Chapter 1: Scientific Reasoning Foundations

Summary

This chapter establishes the foundational concepts that underpin the entire GED Science Test. You will learn what scientific reasoning means, how the GED assessment is structured, and how to think like a scientist. These concepts form the building blocks for every chapter that follows.

Concepts Covered

Scientific Reasoning
Assessment Targets
Career and College Readiness Standards
Science Practices
Content Topics
Depth of Knowledge (DOK)
Test Item Alignment
Scientific Method
Evidence-Based Reasoning
Data Interpretation
Scientific Literacy
Quantitative Reasoning
Qualitative Reasoning
Scientific Inquiry
Scientific Communication

What Is Scientific Reasoning?

Scientific reasoning is the process of using logic and evidence to understand the natural world. It is not about memorizing facts. Instead, it is about asking good questions, gathering evidence, and drawing conclusions that are supported by data. On the GED Science Test, scientific reasoning is the single most important skill you will use.

Scientific reasoning involves several key habits of mind:

Observation — noticing patterns in data or the natural world
Inference — drawing logical conclusions from evidence
Prediction — using patterns to forecast what might happen next
Evaluation — judging whether a conclusion is well-supported

Every question on the GED Science Test requires some form of scientific reasoning, whether you are reading a passage, interpreting a graph, or evaluating an experiment.

Diagram: Scientific Reasoning Process Flow

Scientific Reasoning Process Flow

Type: workflow

Bloom Taxonomy: Understand Bloom Taxonomy Verb: explain Learning Objective: Explain the steps involved in scientific reasoning and how they connect in a continuous cycle.

Purpose: Visualize the scientific reasoning process as a cyclical flow, showing how observation leads to questioning, hypothesis formation, evidence gathering, analysis, and conclusion — and how conclusions can loop back to new observations.

Steps: 1. "Observe" — Notice something in the world or in data Hover text: "All scientific reasoning begins with careful observation of patterns, events, or data."

"Question" — Ask why or how something happens Hover text: "Good questions are specific, testable, and based on observations."
"Hypothesize" — Propose a possible explanation Hover text: "A hypothesis is an educated guess that can be tested with evidence."
"Gather Evidence" — Collect data through experiments or research Hover text: "Evidence can be quantitative (numbers) or qualitative (descriptions)."
"Analyze" — Look for patterns in the evidence Hover text: "Analysis involves organizing data, finding trends, and making comparisons."
"Conclude" — Determine what the evidence supports Hover text: "A conclusion must be directly supported by the evidence collected."
Arrow from "Conclude" back to "Observe" — New conclusions raise new questions Hover text: "Science is iterative — each answer leads to new observations and questions."

Visual style: Circular flowchart with rounded rectangle steps connected by directional arrows. The loop-back arrow from Conclude to Observe should be visually prominent.

Color scheme: Blue gradient progressing from light (Observe) to dark (Conclude), with the loop-back arrow in green.

Interactive features: - Hover over each step to see description in tooltip - Click a step to highlight it and dim the others - Animated pulse on the loop-back arrow to emphasize the cyclical nature

Implementation: p5.js or HTML/CSS/JS with SVG Canvas size: responsive, minimum 700x400px

The GED Assessment Framework

Before diving deeper into science content, it helps to understand how the GED Science Test is organized. The test is built around two key ideas: Assessment Targets and Career and College Readiness Standards. Understanding the framework helps you study smarter, because you can focus on the skills the test actually measures.

Assessment Targets

Assessment targets are the specific skills and knowledge areas that the GED Science Test measures. Think of them as a roadmap for what you need to know. The GED Science Test has two types of assessment targets:

Science Practices — the thinking and reasoning skills you need (like interpreting data, designing experiments, and evaluating claims)
Content Topics — the actual science knowledge areas (Life Science, Physical Science, Earth and Space Science)

Every question on the test connects to at least one science practice and one content topic. This means the test never asks you to just recall a fact — it always asks you to do something with that knowledge.

Assessment Target Type	What It Measures	Example
Science Practices	How you think scientifically	Interpreting a graph of population growth
Content Topics	What science you know	Understanding how cells divide

Diagram: GED Science Assessment Framework

GED Science Assessment Framework

Type: infographic

Bloom Taxonomy: Remember Bloom Taxonomy Verb: identify Learning Objective: Identify the components of the GED Science assessment framework, including science practices and content topics.

Purpose: Show how the GED Science Test is structured as a matrix of Science Practices and Content Topics. Students should see that every test question sits at the intersection of a practice and a content area.

