1. Everything around you is made of matter.
2. Matter on Earth has three basic forms (states.)
3. Matter CAN change from one form to another.
4. Crystals are small, well organized pieces of solids.
5. Energy is required for any change in matter.
6. EVAPORATION is not a form of matter.
7. Matter can change forms if you use energy.
8. When you mix a solid with a liquid, one possible result is a solution.
9. The water in this activity was removed by evaporation.
10. WIND BLOWING does not involve a change in matter.
Showing posts with label Science Vocab.. Show all posts
Showing posts with label Science Vocab.. Show all posts
Tuesday, October 19, 2010
Monday, October 11, 2010
Lesson 8 Science Test Review
- The brain is part of our nervous system.
- Muscles are controlled by the nervous system.
- Most tasks require the cooperation of different body parts.
- People of the same age may NOT have the same reaction time.
- Many things besides illegal drugs can impair a person’s reaction time.
- The inside-out popper lying on your work surface contained potential energy.
- When the popper “popped,” kinetic energy was released.
- Muscles are NOT part of your nervous system.
- The amount of time it takes for you to respond to a stimulus is called your reaction time.
- A depressant drug (like alcohol) will increase reaction time, causing them to react slower.
Sunday, September 26, 2010
Lesson 6 Science Test
1. Fruit is smaller when it’s dehydrated than when it’s fresh.
2. Fruit is lighter when it’s dehydrated than when it’s fresh.
3. When something is dehydrated, water leaves its cells.
4. Once water has left a cell, it can go back in again.
5. Dehydration slows decomposition.
6. Water returning to cells is NOT a result of dehydration.
7. The membrane is the name of the tough coating that surrounds a cell.
8. Dehydration slows down the process of decomposition.
9. Dehydrated food usually keeps much longer than fresh food.
10. Dehydrated food would be helpful 1) on a hike where weight is a concern, 2) in a place with no refrigeration, 3) in a climate where spoilage occurs rapidly.
2. Fruit is lighter when it’s dehydrated than when it’s fresh.
3. When something is dehydrated, water leaves its cells.
4. Once water has left a cell, it can go back in again.
5. Dehydration slows decomposition.
6. Water returning to cells is NOT a result of dehydration.
7. The membrane is the name of the tough coating that surrounds a cell.
8. Dehydration slows down the process of decomposition.
9. Dehydrated food usually keeps much longer than fresh food.
10. Dehydrated food would be helpful 1) on a hike where weight is a concern, 2) in a place with no refrigeration, 3) in a climate where spoilage occurs rapidly.
Sunday, September 19, 2010
Lesson 5 Science Test
1. The shape of a leaf helps us identify the plant it came from.
2. Leaves are very important to most plants.
3. All the leaves on a tree are NOT exactly the same.
4. An image is a likeness or a picture of something.
5. A rubbing gives us a more detailed image of something.
6. Anchoring the plant to the soil is NOT a function of leaves.
7. The rubbing you made in this activity provided an image of the leaf.
8. A growing flower is NOT an image.
9. If you used very thick paper for the rubbing it would show less of the leaf’s detail.
10. The stem and veins of a leaf do not absorb water from the soil.
2. Leaves are very important to most plants.
3. All the leaves on a tree are NOT exactly the same.
4. An image is a likeness or a picture of something.
5. A rubbing gives us a more detailed image of something.
6. Anchoring the plant to the soil is NOT a function of leaves.
7. The rubbing you made in this activity provided an image of the leaf.
8. A growing flower is NOT an image.
9. If you used very thick paper for the rubbing it would show less of the leaf’s detail.
10. The stem and veins of a leaf do not absorb water from the soil.
Wednesday, September 15, 2010
Lesson 4 Science Test
1. A creature that catches and eats other creatures is called a predator.
2. Grazing animals are usually prey.
3. Predators can sometimes become prey themselves.
4. Predators would ultimately be worse off if all the prey died.
5. Prey would ultimately be worse off if all the predators died.
6. A mouse is least likely to be considered a predator.
7. A lion is least likely to be considered prey.
8. Failure to catch enough prey could cause a predator to starve.
9. Your bugs had different numbers on their backs. This represents the fact that larger
bugs have more food value.
