Scientific word for looking

The academic community can be conservative when it comes to enforcing academic writing style, but your writing shouldn’t be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

To be sure, your research must be sound, your paper must be structured logically, and the different manuscript sections must contain the appropriate information. But your research must also be clearly explained. Clarity obviously depends on the correct use of English, and there are many common mistakes that you should watch out for, for example when it comes to articles, prepositions, word choice, and even punctuation. But even if you are on top of your grammar and sentence structure, you can still make your writing more compelling (or more boring) by using powerful verbs and phrases (vs the same weaker ones over and over). So, how do you go about achieving the latter?

Below are a few ways to breathe life into your writing.

1. Analyze Vocabulary Using Word Clouds

Have you heard of “Wordles”? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

Seeing a visual word cloud of your work might also help you assess the key themes and points readers will glean from your paper. If the Wordle result displays words you hadn’t intended to emphasize, then that’s a sign you should revise your paper to make sure readers will focus on the right information.

As an example, below is a Wordle of our article entitled, “How to Choose the Best title for Your Journal Manuscript.” You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, “titles,” “journal,” “research,” and “papers,” were all the intended focus of our blog post.

research words and phrases word cloud

2. Study Language Patterns of Similarly Published Works

Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal’s editorial preferences will help you write in a style that appeals to the publication’s readership.

Another way to analyze the language of a target journal’s papers is to use Wordle (see above). If you copy and paste the text of an article related to your research topic into the applet, you can discover the common phrases and terms the paper’s authors used.

For example, if you were writing a paper on links between smoking and cancer, you might look for a recent review on the topic, preferably published by your target journal. Copy and paste the text into Wordle and examine the key phrases to see if you’ve included similar wording in your own draft. The Wordle result might look like the following, based on the example linked above.

research words and phrases word cloud, cancer study

If you are not sure yet where to publish and just want some generally good examples of descriptive verbs, analytical verbs, and reporting verbs that are commonly used in academic writing, then have a look at this list of useful phrases for research papers.

3. Use More Active and Precise Verbs

Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You’ll find this task is easier to do if you use the active voice more often than the passive voice. Even if you keep your original sentence structure, you can eliminate weak verbs like “be” from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or “perfect” word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace. 

To help you build a strong arsenal of commonly used phrases in academic papers, we’ve compiled a list of synonyms you might want to consider when drafting or editing your research paper. While we do not suggest that the phrases in the “Original Word/Phrase” column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under “Recommended Substitutes.”

A. Describing the scope of a current project or prior research

Purpose Original Word/Phrase Recommended Substitute

To express the purpose of a paper or research

  • This paper/ study/ investigation…
  • aims to
This paper + [use the verb that originally followed “aims to”] or This paper + (any other verb listed above as a substitute for “explain”) + who/what/when/where/how X. For example:

  • “This paper applies X to Y,” instead of, “This paper aims to apply X to Y.”
  • “This paper explores how lower sun exposure impacts moods,” instead of, “This paper aims to address the impact of lower sun exposure on moods.”
To introduce the topic of a project or paper

  • The paper/ study/ article/ work…
  • Prior research/ investigations…
  • discusses
  • presents
  • surveys
  • questions
  • highlights
  • outlines
  • features
  • investigates
To describe the analytical scope of a paper or study

  • The paper/ study/ article/ work…
  • Prior research/ investigations…
  • considers
  • analyzes
  • explains
  • evaluates
  • interprets
  • clarifies
  • identifies
  • delves into
  • advances
  • appraises
  • defines
  • dissects
  • probes
  • tests
  • explores

*Adjectives to describe degree can include: briefly, thoroughly, adequately, sufficiently, inadequately, insufficiently, only partially, partially, etc.

To preview other sections of a paper

  • Section X…
  • covers
  • deals with
  • talks about
  • outlines
  • highlights
  • sketches
  • assesses
  • contemplates

[any of the verbs suggested as replacements for “explain,” “analyze,” and “consider” above]

B. Outlining a topic’s background

Purpose Original Word/Phrase Recommended Substitute
To discuss the historical significance of a topic

  • Subject/ Mechanism…
  • plays an important in [nominalization]
  • plays a vital role in [nominalization]
Topic significantly/considerably +

  • influences
  • controls
  • regulates
  • directs
  • inhibits
  • constrains
  • governs

+ who/what/when/where/how…

*In other words, take the nominalized verb and make it the main verb of the sentence.

To describe the historical popularity of a topic

  • X Theory…
  • …is widely accepted as…
  • …is widely used as…
  • Widely accepted, … [to eliminate the weak be verb]
  • The preferred…
  • Commonly/Frequently implemented,… [to eliminate the weak be verb]
  • The prevailing method for…
To describe the recent focus on a topic
  • Much attention has been drawn to
  • …has gained much importance in recent years
  • Discussions regarding X have dominated research in recent years.
  • …has appealed to…
  • …has propelled to the forefront in investigations of Y.
  • … has dramatically/significantly shaped queries on X in recent years.
  • …has critically influenced academic dialogue on Y.
To identify the current majority opinion about a topic
  • The consensus has been that…
  • Prior research generally confirms that…
  • Several studies agree that…
  • Prior research substantiates the belief that…
To discuss the findings of existing literature

  • Previous studies…
  • indicate
  • have documented
  • have demonstrated
  • have shown that
  • contend
  • purport
  • suggest
  • proffer
  • have proven that
  • evidence
To express the breadth of our current knowledge-base, including gaps
  • Much is known about…
  • But, little is known about…
  • The academic community has extensively explored X…
  • Prior research has thoroughly investigated….
  • However, little research has been conducted to show…
  • However, prior studies have failed to evaluate/ identify / (any other word suggested to replace “analyze” above)
To segue into expressing your research question
  • Several theories have been proposed to explain…
  • To solve this problem, many researchers have tried several methods
  • Recent/Previous studies have promoted…
  • Prior investigations have implemented/ queried diverse approaches to…
  • A number of authors have posited…

C. Describing the analytical elements of a paper

Purpose Original Word/Phrase Recommended Substitute
To express agreement between one finding and another

  • This paper/ study/ investigation
  • supports
  • substantiates
  • confirms
  • corroborates
  • underlines
To present contradictory findings

  • This paper/ study/ investigation
  • calls into question
  • challenges
  • disputes
  • rebuts
  • refutes
  • disproves
  • debunks
  • invalidates
  • rejects
  • questions
To discuss limitations of a study
  • The limitations of this paper include:
  • These investigations, however, disregards…
  • This method/ approach fails to…
  • This study only…
  • …falls short of addressing/ identifying / illustrating…
  • A drawback/disadvantage of this framework is…
  • This framework, however, solely pertains to…

D. Discussing results

Purpose Original Word/Phrase Recommended Substitute
To draw inferences from results

  • The data…
  • These findings…
  • suggest
  • show
  • extrapolate
  • deduce
  • surmise
  • approximate
  • derive
  • extract
  • evidence
To describe observations

  • [Observed event or result]…
  • appeared
  • was observed to
  • manifested
  • surfaced
  • materialized
  • yielded
  • generated
  • perceived
  • detected

E. Discussing methods

Purpose Original Word/Phrase Recommended Substitute
To discuss methods

  • This study…
  • X method…
  • used
  • performed
  • applied
  • administered
  • employed
  • diffused
  • disseminated
  • relayed
To describe simulations

  • A simulation…
  • was created to…
  • was used to…
  • was performed to…
This study/ research…

  • simulated
  • replicated
  • imitated

+

“X environment/ condition to..”