Layout: A two-dimensional matrix/grid visualization

Rows (Science Practices — 7 total): 1. SP.1 — Comprehending Scientific Presentations 2. SP.2 — Investigation Design 3. SP.3 — Reasoning from Data 4. SP.4 — Evaluating Conclusions with Evidence 5. SP.5 — Working with Findings 6. SP.6 — Expressing Scientific Information 7. SP.7 — Scientific Theories

Columns (Content Topics — 3 total): 1. Life Science (40%) 2. Physical Science (40%) 3. Earth and Space Science (20%)

Interactive elements: - Hover over any cell to see an example question type for that practice + content combination - Click on a Science Practice row header to see its full description - Click on a Content Topic column header to see subtopics - Percentage labels on content columns to show weight on the test - Color coding: Life Science = green, Physical Science = blue, Earth & Space = purple

Visual style: Clean grid with rounded cell backgrounds. Row and column headers in bold. Cells contain brief descriptors.

Implementation: HTML/CSS/JavaScript with responsive grid layout Canvas size: responsive, minimum 800x500px

Career and College Readiness Standards

The GED Science Test is designed to show that you are ready for college-level coursework or a career that requires scientific thinking. The Career and College Readiness (CCR) Standards define the level of performance expected. This means the test goes beyond basic recall — it asks you to:

Analyze information from multiple sources
Apply scientific concepts to real-world scenarios
Evaluate the quality of evidence and arguments
Communicate scientific ideas clearly

These standards ensure that passing the GED Science Test is meaningful. Employers and colleges can trust that a GED holder has the critical thinking skills needed for success.

Diagram: Career and College Readiness Standards Alignment

Career and College Readiness Standards Alignment

Type: infographic

Bloom Taxonomy: Understand Bloom Taxonomy Verb: compare Learning Objective: Compare the skills required for college readiness and career readiness, and understand how the GED Science Test measures both.

Purpose: Show the overlap between college-readiness skills and career-readiness skills, with GED Science assessment targets mapped to both.

Layout: Venn diagram with two overlapping circles

Left Circle (College Readiness): - Reading scientific literature - Writing lab reports - Understanding research methodology - Statistical analysis

Right Circle (Career Readiness): - Interpreting technical data - Following safety procedures - Problem-solving with evidence - Communicating findings to non-scientists

Overlap (Both): - Critical thinking - Evidence-based reasoning - Data interpretation - Scientific literacy

Below the Venn diagram: A row of GED Science Practice icons, each with an arrow pointing to the relevant circle region(s) it supports.

Interactive elements: - Hover over each skill to see a brief description and example - Click a GED Practice icon to highlight which skills it develops - Tooltip shows which GED assessment target maps to each skill

Color scheme: College = blue, Career = green, Overlap = teal

Implementation: HTML/CSS/JavaScript with SVG Venn diagram Canvas size: responsive, minimum 700x450px

Science Practices

Science practices are the specific reasoning skills the GED Science Test expects you to demonstrate. There are seven science practices, and they describe how you should be able to work with scientific information:

Comprehending Scientific Presentations — understanding text, graphs, tables, and diagrams
Investigation Design — identifying variables, hypotheses, and experimental setups
Reasoning from Data — drawing conclusions from evidence and data
Evaluating Conclusions with Evidence — judging whether claims are supported
Working with Findings — connecting results across investigations
Expressing Scientific Information — communicating data and conclusions
Scientific Theories — understanding and applying major scientific theories

Each of these practices builds on the foundational reasoning skills introduced in this chapter. Later chapters will explore each practice in detail.

Diagram: Science Practices Wheel

Science Practices Wheel

Type: diagram

Bloom Taxonomy: Remember Bloom Taxonomy Verb: list Learning Objective: List and recognize the seven GED Science Practices and their relationship to scientific reasoning.

Purpose: Display the seven science practices as segments of a wheel radiating from a central "Scientific Reasoning" hub, emphasizing that all practices are rooted in reasoning.

Layout: Circular wheel with 7 equal segments around a central circle

Center: "Scientific Reasoning" label with a brain/lightbulb icon

Segments (clockwise): 1. SP.1 Comprehending Presentations — icon: open book 2. SP.2 Investigation Design — icon: flask/beaker 3. SP.3 Reasoning from Data — icon: bar chart 4. SP.4 Evaluating Conclusions — icon: magnifying glass 5. SP.5 Working with Findings — icon: puzzle pieces 6. SP.6 Expressing Information — icon: speech bubble 7. SP.7 Scientific Theories — icon: atom symbol

Interactive elements: - Hover over any segment to see a brief description and example question type - Click a segment to expand it slightly and show 2-3 bullet points of what the practice involves - Central hub pulses gently to draw attention

Color scheme: Each segment a distinct but harmonious color (rainbow progression). Center in gold/yellow.

