The scientifically literate person has developed numerous manipulative skills associated with science and technology.
The list of skills that follows represents manipulative skills important to the achievement of scientific literacy:
E1 using magnifying instruments D(K-12)
Some magnifying instruments include the magnifying lens, microscope, telescope, and overhead projector.
Examples:
Fine dissections of earthworms are done with the aid of stereoscopic microscopes.
E2 using natural environments D(K-12)
The student uses natural environments effectively and in appropriately sensitive ways (e.g., collecting, examining, and reintroducing specimens).
Example:
Students can do a study of the margin of a pond by observing and describing a particular section at two week intervals for three months. After they collect and examine specimens, they should reintroduce them to their natural environment.
E3 using equipment safely D(K-12)
The student demonstrates safe use of equipment in the laboratory, in the classroom, and in everyday experiences.
Example:
A student recognizes a situation where goggles should be worn, and puts them on before being instructed to wear them.
E4 using audiovisual aids D(K-12)
The student independently uses audiovisual aids
in communicating information. (Audiovisual aids include such things as: drawings, photographs, collages, televisions, radios, video cassette recorders, overhead projectors.)
Examples:
A student shows the teacher how to operate the VCR.
A student uses a camera to record natural phenomena.
E5 computer interaction D(K-12)
The student uses the computer as an analytical tool, a tool to increase productivity, and as an extension of the human mind.
Examples:
Using photocells connected to the proper interface, the computer can be used as a timing device.
Logging on to an information service gives students an opportunity to perform a keyword search of a chemical database.
Computer software can be used to simulate a natural event or process which may be too dangerous or impractical to perform in the laboratory.
E6 measuring distance P(K-1), D(2-12)
The student accurately measures distance with appropriate instruments or techniques such as rulers, metre sticks, trundle wheels, or rangefinders.
Examples:
The length and width of a room can be determined using a metre stick.
Large distances can be determined using parallax or triangulation methods.
E7 manipulative ability P(K-2), D(3-12)
The student demonstrates an ability to handle objects with skill and dexterity.
Example:
A student uses a graduated cylinder to measure 35 mL of liquid. The liquid is then transferred into a flask and heated.
E8 measuring time P(1), D(2-12)
The student accurately measures time with appropriate instruments such as a watch, an hourglass, or any device which exhibits periodic motion.
Example:
A student uses an oscilloscope to measure a short time interval accurately.
E9 measuring volume P(1), D(2-12)
The student measures volume directly with graduated containers. The student also measures volume indirectly using calculations from mathematical relations.
Examples:
The volume of a graduated cylinder is read at the curve inflection point of the meniscus.
Archimedes' principle is used to determine the volume of an irregular solid.
E10 measuring temperature P(1), D(2-12)
The student accurately measures temperature with a thermometer or a thermocouple.
Example:
Thermometers must be properly placed to record accurate measurements of temperature.
E11 measuring mass P(2), D(3-12)
The student accurately measures mass with a double beam balance or by using other appropriate techniques.
Example:
Balances may be used to determine the mass of an object, within the limits of the precision of the balance.
E12 using electronic instruments P(5-8), D(9-12)
The student can use electronic instruments that reveal physical or chemical properties, or monitor biological functions.
Example:
Following the recommended procedures allows an instrument to be used to the maximum extent of its precision (e.g., ammeter, oscilloscope, pH meter, camera).
E13 using quantitative relationships P(5-9), D(10-12)
The student uses mathematical expressions correctly.
Examples:
To calculate instantaneous acceleration, find the slope at one point on a velocity versus time graph.
Calculate the volume of a cube given the length of one side.