+

[any of the verbs suggested as replacements for “analyze” above]

F. Explaining the impact of new research

Purpose Original Word/Phrase Recommended Substitute
To explain the impact of a paper’s findings

  • This paper/ study/ investigation
  • demonstrates
  • shows
  • illustrates
  • proves
  • evidences
  • strengthens (the position that)
To highlight a paper’s conclusion

  • This paper/ study/ investigation
  • establishes
  • proves
  • attributes
  • illustrates
  • advances (the idea that)
To explain how research contributes to the existing knowledge-base

  • This paper/ study/ investigation
  • offers
  • introduces
  • ushers in
  • proffers
  • conveys
  • promotes
  • advocates
  • introduces
  • broach (issue)
  • reveals
  • unveils
  • exposes
  • unearths

Wordvice Writing Resources

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice’s FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

Before submitting your manuscript to academic journals, be sure to get proofreading services and English editing services from Wordvice, including academic editing services, cover letter editing, manuscript editing, and research paper editing services.

We also have a collection of other useful articles for you, for example on how to strengthen your writing style, how to avoid fillers to write more powerful sentences, and how to eliminate prepositions and avoid nominalizations. Additionally, get advice on all the other important aspects of writing a research paper on our academic resources pages.

Our Academic Editing Services

Science and Technology

1. Before reading translate the following words:

Science, cover, broad, deal with, relationship, wide, variety, search for, clue, universe, origin, cell, research, solve, complicated, unity, attempt, happen, consider, prove, divide, major, grow (grew), complicated, boundary, clear, numerous, overlap, interconnect, influence, provide, discovery, invention, shape, Universe, tool.

2. Read and translate the text.

Science

The word “science” comes from the Latin word “scientia”, which means “knowledge”. Science covers the broad field of knowledge that deals with facts and the relationship among these facts. Scientists study a wide variety of subjects. Some scientists search for clues to the origin of the Universe and examine the structure of the cells of living plants and animals. Other researches investigate why we act the way we do, or try to solve complicated mathematical problems. Scientists use systematic methods of study to make observations and collect facts. They develop theories that help them order and unity facts. Scientific theories consist of general principals or laws that attempt to explain how and why something happens or happened. A theory is considered to become a part of scientific knowledge if it has been tested experimentally and proved to be true. Scientific study can be divided into three major groups: the natural, social and technical sciences. As science knowledge grew and became more complicated. Many new fields of science appeared. At the same time, the boundaries between scientific fields became less clear. Numerous areas of science overlap each other and it is often hard to tell where one science ends and another begins. All sciences are closely interconnected.

Science has great influence on our life. It provides the basis of modern technology – the tools and machines that make our life and work easier. The discoveries and inventions of scientists also help shape our view about ourselves and our place in the Universe.

Exercise 1. Find in the text the English for: большая область знаний, иметь дело с, отношения между, большое множество, и происхождение Вселенной, решать проблемы, граница между, различать, близко взаимосвязаны, оказывать влияние, сформировать взгляд на.

Exercise 2. Find in the text the synonyms for: learn, a large number of, look for, decide, difficult problems, try, scientific research, major groups, various.

Exercise 3. Choose the most suitable heading for each paragraph.

  1. The fields of scientific research.

  2. Different groups of sciences.

  3. The importance of science.

  4. What is science?

  5. Methods of scientific research.

Exercise 4. Ask questions to the following sentences.

  1. The word “science” comes from the Latin word “scientia”.

  2. Scientists use systematic methods of study to make observations and collect facts.

  3. Scientific study can be divided into three major groups: the natural.

  4. Scientists use systematic methods of study to make observations and collect facts

  5. Science has great influence on our life.

Text 2. Technology

Technology means the use of people’s inventions and discoveries to satisfy their needs. Since people appeared on the Earth, they had to get food, clothes and shelter. Through the ages people invented tools, machines and materials to make work easier.

Nowadays, when people speak of technology, they generally mean industrial technology. Industrial technology began about 200 years ago with the development of the steam engine, the growth of factories, and the mass production of goods. It influenced different aspects of people’s lives. The development of the car influenced where people lived and worked. Radio and television changed their leisure time. The telephone revolutionized communication.

Science contributed much to modern technology. Science attempts to explain how and why things happen. Technology makes things happen. But not all technology is based on science. For example, people made different objects from iron for centuries before they learnt the structure of the metal. But some modern technologies, such as nuclear power production and space travel, depend heavily on science.

Exercise 1. Find in text 2 the English for: изобретения и открытия, удовлетворять потребности, инструменты, облегчить работу, промышленная технология, паровой двигатель, развитие, рост, массовое производство товаров, влиять, способствовать, делать попытку, атомная энергия, сильно зависеть от.

Exercise 2. Find in the texts the words, which have the opposite meanings to the following:

Narrow, easy, practice, to try, artificial, old, more, to begin, small, different, little

Exercise 3. Read, translate the sentences, change the words in italics into the words with similar and opposite meanings

1.He happened to meet her in that broad street. 2. They are investigating complex problems. 3. It was a very difficult experiment. 4. They started researching this problem. 5. It was a big contribution.

Exercise 4. Fill in the blanks with the articles a, an, the where necessary.

… most common type of… computer is … digital computer…. larg­est digital computers are … parts of…. computer system that fill… large room. … smallest digital computers — some so small they can рай through … eye of… needle — are found inside … watches, … pocket calculators, and … other devices.

Exercise 5. a) Read and state the function of the verbs be, have

All digital computers have two basic parts: a memory and a processor. The memory is receiving data and holding them until they are needed. The memory is made up of a big collection of switches (переключатели). The processor is changing data into useful information by the converting numbers into other numbers. It reads numbers from the memory, performs basic arithmetic calculations, and puts the answer back into the memory. The processor is performing this activity and over again until the desired result is achieved. Both the memory and the processor are electronic.

b) Fill in the blanks with the verbs be, have

People … used calculating devices since ancient times. The first electronic digital computer … built in 1946. The large room … filled with the computer. Since then rapid improvement in computer technology … led to the development of smaller, more powerful, and less еxpensive computers. But computers … not able to think. A user… to tell the computer in very simple terms exactly what to do with the data it receives. A list of instructions for a computer to follow … called a program.

Exercise 6 . Mind the word order

  1. Extend the following sentences with the words given in brackets.

1. Scientists solve problems (complicated, some, mathematical, to try).

  1. Researchers make observations (facts, and, collect).

  2. The boundaries have become clear (fields, scientific, between

less).

  1. Science has influence on lives (our, great).

  2. Technology makes life easier (our, and, work, modern).

  1. Put the words in the following sentences in order, the first word in each sentence is in italics.

  1. interconnected, sciences, All, closely, are.

  2. provides, Science, of, technology, modern, the, basis.

  1. people, the, ages, Through, tools, invented, have, machines, ma­terials, and.

  2. influenced, aspects, people’s, of, different, Industrial, technolo­gy, lives.

  3. our, time, Radio, television, and, leisure, changed.

Exercise 7. Complete the following sentences in a logical way

  1. The word «science» comes from …

  2. Science deals with …

  3. Scientists study…

  4. Some scientists search for …

  5. Other researchers solve …

  6. Scientific theories consist of…

  7. A theory becomes …

  8. Scientific study can be divided into …

  9. The boundaries between scientific fields have become …

  10. Science provides …

  11. Technology means …

  12. Industrial technology began …

  13. Technology influenced …

  14. Science attempts to explain …

  15. Technology makes …

Exercise 8. Make up special question according to the model, and answer them

a) Model: Technology influences all aspects of people’s life.

What does technology influence?

  1. Science provides the basis of modern technology. 2. Technology means the use of people’s inventions and discoveries to satisfy their needs. 3. This scientist uses systematic methods of study. 4. He usually tests any theory experimentally. 5. He proves it to be true.

b) Model: Scientists can study a wide variety of subjects.

What can scientists study?

  1. The scientists can examine the structure of the cells of living plan and animals. 2. The scientists can solve different mathematical problems. 3. Scientists can use systematic methods of study. 4. They can make observations. 5. They can develop theories.

