Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
124 Cards in this Set
- Front
- Back
- 3rd side (hint)
observing
communicating comparing organizing |
Science Thinking skills
Uses your senses talking, drawing, acting pairing and one to one grouping seriating, sequencing |
|
|
relating
inferring applying |
Science Thinking skills
cause/effect classification super–ordinate/subordinate classification, if/ then reasoning developing strategy plans and inventing |
|
|
Inquiry based learning
|
mainly involving the learner and leading him to understand. possessing skills and attitude of your, which allows you to ask questions about new resolutions and issues while you are gaining new information.
|
|
|
classifying
|
Inquiry strategies 1
arranging or distributing objects, events, or info representing objects or events in classes according to some method or system |
|
|
communicating
|
Inquiry strategies 1
giving oral and written explanations or graphic representations of observations |
|
|
comparing and contrasting
|
Inquiry strategies 1
identifying similarities and differences between or among objects, events, data, systems, etc. |
|
|
Creating models
|
Inquiry strategies 2
displaying info, using multisensory representation |
|
|
gathering and organizing data
|
Inquiry strategies 2
collecting info about objects and events which illustrate a specific situation. |
|
|
Generalizing
|
Inquiry strategies 2
drawing general conclusions from particulars |
|
|
identifying variables
|
Inquiry strategies 2
recognizing the characteristics of objects or factors in events that are constant change under different conditions |
|
|
inferring
|
Inquiry strategies 3
drawing a conclusion based on prior experiences |
|
|
interpreting data
|
Inquiry strategies 3
analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data |
|
|
making decisions
|
Inquiry strategies 3
identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons |
|
|
manipulating materials
|
Inquiry strategies 3
handling or treating materials and equipment safely, skillfully, and effectively |
|
|
measuring
|
Inquiry strategies 4
making quantitative observations by comparing to a conventional or nonconventional standard |
|
|
observing
|
Inquiry strategies 4
becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties |
|
|
predicting
|
Inquiry strategies 4
making a forecast of future events or conditions expected to exist |
|
|
engages
exploration explanation elaboration evaluationg |
5E model of inquiry based teaching
|
|
|
engage
exploration |
5E model of inquiry based teaching
get the students excited hands on activities, assimilating information through their sense |
|
|
–explanation
–elaboration –evaluation |
5E model of inquiry based teaching
–students explain their understanding of concepts and processes –activities allow students to apply concepts in contexts, and build on or extend understanding and skill |
|
|
independent variable
|
variables in a scientific experiment
variable that is changed or manipulated |
|
|
dependent variable
|
variables in a scientific experiment
the variable that changes because of the manipulation |
|
|
control variable
|
variables in a scientific experiment
the variable held constant during the experiment |
|
|
renewable
|
types of resources
one that can be replenished continually |
|
|
nonrenewable
fossil fuels: coal, natural gas, petroleum –nuclear energy (uranium) |
types of resources
one that can not be replenished in a short period of time examples |
|
|
inexhaustible
biomass, geothermal, water, wind, solar |
types of resources
one that will never be depleted by humans |
|
|
systems in science
|
is a collection of structures, cycles, and processes that form a whole.
|
|
|
structure
|
systems in science
parts that belong together and make a pattern, such as mountains, streams, trees, waterfalls, dams, wells, bridges |
|
|
cycle
|
systems in science
constantly moving substances, existing in different forms and used by organisms at different times, i.e. atmospheric, water, rock |
|
|
process
|
systems in science
sequence of change |
|
|
traditional assessment
|
paper and pencil
–true false –multiple choice –essays –open–ended answers –discussion questions |
|
|
authentic assessment
|
*scientific experiment
–question or problem –hypothesis –design an experiment –identify the independent, Dependent and Control variables –put the results in a data format –write a conclusion/summary |
|
|
formative assessment
|
*teachers questioning
*experience charts *lab journal–scientist's notebook *concept maps *observation checklists *student conferences |
|
|
summative assessment
|
*multimedia presentations
*student projects and model building *science portfolios *concept maps *rubrics *science project |
|
|
investigative
|
types of science projects
in this type of project you ask a question, construct a hypothesis, test your hypothesis using an experiment and draw conclusions from your experiment |
|
|
laboratory demonstration
|
types of science projects
In this type of project you repeat an experiment and retest the hypothesis. these experiments can be found in books, on the net or your science classroom. |
|
|
research and poster
|
types of science projects
in this type of project you do extensive research on a topic, write a research paper and do a visual of the main points of what you found in your research. Many times backboards are used to do the visual part of this project |
|
|
Hobby or Collections
|
types of science projects
in this type of project you display a collection of objects or interesting artifacts so that the viewer gets a sense of knowledge about your topic. It involves library research but generally no hypothesis is formulated or tested. examples: rock collections, Egyptian mummies |
|
|
model building
|
types of science projects
in this type of project you build a scaled model to illustrate a scientific principle. examples: shadow boxes of land formations, a model of a solar system. |
|
|
pulley
|
simple machines