Implementation: p5.js or SVG with JavaScript interaction Canvas size: responsive, minimum 500x500px

Content Topics

Content topics are the science subject areas covered on the GED Test. Unlike science practices (which are about how you think), content topics are about what you know. The three content domains and their approximate test weights are:

Content Domain	Test Weight	Key Topics
Life Science	40%	Human body, health, ecosystems, genetics, evolution
Physical Science	40%	Energy, motion, chemical reactions, forces
Earth and Space Science	20%	Earth systems, atmosphere, oceans, space

Two focusing themes cut across all three domains:

Human Health and Living Systems — topics related to the health and safety of living things
Energy and Related Systems — topics related to sources, transformations, and uses of energy

These themes help connect concepts across domains. For example, energy transformation appears in Life Science (photosynthesis), Physical Science (electricity), and Earth Science (solar radiation).

Diagram: Content Topics Domain Map

Content Topics Domain Map

Type: chart

Bloom Taxonomy: Remember Bloom Taxonomy Verb: identify Learning Objective: Identify the three content domains of the GED Science Test and their relative weights.

Chart type: Pie chart with expandable sections

Purpose: Visualize the distribution of content topics across the three GED Science domains, with subtopics visible on interaction.

Data: - Life Science: 40% (green) - Subtopics: Human body and health, Energy flows in ecosystems, Cellular organization, Heredity, Evolution - Physical Science: 40% (blue) - Subtopics: Energy conservation, Work and motion, Chemical properties, Reactions - Earth and Space Science: 20% (purple) - Subtopics: Earth systems, Atmosphere, Oceans, Cosmic structures

Interactive elements: - Hover over any slice to see the domain name, percentage, and subtopic list - Click a slice to expand it and show a brief description of each subtopic - Two focusing theme icons (heart for Health, lightning bolt for Energy) appear as toggle filters — when activated, they highlight which subtopics fall under each theme

Labels: Domain names and percentages displayed on each slice

Implementation: Chart.js or p5.js pie chart with interaction Canvas size: responsive, minimum 500x400px

Depth of Knowledge (DOK)

Depth of Knowledge (DOK) describes how deeply you need to think to answer a question. The GED Science Test uses three DOK levels, and about 60% of questions are at DOK Level 2 or 3 — meaning they require more than simple recall.

DOK Level	Description	What It Looks Like
Level 1: Recall	Remember facts, definitions, or simple procedures	"What is the chemical symbol for water?"
Level 2: Skill/Concept	Apply concepts, compare, organize, interpret	"Based on the graph, which year had the highest rainfall?"
Level 3: Strategic Thinking	Reason, plan, justify, draw conclusions from multiple sources	"Using the data table and passage, explain why the researcher's conclusion may be flawed."

Understanding DOK levels helps you prepare because you know the test rewards deep thinking, not just memorization.

Diagram: Depth of Knowledge Pyramid

Depth of Knowledge Pyramid

Type: infographic

Bloom Taxonomy: Understand Bloom Taxonomy Verb: explain Learning Objective: Explain the three DOK levels used on the GED Science Test and recognize what each level requires from the test-taker.

Purpose: Show the three DOK levels as a pyramid with increasing cognitive demand from bottom to top, along with the percentage of test questions at each level.

Layout: Pyramid/triangle divided into 3 horizontal layers

Bottom layer (widest — DOK 1: Recall): - ~40% of test questions - Verbs: define, identify, list, recall, recognize - Example: "What is the function of the cell membrane?" - Color: Light blue

Middle layer (DOK 2: Skill/Concept): - ~40% of test questions - Verbs: compare, interpret, organize, classify, infer - Example: "Based on the graph, what trend do you observe?" - Color: Medium blue

Top layer (narrowest — DOK 3: Strategic Thinking): - ~20% of test questions - Verbs: analyze, justify, evaluate, formulate, critique - Example: "Using both data sources, explain whether the hypothesis is supported." - Color: Dark blue

Interactive elements: - Hover over each layer to see full description, example verbs, and a sample question - Click a layer to expand it and show 3 sample GED-style question stems - Animated percentage bars alongside each layer showing test weight - A small quiz: a question appears and the student must click which DOK level it belongs to

Instructional Rationale: This infographic uses progressive disclosure (hover/click) so learners can first see the overall structure, then explore each level in depth. The embedded mini-quiz reinforces Bloom's Analyze level by requiring classification.

Implementation: HTML/CSS/JavaScript with SVG pyramid Canvas size: responsive, minimum 600x500px

Test Item Alignment

Every question (or "item") on the GED Science Test is carefully aligned to a specific combination of elements:

One or more Science Practices (the reasoning skill being tested)
One Content Topic (the subject area)
One DOK Level (the depth of thinking required)

This three-way alignment means you should prepare by practicing all three dimensions together. For example, you might practice interpreting a graph (Science Practice 3) about population genetics (Life Science content) at DOK Level 2 (interpreting data patterns).

Diagram: Test Item Alignment Grid

Test Item Alignment Grid

Type: diagram

Bloom Taxonomy: Analyze Bloom Taxonomy Verb: examine Learning Objective: Examine how GED Science test items are constructed by aligning science practices, content topics, and DOK levels.

Purpose: Show the three-dimensional alignment of a GED test item, helping students understand that every question tests a specific practice, content area, and depth of knowledge simultaneously.