Exercise 9. Make up questions the answers to which will be words in italics. The words in brackets will help you

1.The word «science» means «knowledge«(what). 2. The scientists can order facts (what). 3. The scientists can unity facts (what). 4. They usually test the theory experimentally (what). 5. Technology influences different aspects of our life (what).

Students must learn new specific terminology if they are to develop their understanding of scientific concepts.

Beck, McKeown and Kucan (2013) categorise vocabulary into three tiers:

  • Tier 1: everyday words (e.g. word, number)
  • Tier 2: words that are useful across multiple subject areas (e.g. analysis, argument)
  • Tier 3: subject-specific words or technical terminology (e.g. electromagnetism, photovoltaic).

Within Science, explicitly teaching Tier 2 and 3 words will allow students to access and communicate scientific content knowledge.

Leno and Dougherty (2007) argue that methods of teaching vocabulary that focus on students copying definitions from a textbook are problematic for three reasons:

  1. definitions in isolation can be too broad or too narrow, having no direct link to the topic being taught
  2. students may copy definitions absentmindedly, rather than reading and understanding the definition
  3. identifying definitions within a passage of text may lead to incomplete or incorrect definitions.

Introducing new vocabulary in contextually rich and cognitively demanding ways benefits all students, whether students identify as English-speaking, English as an additional language (EAL), or as having a disability or additional needs.

Four strategies that teachers can use to introduce new vocabulary to students are:

  • Teaching base words and words parts (morphemes)
  • Joint construction of definitions
  • Naming processes (nominalisation)
  • Everyday vs scientific words (register)

Teaching base words and word parts (morphemes)

Morphemes are the smallest units of meaning represented in written and spoken language. There are different types of morphemes, including bases and affixes (prefixes and suffixes). Words, for example, can be deconstructed into more than one morpheme as in the word electric consisting of two morphemes: [electr] + [-ic]. New words can also be created by attaching additional morphemes. For example, adding the noun forming suffix [-ity] to the adjective [electric], creates the noun, electricity.

Rather than memorising words, students can learn about morphemes as a way to look ‘inside’ unfamiliar technical terms to find meaningful parts.

Understanding how scientific terminology is structured using common Greek and Latin morphemes, and how morphemes connect words in meaningful ways, offers students portable knowledge about form-function-meaning relationships in words to support vocabulary development with potential flow-on benefits to writing and reading comprehension (Herrington & Macken-Horarik, 2015; Nunes & Bryant, 2006).

Literacy in Practice Video: Biology — Morphemes

In this video, Catherine Walkear introduces students to morphemes. In the video, Catherine uses the parts card strategy in a Year 7 science class learning about taxonomy. She also uses morphological matrices in a Year 8 Biology class learning about diseases and disorders.

Teacher prompts

  • What do you think the value is in teaching students about morphemes in Science?
  • How might you introduce your students to morphemes in Science

Student prompts

  • Do you think knowing more about morphemes would help you better learn new vocabulary in Science?

 

Read the
in-depth notes for this video.

Parts card strategy for introducing vocabulary

Stants’s (2013) parts card strategy is one way for teachers to introduce students to new vocabulary. The parts card strategy requires students to dissect new vocabulary, generate meaning, and then draw a diagram to demonstrate their understanding. Zoski et al. (2018) have modified Stants’s parts card strategy to emphasise the language modes. 

See an example of a
parts card work sample for Year 7 or Year 8 (VCSSU092,
VCSSU095)

Morphological matrix

Bowers and Cooke’s (2012) morphological matrix is another tool teachers and students can use to develop new vocabulary. Morphological matrices list the various prefixes and suffixes that can be combined to base words to generate new words. The two worked examples below show how the matrix can be used from Year 7 to Year 10, depending on the vocabulary and context.

hyper + tonic = hypotonic

iso + tonic = isotonic

hypo + tonic = hypotonic

Curriculum links for the above example:
VCSSU095,
VCSSU117

endo therm al
exo
geo
hydro ic
meso
iso

endo + therm + al = endothermal

endo + therm + ic = endothermic

therm + al = thermal

exo + therm + al = exothermal

exo + therm + ic = exothermic

geo + therm + al = geothermal

geo + therm + ic = geothermic

hydro + therm + al = hydrothermal

hydro + therm + ic = hydrothermic

meso + therm + ic = mesothermic

meso + therm + al = mesothermal

iso + therm + al = isothermal

iso + therm + ic = isothermic

Curriculum links for the above example:
VCSSU091,
VCSSU100,
VCSSU098,
VCSSU117,
VCSSU126,
VCSSU127

Joint construction of definitions

Joint construction is a collaborative process that involves the teacher and students working together to construct understanding. It is a reciprocal process in which the students’ responses and behaviours influence the teacher’s responses and behaviours, and vice versa (van Vondel et al., 2017).

Joint construction can be used to develop students’ understanding of new scientific terminology and definitions as outlined below:

  1. The teacher introduces a technical term within context, for example, read a definition from a textbook, watching an informative video
  2. Students talk out the term with a partner
  3. Individually or in pairs, students write a definition for the term in their own words
  4. The teacher asks students to share their definitions, writing one of them on the board
  5. Through dialogue, the teacher and students refine the definition on the board
  6. Students compare and correct their own definitions in relation to the jointly constructed definition.

For example, students in Year 8 (VCSSU090,
VCSSU094) could:

  1. watch an informative video on stenting (e.g. “Coronary angioplasty, balloons and stents”)
  2. talk out what stenting means
  3. draw and write a definition.

Student definition: «Stenting is when a stent (tube) is placed in an artery to unblock it.»

stenting

Naming processes (nominalisation)

Nominalisation is the process of forming nouns from other word groups. Nominalisation is one of the most distinctive linguistic features of scientific writing (Banks, 2008; Halliday, 2004). This is because scientific texts are often highly condensed and frequently contain abstract ideas and concepts.

In Science, verbs are often nominalised to create the names of processes. This can be done by:

  • creating a gerund (by adding the [-ing] suffix). For example, weather can be nominalised to weathering (e.g. chemical weathering)
  • adding noun forming suffixes such as [-al], [-ce], [-ion] and [-ment]. For example, when [-ion] is added to the end of the verb, stagnate, the nominalised form is produced: stagnation
  • Adding a noun forming prefix such as [ante-], [fore-], [macro-], [maxi-], [micro-], [mid-], [mini-], [pre-] and [post-]. For example, when [sur-] meaning ‘extra’ is attached to the front of the verb charge, the noun surcharge is formed.

Similarly, adjectives can be nominalised by adding noun suffixes. For example, noun density is formed by adding the morpheme [-ity] to the adjective, dense.

Educating students about regular noun forming suffixes (morphemes) is one way to introduce students to nominalisation. The tables below show how verbs and adjectives are nominalised in Science using a selection of regular noun suffixes.

Verb Noun forming suffix Noun
diffuse -ion diffusion
mix -ure mixture
measure -ment measurement
analyse -is analysis
survive -al survival
resist -ance resistance
insulate -or insulator
Adjective Noun forming suffix Noun
soluble -ity solubility
frequent -cy frequency
soft -ness softness

An unintended consequence of using nominalisation is the introduction of abstraction (Halliday, 2004). Explicitly teaching the word parts of nominalised terms helps students to identify embedded meaning.

Knowing how to construct and deconstruct nominalised terms also helps students to better interpret and create texts, and to write in a more sophisticated and scientific manner.

One way to teach Year 9 and 10 students to use nominalisation in their writing is outlined below, along with an example of what a student’s work may look like. The example supports the teaching of the following curriculum links:
VCSSU124,
VCSSU125,
VCSIS140

Step Student example
1. Student writes a conclusion for an experiment The chemicals reacted and bubbles formed.
2. Student highlights verbs in their writing The chemicals
reacted and bubbles
formed.
3. Student converts the verbs to nouns reacted becomes reaction

formed becomes formation
4. Student rewrites the conclusion using the newly created nouns (nominalised verbs) The chemical reaction resulted in the formation of bubbles.

