Buckle Down Arizona AIMS 4 Science Unit 1 Science ... stunning monument to nature’s power, ... can be answered by observing, measuring, or experimenting. ... they already know about

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4A stunning monument to nature’s power, the Colorado River is responsible for carving the majestic Grand Canyon into the Arizona landscape. The river’s water has slowly eroded the rock. And we mean slow: the canyon has taken six million years to form, and the rock is still eroding today.

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Buckle Down Arizona AIMS 4 Science

Unit 1 Science Processes

Review 1: Scientific Investigation Review 2: Collecting Data Review 3: Displaying and Interpreting Data Review 4: Science, Technology, and Society

Unit 2 Life Science

Review 5: Characteristics of Plants Review 6: Characteristics of Animals Review 7: The Earth’s Resources Review 8: Diversity, Adaptation, and Behavior

Unit 3 Physical Science

Review 9: Electricity Review 10: Magnetism

Unit 4 Earth and Space Science

Review 11: Changes to the Earth’s Surface Review 12: The Earth’s Water Review 13: Weather

Go to www.BuckleDown.com to review our complete line of AIMS materials for Grades 3–12 READING • WRITING • MATHEMATICS • SCIENCE

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ISBN 0-7836-5085-X51599

TABLE OF CONTENTS©

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Introduction ..................................................................................... 1

General Tips for Taking a Science Test ............................. 2

Unit 1 – Science Processes............................................................ 5

Review 1: Scientific Investigation...................................... 6AIMS Objectives: S1.C1.PO1–3, S1.C2.PO2, S1.C2.PO3, S2.C1.PO1, S2.C2.PO1, S2.C2.PO3, S3.C1.PO2

Review 2: Collecting Data ................................................ 18AIMS Objectives: S1.C1.PO4, S1.C2.PO1, S1.C2.PO4, S2.C2.PO3

Review 3: Displaying and Interpreting Data.................. 31AIMS Objectives: S1.C2.PO5, S1.C3.PO1–5, S1.C4.PO1–3, S2.C1.PO1, S2.C2.PO2

Review 4: Science, Technology, and Society .................... 48AIMS Objectives: S2.C1.PO1, S2.C1.PO2, S3.C1.PO1, S3.C2.PO1–3

Unit 2 – Life Science..................................................................... 59

Review 5: Characteristics of Plants................................. 60AIMS Objectives: S2.C1.PO1, S4.C1.PO1, S4.C4.PO2

Review 6: Characteristics of Animals .............................. 68AIMS Objectives: S4.C1.PO1, S4.C1.PO2, S4.C4.PO2

Review 7: The Earth’s Resources..................................... 81AIMS Objectives: S4.C3.PO1–4

Review 8: Diversity, Adaptation, and Behavior .............. 95AIMS Objectives: S4.C4.PO1, S4.C4.PO2

Unit 3 – Physical Science .......................................................... 107

Review 9: Electricity ....................................................... 108AIMS Objectives: S2.C1.PO1, S5.C3.PO1–3

Review 10: Magnetism.................................................... 118AIMS Objectives: S2.C1.PO1, S5.C3.PO1, S5.C3.PO4, S5.C3.PO5

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Table of Contents

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Unit 4 – Earth and Space Science ........................................... 127

Review 11: Changes to the Earth’s Surface .................. 128AIMS Objectives: S6.C2.PO1–6, S3.C1.PO2

Review 12: The Earth’s Water........................................ 140AIMS Objectives: S6.C3.PO1, S6.C3.PO2

Review 13: Weather ........................................................ 147AIMS Objectives: S6.C3.PO3–6

Appendix ....................................................................................... 161

Glossary........................................................................... 162

To the Teacher:

“AIMS Objectives” codes are listed foreach review in the table of contents andfor each page in the shaded gray bars thatrun across the tops of the pages in theworkbook (see example to the right).These codes indicate which AIMSobjectives are covered in a given review oron a given page.

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Unit 1 – Science ProcessesAIMS Objectives: S1.C1.PO1, S1.C1.PO2, S2.C2.PO3

Scientific InvestigationFrom the time you wake up in the morning until you go to sleep at night, you areasking questions and solving problems. In other words, you are inquiring. As yougo through the day, the world presents you with many different puzzles. Eachpuzzle requires a different set of questions and its own solution. Science is aboutinquiry, too. Inquiry involves questioning to find out more about your topic. Beinga good scientist means you have to be a good inquirer. With each new puzzle theysee, scientists decide what questions to ask. Then they run an investigation, orcareful study, to try to answer their questions. As you’ll see in this review, manykinds of questions help with scientific learning. You will learn how to recognizescientific information and run your own scientific investigations.

