Year 8 Science · Unit 2 · Lesson 04
Foundation Worksheet
Learning Goals
Match each term to its definition
Draw a line connecting each term on the left to its correct definition on the right. Or write the matching letter next to each term.
| Term | Your answer | Definition |
|---|---|---|
| Scientific model | A. A simplified diagram that uses dots or circles to show how particles are arranged in a substance. | |
| Physical model | B. Information that scientists collect and use to support or update their explanations. | |
| Limitation | C. A hands-on, three-dimensional object built to represent something real, such as a ball-and-stick atom kit. | |
| Prediction | D. Something a model cannot show well or leaves out completely. | |
| Evidence | E. A statement about what a scientist expects will happen, based on the model. | |
| Particle diagram | F. A simplified representation used to explain, describe or predict something in science. |
Odd one out
Circle the item that does not belong in each group. Then explain why it doesn't fit in the answer column.
| # | Group | Your answer (odd one + reason) |
|---|---|---|
| 1 | 3D atom kit Particle diagram Mathematical equation The actual atom | |
| 2 | Simplified Accurate in all details Useful for prediction Based on evidence | |
| 3 | New evidence arrived Model made wrong predictions Cheaper material available Better technology revealed new detail |
1. Give one reason why scientists need to use models to study atoms, rather than observing atoms directly.
2. Name two types of scientific models and give one example of each type.
Wrap Up
In one sentence, what was the main idea of this lesson?