10. If a deer living in a certain are had almost no predators, the deer could eventually
starve due to overpopulation.
2. Grazing animals are usually prey.
3. Predators can sometimes become prey themselves.
4. Predators would ultimately be worse off if all the prey died.
5. Prey would ultimately be worse off if all the predators died.
6. A mouse is least likely to be considered a predator.
7. A lion is least likely to be considered prey.
8. Failure to catch enough prey could cause a predator to starve.
9. Your bugs had different numbers on their backs. This represents the fact that larger
bugs have more food value.
10. If a deer living in a certain are had almost no predators, the deer could eventually
starve due to overpopulation.
Sunday, August 29, 2010
Lesson 2 Science Test
1. All snakes are NOT poisonous and deadly to people.
2. The poison some snakes produce is called venom.
3. A poisonous snake’s fangs work much like a syringe.
4. A poisonous snake grows more than one set of fangs in his life.
5. Some poisonous snakes can warn of their presence.
6. If all the snakes died, the rodent population would grow rapidly.
7. One reason some poisonous snakes have bright colors is to warn animals (and people)
to leave them alone.
8. The purpose of venom in snakes is: 1) to help snakes kill prey and 2) to help snakes
digest food.
9. Age and/or size is NOT a good way to tell a poisonous snake from a non-poisonous
snake.
10. Snakes are an important part of the environment.
2. The poison some snakes produce is called venom.
3. A poisonous snake’s fangs work much like a syringe.
4. A poisonous snake grows more than one set of fangs in his life.
5. Some poisonous snakes can warn of their presence.
6. If all the snakes died, the rodent population would grow rapidly.
7. One reason some poisonous snakes have bright colors is to warn animals (and people)
to leave them alone.
8. The purpose of venom in snakes is: 1) to help snakes kill prey and 2) to help snakes
digest food.
9. Age and/or size is NOT a good way to tell a poisonous snake from a non-poisonous
snake.
10. Snakes are an important part of the environment.
Monday, May 3, 2010
Lesson 32 Science Vocabulary
Magnetism
1. Magnets are sometimes used to separate materials in a recycling center.
2. A magnet is attracted to iron.
3. The solid state of matter is magnetic.
4. Ferrous metals are attracted to a magnet.
5. Aluminum is an example of a non-ferrous metal.
6. Iron, cobalt, and nickel are attracted to a magnet. They are ferrous metals.
7. A material that has the ability to attract ferrous metals is called magnetic.
8. Aluminum and copper are not attracted to a magnet. They are non-ferrous metals.
9. Magnetism is a basic force in the universe.
10. A bicycle wheel would NOT need a magnet to work.
1. Magnets are sometimes used to separate materials in a recycling center.
2. A magnet is attracted to iron.
3. The solid state of matter is magnetic.
4. Ferrous metals are attracted to a magnet.
5. Aluminum is an example of a non-ferrous metal.
6. Iron, cobalt, and nickel are attracted to a magnet. They are ferrous metals.
7. A material that has the ability to attract ferrous metals is called magnetic.
8. Aluminum and copper are not attracted to a magnet. They are non-ferrous metals.
9. Magnetism is a basic force in the universe.
10. A bicycle wheel would NOT need a magnet to work.
Monday, April 26, 2010
Lesson 30 Science Vocabulary
Energy Conversion
1. Energy comes in many forms.
2. Changing energy from one form into another is a very important part of our life.
3. In this activity, the string absorbed light energy from the sun.
4. Food providing energy for exercise is an example of energy changing forms.
5. A material that can absorb and release light is called phosphorescent.
6. Safety clothing for people who work at night would be a good use for phosphorescent material.
7. It was important to begin this activity be placing the string in a dark are to be certain the string was not absorbing or releasing light energy.
8. We had to place the string in direct sunlight to allow it to absorb light energy.
9. Recharging a cellular phone battery is an example of transferring energy from one place to another.
10. Scientists call a material “phosphorescent” if it can absorb and release light.
1. Energy comes in many forms.
2. Changing energy from one form into another is a very important part of our life.
3. In this activity, the string absorbed light energy from the sun.
4. Food providing energy for exercise is an example of energy changing forms.
5. A material that can absorb and release light is called phosphorescent.
6. Safety clothing for people who work at night would be a good use for phosphorescent material.
7. It was important to begin this activity be placing the string in a dark are to be certain the string was not absorbing or releasing light energy.
