ILEARN Science Review

Name: ___________________________________________ Date: ________ Period: _______

Complete the activities to prepare for the science portion of ILEARN. Use your books, journal notes, old tests or quizzes, vocabulary boxes, etc. for help.

DAY 1 - NATURE OF SCIENCE: (mostly in your journal)

Scientific Method: Identify the steps in the scientific method.

1. _____________________ - Developed by researching or observing the natural world

2. Hypothesis - a _______________ of what will happen during the experiment written as an _____ -

___________ statement; should be an educated _____________, NOT a question!

3. Test - test whether your prediction (hypothesis) is _____________ or ______________

4. Analyze ______________ - create tables and graphs, make calculations

5. Draw Conclusions - a summary of ____________________ (what did you learn)

6. Communicate __________________ - write science journal articles, speak at science conferences,

exchange information on the Internet, etc.

Variables: Identify the different variables / groups used in experiments.

Variables: The _______________________ variable is the variable you have control over, what you

can choose and manipulate. The _______________________ variable is what you measure in the

experiment and what is affected during the experiment

Groups: The __________________ group does not receive the treatment or the experimental

manipulation that the other group receives. The __________________ group is the item or subject

that is being tested.

Constants: The ___________________ variables are quantities that a scientist wants to remain the

same for both groups, and must be observed as carefully as the dependent variable.

Read the experiment below and use the information to complete the tasks.

Students in Mr. Jones class were trying to determine if the amount of sunlight would affect the growth of a

plant. They planted the same type of seed in the same amount of soil. One plant was put in direct sunlight.

Another plant was put in partial sunlight. The last plant was put in complete darkness. After one week, the

students measured the height of the plant growth.

Write a question: __________________________________________________________________

Write a hypothesis: _________________________________________________________________

Independent variable: _______________________________________________________________

Dependent variable: ________________________________________________________________

Constants (2): _____________________________________________________________________

Graphs: Identify the parts of a graph,

________________ - tells what the graph is about

________________ - displays the numbers so they are easily read.

________________ - shows how much the units on the graph increase/decrease

Labels for the _____-axis - tells what is being changed or measured (_______________ variable)

Labels for the _____-axis shows the result of the change (_______________ variable)

Use this graph to answer the questions below:

What is the title of the graph? _________________________________________________________

What is the label for the dependent variable? ____________________________________________

What is the label for the independent variable? ___________________________________________

How much do the numbers on the y-axis increase by? _____________________________________

Which month had the greatest number of birthdays? ______________________ How many? ______

Which month had the least number of birthdays? _________________________ How many? ______

Types of Graphs: Identify each type of graph and draw an arrow pointing to the correct example.

A __________ graph compares the number of different things

A __________ graph shows one variable over a period of time

A __________ graph shows parts to the whole (percentages)

Measurement: Identify the tools used for measurement in the lab.

To measure the volume of a liquid, use a _______________ _______________. You can find

the volume of an irregularly shaped object using the volume by ___________________ method.

When finding the volume this way, the unit of measurement would be _____. Based on the

picture to the left, identify the volume of the apple (including the unit): __________________

To measure the amount of mass in an object, use a __________- __________

_____________. When finding mass this way, the unit of measurement would

be _____. Based on the picture to the right, identify the mass (with unit): ________

Describe how you would use this tool to measure a substance that has to be

contained in a beaker (like fine sand): ________________________________________________________

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Design Process: Complete the steps to the design process.

1. Identify a ____________________: what are your trying solve or make better?

2. ____________________ and Brainstorm: look at existing solutions and brainstorm new solutions

3. Develop a possible _______________: consider all ideas that may work

4. Build a ____________________: can be physical, computer, or mathematical

5. __________ your design: see how well your idea worked

6. _______________ your design: determine what worked and what improvements are needed

Read the information below and answer the questions.

A group of scientists are working to design a container that will keep lettuce fresh as it travels from California

to Indiana. They have researched previous solutions and have found that containers insulated with

Styrofoam work better than plastic. They also know, from testing previous solutions, that lettuce doesn’t last

as long if it is exposed to air. Based on their research, which design would be best for transporting the

lettuce?

a. Cut the lettuce into bite-sized pieces and use a Styrofoam cooler

b. Leave the lettuce uncut and use a cooler made of thick plastic

c. Put uncut lettuce in plastic bags, squeeze out all of the air, and use a Styrofoam cooler

d. Put uncut lettuce in a plastic cooler and use a vacuum sealer to remove extra air from the cooler

Explain your answer choice: _______________________________________________________________

How do you think is the best way for the scientists to test their design? ______________________________

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DAY 2 - PHYSICAL SCIENCE: (Sound and Light, Forces and Energy)

Types of Energy: Energy is the ability to do _______________. Energy of motion is called

_______________ energy. Stored energy is called _______________ energy. Look at the roller coaster

system below and answer the questions.