Asking questionsA scientific investigation is a controlled study of a natural event. When you answera riddle, you might not think about how your brain tries to answer it. In a scientificinvestigation, however, it is important to think about the way we look for answers.Asking the right questions is the first step. Asking the right questions helps youreach an answer.

In order to ask the right questions, you need to be able to observe. An observationis information you gather using your senses or through taking a measurement.Once you make an observation, you can often make an inference. An inference isan educated guess about how or why something happened. If you come home andobserve that your new shoes are all chewed up and have teeth marks on them, thenyou might infer that the dog chewed up your shoes. You don’t have proof that thisis what happened, but you can guess that this is probably what happened.

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Words to Know

claim

data

evidence

experiment

fact

global warming

greenhouse effect

hypothesis

inference

inquiry

investigation

observation

opinion

variable

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Scientists ask different types of questions depending on what kind of evidencethey’re looking for. When you begin a scientific investigation, it is a good idea toask big, open questions. These questions should be based on your earlyobservations of an event that interests you. Often, these will be Why questions,such as Why is the sky blue? or Why do birds suddenly appear in the springtime?Why questions are great for getting ideas and focusing your mind.

Let’s look at one example of the beginning of a scientific investigation. In thefollowing paragraph, find the early observation and come up with a Why questionthat could start a scientific investigation.

Last summer, Cliff spent a week with his grandparents, who live in Tucson.Cliff enjoyed falling asleep to the sound of all the crickets chirping. He noticedthat the crickets chirped very quickly on Tuesday night, but they chirped muchmore slowly on Wednesday night.

Observation: _____________________________________________________________

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Why question: ____________________________________________________________

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Scientists use Why questions to start investigations, but those questions areusually too general to use later on. Instead, they ask more specific questions thatcan be answered by observing, measuring, or experimenting. These kinds ofquestions often begin with What happens when . . . ? or How many . . . ? or Whereare . . . ? Such questions are smaller than Why questions, so they can be answeredmore easily. Asking these questions will help you design experiments, which areinvestigations that see how things affect each other. Questions also help youexplain your observations.

Good scientists are also open-minded. This means being able to change your ideasabout how the world works when you learn something new. Similarly, you must beable to ask questions about things that you think you already know. For example,most people used to think the world was flat. If everyone just accepted this idea,we might still think that way today. Instead, many people began to question theidea, and they soon showed that the world is round.

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.AIMS Objectives: S1.C1.PO1, S1.C1.PO2, S2.C2.PO3

Review 1: Scientific Investigation

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Whenever you hear or read explanations of scientific ideas, ask more questions!Asking questions doesn’t mean you don’t believe whoever is giving the explanation.It means that you are curious and want to know more. If someone makes anobservation, compare it with your own observations. If it sounds different in someway, ask questions to find out about the differences. For an example of this kind ofquestioning, read the following conversation between two fourth graders.

“I just read about a place where the rain is an acid that can burn throughmetal,” said Allie.

“No way!” cried A.J. “Where?”

“On the planet Venus,” replied Allie.

“How is that possible?” said A.J. “Here on Earth, rain is made of water.”

“I’m not sure,” shrugged Allie. “It’s got something to do with the fact thatVenus is a lot hotter than Earth.”

Now, even though A.J. was surprised by Allie’s claim, he didn’t say that it wasimpossible for rain to burn through metal. Instead, he asked questions. Hecompared Allie’s strange idea with his own observations, and this led him to askeven more questions. Finally, Allie didn’t pretend to know why it rains acid onVenus: She left it open for more questions. The more questions you ask about theworld around you, the better you’ll be able to understand the world.

Starting your investigationYou make decisions every day, whether it’s deciding what to wear to theDiamondbacks game or deciding where to sit in science class. You probably baseyour decisions on certain things. Scientists make decisions every time they have aninvestigation. They base their decisions on a few different things. They useevidence, or clues, they have gathered. They also make decisions based on whatthey already know about the topic they are studying. Lastly, they rely on the claimsof others if those claims are based on solid evidence. A claim is a statementsomeone wants us to believe is true.

Scientists, then, do the same thing you do when you sort out facts from opinions. Afact is a piece of information that can be proven to be true. We say that facts havebeen established, which means that they have been proven again and again.Opinions, on the other hand, cannot be proven; they are statements about one’spersonal feelings. Opinions are important, but they cannot be the basis of scientificknowledge.