When reading, reversing the strategy above can help students to unpack the meaning of dense nouns, particularly those relating to scientific or experimental processes. Compound nouns ([noun + noun] or [adjective + noun]) may also be underlined. Again, the example supports the teaching of the following curriculum links:
VCSSU124,
VCSSU125,
VCSIS140

Step Student example
1. Student reads a passage from a text A combustion reaction is an example of an exothermic reaction. Combustion occurs when a substance reacts with oxygen gas to produce heat, usually in the form of an explosion or burning. Combustion reactions are also a type of oxidation reaction because oxygen is a reactant.
2. Student highlights nouns in the passage, looking for noun-forming suffixes or compound nouns A
combustion reaction is an example of an
exothermic reaction.
Combustion occurs when a substance reacts with oxygen gas to produce heat, usually in the form of an
explosion or
burning.
Combustion reactions are also a type of
oxidation reaction because oxygen is a reactant
3. Student converts the selected nouns to verbs “combustion» becomes “to combust”

“combustion reaction” becomes “to react and combust”
“exothermic reaction” becomes “react and produce heat”
“explosion” becomes “to explode”
“burning” becomes “to burn”
“oxidation reaction” becomes “to react with oxygen.”
4.  Student writes or orates a definition for the noun Combustion is a chemical reaction with oxygen that results in an explosion or burning.

Everyday vs scientific words (register)

Scientists speak and write differently depending on the audience, the context and the purpose. The different styles or formalities of speaking and writing are known as ‘register’ and can be placed along a continuum. The register continuum below emphasises the links between scientific communication and the
F–10 Victorian Curriculum: English sub-strands.

register continuum

In Science, students need to be explicitly taught how to write and speak in more formal registers. Teacher modelling (HITS Strategy 3) and ongoing feedback (HITS Strategy 8) will support students to develop their understanding and use of register within the Science classroom. The example below for a Year 7 or 8 lesson has been modified from Polias (2016, pp. 85-88) and addresses
VCSSU095 and
VCSIS113.

  1. The students are asked to design an experiment to show how impurities affect the melting and/or boiling points of a substance.
  2. The teacher revises the scientific content and knowledge students require, introducing and explaining technical terms, making explicit links between concrete verbs and more abstract nouns (e.g. melting/liquify and liquefaction; boiling/evaporate and evaporation).
  3. The teacher writes the words on the board, organised in a table like the one below.
    Everyday word Everyday word and scientific word Scientific word
    bubbles
    turns to water
    boils

    melts
    vapourise

    liquifies
  4. Students work in small groups to design the experiment.
  5. The teacher moves around the groups, questioning and assisting students to use more technical terms in their small group discussions.
    • So when you say ___, that means ___.
    • Do you remember the technical term we use?
  6. Each group presents their experiment to the class.
  7. Again, the teacher questions and assists the students to use more formal and technical language. The teacher may also model or scaffold how to do this.
    • How would the textbook describe that process?
    • That’s an everyday term; can you remember the scientific name for it?

Classroom discussions and questioning

Questioning (HITS Strategy 7) provides students with opportunities to talk about, argue and express opinions and differing points of view (DET, 2017). Effective questioning is fundamental to fostering productive discussion (or classroom talk) (Fisher, Frey and Hattie, 2016). During conversations, teachers can ask a number of questions to promote deeper thinking and to increase the level of rigour of classroom talk.

The following two strategies have been adapted from
Accountable Talk® Sourcebook (Michaels et al., 2010) for the Science classroom. Teachers can find other strategies to promote effective discussions in the online resource.

Fishbowl

  1. A research question or hypothesis is shared with the whole class (either teacher- or student-generated).
  2. A small, focal group of students (the “fish”) are selected to discuss and determine a methodology for the given investigation. The focal group should:
    • select appropriate equipment
    • identify controlled and independent variables
    • propose an appropriate procedure
    • explain how data will be recorded.
  3. The focal group is positioned so that the rest of the class (the “researchers”) can observe their conversation. The researchers are critical observers, assessing the talk of the focal group.
  4. At different points during the conversation, the teacher interrupts the focal group and asks the researchers to discuss the focal students’ talk, process, or reasoning.
  5. The teacher should not intervene or comment on each student’s contribution
  6. At strategic moments, the teacher refocuses the observers and guides the group discussion to determine a final methodology for the investigation.
  7. The investigation is conducted by the entire class in the following lesson.

Curriculum links for the above example:
VCSIS108,
VCSIS109,
VCSIS135

Pressing for accuracy and evidence

The questions below can support students to develop their understanding of the use and importance of evidence in scientific conversations. Teachers can ask these questions during class discussions, with small groups, or individually with a student.

  • Where can we find that in the textbook?
  • What did you observe to make you think/say that?
  • What evidence do you have to support what you have just said?
  • How could we check what you have just said?
  • Is there more data to support that inference?
  • How could we collect more data to support your claim?

When necessary, teachers can model to students how to use evidence to answer such questions.

References

  • Banks, D. (2008). The Development of Scientific Writing. Linguistic features and historical context (p. 221). Equinox.
  • Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.
  • Bowers, P.N., & Cooke, G. (2012). Morphology and the common core building students’ understanding of the written word. Perspectives on Language and Literacy, 38(4), 31-35
  • Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press. 198 Madison Avenue, New York, NY 10016.
  • Department of Education and Training (DET). (2017). High impact teaching strategies: Excellence in teaching and learning. Melbourne: DET.
  • Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning. Corwin Press.
  • Halliday, M.A.K. (2004). The language of science. London: Continuum.
  • Herrington, M.H., & Macken-Horarik, M. (2015). Linguistically informed teaching of spelling: Toward a relational approach. Australian Journal of Language and Literacy, The, 38(2), 61-71.
  • Leno, L.C., & Dougherty, L. A. (2007). Using direct instruction to teach content vocabulary. Science Scope, 31(1), 63-66.
  • Michaels, S., O’Connor, M.C., Hall, M.W., & Resnick, L.B. (2010).
    Accountable talk sourcebook: For classroom conversation that works. Pittsburgh, PA: University of Pittsburgh Institute for Learning. Retrieved from
  • Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. Routledge.
  • Stants, N. (2013). Parts cards: Using morphemes to teach science vocabulary. Science Scope, 36(5), 58-63.
  • van Vondel, S., Steenbeek, H., van Dijk, M., & van Geert, P. (2017). Ask, don’t tell; A complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding. Teaching and Teacher Education, 63, 243-253.
  • Yore, L.D., Bisanz, G.L, & Hand, B.M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689–725.
  • Zoski, J.L., Nellenbach, K.M., & Erickson, K.A. (2018). Using morphological strategies to help adolescents decode, spell, and comprehend big words in science. Communication Disorders Quarterly, 40(1), 57–64.

So you’re a little confused about what a thingamajig is? Well, you’ve come to the right place. Here’s the glossary of scientific terms used in Reeko’s Mad Scientist Lab.

If you don’t find a definition for a term you found on Reeko’s site, feel free to email Reeko your word suggestion and he’ll update this page accordingly.

And don’t forget – glossary terms are scattered throughout the site – in the games, science experiments, news articles, and under various laboratory rugs.  If you are looking for a longer, more elaborate definition of a science word, you can take a quick peek at the Reeko’s online dictionary of science words here.

