Materials/ Equipment (voc. word)
(Def.)
(Items needed to complete the science
1 experiment/ investigation. )
Examples(Key words)
• Pepper
• Sugar
• Tape measure
• Balloon
• Test tubes
• Rulers
• Flasks
• Salt
• Spoons
• Water
• Cups
• Bowls
• Filter paper
• Magnets
• Graduated cylinder

Teacher example of materials:
Making Peach Cobbler
• 1 spoon
• 1 cup of milk
• 2 cups of sugar
• 1 cup of flour
• 1 baking pan
• 5 peaches ¾ cups of butter

2
• Sequence= done in order
• (Steps/ numbers you follow that tells you how to use the equipment to complete the science experiment/investigation. )(def.)
• (Keys=direction words) pour, add, stir
• Ex: 1.) Pour 1 cup of water into the beaker. 2.) Add 1 tsp of salt. 3.) Stir mixture for 1 minute.

Teacher example of procedure:
How to make peach cobbler.
1.) Melt 3/4c. Of butter in microwave for 1minute.
2.) Pour melted butter in pan.
(3.) Combine 1c. Of flour , 1c. Of milk, and 2c. Of sugar into a bowl. Stir these ingredients with a spoon until smooth.
(4.) Pour the batter from the bowl into the pan with the butter.
(5.) Take a spoon and swirl batter through the butter already in the pan.
(6.) Place the pan in the oven@350 degrees.
(7.) Bake until top turns brown.
Your example of procedure:

3
• (Reason the experiment is done. )(def)
• Ex: Purpose= (1) Figure out if the mixture was homogenous or heterogeneous.
(2) Find the best way to separate the mixture.

Teacher example of purpose: Make a dessert that I could eat.
Your example of purpose:

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• Question to be answered when you do the experiment.
• Ex: What happens when you mix baking soda and vinegar?
?

Teacher example of problem: What would the cobbler taste like if I added 2 cups of flour instead of 1 cup?
Your example of problem:

5
Information taken from a resource to help form a hypothesis about what is going to happen in the experiment.
Resources: (Key)
• Newspaper
• Magazine
• Internet
• Discovery channel (t.v)
• Library book
• News program
• Encyclopedia

Teacher example of research: I used a recipe I found in a book from the library titled Betty Crocker’s Best Desserts.
Your example of research:

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• Guess= If, think, might, & will (key words)
• (Made from knowledge already known
(or) from research about what is going to happen in the experiment. (Sometimes in question form) (def.)
• Ex: (1)Will pepper float on top of water
(or) will it sink to the bottom of water? (2)
Pepper will float on water)

Teacher example of hypothesis:
If I make a peach cobbler with 2 cups of flour instead of 1 cup, I guess the peach cobbler will taste too dry.
Your example of hypothesis:

End of experiment when data is interpreted/shown and summarize data collected during experiment.
(Ex.)
1.)charts 4.)line graph
2.)pictographs 5.)circle graphs
3.)bar graphs 6.)t-charts
7.) tables
7

Your example of analysis:

Explains why the scientist got that data/results.
(Ex.=hot water dissolves salt faster because it increases solubility/makes salt melt allowing the water to get into salt quicker.
(because=key word)
8

Teacher example of conclusion:
Your example of conclusion:

(Part of the experiment that changes throughout the experiment. You can only have 1 variable=1 experiment)
(def.)
(variables are underlined)(Ex.) (1.)using salt using pepper
(2.)room temperature water heated water
(3.)grow plant in window grow plant in closet
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Teacher example of variable:
1 st time:
1 cup milk, 1 spoon, 1 cup flour, 2 cups sugar,
¾ cup of butter, 1 pan, and 5 peaches.
2 nd time:
1 cup milk, 1 spoon, 2 cups flour, 2 cups sugar,
¾ cup of butter, 1 pan, and 5 peaches.
3 rd time:
1 cup milk, 1 spoon, 3 cups flour, 2 cups sugar,
¾ cup of butter, 1 pan, and 5 peaches.
Your example of variable:

Independent Variable/manipulated variable
(voc. Word)
(def)(Known at the beginning of experiment. Experimenter changes.
x-axis of graph).
Ex.= (independent Variable is underlined)
1 st plant has no water
2 nd plant has ¼ c. of water
3 rd plant has ½ c. of water
4 th plant has ¾ c. of water
5 th plant has 1c. of water
10

Dependent Variable(voc. Word) 11
(Is caused by independent variable. It’s the response of the independent variable.) y-axis of graph. (def.)
Ex.= height of plant due to amount of water given. (dep. Var. is underlined)
Ex.= speed car reaches as traveling down
Different heights on a ramp. (dep. Var. is underlined)

D= dependent variable(results)
R= responding variable(result of the change that’s caused)
Y= (goes on) y-axis (effect)
11 A
M= manipulated variable(what the experimenter changes)
I= Independent variable (Cause)
X= (goes on) x-axis

11B
(Line of best fit)=
Half of your dots above this line and other half below this line to show a pattern/trend of data

(Part of experiment that stays the
12
same/constant throughout the experiment)(def.)
(Ex.) (1.)keeping same temperature of water
(2.) same amount of solute(1 tsp.)
(3.) same kind of solute
/substance using salt every trial

Teacher example of control:
1 st time:
1 cup milk, 1 spoon, 1 cup flour, 2 cups sugar, ¾ cup of butter, 1 pan, and 5 peaches.
2 nd time:
1 cup milk, 1 spoon, 2 cups flour, 2 cups sugar, ¾ cup of butter, 1 pan, and 5 peaches.
3 rd time:
1 cup milk, 1 spoon, 3 cups flour, 2 cups sugar, ¾ cup of butter, 1 pan, and 5 peaches.
Your example of control:

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What you learn in science is used to help you overcome a problem you face in life.
Ex.-If an experiment was done to find out which brand of paper towel when wetted could hold the most pennies.
Kroger brand=500; Bounty=100;Brawny=150.
Application=If a lunch lady wanted to buy a paper towel to clean pop spills in the school’s cafeteria during lunch, she would probably based on the info. Found after the experiment choose the Kroger brand of paper towel. The reason is because it’s the strongest(held the most pennies-500).

Teacher example of application:
Your example of control: