The document describes various basic and integrated process skills used in scientific investigations including observing, comparing, classifying, inferring, predicting, quantifying, communicating, experimenting, interpreting data, defining operationally, and formulating models. It provides examples and descriptions of each skill. For example, it states that observing is the most basic skill and involves using the five senses to identify properties, comparing allows discovering similarities and differences, and classifying involves grouping objects based on observable characteristics.

1. The ProcessThe Process
SkillsSkills

2. Logical operations of thinking in
investigations. They are either
basic or
integrated.
Basic Process Skills: Observing, comparing,
classifying, quantifying, inferring,
predicting, communicating and manipulative
skills.
Integrated Process Skills: Embodied in
experimenting which includes
hypothesizing, controlling variables and

3. 1. OBSERVING
most basic and fundamental of the process skills.
One cannot compare, classify or perform the
other process skills without being a good
observer. We observe objects or events through
our five senses: sight, smell, touch, taste and
hearing.
Example: Describing a pencil as yellow

4. The Process of observing can
be:
• Qualitative – this is identifying and naming
the properties of an object such as its shape,
color, size, texture, smell, and sound.
• Quantitative – This kind of observation
involves measurement.
• Change – it could be the result of crushing,
pounding, burning, cutting, decaying, etc.

5. 2. COMPARING
Comparing is using
observable properties in
discovering similarities of
and differences between
objects and phenomena.
Through comparison, we
are able to identify
relationships among
objects and phenomena
observed.

6. 3. CLASSIFYING
There is an overwhelming number of things
around us – nonliving and living things. Order can
be attained by observing similarities, differences
and interrelationships and by grouping them
accordingly to suit some purpose.
Example: Placing all rocks having
certain grain size or hardness into
one group.

7. 4. INFERRING
While observing is getting information by using one
or more senses, inferring is explaining or
interpreting an observation.
Example: Saying that the
person who used a pencil made
a lot of mistakes because the
eraser was well worn.

8. 5. PREDICTING
Predicting is the process of using past observations or data
along with other kinds of scientific knowledge to forecast
event or relationships. A statement not based on
observation is not a prediction. It is simply a guess.
Interpolation – is predicting new data based on and within a trend/ pattern of
previously observed data.
Extrapolation - is predicting new data outside or beyond the range of previously
observed data.

9. 6. QUANTIFYING
Quantifying is making and manipulating quantitative
observations.
This involves:
1. Using numbers
2. measuring
3. use of time and space
Example: Using a meter stick to
measure the length of a table in
centimeters.

10. 7. COMMUNICATING
Expressing ideas in many forms, such as orally, in writing or
with graphs, diagrams, tables of data or photographs is a
way of communicating.
Example: Describing the change in
height of a plant over time in writing or
through a graph.

11. 8. MANIPULATIVE SKILLS
These skills involve using
equipment and materials
properly and accurately,
preparing setups for
investigation, and
handling specimen
carefully.

12. 9. EXPERIMENTING
The ability to design an
investigation to test a
hypothesis, conduct simple
experiments, recognize
limitations of methods and
tools used in experiments,
i.e., experimental
error
and utilize safe procedures
while conducting
investigations.

13. 10. INTERPRETING DATA
• This skill involves one to
organize and state in
his/her own words
information derived from
an investigation.
• This also involves a person
to revise interpretations
of data based on new
information or revised
data.

14. 11. DEFINING OPERATIONALLY
• This refers to one’s
ability to state
definitions of objects
or events in terms of
what the object is
doing or what is
occurring in the event
or to state definitions
of objects or events
based on observable
characteristics

15. 12. FORMULATING MODELS
• The ability to create a
mental, physical, or
mental verbal
representation of an
idea, object or event.
• use models to
describe and explain
interrelationships of
ideas, objects, or
events

16. Let’s take a look at the
samples!

17. Jim thinks that the more air pressure in a basketball, the
higher it will bounce. To investigate this hypothesis he
collects several basketballs and an air pump with a
pressure gauge.
How should Jim test his hypothesis?
A) Bounce basketballs with different amounts of force from
the same height.
B) Bounce basketballs having different air pressures from
the same height.
C) Bounce basketballs having the same air pressure at
different angles from the floor.
D) Bounce basketballs having the same amount of air
pressure from different heights.

18. Luisa wanted to know which of the three types of soil (clay,
sandy and loamy), would be best for growing beans. She
planted bean seedlings in three pots of the same size, but
having different soil types. The pots were placed near a
sunny window after pouring the same amount of water in
them. The bean plants were examined at the end of ten
days. Differences in their growth were recorded.
Which factor do you think made the difference in the growth
rates of the bean seedlings?
a. The amount of sunlight available
b. The type of soil used
c. The temperature of the surroundings
d. The amount of chlorophyll present

19. Marie wondered if the earth and oceans are heated equally by
sunlight. She decided to conduct an investigation. She filled a
bucket with dirt and another bucket of the same size with water.
She placed them so each bucket received the same amount of
sunlight. The temperature in each was measured every hour
from 8:00 a.m. to 6:00 p.m.
Which hypothesis was being tested?
A) The greater the amount of sunlight, the warmer the soil and
water become.
B) The longer the soil and water are in the sun, the warmer they
become.
C) Different types of materials are warmed differently by the sun.
D) Different amounts of sunlight are received at different times of
the day.

20. Twenty-five shots are fired at a target from several
distances. The table below shows the number of
“hits” in 25 shots at each distance.
Distance from
Target (m)
Number of Hits
5 25
15 10
25 10
50 5
100 2

21. Which graph represents the data?
a.
b.
c.
d.

22. A farmer wonders how he can increase the
amount of corn he grows. He plans to study
factors that affect the amount of corn produced.
Which of these hypotheses could he test?
A) The greater the amount of fertilizer the larger
the amount of corn produced.
B) The greater the amount of corn, the larger the
profits for the year.
C) As the amount of rainfall increases, the more
effective the fertilizer.
D) As the amount of corn produced increases, the
cost of production increases.

23. Mark is studying the effect of temperature on the
rate that oil flows. His hypothesis is that as the
temperature of the oil increases it flows faster.
How could he test this hypothesis?
A) Heat oil to different temperatures and weigh it
after it flows out of the can.
B) Observe the speed at which oil at different
temperatures flows down a smooth surface.
C) Let oil flow down smooth surfaces at different
angles and observe its speed.
D) Measure the time it takes for oil at different
thicknesses to pour out of the can.

24. A gardener notices that his squash plants are being attacked
by aphids. He needs to get rid of the aphids. His brother tells
him that “Aphid-Away” powder is the best insecticide to use.
The county agent says “Squash-Saver” spray works the best.
The gardener selects six squash plants and applies the
powder to three and the spray to three. A week later he
counts the number of live aphids on each of the plants.
How is the effectiveness of the insecticides measured in this
study?
A) Measuring the amount of spray or powder used.
B) Determining the condition of the plants after spraying or
dusting.
C) Weighing the squash each plant produces.
D) Counting the number of aphids remaining on the plants.