Layout: A 3D cube or three intersecting planes

Axis 1 (X): Science Practices (SP.1 through SP.7) Axis 2 (Y): Content Topics (Life, Physical, Earth & Space) Axis 3 (Z): DOK Levels (1, 2, 3)

A highlighted "sample item" cube appears at the intersection of: - SP.3 (Reasoning from Data) - Life Science - DOK Level 2

Interactive elements: - Three dropdown menus or sliders to select Practice, Content, and DOK - When a combination is selected, the corresponding cube highlights and shows a sample question - 3-5 pre-loaded sample questions for common combinations - Hover over any axis label to see its definition

Visual style: Isometric 3D grid with semi-transparent planes. Selected intersection glows.

Color scheme: Practices = blue axis, Content = green axis, DOK = orange axis

Implementation: p5.js with 3D perspective or Three.js lite Canvas size: responsive, minimum 700x500px

Study Strategy

When studying for the GED Science Test, don't just read facts. Practice answering questions that combine a science practice with a content topic at DOK Level 2 or 3. This mirrors how the actual test works.

The Scientific Method

The scientific method is a systematic approach to investigating questions about the natural world. While scientists don't always follow these steps in rigid order, the method provides a reliable framework for building knowledge through evidence.

The core steps of the scientific method are:

Ask a Question — identify something you want to understand
Research — learn what is already known about the topic
Form a Hypothesis — propose a testable explanation
Experiment — design and carry out a test of the hypothesis
Analyze Data — examine the results of your experiment
Draw Conclusions — determine whether the data supports your hypothesis
Communicate Results — share your findings so others can evaluate and build on them

The scientific method is not a one-time path. Scientists frequently revisit earlier steps. If the data does not support the hypothesis, a scientist revises the hypothesis and tests again. This iterative nature is what makes science self-correcting.

Diagram: Scientific Method Cycle

Scientific Method Cycle

Type: microsim

Bloom Taxonomy: Apply Bloom Taxonomy Verb: demonstrate Learning Objective: Demonstrate the steps of the scientific method by walking through a worked example, showing how each step connects to the next and how the process can loop back.

Purpose: Interactive simulation where students step through the scientific method using a concrete example (e.g., "Does fertilizer affect plant growth?"). At each step, the student sees what a scientist would do and can make choices.

Visual elements: - Circular arrangement of 7 steps as labeled nodes - Central area showing the current step's details - A "worked example" panel showing a concrete scenario - Progress indicator showing which steps have been completed

Worked Example Scenario: "Does adding fertilizer make tomato plants grow taller?" - Step 1 (Question): "Does fertilizer affect plant height?" - Step 2 (Research): "Previous studies show nitrogen promotes growth" - Step 3 (Hypothesis): "Plants given fertilizer will grow taller than plants without fertilizer" - Step 4 (Experiment): "Plant 20 tomato plants: 10 with fertilizer, 10 without. Measure height weekly for 6 weeks." - Step 5 (Analyze): Show a simple data table and bar chart of average heights - Step 6 (Conclude): "The data supports the hypothesis — fertilized plants grew 40% taller on average" - Step 7 (Communicate): "Write a lab report and share results"

Interactive controls: - "Next Step" and "Previous Step" buttons - At Step 3, student can choose between two hypotheses (one testable, one not) — feedback explains why - At Step 5, data table and mini bar chart appear showing results - At Step 6, student selects whether the hypothesis was supported or not — feedback given

Data Visibility Requirements: Stage 1: Show the research question in a text box Stage 2: Show background research notes as bullet points Stage 3: Show hypothesis with testable/not-testable choice Stage 4: Show experimental setup as a simple diagram (control vs. treatment) Stage 5: Show data table with measurements and a bar chart summary Stage 6: Show conclusion statement linked back to hypothesis Stage 7: Show communication summary

Instructional Rationale: Step-through with a worked example is appropriate because the Apply/demonstrate objective requires learners to trace the process with concrete data. Each step builds on the previous one, making sequential exploration more effective than free navigation.

Implementation: p5.js with step-through navigation Canvas size: responsive, minimum 750x500px

Evidence-Based Reasoning

Evidence-based reasoning means forming conclusions based on observable, measurable data rather than personal opinions, feelings, or assumptions. This is the foundation of all scientific thinking, and it is heavily tested on the GED Science exam.

There are key differences between evidence-based conclusions and unsupported opinions:

Characteristic	Evidence-Based Conclusion	Opinion or Assumption
Based on	Data, observations, measurements	Personal beliefs, feelings
Can be tested	Yes — others can verify	Not always
Can be revised	Yes — new evidence can change it	Resistant to change
Example	"Patients who exercised 30 min/day had lower blood pressure"	"Exercise is probably good for you"

When evaluating evidence, ask yourself these questions:

What data was collected?
How was it collected?
Does the conclusion logically follow from the data?
Could there be other explanations?

