NBPTS AYA Science flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Newton's second law

Net force equals mass times acceleration (F = ma); acceleration is proportional to net force and inversely proportional to mass.

Conservation of energy

In a closed system, total energy remains constant; energy transforms between forms such as kinetic, potential, thermal, and chemical without being destroyed.

Ideal gas law

PV = nRT relates pressure, volume, moles, and absolute temperature; temperature must be in kelvin and units must be consistent.

Central dogma

DNA is transcribed into mRNA, which is translated into protein at ribosomes; mutations in codons may be silent, missense, or nonsense.

Natural selection

Heritable variation plus differential reproductive success tied to environment causes allele frequencies to shift across generations; it acts on phenotypes, not intentional change.

Plate tectonics

Earth's lithosphere is divided into plates that diverge, converge, and slide; seafloor spreading and paleomagnetism provide key evidence.

pH

pH equals negative log of hydrogen ion concentration; values below 7 are acidic, above 7 basic, and buffers resist change.

Controlled experiment

A design that manipulates one independent variable while holding all other variables constant and measuring the dependent variable.

Validity versus reliability

Validity is whether an instrument measures what it claims; reliability is consistency of repeated measurements. A test can be reliable but invalid.

Correlation versus causation

Correlation describes association between variables; causation requires ruling out confounders and reverse causation, usually through controlled experiments.

Random assignment

Placing participants into treatment and control groups by chance, which reduces selection bias and supports causal inference.

Systematic versus random error

Systematic error biases measurements consistently in one direction; random error scatters measurements unpredictably around a value.

Peer review

Independent expert evaluation of research before publication; it screens quality but does not guarantee correctness, so replication remains essential.

Backward design

Planning sequence that identifies desired results first, then acceptable evidence, then learning experiences and instruction aligned to both.

Formative assessment

Ongoing checks during instruction that provide feedback to adjust teaching and learning; summative assessment instead evaluates learning at a unit's end.

Analytic rubric

A scoring guide that evaluates each criterion separately with described proficiency levels; holistic rubrics instead give one overall score.

5E instructional model

A lesson sequence of Engage, Explore, Explain, Elaborate, and Evaluate that builds understanding through inquiry before formal explanation.

Constructive alignment

Matching learning objectives, instructional activities, and assessments so all target the same goals at the same cognitive demand.

Zone of proximal development

Vygotsky's gap between what a learner can do independently and what they can do with guidance from a more capable other.

Scaffolding

Temporary instructional support that is gradually removed as learner competence increases, transferring responsibility to the student.

Cognitive load theory

Working memory is limited; instruction should reduce extraneous load and manage intrinsic load through chunking and sequencing.

Metacognition

Planning, monitoring, and evaluating one's own learning; it supports self-regulation and transfer of strategies to new problems.

Universal Design for Learning

A framework offering multiple means of representation, engagement, and action or expression so diverse learners can access content.

Accommodation versus modification

Accommodations change how a student accesses content, such as extended time; modifications change what is taught or expected.

Culturally responsive teaching

Instruction that connects science content to students' cultural knowledge, languages, and communities, using those as resources for learning.

Stereotype threat

Reduced performance when a student perceives a negative group stereotype about their ability in a domain, often eased by inclusive climates.

Socio-scientific issue

A real-world problem such as gene editing or climate policy that requires weighing scientific evidence alongside ethical, economic, and cultural values.

Nature of science

Scientific knowledge is empirical, tentative, and self-correcting; theories explain, laws describe, and both rest on evidence and peer review.

Hazard versus risk

Hazard is the potential for harm; risk combines the probability and severity of harm given exposure and context.

Professional learning community

A collaborative team of teachers using shared data, common assessments, and inquiry to improve instruction and respond to student needs.

Lesson study

A collaborative cycle in which teachers plan a research lesson, observe student learning during it, and revise the lesson based on evidence.

Action research

A reflective cycle of plan, act, observe, and reflect that teachers use to test instructional changes and improve practice.