 

A

abiotic factor – a nonliving part of a ecosystem.

absolute zero – the lowest temperature that can possibly be reached in our Universe. Scientists have gotten very close to reaching absolute zero but it is impossible to reach it.

acid – a sour tasting, corrosive substance – the opposite of a base substance. Acidic solutions will turn a litmus red.

air pressure – the force put on a given area by the weight of the air around it.

alkali – a substance having marked basic properties (i.e. substance with properties of a base).

aluminum (Al) – element #13 on the periodic table, is a silvery-white metal. It is non-magnetic and an excellent electrical conductor. It is of low density and high ductility. Aluminum’s appearance is dulled and its reactivity is passivated by a film of aluminum oxide that naturally forms on the surface of the metal under normal conditions. The oxide film results in a material that resists corrosion. The film can be thickened using electrolysis. It shows some hints of nonmetal behavior as well as the more typical metal reaction. Pure aluminum is quite soft and lacking in strength. Aluminum used in commercial applications has small amounts of silicon and iron added, resulting in greatly improved strength and hardness.

argon (Ar) – element #18 on the periodic table, is a noble gas. It is colorless, odorless and extremely unreactive. Argon forms no stable compounds at room temperature.

atmosphere – the blanket of gases that surrounds the Earth. Used in a sentence: burr, it’s cold in here, it must be something in the atmosphere.

atoms – made up of protons and neutrons in a central nucleus surrounded by electrons. The smallest particle of a chemical element that can take part in a chemical reaction without being permanently changed.

anemometer – a device used to measure the speed of wind.

angiosperm – a seed plant that produces flowers.

antimatter – the opposite of regular matter. For every particle of ordinary matter there is an almost identical antiparticle of antimatter.

aquifer – an underground layer of loose rock, sand, or gravel that holds water in its spaces.

asexual reproduction – the production of a new organism from only one cell.

asteroid belt – region between Mars and Jupiter where most asteroids are found.

atmosphere – the blanket of air that surrounds the Earth. It is thickest near the ground and gradually fades away to nothing in outerspace.

B

bacteria – members of either of two kingdoms of one-celled living things that have no nucleus, or center, in their cell body.

barometer – a device used to measure the pressure of the atmosphere. The barometer unit of measure is called millibars.

base – a bitter tasting substance (and often slimy) – the opposite of a acid substance. Base solutions will turn a litmus blue.

battery – a device that produces electricity by means of chemical reaction. A battery consist of one or more units called electric cells. Each cell has all the chemicals and parts needed to produce an electric current.

bernoulli effect – described by Swiss mathematician Daniel Bernoulli in 1738. Bernoulli’s theorem (sometimes called the Venturi effect) implies that a decrease in fluid pressure is associated with an increase in the fluid’s velocity (speed). It’s the basics for aircraft wing design explaining that air flowing over the upper, curved part of the wing moves faster than the air on the underside of the wing so that the pressure underneath is greater and hence causes lift.

beryllium (Be) – element #4 on the periodic table, has the highest melting point of the light metals, melting at 1278C. On the surface of beryllium a thin layer of the hard oxide BeO forms, protecting the metal from further attack by water or air. As a result of the BeO layer, beryllium does not oxidize in air even at 600C and it resists corrosion by concentrated nitric acid. Beryllium also has high thermal conductivity and is nonmagnetic.

Big Bang – take a large hardcover book and hold it flat about the level of your eyes. On a hard, flat surface, drop the book. That’s a big bang.

biome – one of Earth’s large ecosystems, with its own kind of climate, soil, plants, and animals.

biosphere – part of the earth system located between the geospehere and the atmosphere, in which life can exists.

biotic factor – a living part of a ecosystem.

boron (B) – element #5 on the periodic table, is a metalloid, intermediate between metals and non-metals. It exists in many polymorphs (different crystal lattice structures), some more metallic than others. Metallic boron is extremely hard and has a very high melting point. Boron does not generally make ionic bonds, it forms stable covalent bonds. Boron can transmit portions of infrared light. Boron is a poor room temperature conductor of electricity but its conductivity improves markedly at higher temperatures.

buoyancy – the ability to float, or in more technical terms – the upward forces exerted by a fluid on a body in it.

boiling point – the temperature at which the vapor pressure of a liquid is one atmosphere.

C

calcium (Ca) – element #20 on the periodic table, is reactive and, for a metal, soft. In contact with air, calcium develops a mixed oxide and nitride coating, which protects it from further corrosion. Calcium reacts easily with water and acids and the metal burns brightly in air, forming mainly the nitride.

cambium – the layer in plants that separates the xylem from the phloem.

capacitor – a device that stores electric energy in the form of an electric charge.

carbon (C) – element #6 on the periodic table, is one of the softest substances and has the highest melting/sublimation point of all the elements and, in the form of diamond, has the highest thermal conductivity of any element. Carbon exists in several allotropes, including graphite, diamond, amorphous carbon, fullerines and nanotubes

carbon cycle – the continuous exchange of carbon dioxide and oxygen moving among living things.

carbon dioxide – a heavy colorless gas that does not support combustion, dissolves in water to form carbonic acid, is formed in animal respiration and in the decay or combustion of animal and vegetable matter, and is absorbed from the air by plants in photosynthesis.

carnivore – an animal that eats another animal.

catalyst – something that triggers or increases the rate of a chemical reaction

Celsius – a unit of measurement for temperature. Water freezes at 0ºC (zero degrees Celsius) and boils at 100°C (100 degrees Celsius).

capillary action – the tendency of liquids to move into or out of tiny, hair like passages.

cell – the smallest unit of living matter.

charge – the state of an atom that has lost or gained an electron.

chlorophyll – a green chemical in plant cells that allows plants to use the Sun’s energy for making food.

chlorine (Cl) – element #17 on the periodic table, is a greenish-yellow, diatomic, dense gas with a sharp smell. It is not found free in nature as it combines readily with nearly all other elements. In its liquid and solid form it is a powerful bleaching, oxidizing and disinfecting agent.

chemical reaction – a process by which one substance is chemically converted to another. Chemical reactions involve the formation or destruction of bonds between atoms.

circuit – the path followed by an electric current. Electricity must flow in a circuit to do useful work.

cirrus cloud – a high-altitude cloud with a featherlike shape, made of ice crystals.

coanda effect – described by Henri Coanda, a Romanian scientist, in the 1930’s. This effect describes the tendency of moving air of fluids to follow the nearby curved or inclined surface.

commensalism – a relationship between two kids of organisms that benefits one without harming the other.

coriolis effect – the curving of the path of a moving object caused by the Earth’s rotation.

comet – a ‘dirty snowball” orbiting the Sun. It is a mixture of ices, frozen gases, rock, and dust left over from the formation of our solar system.

condensation – when a substance changes state from a gas to a liquid.

conductor – a thing that transmits heat, electricity, light, sound or other form of energy.

constellation – patterns formed by groups of stars in the sky.

control – in a science experiment, it is important to keep at least one variable constant so that the impact of the other variables can be accurately measured.

correlation – the relationship between two variables such that the value of one variable can be used to generate an expectation about another variable.

cotyledon – a tiny leaflike structure, also called a seedleaf, inside the seed of an angiosperm.

cumulus cloud – a puffy cloud that appears to rise up from a flat bottom.

current – the movement or flow of electric charges

D

dark matter – matter that cannot be detected by our modern day instruments but can be guessed that it does exist because of gravitational interactions that it exhibits.

doesn’t matter – well, yes, actually it does matter…

dicot – an angiosperm with two cotyledons in each seed.

decibel – a unit of measurement for sound, it measures the loudness or volume of the sound waves.

deciduous forest – a forest biome with many kinds of trees that lose their leaves each autumn.

density – the ratio of the mass of a body to its volume, usually expressed as its specific gravity.

dynamo – a device that creates electricity by turning around a magnet near a coil of wire.

E

ecology – the study of how living and non-living things interact with each other.

ecosystem – a isolated group of living (plants, animals, people) and non-living (rocks) things that coexist together and interact which each other to ensure each others’ survival.

electric current – see current.

electrolysis – splitting a substance into the separate chemicals that make it up, by passing an electric current through it.

electrons – a negatively charged subatomic particle. Electrons are found at varying distances from a atom’s nucleus. They make up almost the entire volume of a atom but only account for a small part of the atom’s mass. Compare to protons.

element – a basic chemical substance in which all the atoms are the same, and different from the atoms of any other substance.

embryo – the immature plant inside a seed.

emulsion – tiny droplets of one liquid floating in another liquid, such as oil droplets floating in water.

energy – the name given to the ability to do work.

epidermis – an outermost layer of such plant parts as roots and leaves. Also refers to human skin. Used in a sentence: OMG, your epidermis is showing!

evaporation – the slow changing of a liquid to a gas.

exothermic – in chemistry, exothermic refers to a reaction that releases energy, generally in the form of heat.