Diagram: Evidence Evaluation Decision Tree

Evidence Evaluation Decision Tree

Type: workflow

Bloom Taxonomy: Evaluate Bloom Taxonomy Verb: assess Learning Objective: Assess whether a scientific claim is supported by evidence by following a structured decision-making process.

Purpose: Guide students through a series of yes/no questions to evaluate whether a scientific claim is well-supported by evidence. This helps build the critical thinking habit of questioning claims systematically.

Visual style: Top-down decision tree flowchart

Steps: 1. Start: "Read the Scientific Claim" Hover text: "Identify what the claim states and what evidence is provided."

Decision: "Is evidence provided?" Hover text: "Look for data, measurements, observations, or experimental results."
No → "Unsupported Claim" (red endpoint)
Yes → Continue
Decision: "Is the evidence relevant to the claim?" Hover text: "Does the evidence directly relate to what is being claimed?"
No → "Irrelevant Evidence" (orange endpoint)
Yes → Continue
Decision: "Is the evidence sufficient?" Hover text: "Is there enough data? Was the sample size large enough?"
No → "Insufficient Evidence" (yellow endpoint)
Yes → Continue
Decision: "Could other explanations account for the evidence?" Hover text: "Are there confounding variables or alternative hypotheses?"
Yes → "Claim Needs Further Investigation" (blue endpoint)
No → "Well-Supported Claim" (green endpoint)

Interactive elements: - Students can click through each decision with a provided example claim - Three sample claims are available to practice with: 1. "Vitamin C cures the common cold" (weak evidence) 2. "Smoking increases lung cancer risk" (strong evidence) 3. "Full moons cause more emergency room visits" (correlation, not causation) - At each decision node, the student selects Yes or No and receives feedback

Color coding: - Decision diamonds: light blue - Endpoints: red (unsupported), orange (irrelevant), yellow (insufficient), blue (needs more), green (supported) - Arrows: gray with black labels

Implementation: p5.js or HTML/CSS/JS interactive flowchart Canvas size: responsive, minimum 700x600px

Data Interpretation

Data interpretation is the ability to read, understand, and draw meaning from data presented in various formats. On the GED Science Test, data appears in many forms:

Tables — rows and columns of numbers or categories
Line graphs — showing trends over time
Bar graphs — comparing quantities across categories
Pie charts — showing proportions of a whole
Scatter plots — showing relationships between two variables
Diagrams — labeled illustrations of structures or processes

When interpreting data, follow these steps:

Read the title and labels — understand what the data represents
Identify the variables — what is being measured and what is being changed
Look for patterns — trends, clusters, outliers, or correlations
Draw conclusions — what does the data tell you about the question being asked
Consider limitations — what the data does not show

Diagram: Scientific Data Visualization Types

Scientific Data Visualization Types

Type: microsim

Bloom Taxonomy: Understand Bloom Taxonomy Verb: classify Learning Objective: Classify different types of data visualizations (bar graph, line graph, pie chart, scatter plot, table) and explain when each type is most appropriate.

Purpose: Interactive gallery of data visualization types. Students explore each type, see an example with real data, and learn when to use each format.

Layout: Left panel with a list of visualization types as clickable tabs. Right panel displays the selected visualization with sample data and an explanation.

Visualization Types: 1. Bar Graph - Sample data: "Average rainfall by month in Houston, TX" - When to use: Comparing quantities across categories - Rendered as an actual bar chart with labeled axes

Line Graph
Sample data: "Global average temperature 1900–2020"
When to use: Showing change over time
Rendered as an actual line chart with labeled axes
Pie Chart
Sample data: "GED Science Test Content Distribution"
When to use: Showing parts of a whole
Rendered as an actual pie chart with percentage labels
Scatter Plot
Sample data: "Study hours vs. test scores for 30 students"
When to use: Showing relationships between two variables
Rendered as an actual scatter plot with trend line option
Data Table
Sample data: "Nutrient content of common foods"
When to use: Presenting exact values for comparison
Rendered as an actual formatted table

Interactive controls: - Click tabs to switch between visualization types - For each type, a "When should I use this?" tooltip explains the use case - A "Practice" button presents a scenario and asks students to pick the best visualization type - Toggle button to show/hide the axis labels and title (to practice reading unlabeled graphs)

Data Visibility Requirements: Each tab shows: visualization title, rendered chart/table, "Best for:" summary, and a scenario question

Instructional Rationale: Tab-based exploration allows learners to compare visualization types at their own pace. The classification task reinforces understanding by requiring students to match data types to visualization formats.