is a simple machine that uses a grooved wheel and a rope to raise, lower or move a load. |
|
|
lever
|
simple machines
is a stiff bar that rests on a support called a fulcrum which lifts or moves loads |
|
|
wedge
|
simple machines
is an object with at least one slanting side ending in a sharp edge, which cuts material apart. |
|
|
Wheel and Axle
|
simple machines
a wheel with a rod (called an axle) through its center lifts or moves loads |
|
|
inclined plane
|
simple machines
is a slanting surface connecting a lower level to a higher level, like a ramp. |
|
|
screw
|
simple machines
is an inclined plane wrapped around a pole which holds things together or lifts materials |
|
|
solid
|
phases of matter
has a definite shaped and volume |
|
|
liquid
|
phases of matter
has a definite volume, but can change shape |
|
|
gas
|
phases of matter
the shape and volume of a gas can change |
|
|
temperature
|
Physical properties of matter
measurement of kinetic energy |
|
|
magnetism
|
Physical properties of matter
repulsion/attraction |
|
|
hardness
|
Physical properties of matter
strength |
|
|
conduction
|
Physical properties of matter
heat transfer potential |
|
|
mass
|
Physical properties of matter
amount of matter |
|
|
volume
|
Physical properties of matter
amount of space |
|
|
density
|
Physical properties of matter
how much mass in a certain volume |
|
|
weight
|
Physical properties of matter
gravitational force |
|
|
melting
|
physical changes in matter
melting occurs when a substance changes from a solid to a liquid |
|
|
boiling
|
physical changes in matter
boiling is when a substance changes from a liquid to a gas |
|
|
condensing
|
physical changes in matter
is when a gas changes to a liquid |
|
|
freezing
|
physical changes in matter
is when a liquid changes to a solid |
|
|
combustion
|
chemical properties of matter
ability to burn |
|
|
*reaction to acid
oxidation |
*chemical properties of matter
(rust) process of losing an electron |
|
|
reduction
|
chemical properties of matter
(tarnish) process of gaining an electron |
|
|
matter/energy
Matter |
everything in the universe is made up of essentially ____ and ____.
___ is made up of particles called atoms and molecules |
|
|
Atoms
|
Matter
are particles of elements–substances that cannot be broken down further. There are currently 109 known elements |
|
|
Molecules/molecule
|
Matter
___ are single units of compounds. Each ___ of water consists of 2 hydrogen atoms chemically combined with 1 oxygen atom. |
|
|
energy
light, heat, electrical energy, mechanical energy, such as movement |
is the ability to cause a change or do work.
What are the some form of energies: |
|
|
potential and kinetic
|
What are the two main forms of energy?
|
|
|
potential energy
|
is energy that is stored
|
|
|
kinetic energy
|
energy is energy in use
|
|
|
mechanical
|
types of energy
energy in motion |
|
|
chemical
|
types of energy
energy in atoms/molecules |
|
|
electrical
|
types of energy
energy stored in electrons |
|
|
nuclear
|
types of energy
energy stored in the nucleus of an atom |
|
|
radiant
|
types of energy
electromagnetic energy that moves in waves like light or solar |
|
|
Sound
|
types of energy
movement of energy through objects causing vibration |
|
|
heat or thermal
|
types of energy
the internal energy of substances caused by the vibration and movement of atoms and molecules |
|
|
energy transformation
|
is the process of changing energy from one form to another. Its an important concept in the application of the physical sciences. It automates, lights, entertains, and warms the world.
|
|
|
chemical/mechanical
chemical/thermal |
When people consume food, the body utilizes the ___ energy in the in the bonds of the food and transforms it into _____energy, a new form of ___ energy, or ____ energy.
|
|
|
Created/destroyed/transformed
|
Energy can not be ____, it can not be _____ it can only be _____.
|
|
|
asexual reproduction
|
A form of reproduction that does not involve meiosis, ploidy reduction or fertilization, and the offspring is a clone of the parent organism;because of no exchange of genetic material.
|
|
|
chromosomes
|
any of several threadlike bodies, consisting of chromatin, that carry the genes in a linear order: the human species has 23 pairs, designated 1 to 22 in order of decreasing size and X and Y for the female and male sex chromosomes respectively.
|
|
|
dominant
|
predominant; main; major; chief: Corn is the dominant crop of Iowa.
Genetics. of or pertaining to a dominant. |
|
|
recessive
|
that one of a pair of alternative alleles whose effect is masked by the activity of the second when both are present in the same cell or organism.
|
|
|
producers
consumers predator prey scavengers Decomposers bacteria/fungi |
Parts of the ecosystem
plant, energy, sun eat producers or the consumers food seekers food eat half dead or dead animals eat anything are organisms that break down dead or decaying organisms importatnt and primary decomposers |
|
|
temperate deciduous forest
taiga coniferous forest chaparral grassland savanna desert tundra |
Biomes of the world
|
Rain forest
looses leaf does not loose leaves no trees, flat land grass and trees grass and no trees sandy ice |
|
3,959
25,000 crust mantle inner outer |
Earth
Radius: _____miles *Circumference: ____ miles *divided into 3 parts ___ (3–40 miles thick) mostly soil, metal, and rocks ___(thickest layer) made mostly of molten rocks and metals called magma (lava) *Core ___ solid iron and nickel ___ mostly liquid iron and nickel |
|
|
348
78%/21% sun water electric/magnetic vacuum |
the earth atmosphere
___ miles thick *mostly gas–___ nitrogen, __ oxygen *absorbs energy from the __ to sustain life *recycling ___ and other chemicals *maintains the climate, working with ___ and ___ forces. *serves as a ____ that protects life |
|
|
troposphere
stratosphere mesosphere thermosphere exosphere |
Layers of the Atnosphere
weather jets fly where meteors enter space shuttle orbits transition to space |
|
|
minerals
|
*are the most common form of solid material found in the Earth's crust.