F

fact – something that is known to be true. For instance, it is a fact the Reeko is a scientific genius.

fluorine (F) – element #9 on the periodic table, is the most reactive and the most electronegative of all the elements. Fluorine is a pale yellow, diatomic, highly corrosive, flammable gas, with a pungent odor. It is the lightest halogen. It reacts violently with water to produce oxygen and the extremely corrosive hydrofluoric acid.

food chain – a chain of organisms of which each members uses the lower member as a source of food (people eat cows which eat plants). Applebees is at the top of the food chain and McDonalds is at the bottom.

food web – the overlapping food chains in an ecosystem.

freezing point – the temperature at which a liquid becomes a solid. Increased pressure usually raises the freezing point.

frond- the leaf of a fern. Used in a sentence: I like Bob – he’s my best frond in the whole wide world.

friction – the resistance that occurs when two objects rub together.

fungus – members of a kingdom that contain one-celled and many-celled living things that absorb food from their environment.

G

galaxy – a collection of billions of stars. Our Sun belongs to the Milky Way galaxy.

grasslands – a biome where grasses, not trees, are the main plant life. Prairies are one kind of grassland region.

gravity – the attractive central gravitational force exerted by a celestial body such as earth.

greenhouse effect – the warming of the atmosphere caused by the atmosphere allowing shortwave radiation, which heats the Earth, to pass through without a hall pass.

greenhouse gas – the gases in the atmosphere, including carbon dioxide, methane, nitrous oxide, and water vapor, that contribute to the greenhouse effect.

H

habitat – the place where a plant or animal normally lives and grows.

herbivore – an animal that eats plants, algae, or other producers.

helium (He) – element #2 on the periodic table, is a light, odorless, colorless, inert, monatomic gas. It can form diatomic molecules, but only weakly and at temperatures close to absolute zero. Helium has the lowest melting point of any element and its boiling point is close to absolute zero. Unlike any other element, helium does not solidify but remains a liquid down to absolute zero (0 K) under ordinary pressures.

humidity – the amount of water vapor in the air.

hydrogen (H) – element #1 on the periodic table, is the simplest element of all, and the lightest. It is also by far the most common element in the Universe. Over 90 percent of the atoms in the Universe are hydrogen. In its commonest form, the hydrogen atom is made of one proton, one electron, and no neutrons. Hydrogen is the only element that can exist without neutrons.

hypothesis – this is your proposed explanation of your experiment. It is usually formed based on previous experience or your preliminary observations.

I

immiscible – incapable of mixing or attaining homogeneity.

induction – the process by which an object having electrical or magnetic properties produces similar properties in a nearby object, usually without direct contact.

inertia – the tendency of a moving object to keep moving in a straight line or of any object to resist a change on motion.

inner planet – a planet between the Sun and the asteroid belt (Mercury, Venus, Earth, and Mars).

insolation – the amount of the Sun’s energy that reaches Earth at a given time and place.

invertebrate – an animal that does not have a backbone or another name for the schoolyard bully.

inertia – the tendency of a body to remain at rest or stay in motion unless acted upon by an external force.

isobar – a line on a weather map connecting places with equal air pressure.

ions – Atoms that carry an electric charge, either positive or negative. If an atom gains an electron it takes on a negative charge. If the atom loses an electron it takes on a positive charge.

J

K

L

lightening – to make something lighter, clearer, or less dim.

lightning – a powerful flash of electricity between the negative electrical charges in clouds or between a cloud and the ground.

limiting factor – anything that controls the growth or survival of a population.

liquid nitrogen – the liquid state of the element nitrogen. It’s used in science experiments to cool materials. It is interesting to work with because it boils at -320 degrees.

lithium (Li) – element #3 on the periodic table, is soft and silvery white and it is the least dense of the metals. It is highly reactive and does not occur freely in nature. Freshly cut surfaces oxidize rapidly in air to form a black oxide coating. It is the only common metal that reacts with nitrogen at room temperature, forming lithium nitride. Lithium burns with a crimson flame, but when the metal burns sufficiently well, the flame becomes a brilliant white. Lithium has a high specific heat capacity and it exists as a liquid over a wide temperature range.

M

magnesium – element #12 on the periodic table, is a silvery-white, low density, reasonably strong metal that tarnishes in air to form a thin oxide coating. Magnesium and its alloys have very good corrosion resistance and good high temperature mechanical properties. The metal reacts with water to produce hydrogen gas. When it burns in air, magnesium produces a brilliant white light.

magnetism (Mg) – the force that electric currents exert on other electric currents.

mass – often defined as the amount of matter in an object. Note that mass and weight are not the same thing. Weight is the force on an object due to the gravitational pull of a planet or other heavenly body. Mass on the other hand, remains constant, no matter where it is.

melting point – the temperature at which the vapor pressure of the solid and the liquid are the same and the pressure totals one atmosphere.

meteor – a chunk of rock from space that burns up as it travels through the Earth’s atmosphere.

meteorite – a chunk of rock from space that strikes the surface of the Earth of the Moon.

mole – the mass of a substance, in grams, that is equal to the substances molecular weight. The number of particles in one mole of a substance is called Avogadro’s number.

molecule – one of the basic units of matter. It is the smallest particle into which a substance can be divided and still have he chemical identity of the original substance.

momentum – the speed or force of something that is moving.

monocot – an angiosperm with one cotyledon in each seed.

mutualism – a relationship between two kinds of organisms that benefits both.

N

neon (Ne) – element #10 on the periodic table, is a light, very inert gas. Colorless under normal conditions, its glows a reddish-orange in a vacuum discharge tube. Neon forms no known stable compounds.

nitrogen (N) – element #7 on the periodic table, a colorless, odorless, tasteless, diatomic and generally inert gas at standard temperature and pressure. At atmospheric pressure, nitrogen is liquid between 63 K and 77 K. Liquids colder than this are considerably more expensive to make than liquid nitrogen is.

nitrogen cycle – the continuous trapping of nitrogen gas into compounds in the soil and its return to the air.

O

omnivore – an animal that eats both plants and animals.

osmosis – the natural passage or diffusion of water (or other liquids) through a semi permeable membrane.

outer planet – one of the five planets beyond the asteroid belt (Jupiter, Saturn, Uranus, Neptune, Pluto)

oxidize – to combine with oxygen.

oxygen (O) – element #8 on the periodic table, a colorless, odorless, tasteless gas that is the most plentiful element in the Earth’s crust. It was discovered in 1772 by Swedish chemist Carl Wilhelm Scheele.

P

parasitism – a relationship in which one organism lives in or on another organism and benefits from that relationship while the other organism may be harmed by it.

phloem – the tissue through which food from the leaves moves down through the rest of a plant.

phosphorus (P) – element #15 on the periodic table, is a highly reactive, waxy, white-yellow, transparent solid with acrid fumes. It emits a weak green glow (luminescence) in the presence of oxygen. It is insoluble in water. White phosphorus ignites spontaneously in air. Phosphorus exists in two other main allotropic forms: red, and black (or violet). Red phosphorus results when white phosphorus is heated or exposed to sunlight. Black phosphorus is the least reactive allotrope and has a graphite-like structure.

photosynthesis – the food-making process in green plants that uses sunlight.

planet – any of the nine major objects that travel around the Sun.

pollination – the transfer of a pollen grain to the egg-producing part of a plant.

potassium (K) – element #19 on the periodic table, is silvery-white, low melting, metal soft enough to be easily cut with a knife. It tarnishes rapidly in air, forming a dull oxide coating. Potassium burns with a lilac colored flame. It is extremely reactive, reacting violently with water.

potential – the amount of electrification of a point with reference to some standard.

pot of gold – a hidden treasure, many of which can be found in Reeko’s Mad Scientist Lab.

precipitation – any form of water particles that falls from the atmosphere and reaches the ground – rain, snow, sleet, etc.

predator – an animal that hunts other animals for food.

pressure – the application of a steady force upon another object.

protist – a member of a kingdom that contains one-celled and many-celled living things, some that make food and some that hunt for food. May also refer to the act of civil disobedience where you march around with signs protisting something that makes you mad.

protons – a positively charged subatomic particle. Protons, along with other subatomic particles called Neutrons, make up the nucleus of a atom. The number of protons in an atom is called the atomic number of the element. Compare to electrons.