Implementation: Chart.js for rendering actual charts, HTML/CSS/JS for interaction framework Canvas size: responsive, minimum 800x500px

Scientific Literacy

Scientific literacy means having the knowledge and skills to understand science as it appears in everyday life — in news articles, product labels, medical information, and public policy debates. A scientifically literate person can:

Read and understand a scientific news article
Evaluate health claims made by advertisers
Understand environmental reports and their implications
Make informed decisions about personal health and safety
Distinguish between science and pseudoscience

Scientific literacy does not mean knowing everything about every branch of science. It means knowing how to evaluate scientific information, even in unfamiliar subject areas.

Diagram: Scientific Literacy Components

Scientific Literacy Components

Type: infographic

Bloom Taxonomy: Understand Bloom Taxonomy Verb: summarize Learning Objective: Summarize the key components of scientific literacy and how they apply to everyday decision-making.

Purpose: Show the interconnected components of scientific literacy as a concept map, illustrating how different skills work together to support informed decision-making.

Layout: Central node "Scientific Literacy" with 6 branching components arranged radially

Components: 1. "Understanding Scientific Vocabulary" — knowing key terms and their meanings - Example: Knowing what "peer-reviewed" means 2. "Reading Scientific Text" — comprehending passages with data - Example: Reading a nutrition facts label 3. "Interpreting Data" — drawing meaning from graphs and tables - Example: Understanding a COVID-19 case graph 4. "Evaluating Claims" — judging the strength of evidence - Example: Assessing a supplement advertisement 5. "Understanding the Scientific Process" — knowing how science works - Example: Recognizing that a single study is not proof 6. "Applying Science to Decisions" — using scientific thinking in life - Example: Choosing sunscreen based on UV protection ratings

Interactive elements: - Hover over each component to see the example and a brief explanation - Click a component to see a real-world scenario where this skill is needed - A "Self-Assessment" section at the bottom: students rate their confidence in each component on a scale of 1-5 - Connections between components are drawn as dotted lines showing how skills reinforce each other

Color scheme: Warm colors (coral, orange, amber, gold, yellow, peach) for approachability

Implementation: vis-network or HTML/CSS/JS concept map Canvas size: responsive, minimum 700x500px

Quantitative and Qualitative Reasoning

Scientists work with two fundamental types of data, and understanding the difference is important for the GED Science Test.

Quantitative Reasoning

Quantitative reasoning involves working with numbers and measurements. Quantitative data can be counted, measured, or expressed numerically. Examples include:

Temperature readings (98.6°F)
Population counts (7,000 bacteria colonies)
Distances (384,400 km to the Moon)
Percentages (60% of test questions at DOK 2 or 3)

Quantitative reasoning skills include reading data tables, performing calculations, interpreting graphs with numerical axes, and understanding units of measurement.

Qualitative Reasoning

Qualitative reasoning involves working with descriptions, categories, and observations that are not easily expressed as numbers. Examples include:

Color changes during a chemical reaction (turned blue)
Behavioral observations (the mice avoided the light)
Texture or appearance (the rock was rough and layered)
Categorical classifications (vertebrate vs. invertebrate)

Both types of reasoning are essential. Many GED Science questions present a mix of quantitative and qualitative information.

Feature	Quantitative Data	Qualitative Data
Format	Numbers, measurements	Descriptions, categories
Examples	Height, temperature, count	Color, texture, behavior
Analysis tools	Graphs, statistics, calculations	Classification, comparison, observation
GED question type	"Calculate the mean..."	"Based on the description, classify..."

Diagram: Quantitative vs. Qualitative Data Collection

Quantitative vs. Qualitative Data Collection

Type: microsim

Bloom Taxonomy: Analyze Bloom Taxonomy Verb: differentiate Learning Objective: Differentiate between quantitative and qualitative data by sorting examples into the correct category and explaining why each belongs there.

Purpose: Interactive sorting activity where students are presented with data examples and must drag or click to classify them as quantitative or qualitative. Immediate feedback reinforces learning.

Layout: Three-column design - Left column: Stack of data example cards (shuffled) - Center column: "Quantitative" bin with a number icon - Right column: "Qualitative" bin with a text/description icon

Data Example Cards (15 total, shuffled randomly): 1. "The solution turned from clear to green" → Qualitative 2. "The plant grew 12 cm in two weeks" → Quantitative 3. "Heart rate: 72 beats per minute" → Quantitative 4. "The rock sample felt rough and grainy" → Qualitative 5. "Water boils at 100°C at sea level" → Quantitative 6. "The birds migrated south in October" → Qualitative 7. "pH of the soil: 6.8" → Quantitative 8. "The fossil was classified as a trilobite" → Qualitative 9. "35% of participants reported improvement" → Quantitative 10. "The gas had a strong sulfur smell" → Qualitative 11. "Mass of the sample: 4.7 grams" → Quantitative 12. "The cells appeared elongated under the microscope" → Qualitative 13. "Average rainfall: 45 mm per month" → Quantitative 14. "The patient described the pain as sharp" → Qualitative 15. "Distance traveled: 250 kilometers" → Quantitative

Interactive controls: - Drag-and-drop (or click to select then click bin) to sort cards - Green flash and checkmark for correct placement - Red flash and X for incorrect — card returns to the stack with an explanation - Score counter showing correct/total - "Hint" button that highlights a key word in the current card - "Reset" button to shuffle and start over

Instructional Rationale: A sorting/classification activity at the Analyze level engages students actively. The immediate feedback loop and hint system provide scaffolding while the shuffled order ensures each attempt is fresh.

