College Training - Science - PreTest

Mrs. Ciencia’s 4th-grade class is conducting an experiment to determine how the amount of sunlight affects the growth of carrots. The ______________ variable is the sunlight.

Mr. Ciencio’s 5th-grade class is conducting an experiment to determine the effect of sleep deprivation on student test scores. The ______________ variable is the amount of sleep.

Mrs. Ciencia’s 6th-grade class conducted an experiment to determine if time studying could cause a change in quiz scores. The dependent variable is the _________________.

Mrs. Ciencia explained that quiz scores could change depending on many factors such as how hungry you were or how much sleep you got the night before the quiz. She was explaining _____________ variables.

Mr. Ciencio pointed out during the experiment that an independent variable (sunlight) had caused a change in the _______________ variable (plant growth).

Mr. Ciencio explained to his 6th-grade science class that only independent variables change during an experiment. All other variables have to be ______________.

Mr. Ciencio explained to his 5th-grade class that the ________________ variables remain the same during the experiment.

Mr. Sander explained to his 4th-grade science class, “A ______________ is an idea or explanation that you then test through study and experimentation.”

Mrs. Ciencia explained to her 4th-grade class that when you answer questions about what you think will happen in a science experiment, you’re making a _______________.

Jerrell doesn’t think that chocolate will get moldy before bread because he remembers how his chocolate Halloween candy lasted for such a long time. This is an example of a _______________.

________________ is generally regarded as being at the heart of the modern scientific method, that our theories should be based on our observations of the world rather than on intuition or faith.

__________________ is a generalized approach that many people believe describes how scientists investigate the world and produce knowledge about it.

If there is a relation between listening to music and heart rate, then listening to certain types of music might cause a person’s resting heart rate to either increase or decrease. This statement is an example of a scientific _____________.

Mrs. Ciencia explained to her 5th-grade class that ______________ is the final step of the scientific method.

Mrs. Ciencia explained to her 4th-grade class that a scientific experiment is _______________ when it produces the same outcome every time.

The ________________ of a measurement system is the degree of closeness of measurements of a quantity to that quantity’s actual value.

The _____________ of a measurement system is the degree to which repeated measurements under unchanged conditions show the same results.

Mr. Ciencio explained to his 6th-grade science class that a measurement system is designated ____________ if it is both accurate and precise.

Mrs. Ciencia explained to her 4th-grade class that a scientific experiments is _______________ when it produces the same outcome every time.

Miss Hendricks is a first-year teacher a Holly Hill Elementary. She explained to her class that a scientific ____________ is an explanation for why things work or how things happen.

Mr. Ranew explained to his 7th-grade science class that an electric ___________ is like a pathway made of wires that electrons can flow through.

Mr. Tacker demonstrated to his 6th-grade science students that when an electric switch is turned off,  it makes a gap in the _____________. Therefore, the electrons are not able to flow around the atom’s nucleus.

During the 6th-grade science class, Mr. Leavit explained, “Electricity is a type of ____________ that can build up in one place, or flow from one place to another.”

Mrs. Fisher created a lesson that demonstrated a science phenomenon to her 3rd-grade science class. She instructed each student to blow up a balloon, then rub on their hair. She explained that this created __________ electricity, which gathers energy in one place.

Mr. Berendt conducted a demonstration for his 7th-grade science class. He explained that a _____________ is like a capacitor because it stores energy. However, it’s unique because it discharges that energy slowly.

Mr. Berendt conducted a demonstration for his 7th-grade science class. He explained that a _____________ is like a battery because it stores energy. However, it’s unique because it discharges that energy quickly.

Mrs. Elias set up a demonstration for her 7th-grade science class using ______________. She was showing an example of electrical energy being processed into light energy.

Mr. Tacker explained to his 3rd-grade science class that saying “heat” is simply a shortened way of saying “heat _____________.”

Mr. Ciencio showed his class a freezer that contained dry ice. He then explained that, in theory, ________________ is term given to the lowest temperature anything can ever reach.

Miss Berendt explained to her 3rd-grade science class that the fixed boiling point of water at sea level is ______ degrees Celsius.

Mr. Robinson explained to his 4th-grade science class that the fixed point of freezing is 32 degrees on the ______________ scale.

Mrs. Ciencia explain to her 4th-grade science class that the measure of the _________ of a lump of coal would be the same on earth as on the moon.