Q

quark – believed to be on of the basic building blocks of matter. It is also the sound that British ducks make.

R

reaction – when two or more chemicals combine to make a new chemical substance.

refraction – the bending of a wave path, as of light or sound, at the boundary between two different mediums.

relative humidity – a comparison between how much water vapor is in the air and how much the air could hold at a given temperature if it were full, or saturated.

resistance – how much an object resists or opposes any electrical current that attempts to pass through it.

resonance – when the vibrations of a substance, such as the wood of a violin, correspond to the air vibrations which make the sound.

rhizoid – one of the hairlike fibers that anchor a moss to the soil and take in water from the soil.

rhizome – the underground stem of a fern.

S

scandium (Sc) – element #21 on the periodic table, is a soft, light, silvery-white metal, which becomes slightly tinged with yellow or pink when exposure to air. Scandium is almost as light as aluminum but it has a much higher melting point. It is therefore of potential specialty use in aircraft – scandium will not be used generally because it is much more expensive than aluminum. Scandium reacts with many acids.

secondary battery – a battery that can be recharged.

sexual reproduction – the production of a new organism from a female sex cell and a male sex cell.

silicon (Si) – element #14 on the periodic table, is a hard, relatively inert metalloid and in crystalline form is very brittle with a marked metallic luster. Silicon occurs mainly in nature as the oxide and as silicates. The solid form of silicon does not react with oxygen, water and most acids. Silicon reacts with halogens or dilute alkalis. Silicon also has the unusual property that it expands as it freezes (like water).

sodium (Na) – element #11 on the periodic table, is a soft, silvery-white metal. Freshly cut surfaces oxidize rapidly in air to form a dull, oxide coating. Sodium burns in air with a brilliant yellow flame. Sodium floats on water, because its density is lower than water’s. It also reacts vigorously with water to produce sodium hydroxide and hydrogen gas. Explosions occur when the heat generated by the sodium-water reaction ignites the resulting hydrogen gas.

specific gravity – the ratio of the density of a body to the density of water, the latter being taken as unity.

static electricity – describes the situation where objects carry a charge.

stratus cloud – a cloud that forms in a blanket like layer.

sulfur (S) – element # 16 on the periodic table, is a soft, pale yellow, odorless, brittle solid. It is insoluble in water. It burns with a blue flame, oxidizing to sulfur dioxide. Sulfur exists in several crystalline and amorphous allotropes. The best known sulfur compound is hydrogen sulfide. This is a toxic gas that smells like rotten eggs; the smell is used in stink bombs, many of which release a small amount of hydrogen sulfide.

symbiosis – a relationship between two kinds of organisms that lasts over time.

T

titanium (Ti) – element #22 on the periodic table, is a light, silvery-white, hard, lustrous metal. It has excellent strength and corrosion resistance and also has a high strength to weight ratio. At high temperatures the metal will burn in air. Titanium is ductile and it is malleable when heated. It is insoluble in water, but soluble in concentrated acids.

taiga – a cool forest biome of conifers in the upper Northern Hemisphere.

transformer – a device that changes the voltage of electricity.

treasure – something that is very valuable to you. Could be your pet dog, pirate’s loot, or a pot of gold.

tropism – a response of a plant toward or away from stimulus.

troposphere – the layer of the atmosphere closet to the Earth’s surface.

tundra – large, treeless plain in the arctic regions where the ground is frozen all year.

turbine – pronounced TUR bihn or pronounced TUR byn, is a device with a rotor turned by a moving fluid, such as water, steam, gas, or wind. A turbine changes kinetic energy (energy of movement) into mechanical energy (energy in the form of mechanical power).

U

uranus – we just had to put this word in the glossary because, well, it sounds funny…

V

vascular – containing plant tissue through which water moves up and food moves down.

voltage – differences in potential (or electric state) related to the electrical forces that ‘push’ charges through a conductor. Can be thought of as the pressure which pushes electricity through a wire.

W

weight – the force on an object due to the gravitational pull of a planet or other heavenly body.

wock – hard, inanimate object that you throw at a wabbit.

X

xylem – the tissue through which water and minerals move up through a plant.

Y

Z

Science Terms! The following is a list of common Science Terms in English.

Science Terms

Science Vocabulary Word List

Words That Start With A

astronomy

astrophysics

atom

Words That Start With B

beaker

biochemistry

biology

botany

Bunsen burner

burette

Words That Start With C

cell

chemical

chemistry

climate

climatologist

control

cuvette

Words That Start With D

data

datum

Words That Start With E

electricity

electrochemist

element

energy

entomology

evolution

experiment

Words That Start With F

fact

flask

fossil

funnel

Words That Start With G

genetics

geology

geophysics

glassware

graduated cylinder

gravity

Words That Start With H

herpetology

hypothesis

Words That Start With I

ichthyology

immunology

Words That Start With L

lab

laboratory

laws

lepidoptery

Words That Start With M

magnetism

mass

matter

measure

meteorologist

meteorology

microbiologist

microbiology

microscope

mineral

mineralogy

molecule

motion

Words That Start With O

observatory

observe

organism

ornithology

Words That Start With P

paleontology

particle

Petri dish

phase

physical science

physics

pipette

Words That Start With Q

quantum mechanics

Words That Start With R

radiology

research

retort

Words That Start With  S

scale

science

scientist

seismology

Words That Start With T

telescope

temperature

test tube

theory

thermometer

tissue

Words That Start With V

variable

virologist

volcanology

volume

volumetric flask

Words That Start With W

watch glass

weather

weigh

Words That Start With Z

zoology

List of Science words with Examples

  • astronomy

        EX:  Physics and astronomy are cognate sciences.

  • astrophysics

       EX:  I am an astrophysics student for the University of TX.

  • atom

       EX: The nucleus of an atom consists of neutrons, protons and other particles.

  • beaker

       EX: The next days when the researchers flipped the beaker, the silicone oil began to form fat mounds.

  • biochemistry

       EX:  Her specialty is biochemistry.

  • biology

EX: The course will encompass physics, chemistry and biology.

  • botany

EX: The life sciences include biology and botany.

  • Bunsen burner

EX: You will learn how to use scientific apparatus such as test tubes, beakers and Bunsen burners.

  • burette

EX: The burette is placed in water and the air pressure equalised by opening and closing the tap.

  • cell

EX: DNA is stored in the nucleus of a cell.

  • chemical

EX:  Physical therapy alternates with chemical.

  • chemistry

EX: The course will encompass physics, chemistry and biology.

  • climate

EX: We need to assess the impact on climate change.

  • climatologist

EX: A climatologist is greatly concerned with the time constants of the energy reservoirs of the world.

  • control

EX: How do you operate the remote control unit?

  • cuvette

EX:  A new cuvette which is able to contain plastic centrifuge tube for fluorescence spectrophotometry is described.

  • data

EX: The retention of data in a storage device.

  • datum

EX: The crucial datum is this: the rate of gypsy-moth spread is now much more rapid than before.

  • electricity

EX: Electricity companies pay a premium for renewable energy.