8. We had to place the string in direct sunlight to allow it to absorb light energy.
9. Recharging a cellular phone battery is an example of transferring energy from one place to another.
10. Scientists call a material “phosphorescent” if it can absorb and release light.
Wednesday, April 21, 2010
Lesson 26 Science Vocabulary
Fossils
1. When animals die, their bones normally rot away.
2. Any preserved part of an ancient living thing is called a fossil.
3. The preserved footprint of an ancient creature is also a fossil.
4. A mold fossil is a model of another object.
5. A cast fossil closely resembles the original object.
6. Another word for rotting or spoiling is decomposing.
7. The body part most likely to have become a fossil is a bone.
8. An animal track made in soft mud resembles a mold fossil.
9. Teeth are more likely to become fossils than muscle because they are less likely to decompose.
10. One problem with studying ancient life through fossils is that fossils only provide certain kinds of information.
1. When animals die, their bones normally rot away.
2. Any preserved part of an ancient living thing is called a fossil.
3. The preserved footprint of an ancient creature is also a fossil.
4. A mold fossil is a model of another object.
5. A cast fossil closely resembles the original object.
6. Another word for rotting or spoiling is decomposing.
7. The body part most likely to have become a fossil is a bone.
8. An animal track made in soft mud resembles a mold fossil.
9. Teeth are more likely to become fossils than muscle because they are less likely to decompose.
10. One problem with studying ancient life through fossils is that fossils only provide certain kinds of information.
Wednesday, April 14, 2010
Lesson 24 Science Vocabulary
Sediments
1. Moving water can hold and carry sediments.
2. The heaviest materials are usually in the lower layers of sediment.
3. As water slows down, it loses energy.
4. Sediments can be deposited by either wind or water.
5. Gravity is the force that pulls sediments to the bottom.
6. If moving water holds and carries materials, it is called a suspension.
7. Gravity is the force that pulls sediments down.
8. Waters of a major flood are a form of suspension.
9. To keep material suspended in water takes constant energy.
10. A flood would probably carry a ping-pong ball the farthest distance.
1. Moving water can hold and carry sediments.
2. The heaviest materials are usually in the lower layers of sediment.
3. As water slows down, it loses energy.
4. Sediments can be deposited by either wind or water.
5. Gravity is the force that pulls sediments to the bottom.
6. If moving water holds and carries materials, it is called a suspension.
7. Gravity is the force that pulls sediments down.
8. Waters of a major flood are a form of suspension.
9. To keep material suspended in water takes constant energy.
10. A flood would probably carry a ping-pong ball the farthest distance.
Tuesday, March 30, 2010
Lesson 23 Science Vocabulary
Wash Away Waves (Erosion)
