measurement in scientific investigations
     23.Understands the concept of accuracy as it relates to the use of hand tools in scientific investigations
     24.Understands the concept of accuracy as it relates to the use of measuring instruments in scientific investigations
     25.Understands the concept of accuracy as it relates to the use of calculators in scientific investigations
     26.Understands the concept of accuracy as it relates to the use of computers in scientific investigations
     27.Understands the concept of accuracy as it relates to the use of charts and graphs in scientific communications
   Benchmark 5.Knows that conceptual principles and knowledge guide scientific inquiries; historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists
    Knowledge/skill statements
     1.Knows that conceptual principles guide scientific inquiries
     2.Knows that knowledge guides scientific inquiries
     3.Knows that historical scientific knowledge influences the design of investigations
     4.Knows that historical scientific knowledge influences the interpretation of investigation
     5.Knows that historical scientific knowledge influences the evaluation of explanations made by other scientists
     6.Knows that current scientific knowledge influences the design of investigations
     7.Knows that current scientific knowledge influences the interpretation of investigations

Agricultural Education

 Standard 10.  Understands the steps involved in conducting formal scientific investigations
  Level IV (Grade 9-12)
   Benchmark 1.Uses methods of extrapolating and interpolating data in order to make predictions and draw conclusions
    Knowledge/skill statements
     1.Uses methods of extrapolating data in order to make predictions and draw conclusions
     2.Uses methods of interpolating data in order to make predictions and draw conclusions
   Benchmark 4.Uses precision and accuracy in reporting experimental data (e.g., use significant figures, record error ranges, use appropriate units)
    Knowledge/skill statements
     1.Uses precision in reporting experimental data
     2.Uses accuracy in reporting experimental data
     3.Uses significant figures in reporting experimental data
     4.Records error ranges of experimental data
     5.Uses appropriate units when reporting experimental data