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Science Process Skills: Definitions And Examples

9 Questions
Science Process Skills: Definitions And Examples

The definitions and examples given below are based on a number of sources and represents commonly accepted uses of the process skill terms. First you will identify process skills by definition, then by examples. DIRECTIONS: Read each statement carefully and choose the best answer.

Questions and Answers
  • 1. 
    The process of using the senses and appropriate tools to gather information about an object, event, or phenomenon.                           
    • A. 

      Communicating

    • B. 

      Inferring

    • C. 

      Hypothesizing

    • D. 

      Observing

  • 2. 
    The process of drawing conclusions based on reasoning or past experience.
    • A. 

      Inferring

    • B. 

      Interpreting

    • C. 

      Communicating

    • D. 

      Observing

  • 3. 
    The process of developing testable explanations for occurrences.
    • A. 

      Inferring

    • B. 

      Observing

    • C. 

      Hypothesizing

    • D. 

      Predicting

  • 4. 
    The process of  relying on previously observed patterns to state in advance the expected result of a tested hypothesis.
    • A. 

      Observing

    • B. 

      Interpreting

    • C. 

      Inferring

    • D. 

      Predicting

  • 5. 
    The process of using words, symbols, or graphics to describe an object, action or event.
    • A. 

      Predicting

    • B. 

      Communicating

    • C. 

      Inferring

    • D. 

      Observing

  • 6. 
    The process of considering evidence and drawing a conclusion by assessing the data: In other words, answering the question, ”What do your findings tell you?” Finding a pattern or other meaning in a collection of data.
    • A. 

      Inferring

    • B. 

      Hypothesizing

    • C. 

      Interpreting

    • D. 

      Communicating

  • 7. 
    Listing the similarities and differences of a cube of ice and a ball of ice, is an example of
    • A. 

      Observing

    • B. 

      Hypothesizing

    • C. 

      Communicating

    • D. 

      Inferring

  • 8. 
     Describing the relationship between the melting time for an ice cube and amount of salt sprinkled on the cube by writing about it or by constructing a graph, is an example of
    • A. 

      Interpreting

    • B. 

      Communicating

    • C. 

      Hypothesizing

    • D. 

      Observing

  • 9. 
    After observing the melting rates of an ice cube sprinkled with salt and one without salt, concluding that salt reduces the freezing point of water, is an example of
    • A. 

      Observing

    • B. 

      Inferring

    • C. 

      Hypothesizing

    • D. 

      Interpreting