1. It takes energy to make anything move.
2. When moving water shifts materials, it is called erosion.
3. Even though it is a natural force, it is possible to stop erosion.
4. Soil erosion is a major problem worldwide.
5. Barriers along lake shores can help absorb or divert wave energy.
6. The energy of moving water can be absorbed.
7. If soil erosion were not controlled, there could be food shortages because plants need soil.
8. Erosion takes place along the ocean’s shore, on the edge of rivers, and along streams.
9. When you placed your hand in front of the sand, it modeled a barrier.
10. Planting grass might help control erosion.
1. It takes energy to make anything move.
2. When moving water shifts materials, it is called erosion.
3. Even though it is a natural force, it is possible to stop erosion.
4. Soil erosion is a major problem worldwide.
5. Barriers along lake shores can help absorb or divert wave energy.
6. The energy of moving water can be absorbed.
7. If soil erosion were not controlled, there could be food shortages because plants need soil.
8. Erosion takes place along the ocean’s shore, on the edge of rivers, and along streams.
9. When you placed your hand in front of the sand, it modeled a barrier.
10. Planting grass might help control erosion.
Sunday, March 7, 2010
Lesson 22 Science Vocabulary
Waves
1. Water is more dense than oil.
2. Oil floats on water because it is less dense than water.
3. Oil and water are both liquids.
4. Waves can contain powerful amounts of energy.
5. Liquids do NOT always mix easily and often form layers.
6. Moving water can cause erosion.
7. The energy for this activity came directly from your muscles.
8. When you pour liquid more dense than water into water, the water will float on the dense liquid.
9. A major source of energy for ocean waves is wind.
10. Ocean waves carry an enormous amount of energy.
1. Water is more dense than oil.
2. Oil floats on water because it is less dense than water.
3. Oil and water are both liquids.
4. Waves can contain powerful amounts of energy.
5. Liquids do NOT always mix easily and often form layers.
6. Moving water can cause erosion.
7. The energy for this activity came directly from your muscles.
8. When you pour liquid more dense than water into water, the water will float on the dense liquid.
9. A major source of energy for ocean waves is wind.
10. Ocean waves carry an enormous amount of energy.
Sunday, February 28, 2010
Lesson 21 Science Vocabulary
States of Matter
1. Everything on Earth is made of matter.
2. Matter on Earth comes in three forms.
3. The three forms (states) of matter are solid, liquid, and gas.
4. Matter has both volume and mass.
5. Matter is anything that takes up space and has substance.
6. In this activity, the cotton in the cup didn’t get web when you pushed it under water because air is matter and the trapped air’s volume kept the water out of the cup.
7. Air is a gas.
8. Sugar is a solid.
9. Gasoline is a liquid.
10. Light is not a form of matter.
1. Everything on Earth is made of matter.
2. Matter on Earth comes in three forms.
3. The three forms (states) of matter are solid, liquid, and gas.
4. Matter has both volume and mass.
5. Matter is anything that takes up space and has substance.
6. In this activity, the cotton in the cup didn’t get web when you pushed it under water because air is matter and the trapped air’s volume kept the water out of the cup.
7. Air is a gas.
8. Sugar is a solid.
9. Gasoline is a liquid.
10. Light is not a form of matter.
Sunday, February 21, 2010
Lesson 20 Science Vocabulary
Air Pressure
1. Air pressure is all around us.
2. Air pressure is a kind of force.
3. Air pressure has enough power to move very large objects.
4. Air pressure in the atmosphere affects the weather.
5. Air pressure can keep a basketball from going flat.
6. The following illustrates air pressure: space inside car tires, space inside a basketball, and air used to run commercial tools.
7. The straw didn’t go into the potato when it wasn’t sealed with your thumb because the straw was too weak without the trapped air.