Implementation: p5.js with drag-and-drop interaction Canvas size: responsive, minimum 750x450px

Scientific Inquiry

Scientific inquiry is the active process of asking questions and seeking answers through investigation. While the scientific method gives you a structured procedure, scientific inquiry is the broader mindset behind it. Inquiry-driven scientists are curious, persistent, and open to unexpected results.

Scientific inquiry can take many forms:

Experimental inquiry — testing a hypothesis through controlled experiments
Descriptive inquiry — observing and documenting phenomena without manipulating variables
Comparative inquiry — examining similarities and differences between groups or conditions
Correlational inquiry — investigating whether two variables are related

On the GED Science Test, you may need to identify what type of inquiry a researcher used, or explain why a particular approach was chosen for a given question.

Diagram: Types of Scientific Inquiry

Types of Scientific Inquiry

Type: infographic

Bloom Taxonomy: Analyze Bloom Taxonomy Verb: compare Learning Objective: Compare the four types of scientific inquiry and determine which type is most appropriate for different research questions.

Purpose: Present the four types of inquiry side by side with examples, strengths, and limitations. Students can explore each type and practice matching research questions to inquiry types.

Layout: Four-panel display arranged in a 2x2 grid

Panel 1: Experimental Inquiry - Icon: Flask with bubbles - Description: Tests cause-and-effect by manipulating variables - Example: "Does caffeine affect reaction time?" - Strength: Can establish causation - Limitation: Requires controlled conditions

Panel 2: Descriptive Inquiry - Icon: Magnifying glass with notepad - Description: Observes and records without changing anything - Example: "What species live in this tide pool?" - Strength: Captures natural behavior - Limitation: Cannot establish cause-and-effect

Panel 3: Comparative Inquiry - Icon: Two side-by-side boxes with arrows - Description: Examines differences between groups - Example: "How do male and female elk antlers differ?" - Strength: Reveals important distinctions - Limitation: Groups may differ in uncontrolled ways

Panel 4: Correlational Inquiry - Icon: Scatter plot with trend line - Description: Investigates relationships between variables - Example: "Is income related to life expectancy?" - Strength: Can analyze large datasets - Limitation: Correlation does not imply causation

Below the grid: A "Practice" section with 4 research questions. Students click which inquiry type best fits each question.

Practice Questions: 1. "What plants grow in the Amazon rainforest canopy?" → Descriptive 2. "Does aspirin reduce fever faster than acetaminophen?" → Experimental 3. "Is there a relationship between sleep hours and GPA?" → Correlational 4. "How do Arctic and Antarctic penguin species compare?" → Comparative

Interactive elements: - Click each panel to expand with more detail - Practice section provides immediate feedback with explanations - A "Score" tracker for the practice questions

Color scheme: Each inquiry type has a distinct color — Experimental (blue), Descriptive (green), Comparative (orange), Correlational (purple)

Implementation: HTML/CSS/JavaScript with interactive panels Canvas size: responsive, minimum 800x600px

Scientific Communication

Scientific communication is the process of sharing scientific findings, ideas, and data with others. Effective communication is essential because science advances when researchers share their work and others can evaluate, replicate, and build on it.

On the GED Science Test, you will need to understand how scientific information is communicated in multiple formats:

Written reports and articles — structured text with introduction, methods, results, and conclusions
Data visualizations — graphs, charts, and tables that present findings visually
Verbal explanations — clear spoken or written descriptions of scientific concepts
Scientific arguments — claims supported by evidence and reasoning

Good scientific communication has several key characteristics:

Clarity — the message is easy to understand
Accuracy — the information is correct and precise
Evidence-based — claims are supported by data
Appropriate format — the right type of visualization or text for the audience and data

Diagram: Scientific Communication Process

Scientific Communication Process

Type: workflow

Bloom Taxonomy: Understand Bloom Taxonomy Verb: explain Learning Objective: Explain the process by which scientific findings are communicated, from data collection through publication and public understanding.

Purpose: Show the flow of scientific communication from researcher to public, including the peer review process, media interpretation, and public understanding. This helps students understand where scientific information comes from and how it reaches them.

Steps: 1. "Researcher Collects Data" Hover text: "Scientists gather data through experiments, observations, or surveys."