At which point does the roller coaster have the greatest amount

of kinetic energy? ________

At which point does the roller coaster

have the greatest amount of potential

energy? ________

The Law of Conservation of Energy states that energy cannot be _______________

or _______________. Instead, the total amount of energy in a system always

_________________________. Energy can be ____________________ (from one

object to another) or ____________________ (from one form to another)

Speed and Velocity:

What is the formula for calculating average speed? _____________________________________________

Write a definition for the flowing terms in your own words:

speed: ___________________________________________________________________________

velocity: _________________________________________________________________________

List two jobs in which velocity is important: _________________ _________________

Your family is planning a trip from Brownsburg to Orlando, FL. They are trying to determine how long the trip will take. You measure the distance on a road map and find the straight line distance is 1,327km. However, you find out that the driving distance is 1590km. What is the displacement measurement of the final trip? __________________________________(unit)

Use the graph to the right to answer these questions.(Don’t forget to include the proper units)

What would be the average speed for the family’s first 10

hours of their trip? ______________________________

The family stopped to take a break from traveling. At

what hour did they stop? _________________________

How much distance was traveled from hour 4 to hour 12?

____________

Complete the table below for each form of energy.

Type of Energy Description/Definition Example(s)Kinetic Energy

Potential Energy

Gravitational Potential Energy

Elastic Potential Energy

Mechanical Energy

Nuclear Energy

Thermal Energy

Electrical Energy

Electromagnetic Energy

Chemical Energy

Energy transformations occur when one form of energy changes into another form of energy. Describe the

energy transformations that occur when popcorn is cooking in a microwave. Identify 3 forms of energy.

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Look at the pendulum to the left.

At which point does it have the greatest kinetic energy? _____

At which point does it have the greatest potential energy? _____

Explain your answer: __________________________________

___________________________________________________

Sound and Light:

Describe how sound waves travel: ___________________________________________________________

How can we hear a television through a closed door? ____________________________________________

Fishing boats use sonar to locate schools of fish. What characteristic of sound is most important for this use

of sonar?

a. sound waves reflect off some surfacesb. sound waves diffract around cornersc. sound waves interfere when they overlapd. sound waves spread out from a source __

Explain your answer: _____________________________________________________________________

Describe these properties of light:

refraction: ________________________________________________________________________

reflection: ________________________________________________________________________

Thunder and lightning happen at the same time. Explain why you see the lightening before you hear the thunder. __________________________________________________________________________________________________________How can you tell if a storm is getting closer? ____________________________________________________________________

DAY 3 - Earth Science: The Solar System: (Astronomy and Space Science)

The Solar System: The largest object in our solar system is the __________, our star. Spherical objects that

orbit the sun and have their own orbit are called ____________________. Objects that are also spherical

and orbit the sun, but they do not have more mass than objects in nearby orbits are called

_______________ _______________. All of these objects are kept in orbit by _______________ and

_______________.

Objects that orbit the sun in a belt between the inner and outer planets are called ____________________.

Objects made of ice and dust that have a very oval shaped orbit are called ____________________.

Inner Planets: Identify the order of the four inner planets below (start with the closest to the sun):

__________________ __________________ ___________________ _____________________

All inner planets are also called _________________________ planets because they have a solid rocky

surface. Inner planets, in general, have very __________ moons. The Earth is exactly 1 _______________

_______________ away from the Sun, which is the unit used to measure the distance of other planets from

the sun. Venus is the hottest planet due to its dense atmosphere that traps in the heat. This phenomenon is

called the _______________ effect. Between the inner and outer planets is a belt of rocks that orbit the sun

called the ___________________ ____________________.

Outer Planets: Identify the order of the four outer planets below (start with the closest to the asteroid belt):

__________________ __________________ ___________________ _____________________

All outer planets are also called _______________ ________________ because they are made mostly of

helium and hydrogen. Outer planets, in general, have __________ moons than inner planets and are much

_______________ in size.

Earth’s Movement: Describe the following terms in your own words.

rotation: _________________________________________________________________________

revolution: ________________________________________________________________________

tilt: ______________________________________________________________________________

What causes our seasons on Earth? _________________________________________________________

In the space below, draw the position of the sun and Earth during the winter solstice in North America. Be

sure to include the equator and Earth’s axis in your drawing.