8. The sealed straw was stronger because the trapped air compressed, which supported the straw.
9. This activity proved that air is a form of matter because the straw with the trapped air penetrated the potato.
10. If there was no air pressure human beings could not breathe.
Sunday, February 14, 2010
Lesson 19 Science Vocabulary
Matter
1. Everything around us is made of matter.
2. Gas IS a matter, even though we cannot see it.
3. The air that surrounds Earth is called the atmosphere.
4. Matter is NOT a force that can push or pull.
5. Weather is created by the constant movement of air.
6. In this activity, it was hard to pour water into the second bottle because air was trapped inside.
7. The air inside a balloon is NOT an example of air creating movement.
8. There are three states of matter: solid, liquid, and gas.
9. Gas was the state of matter trapped in the second bottle.
10. Liquid was the state of matter poured into the first bottle.
Sunday, February 7, 2010
Lesson 18 Science Vocabulary
Spinning Wing – Torque
1. Forces can make objects move.
2. The upward force demonstrated in this activity is called lift.
3. The direction of a force can easily be changed.
4. One thing that helped the Spinning Wing fly was the shape of the wing.
5. Torque is a twisting force.
6. In this activity, the Spinning Wing flew because lift was greater than gravity.
7. As the Spinning Wing flew, air pressure was greater on the wing’s bottom than on its top.
8. A dropping ball is NOT a form of torque.
9. The force provided by our hands changed the direction of force.
10. The Spinning Wing is most similar to a helicopter.
Sunday, January 31, 2010
Lesson 17 Science Vocabulary
1. Molecules are tiny invisible particles.
2. As air begins to cool, the space between molecules begins to contract (to shrink).
3. Moving gasses (like hot air) can create movements in other objects.
4. Air pressure on Earth is always changing.
5. Another name for “squeezing together” is contracting.
6. When you pushed on the balloon, it wouldn’t go into the jar because the air in the bottle pushed back.
7. The purpose of the straw in this activity was to allow air into the jar to equalize the pressure.
8. When the fire went out and the balloon popped into the jar, there was more force outside the jar than inside.
9. The pushing and pulling force of air is called air pressure.
Sunday, January 24, 2010
Lesson 16 Science Vocabulary
Pressure
1. We used force when we squeezed the bottle in this activity.
2. Gravity pulled the dropper to the bottom of the bottle.
3. Forces were transferred in this activity (from the bottle to the water)
4. Buoyancy is what made the dropper in this activity float.
5. The force to make the dropper “dive” came from your muscles (to squeeze the bottle.)
6. A term similar to buoyancy is floating.
7. When you squeezed the bottle, it caused the air bubble in the dropper to compress.
8. Buoyancy opposes gravity. Their force is in opposite directions.
9. Liquids can NOT be compressed.
10. The force that made the dropper float is buoyancy.
1. We used force when we squeezed the bottle in this activity.
2. Gravity pulled the dropper to the bottom of the bottle.
3. Forces were transferred in this activity (from the bottle to the water)
4. Buoyancy is what made the dropper in this activity float.
5. The force to make the dropper “dive” came from your muscles (to squeeze the bottle.)
6. A term similar to buoyancy is floating.
7. When you squeezed the bottle, it caused the air bubble in the dropper to compress.
8. Buoyancy opposes gravity. Their force is in opposite directions.
9. Liquids can NOT be compressed.
10. The force that made the dropper float is buoyancy.
Sunday, January 17, 2010
Lesson 15 Science Vocabulary
1. An object is considered “balanced” if it has the same amount of force on both
sides.
2. Opening a paint can with a screwdriver is an example of a lever.
3. Your arm can act like a lever.
4. A teeter-totter on the playground is an example of a lever.
5. A balanced lever has the same force on both sides.
6. In this activity, force was added to both sides to balance the ruler.
7. A wheel cannot be a lever.
8. When the ruler had more pennies on one side than the other there was more force
on one side than the other.
9. To balance two students of unequal weight on a teeter-totter, move the heavier
student closer to the middle.
10. The “pivot point” of a lever is called the fulcrum.
sides.
2. Opening a paint can with a screwdriver is an example of a lever.
3. Your arm can act like a lever.
4. A teeter-totter on the playground is an example of a lever.
5. A balanced lever has the same force on both sides.
6. In this activity, force was added to both sides to balance the ruler.
7. A wheel cannot be a lever.
8. When the ruler had more pennies on one side than the other there was more force
on one side than the other.
9. To balance two students of unequal weight on a teeter-totter, move the heavier
student closer to the middle.
10. The “pivot point” of a lever is called the fulcrum.
Tuesday, January 12, 2010
Lesson 14 Science Vocabulary
Inertia affects all objects.
When the flicked coin struck the stack of coins, inertia caused the new coin to move.
Inertia causes an object that is stopped to stay stopped.
Inertia causes an object that is moving to stay moving.
Forces can cause an object to move.
Friction causes something to stop moving even if it doesn’t hit something.
For every action there is a reaction.
The stack of pennies remained motionless at the beginning of our activity because of friction, gravity, and inertia.
Forces can be transferred between objects.
Wearing a seat belt uses inertia because when the car stops, you stop.
When the flicked coin struck the stack of coins, inertia caused the new coin to move.
Inertia causes an object that is stopped to stay stopped.
Inertia causes an object that is moving to stay moving.
Forces can cause an object to move.
Friction causes something to stop moving even if it doesn’t hit something.
For every action there is a reaction.
The stack of pennies remained motionless at the beginning of our activity because of friction, gravity, and inertia.
Forces can be transferred between objects.
Wearing a seat belt uses inertia because when the car stops, you stop.
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