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Unit 1 – Science ProcessesAIMS Objectives: S1.C1.PO1, S1.C1.PO2, S1.C1.PO3, S1.C2.PO2, S1.C2.PO3, S2.C2.P01, S2.C2.PO3

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Read the following statements. On the lines provided, write down whether eachstatement is a fact or an opinion, and explain why you think so.

The population of Phoenix in 2005 was about 1,461,575 people.

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Picacho Peak State Park is the best place to go hiking in the United States.

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An important step in scientific investigations is coming up with the right questionsto ask. Good questions help scientists focus their investigations. A hypothesis is aquestion or a statement about the natural world that can be scientifically tested. Itis important to note that a hypothesis must be testable to be valid, but it doesn’tnecessarily have to be correct. A hypothesis is only invalid if it is not testable.

Are the following hypotheses valid or invalid? Explain why.

The average heartbeat of a hobbit at rest is 52 beats per minute.

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Grasshoppers chirp more frequently as the temperature rises.

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The Earth is flat.

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.AIMS Objectives: S1.C1.PO3, S1.C2.PO2, S1.C2.PO3, S2.C2.PO1

Review 1: Scientific Investigation

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In an investigation, a scientist will often change the hypothesis after observing thefirst set of results. The new hypothesis might lead to a different type ofinvestigation, which produces new data, or information. Again, the new results arecompared to the hypothesis, and the hypothesis might be changed a second time.This cycle can repeat itself many times, until the scientist finds a hypothesis thatpredicts the results of the investigation. In this way, “incorrect” hypotheses can stillhelp an investigation by helping investigators improve their ideas.

Variables are factors that can change the results of an experiment. There aremany variables that can affect an experiment, and it is difficult to account for allthe variables. For example, if two motor boats are racing, factors such as windspeed and direction, type of motor, and the experience of the driver are all variablesthat will affect how the race turns out. Scientists must often change theirhypotheses and repeat experiments because they encounter variables.

If you are growing a potted plant, what variables could you change that mightaffect how quickly or how tall the plant grows?

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Let’s take a look at the whole process of scientific investigation. The followingdiagram shows the steps in a typical scientific investigation. Not all investigationsfollow these steps, but the diagram shows the general pattern for mostinvestigations.

1. Observe and generalize2. Ask a question3. Form a hypothesis4. Make a prediction5. Experiment and observe

3. Change hypothesis4. Make a prediction5. Experiment and observe

Repeat steps 3–5 untilprediction matchesobservation, then . . .

6. Report findings

A Scientific Investigation

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Unit 1 – Science ProcessesAIMS Objectives: S1.C1.PO3, S1.C2.PO2, S1.C2.PO3, S2.C2.PO1

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ExperimentingYou have already learned about the first three steps: observing natural events andmaking general statements about them, asking broad questions about the event tofocus your mind, and coming up with a testable hypothesis. Science is all aboutfinding the patterns in nature, so you want to end up with a hypothesis that canmake predictions about those patterns. That’s what step 4 is about: Make aprediction based on what you think will happen. In step 5, you run an experimentand see whether your prediction was correct.

Most experiments will show that the first hypothesis did not predict thingsperfectly. This is normal. In that case, you change your hypothesis to fit the newobservations and then run the experiment again. The best scientific investigationsgo through this process many times. Repeating experiments is the only way to gethypotheses that work really well at predicting natural patterns.

Hank formed the following hypothesis: “Magnets attract metal objects.” Duringhis experiment, however, Hank found that magnets do not attract aluminumcans or copper wire. How would you change Hank’s hypothesis to continue theinvestigation?

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.AIMS Objectives: S1.C1.PO3, S1.C2.PO2, S1.C2.PO3, S2.C1.PO1, S2.C2.PO1

Review 1: Scientific Investigation

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Unit 1 – Science ProcessesAIMS Objectives: S1.C1.PO3, S1.C2.PO2, S1.C2.PO3, S2.C2.PO1

Keys to KeepAsk “why” questions to find out more about a scientific investigation.

After you ask questions, think about the ways in which you an investigate the topic. Come upwith a plan for your experiment.

Remember that a hypothesis can be wrong. Do not be discouraged if your experiment doesnot produce the results that you expected.

