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Introductory-level science courses introduce students to the discoveries of a particular field and ostensibly promote science literacy. However, the lecture-lab paradigm does not lend itself well to the development of the latter because students do not actually practice applying the scientific process in the classroom or lab setting. One possible method for improving science literacy outcomes is to better define the scientific process, particularly in terms of day-to-day behaviors. For example, students do not normally" hypothesize", but do observe the world around them and make unconscious assumptions to understand those observations. Our simplified definition of the scientific process includes: Observation: In our approach, the usage of the generic word" observation" is emphasized over numeric-focused words like" data" or" measurement". Assumption: Scientists make assumptions in their everyday work (ie," assume …