  • element

EX: He was the discoverer of the element radium.

  • energy

EX: It wastes energy to run the dishwasher half empty.

  • entomology

EX: He decided to specialize in entomology after graduation.

  • evolution

EX: In the course of evolution, some birds have lost the power of flight.

  • experiment

EX: They are absorbed in the experiment.

  • fossil

EX: This fossil may be over 2 million years old.

  • funnel

EX:  I need a funnel to pour petrol into the tank.

  • genetics

EX: Knowledge in the field of genetics has been developing very rapidly.

  • geology

EX: It is a problem that relates to geology.

  • geophysics

EX: Developing seismoelectric exploration is the leading edge in geophysics.

  • graduated cylinder

EX: Place 100 mL of pyridine in a 250-mL graduated cylinder , and, keeping the pyridine cold in an ice bath, pass in dry sulfur dioxide until the volume reaches 200 mL.

  • gravity

EX: Gravity is a natural phenomenon.

  • laboratory

EX: The laboratory was well insulated against all outside noise.

  • microscope

EX:  An object was magnified 200 times by the microscope.

  • telescope

EX: The telescope was pointing in the wrong direction.

  • temperature

EX: In hot weather the temperature gets very high.

  • test tube

EX: The test tube was then put in an ultrasound bath for 5 minutes.

  • thermometer

EX:Use a thermometer to gauge the temperature.

  • tissue

EX: The virus remains dormant in nerve tissue until activated.

  • variable

EX: The variable weather is a great trial to me.

  • virologist

EX: The veterinary virologist and the clinician are naturally interested in effectively combating a viral infection.

  • weigh

EX: The scales can be used to weigh other items such as parcels.

  • zoology

EX: The library didn’t stock zoology textbooks.

Science Terms | Pictures

Science Vocabulary Word List 2

We know that Science is a field of study concerned with discovering and describing the world around us. It is based on observations and experiments.

Zoology, Biology, Geology, chemistry, Radiology and physics are some branches of science.

Today we are going to learn some cool science vocabulary words like brain, gravity, gas, atom, cell etc. and see their meanings to help you understand their significance.

Following is a list of examples of words related to science along with their meanings:

Words Meanings
Opaque Difficult to see
Gravity The force that attracts mass
Prey   kill and hunt for food
Bacteria Unicellular microorganism
Brain A coordinating organ of human body
Nectar Juicy fluid within flowers
Deciduous A tree or shrub name
Shadow A dark area
Magnetic Having magnetic properties
Electricity Flow of electron
Mixture A combination of different things
Gas State of matter that can expand freely
Dissolve Solid form in any liquid
Energy Power
Fossil The remains of plant or animal
Geology Study of earth
Atom The smallest particle
Biology The study of living beings
Cell Structural and Functional unit of life
Chemistry The study of matter in terms of composition, properties and reaction.
Botany  The study of plants
Element Species of atom
Fact Any true information
Hypothesis A proposed explanation
Laws The system of specific rules
Mass Matter in a body
Matter Any physical substance
Measure Computation of size, amount by apply any instrument
Mineral Naturally existing Inorganic substance
Observe A state of knowing facts by full attention and focus
Organism An individual/living being
Particle A minute entity of matter
Phase Any entity of same composition
Physics The study of matter and energy
Pipette A laboratory toll used in lab
Quantum Quantity of energy
Mechanics The study of motion and force by apply mathematics
Radiology The study of radiations for the disease treatment
Scale Bony plates in the fish skin
Scientist A person that has scientific knowledge and apply it on large scale.
Temperature The degree of heat measurement
Test tube A thin tube made up of glass
Zoology Animal study on a broader level
Variable Liable to change with conditions
Weigh Expression of heaviness
Weather State of atmosphere
Volume The amount of space occupies by any object
Pressure  Force per unit area
Watch glass A glass disc
Virology Study of viruses
Data  Statistics and facts
Investigation An action of finding facts
Inference A conclusion
Prediction A forecast
Directions A route or course
Compare Estimation of things 
Increase  Greater in amount or size
Decrease Smaller or fewer in amount or size
Microscope An optical instrument
Results Findings after an investigation
Magnify Making objects larger in appearance by optical devices
Beaker A glass ware for measuring the volume
Graph A representation of data
Expand Making larger
Analyze Detail examination
Classify Categorization on a common base
Material The raw stuff for manufacturing of anything from
Practical Learning by doing
Light A form of energy
Dark Absence of light
Proton A constituent of an atom
Neutron Sub-particle of an atom
Pitch The intensity of sound
Barometer Pressure measuring instrument
Humidity A quantity expressing water vapor’s amount
Reflection The turning of light/energy from any surface
Hygrometer Humidity measuring instrument
Surface Any outer part of an object/something
Accelerate Degree of Quickness
Friction Resistance due to movement
Kinetic Movement
Equipment Apparatus for a particular purpose
Circuit A path that electricity follows during its flowing
Bulb Light producing instrument
Motor Any machine that works
Solubility  Ability of a substance to get dissolve
Reaction Any chemical process that cause changes
Fission The process of separation
Fusion The process of joining things
Burning The process of combustion
Rusting A chemical process that spoil iron
Separate Division by physical methods
Hardness The state of being hard
Properties Attribute that specify something
Melting The process of liquefication by heating
Boiling Process occurs when matter reaches near its boiling point
Brittle Hard in nature but break without showing elasticity
Conductor Material that pass electricity
Insulator Heat/electricity resistance substance
Transparent Clear

Note: Do you some common words related to science fiction?
Here are some hard science fiction vocabulary words: Atmosphere, Black body radiation, Comet, Dark Matter, Nebula, Plasma, Pulsar, Quark, Radiation, Solar Flare, Super Conductivity, Titan, Universe, Velocity

Let’s have a look at some collection of hard science terms and phrases in alphabetical order a to z.

  1. A Words: Acceleration, Alpha rays, Argon, Asteroids
  2. B Words: Beta rays, Bivalent, Bivalent, Bandwidth, Black Hole, Bluetooth
  3. C Words: Catalyst, Carbohydrates, Celsius, Circuit, Comet
  4. D Words: Decible, Deoxyribonucleic Acid (DNA), Diffraction, Diode, Distance, Dust
  5. E Words: Electron, Elasticity, Electromagnetic Waves, Ethernet, Extinction
  6. F Words: Fahrenheit, Filament, Freeze, Frequency, Friction
  7. G Words: Gigabytes, Gravity
  8. H Words: HTML, Hypertext, Hypothesis
  9. I Words: Impact, Induction, Inertia, Insulator, Internet
  10. J Words: Joule
  11. K Words: Kelvin, Keratins, Kinetic Energy
  12. L Words: Light, Luminosity, Lightning
  13. M Words: Magnetism, Media, Magnetic Field, Mathematics, Milky Way, Momentum
  14. N Words: Nanosecond, Network, Nerve, Nocturnal, Nuclease
  15. O Words: Ovulation, Optical Light, Occulation
  16. P Words: Particle, Period, Phobia, Planet, Potential Energy, Power (P)
  17. Q Words: Quantitative, Qualitative, Quantum Theory
  18. R Words: Radiation, Radioactivity, Refraction, Relativity, Revolution, Rotation
  19. S Words: Satellite, Scalar, Solar System, Static Electricity, Speed
  20. T Words: Time, Torque, Tumor, Turbine
  21. U Words: Ultraviolet Light, Universe, Uncertainty, UPS, Uterus
  22. V Words: Vacuum, Vector, Velocity, Virus
  23. W Words: Watt, Wavelength, Weight, Work
  24. X Words:  X- chromosome, X- Ray,  X- band
  25. Y Words: Yolk, Yellow fever
  26. Z Words: Zoology, Z-DNA

We hope that this list will give you some insight on different basic scientific terms and how they are related.

Keep exploring EnglishBix for more resources related to subject specific vocabulary.

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