DAY 4 - Earth Science (Earth, Sun, Moon): (Astronomy and Space Science)

Describe the following terms in your own words:

waning: __________________________________________________________________________

waxing: __________________________________________________________________________

crescent: _________________________________________________________________________

gibbous: _________________________________________________________________________

Label the moon phases below.

Students were asked to keep a calendar to show the moon phases during the month of April. Look at the

calendar below and fill in the missing information for April 8, April 16, April 23, and April 30 (draw and label

the missing moon phases).

What causes Earth’s tides? ________________________________________________________________

In the space below, draw the position of the sun, moon, and Earth during a lunar eclipse in December in Indiana.

In the space below, draw the position of the sun, moon, and Earth during a solar eclipse in June in Indiana.

Explain how the number of daylight hours change from summer to winter. Why does this happen?

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DAY 5 - LIFE SCIENCE: (Diversity of Life, Ecology and the Environment)

When an ecosystem or a specific organism is perfectly stable, it has achieved? _______________________

List two things an ecosystem must have in order for this to be achieved: ______________ ______________

List two things an organism must have in order or this to be achieved: ______________ _______________

A __________________ is all the organisms of the same species that live together.

A ___________________ is all the populations of different species that live together.

The __________ factors are all of the nonliving parts of an ecosystem. Examples: __________ __________

The __________ factors are all of the living parts of an ecosystem. Examples: ____________ ___________

The demand for resources, such as food, water, and shelter, in short supply in a community is called

___________________.

A population can only grow as large as its resources allow, anything that restricts the size of a population is

called a ________________ _______________.

Taking the limiting factors into account, the largest number of a single species that an environment can

support is called the _________________ _________________.

If birth rate is greater than death rate, the population _________________. If death rate is greater than birth

rate, the population _________________.

When there are no species left, they are considered _______________. If a species is at risk of extinction it

is called ____________________. When a species is at risk, but not yet endangered, it is considered

_____________________.

Organisms that get their energy from the environment, such as sunlight, and make their own food are called

___________________. List 2 examples: ____________________ ____________________

Organisms that get energy by eating other organisms are called ________________. List 2 examples:

____________________ ____________________

Animals that hunt other animals (___________________) and animals that are hunted (__________) have a

_________________ - ___________ relationship. Example: ______________________________________

A close, long-term relationship between two different species that usually involves an exchange of food or

energy is called ____________________.

When both organisms in the symbiotic relationship benefit it is called _________________________.

Example: ______________________________________________________________________________

When a symbiotic relationship benefits one organism but does not harm or benefit the other it is

_______________________. Example: ______________________________________________________

A symbiotic relationship that benefits one species and harms the other is ____________________________.

Example: ________________________ and ________________________(parasite) (host)

Use the food web to the right to identify these organisms:

producer: __________________________

consumer: _________________________

decomposer:________________________

herbivore: __________________________

carnivore: __________________________

omnivore: __________________________

What is the main source of energy for all food chains and

food webs? _____________________________________

Describe how all of the reactants and products enter and leave the plants. Be sure to include these words: stomata, chloroplasts, xylem, phloem, carbon dioxide, oxygen, water, sunlight, glucose. Use the diagram.

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Extra Review Activities: (when finished early)

Students in Mrs. Davidson’s class were creating vehicles powered by the elastic potential energy of rubber bands. Students were allowed to use any materials; however, they could only have a maximum of 4 rubber bands powering their vehicle. Their goal was for the vehicle to travel at least 10 meters. Below are the results gathered after designing, building, and testing their prototypes.

Use the distance traveled and time to calculate the speed of each vehicle.

Device Name / Type Number of Rubber Bands

Distance Traveled (m) Time (s) Speed (m/s)

All Aboard (rubber band powered boat)

2 6 3

Turbo Max (rubber band powered car)

4 12 4

Up, Up, and Away (rubber band powered airplane)

4 18 3

Lightening Rod (rubber band powered car)

6 21 3

According to the data, which vehicle traveled the slowest speed? _____________________

Which vehicle is the best design based on performance and design requirements? ____________________

Why? _________________________________________________________________________________

What changes should be made to Lightening Rod in order to meet the requirements? __________________

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Students in Mrs. William’s class were creating an experiment to determine if the amount of water received by a plant affects its growth. They set up their experiment and recorded their data in the table below. Create a bar graph using this data and answer the questions below.

Which amount of water produced the

best results? ____________

Which amount of water produced the

worst results? ___________

What can we infer about the amount of water and its effect on plant growth? __________________________

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