Science exam

  1. Frequency
    number of vibrations past a point in a given amount of time
  2. Wavelength
    • distance from crest to crest
    • long wavelength-low frequency- low pitch
    • short wavelength- high frequency-high pitch
  3. sound
    • a distanse which results in the moverment of molecules
    • -must have a medium
    • -travels longitudinal or compressional
  4. Amplitude
    distance from baseline to crest
  5. Decibel
    unit used to measure the loudness of a sound
  6. Echo
    reflection of a sound wave
  7. Interference
    • when two or more sound waves interact
    • -constructive sound waves reinforce on another
    • -destructive the sounds waves cancel one another out resulting in beats
  8. Sound Quality
    fundamental tone plus overtones
  9. Music
    sound vibration that have a regular pattern
  10. Noise
    sound waves that have an irregular pattern
  11. SONAR
    animals and man to detect underwater objects
  12. Infransonic
    sounds below the range of human hearing
  13. Ultrasonic
    sounds above the range of human hearing
  14. Doppler Effect
    apparent change in the flequency of a sound as the distance between the source of the sound and the receiver of the sound changes
  15. Closed Question
    has a single correct answer
  16. Open-ended question
    can be answered in a number of ways
  17. Using Questioning to Intiate Inquiry
    • What do you see happening?
    • What is puzzling about you observed?
    • What have you seen that is like this?
  18. Using Questioning to guide discussion of observation
    • what are some of the changes you noticed?
    • in what order did the events happen?
    • why do you think there were differences in each group's measurement?
    • were the observation of all groups the same? why or why not?
  19. Using question to guide discussion of explanation
    • did you notice any patterns in your observation
    • what do you already know that might help you explain what a happened
    • what principles or laws can you think of that might explain what happened
  20. using questions to guide discussion of aplication
    • what might happen if
    • how can we use this principle to explain
  21. responding to student ideas and answers
    incorpate an attitude of intital acceptance of student responses and ideas
  22. extend student response
    • build on an idea suggested by one or more students
    • clarify student ideas by restarting the idea in simpler terms
    • compare and contrst ideas presented by two or more students
  23. probe student responses
    • ask questions that build on student ideas
    • ask students to clarify their response by giving more information, explaining a term used, or restatating the response in other words
  24. consideration in questioning
    • increase your wait time and your wait-time two
    • gradually fade you questioning support to encourage students to formulate their own question
    • help students to develop cognigively and construct their own concepts and understanding
  25. what groups of elements s on the far right of the table
    Noble gas
  26. what are the characteristics of these elements
    • full outer shell
    • except for H2
  27. what group of elements is immediately to the right of alkali metals
    alkaian earth metal
Card Set
Science exam
science terms