*must be found in nature and must never have been a part of any living organism. |
|
|
diamonds, emeralds, and other gemstones
–gold and silver gypsum–use to make dry wall talc (softest mineral) used to make powder |
Give me the names of some common minerals
|
|
|
Types of rocks (rocks are made by one or more minerals they are also classified by how they form)
igneous |
crystalline solids formed directly from the cooling of magma or lava (granite)
|
|
|
types of rocks
sedimentary |
secondary rocks made when pieces of preexisting rocks are fused together (limestone, sandstone, shale, and coal)
|
|
|
Types of rocks
metamorphic |
formed by high pressure and temperature (marble, slate)
|
|
|
igneous rocks
|
Rock Cycle
Rocks can be formed when magma or lava cools down creating _______. |
|
|
igneous rocks
sedimentary rocks |
________ exposed to weathering can be broken into sediment and compacted and cemented in _________.
|
|
|
sedimentary/metamorphic
|
____ rocks are exposed to heat and pressure to create _____.
|
|
|
metamorphic
|
rocks can melt and become magma and lava again.
|
|
|
Storage
|
Water Cycle
Water is stored in oceans, lakes and rivers |
|
|
Evaporation
|
Water Cycle
the heat of the sun evaporates the water and takes it to the atmosphere |
|
|
condensation
|
Water Cycle
water vapor turned into water molecules |
|
|
precipitation
|
Water Cycle
water molecules in the atmosphere are cooled (condense) and become water droplets |
|
|
Runoff
|
Water Cycle
Water is filtered back into underground deposits called aquifers |
|
|
Carbon Cycle
Carbon (from carbon dioxide in the atmosphere) |
captured by plants to make glucose
Glucose is digested then by respiration, is it broken apart into carbon dioxide and returned back to the atmosphere. |
|
|
Nitrogen Cycle
|
____ is a major component of DNA, RNA and amino acids (used to make protein) its exhaled by organisms.
Lighting can cause ___ to combine with oxygen. Also certain bacteria combine ___ with oxygen which is absorbed by roots. The plants die and ____ is released into the atmosphere. |
|
|
wind
warmer to colder |
is caused by air masses that have different amounts of heat (temperature) such as a warm air mass moving in on a cold air mass
Air pressure is related to: –Amount of water in an air mass –temperature *warm air has higher pressure *Energy moves from ___ to ___. |
|
|
Humidity
dew/dew |
is a measure of the percentage of water that is in the air.
____ is the temperature at which the air need to be for the water to condense out of the air in liquid form as precipitation (__) |
|
|
Anemometer
|
Instruments
wind speed |
|
|
weather Vane
|
Instruments
wind direction |
|
|
barometer
|
Instruments
air pressure |
|
|
rain gauges
|
Instruments
precipitation |
|
|
thermometers
|
Instruments
temperature |
|
|
psychrometer
|
Instruments
relative humidity |
|
|
Blue/red
|
Predicting Weather: Warm and Cold Fronts
___ lines are cold fronts and ___ lines are warm fronts. |
|
|
blue H/red L
|
Predicting Weather: High and low Pressure Systems
A ____ means a center of high pressure (usually calm, sunny weather). A ____ means low pressure (which can mean storminess). Most fronts extend from low–pressure centers |
|
|
Galaxies
galaxies Earth |
Objects in the Sky
____ are large collections of stars, hydrogen, dust particles, and other gases. The universe is made of countless ___. ___ belongs to the galaxy called the Milky Way. |
|
|
Stars
helium solar radiation |
Objects in the sky
___ like the sun are composed of large masses of hydrogen pulled together by gravity. The hydrogen creates fusion inside the star, turning hydrogen into ____. The liberation of energy created by this process causes _________ which make the sun glow with visible light as well as other forms of radiation not visible to the human eye. |
|
|
Rotation
and Revolution |
Earth – Sun – Moon system
What is the Earth's two movements? |
|
|
Rotation
|
spinning on its axis
|
|
|
revolution
|
orbiting around the sun
|
|
|
New Moon
Crescent Moon Half Moon Gibbous Moon Full Moon |
Give me the phases of the moon.
|
|
|
Satellites
|
are moons orbiting the planets
|
|
|
asteroids
Asteriod Belt |
are small dense objects or rocks orbiting the sun.
the ______ is located between Mars and Jupiter. |
|
|
meteorites
comets |
are fragments of rock from space that burn up/vaporize upon entering the atmosphere due to friction.
are small icy objects traveling in an elongated elliptical orbit around the sun |
|