Mr. Ciencio explained to his 5th-grade science class that weight is a measurement of how much the force of ___________ acts on a given amount of mass.

On the 3rd-grade science field trip, Miss Elias pointed out several examples of chemical reactions. She used one example to explain the major drawback of certain construction materials. She pointed out that iron reacts with moist air to form a flaky, reddish-brown oxide called ____________.

Mr. Berendt explained to his 7th-grade science students, “All the light a candle makes comes from a chemical reaction.” He went on to explain how the wax reacts with oxygen in the air to make a colorless gas called carbon dioxide. The reaction is called ___________.

Miss Barton explained to her 5th-grade science students how ____________ has been defined as the most common element in the Earth’s crust.

Mr. Ciencio explained to his 4th-grade class that, chemically speaking, that one large drop of water weighing 0.1g contains about 3 billion trillion _______________.

Mrs. Fisher explained to her 7th-grade science students, “The subatomic particles packed together into the center of the atom called the ___________. The electrons, which are very much smaller, circle around the outside.”

Miss Robinson told her 4th-grade science class, “Atoms are like people; they usually prefer to be around other people.” She used this analogy to explain the relationship between atoms and _______________.

Mr. Marquette explained to his 6th-grade science class that ____________ is simply an atom with a different number of neutrons that we’d normally expect to find.

The process by which sediment settles out of the water or wind that is carrying it, and is deposited in a new location is called ______________.

The process by which water, ice, wind, or gravity moves fragments of rock and soil is called ___________.

________________ rocks come from other rocks that have been worn down by wind, rain and snow.

______________ rocks are formed by solidification of cooled magma either below (plutonic) or above (volcanic) the surface of the earth.

_____________ rocks, often found in mountainous regions, are made by either heating up or squashing the earth’s crust.

_______________ is the direct heat transfer from one substance to another, for example, ice melting in your hand.

The heat from the sun is a transfer of energy through empty space, which is called ________________.

___________________ takes place when water vapor in the air changes from a gas, back into a liquid form, and leaves the atmosphere, returning to the surface of the Earth.

_________________ is the process by which water changes from a liquid to a gas or vapor.

The term _______________ refers to any natural resource, such as wood or solar energy, that can be replenished naturally with the passage of time.

Coal, crude oil, and natural gas are all considered _____________ fuels because they were formed from the buried remains of plants and animals that lived millions of years ago.

All ___________ fuels are nonrenewable, but not all nonrenewable energy sources are __________ fuels.

Mrs. Leavitt explained to her 5th-grade science students, “____________ is the defined as the daily state of the atmosphere, or air, in any given place.”

Mr. Sander is a first-year teacher at Hollyland Elementary. He recently explained to his 4th-grade class that ____________ is defined as the average of weather conditions in an area over a long period.

During a discussion in Mr. Fisher’s 6th-grade science class, a student explained that the geological process most responsible for soil formation is called ___________.

Mrs. Leavitt explained to her 4th-grade science class that soil formation begins with the weathering of _______.

During the 5th-grade science fair, Jennifer explained that a mixture of tiny rock particles, minerals, and decaying plant and animal materials is called _____________.

At the 5th-grade science fair, Ramona explained that a mixture of tiny rock particles, __________, and decaying plant and animal materials is called soil.

Of the answers provided, the soil with the largest particles is _________.

Mrs. Leavitt explained to her 4th-grade science class that water is less likely to percolate quickly through ________.

Mr. Tacker demonstrated to his 3rd-grade science students how the sun is positioned at the center of our _______________.

The _______________, believed to be at least 10 billion light years in diameter, contains a vast number of galaxies and has been expanding since its creation.

Mr. Berendt explained to his 5th-grade science students, “Our solar system is a part of a galaxy of millions of stars, called the ________________.”

Mr. Sander explained to his 6th-grade science students, “Most astronomers believe the theory that the universe began in a Big Bang about 14 __________ years ago.”

________ are the rise and fall of sea levels caused by the combined effects of the gravitational forces exerted by the Moon and the Sun and the rotation of Earth.

__________ happen because Earth’s axis is tilted at an angle and different parts of Earth receive more solar energy than others.

Miss Ranew explained to her 4th-grade science students that terms related to _____________ include crescent, gibbous, waxing, and waning.

Mrs. Mendoza asked her 6th-grade science class, “The first artificial satellite, Sputnik I, was launched into space by which country on April 12, 1961?” The correct answer is _________.