"Researcher Writes Paper" Hover text: "Findings are written up in a structured format: introduction, methods, results, discussion."
"Peer Review" Hover text: "Other scientists review the paper for accuracy, methodology, and conclusions before publication."
Decision: "Accepted?"
Yes → "Published in Scientific Journal"
No → "Revise and Resubmit" (loops back to step 2)
"Published in Scientific Journal" Hover text: "The findings become part of the scientific record and can be cited by others."
"Media Reports on Findings" Hover text: "Journalists translate scientific papers into news articles. Accuracy can vary."
"Public Reads and Interprets" Hover text: "The general public encounters the findings through news, social media, or educational materials."

Visual style: Left-to-right horizontal flowchart with a feedback loop from "Revise" back to "Writes Paper"

Color coding: - Research steps: Blue - Review process: Orange - Publication: Green - Public communication: Teal

Interactive elements: - Hover over each step for detailed description - Click "Peer Review" to see a mini-explanation of what peer reviewers look for - A "Telephone Game" comparison: click to see how a finding changes wording from paper → media → social media - Example: Original paper says "moderate correlation observed" → Media says "linked to" → Social media says "causes"

Implementation: HTML/CSS/JS with SVG flowchart Canvas size: responsive, minimum 800x400px

Putting It All Together

The concepts in this chapter are the foundation for everything you will learn in this course. Scientific reasoning, the scientific method, evidence-based thinking, and data interpretation are skills you will use in every subsequent chapter, whether the topic is Life Science, Physical Science, or Earth and Space Science.

Here is how the 15 foundational concepts connect to each other:

Diagram: Chapter 1 Concept Dependency Map

Chapter 1 Concept Dependency Map

Type: graph-model

Bloom Taxonomy: Analyze Bloom Taxonomy Verb: organize Learning Objective: Organize the 15 foundational concepts into a dependency structure showing which concepts must be understood before others.

Purpose: Visualize how the 15 concepts in this chapter relate to and depend on each other, helping students understand the learning progression.

Node types (all circular, sized by number of connections): 1. Scientific Reasoning (root node, largest, gold) — depends on nothing 2. Assessment Targets — depends on: Scientific Reasoning 3. Career & College Readiness Standards — depends on: Scientific Reasoning 4. Science Practices — depends on: Scientific Reasoning, Assessment Targets 5. Content Topics — depends on: Scientific Reasoning, Assessment Targets 6. Depth of Knowledge (DOK) — depends on: Scientific Reasoning, Science Practices 7. Test Item Alignment — depends on: Science Practices, Content Topics, DOK 8. Scientific Method — depends on: Scientific Reasoning 9. Evidence-Based Reasoning — depends on: Scientific Reasoning, Scientific Method 10. Data Interpretation — depends on: Scientific Reasoning, Evidence-Based Reasoning 11. Scientific Literacy — depends on: Scientific Reasoning, Scientific Method 12. Quantitative Reasoning — depends on: Scientific Reasoning, Data Interpretation 13. Qualitative Reasoning — depends on: Scientific Reasoning, Data Interpretation 14. Scientific Inquiry — depends on: Scientific Method, Evidence-Based Reasoning 15. Scientific Communication — depends on: Scientific Literacy

Edge type: Directed arrows from prerequisite to dependent concept (solid gray arrows)

Layout: Hierarchical with Scientific Reasoning at the top, flowing downward through levels of dependency

Interactive features: - Hover over any node to see concept name and brief description - Click a node to highlight its prerequisites (upstream) in blue and its dependents (downstream) in green - All other nodes dim to 30% opacity when a node is selected - Double-click to reset the view - Zoom and pan enabled

Color scheme: - Framework concepts (Assessment Targets, CCR, Practices, Topics, DOK, Alignment): Blue family - Method concepts (Scientific Method, Evidence, Inquiry): Green family - Data/Communication (Data Interpretation, Quant, Qual, Literacy, Communication): Orange family - Scientific Reasoning (root): Gold

Implementation: vis-network with hierarchical layout Canvas size: responsive, minimum 800x600px

Key Takeaways

This chapter covered the 15 foundational concepts that underpin the entire GED Science Test:

Scientific Reasoning is the core skill — using logic and evidence to understand the natural world
The GED Assessment Framework combines Science Practices and Content Topics to test real-world scientific thinking
Depth of Knowledge levels determine how deeply you must think — most questions require more than simple recall
The Scientific Method provides a systematic, iterative approach to investigation
Evidence-Based Reasoning means conclusions must be supported by data, not opinions
Data Interpretation skills let you extract meaning from graphs, tables, and charts
Scientific Literacy helps you evaluate scientific claims in everyday life
Quantitative and Qualitative Reasoning are complementary ways of analyzing data
Scientific Inquiry is the broader mindset of curiosity and investigation
Scientific Communication ensures findings are shared accurately and evaluated by others

Self-Check: Can you answer these questions?

What is the difference between a science practice and a content topic?
Name the three DOK levels and give an example of each.
What makes a conclusion "evidence-based"?
When would you use a line graph instead of a bar graph?
What is the difference between quantitative and qualitative data?