Benjamin Franklin has often been called the “First American.” As one of the signers ofthe Declaration of Independence, Franklin was an important political figure. In addition,he was a well-known writer and inventor. Franklin’s most famous experiment involved

him flying a kite into a storm cloud. The kite drew a spark ofelectricity from the storm cloud. Because of this, Franklin realizedthat a bolt of lightning is actually a spark of electricity with anenormous amount of energy. Luckily, lightning did not strike thekite directly, or Franklin could easily have died from electrocution.Using the knowledge he gained from his discovery about lightning,Franklin invented the lightning rod, which protects buildings frombeing damaged by lightning. His other inventions include bifocalglasses, a furnace stove, and the odometer, just to name a few.

People in Science

Benjamin Franklin(United States 1706–1790)

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Explore It YourselfOne issue that many scientists are investigating is the rising average worldtemperature, called global warming. Scientists think that certain gases in the airhave caused this warming trend. How do gases cause global warming? Much of theSun’s energy that enters the Earth’s atmosphere bounces back out into space.However, some gases in the atmosphere trap some of this heat near the Earth.They act like the closed windows of a car, raising the temperature inside. This iscalled the greenhouse effect.

In this activity, you will build a model to compare the temperature of two differentsystems. You will use a light for a heat source. Your teacher will provide you and apartner with the materials you will need to run an experiment.

Step 1: Use a separate piece of paper or a notebook to create a science journal forthis activity. In your journal, list the materials provided by your teacher.

Step 2: Together with a partner, create a step-by-step procedure to find out how thetemperature of a closed system (one that is sealed off from its surroundings)compares with the temperature of an open system after being heated for aperiod of time. Do not start the experiment; just record your steps in yourjournal.

Step 3: Share your plans with the rest of the class. Discuss each other’s plans,trying to find out the best way to go ahead with the experiment. Rewriteyour plans in your journal.

Step 4: Using the materials provided by your teacher, follow the plans that you andyour partner created to test the greenhouse effect.

Step 5: In your journal, record your results. Use numbers, words, and drawingswhenever you think they are needed.

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.AIMS Objectives: S1.C1.PO1, S.1.C1.PO3, S1.C2.PO3

Review 1: Scientific Investigation

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What Does It Mean?1. What was your prediction on what will happen during your experiment?

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2. Based on your results, what adjustment would you make to your prediction?

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3. Which cup of soil had the greater temperature change during the experiment?

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Why do you think this happened?

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4. What is one difference between your model and the Earth system you aremodeling?

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Unit 1 – Science ProcessesAIMS Objectives: S1.C1.PO1, S.1.C1.PO3, S1.C2.PO3

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Review 1: AIMS Science Practice

AIMS Science Practice

1 Scientists explore questions that can be answered with facts. Which of thefollowing is not a scientific question that a scientist might try to answer?

A How many frogs are in a pond?

B How do birds learn their “songs”?

C Are skateboards more fun than bicycles?

D Which plant needs more water to live?

2 A hypothesis is an idea that can be tested by observation and experiment.Which of the following is the best example of a hypothesis?

A Owls are the meanest birds in all the forest.

B The speed of a rabbit and its diet are somehow related.

C Einstein was probably the smartest scientist of all time.

D There is no way to improve the way that science is done.

3 Which of the following is an inference?

A The drought probably caused that plant to die.

B Phoenix is the capital of Arizona.

C Humans are vertebrates.

D A panda’s main food source is bamboo.

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Unit 1 – Science Processes

4 Tamika did an experiment in class and got one set of results. She did theexperiment again and got very different results. What should Tamika do next?

A Ignore the results of the second experiment.

B Assume that there were mistakes in the first experiment.

C Give up on the experiment and perform a new one.

D Repeat the experiment and compare all three sets of results.

5 Adriana placed a beaker upside down over a water plant in an aquarium.After several weeks, she observed that the water level in the beaker haddropped.

Adriana’s experiment can be used to address which of the following questions?

A Which plant food works best?

B How much water can most beakers hold?

C Do water plants produce any gas over time?

D Can plants survive if they are put into ice-cold water?

Air

25 mL50 mL75 mL100 mL

Diagram B

25 mL50 mL75 mL100 mL

Diagram A

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Review 1: AIMS Science Practice

6 Jackie and James each have a different remote control car. They want to runan experiment to see which car is faster. If they are given equal drivingconditions, which of the following is not a variable that might favor one carover the other?

A the person driving

B the texture of the driving surface

C the size of the wheels

D the amount of battery power available

7 What is a claim?

A a law of nature that everyone knows

B a clue that helps you solve a problem

C an animal with a two-piece shell that lives in the water

D a statement that someone wants you to believe is true

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