Mr. Sander explained to his 5th-grade science students, “Missions into space, including the International Space Station, are examples of mankind’s propensity to ______________.”

Mr. Ciencio explained to his 7th-grade science class that the space race referred to the competition between the USA and _______ for supremacy in human spaceflight.

Miss Elliot explained to her 6th-grade science students, “Personal computers, solar panels and LED lights are examples of technological advances from _________________, which have altered society and culture worldwide.”

Mr. Fisher told his 6th-grade science students about watching Apollo 11 on television. He explained that this first manned mission to land on the moon returned safely to Earth in July of ______.

___________ is the smallest planet in our solar system and the closest to the sun.

_________ is often called “the Red Planet” and has two moons.

____________, famous for its beautiful rings, is the second largest planet in our solar system.

Sometimes described as a “dirty snowball”, a ___________ is a small chunk of dust and ice that orbits, or travels around, the sun.

Often lumpy and shaped like a potato, ______________ is a chunk of rock and metal in outer space that tumbles as it orbits around the Sun.

The bright streak of light caused by a chunk of metal and rock from space falling through the atmosphere is called a ____________.

A ________ is a huge, glowing ball of gases. The closest ______ to Earth is the Sun.

The _________ is Earth’s largest natural satellite, and can usually be seen in the night sky.

Mrs. Welcher explained to her 5th-grade science students that the word photosynthesis can be separated to make two smaller words: “photo” which means light, “synthesis” which means to ________________.

In his 5th-grade science project, Kaleb explained that photosynthesis is the process by which plants make their own food. To make food plants need water, sunlight and ______________.

Mrs. Leavitt explained to her 6th-grades science students, “Carolus Linnaeus is known for beginning the practice of classifying organisms based on similarities called ____________.”

During a unit on living organisms, Mrs. Ciencia showed her 3rd-grade science class a table full of mushrooms. She was likely demonstrating different types of ____________.

During his 4th-grade science presentation, Mark said, “The theory of __________________ explains why animals and plants are so good at surviving in their environments. This is the places where they live.”

Mrs. Ciencia explained to her 6th-grade science class that Paleontology was the science subject concerned with the study of ________________.

During his 6th-grade science presentation, Mr. Rece explained, “Technically meaning the whole land, ____________ refers to the theory that all of the land masses around the world were once connected over 2000 million years ago.”

Mr. Ciencio explained to his 5th-grade science class that the material that carries all the information about how a living thing will look and function is commonly called ________________.

During her presentation at the 6th-grade science fair, Carlie explained, “Prokaryotes are unique types of cells due to a lack of ______________.”

Mr. Sander explained to his 8th-grade science class, “_____________ cells are defined by having an organized nucleus with a nuclear envelope. They have a “brain” for the cell and a discreet area where they keep their DNA.”

Mrs. Ciencia explained to her 4th-grade science class that ____________ are the simplest of creatures that are considered alive.

Mr. Ciencio explained to his 5th-grade science class, “The __________ is one of the smallest structures in a cell, but it has a very big job: to make protein.”

Mrs. Ciencia explained to her 3rd-grade science class, “__________ are found everywhere! The four major types are: bacteria, viruses, fungi, and protozoa. They can sometimes make us sick.”

Mrs. Ciencia explained to her 3rd-grade science students that most plants appear to be green because they are filled with a green pigment; a chemical called _______________.

Mr. Ciencio explained to his 5th-grade science students that the word autotroph comes from the Greek words auto, meaning “self,” and troph, meaning “____________.”

To explain invertebrates, Mrs. Ciencia brought examples of these to show her 2nd-grade class.

Miss Huang explained to her 6th-grade science students, “In _________ reproduction, there is only one parent instead of two, and that parent makes more of itself by dividing into pieces or splitting parts of itself off and growing new pieces.”

During his 8th-grade science presentation, John explained, “The naming system called binomial nomenclature and was invented biologist named Carl Linnaeus. The genus and __________ that an organism belongs to is how an organism receives it scientific name.”

Miss Rodriguez explained to her 3rd-grade science students, “Your body works best when its temperature is about 98.6ºF (37ºC). When your body gets hotter than that, your brain doesn’t like it — it wants your body to stay cool and comfortable.” She is likely conducting a lesson related to ________________.

Mr. Ciencio explained to his 5th-grade science students, “The organelles responsible for energy production inside a cell are called ________________. They take food and break it apart into water and carbon dioxide, which creates your energy.”