13 Vocabulary Bank
TipUse This Page When…
Use this page when you forget a course word, need an example sentence, or want to grow your Vocabulary Log. Search with Ctrl+F (or Cmd+F) for the word you need.
Students keep a personal vocabulary log during every lesson and homework task.
13.1 How to Use This Bank
- Read the word.
- Read the simple meaning.
- Say the example sentence.
- Write your own sentence.
- Add a translation or note if it helps you learn.
13.2 Core Vocabulary by Lesson
| Course Part | Word | Simple Meaning | Example Sentence |
|---|---|---|---|
| Lesson 1 | AI | A computer system that can create answers, text, images, or other outputs | I used AI to organize my ideas. |
| Lesson 1 | provider | The company or group that gives you a tool | The provider has privacy settings. |
| Lesson 1 | data | Information a tool may collect or use | My prompt is data. |
| Lesson 1 | opt out | Choose not to join or share | I opted out of model training. |
| Lesson 1 | training | Using examples to improve a model | I looked for a training setting. |
| Lesson 1 | privacy setting | A control for what information is shared | I checked the privacy setting. |
| Lesson 1 | personalization | A tool changing answers based on your use | I turned off personalization if the tool allowed it. |
| Lesson 1 | prompt | The instruction or question you give AI | My prompt asks for a simple email. |
| Lesson 2 | output | The answer from AI | The output was too long. |
| Lesson 2 | context | Background information | I gave context about my schedule. |
| Lesson 2 | format | The shape of the answer | I asked for a table format. |
| Lesson 2 | poster | A visual message for people to see | I made a safety poster. |
| Lesson 2 | audience | The people who will see the image | The audience is my classmates. |
| Lesson 2 | message | The main idea people should understand | My message is: save energy. |
| Lesson 2 | review | Check before using | I review the image before I share it. |
| Lesson 3 | matrix | A table that helps compare choices | I used a matrix to compare two options. |
| Lesson 3 | decision | A choice after thinking | My decision is to take the bus. |
| Lesson 3 | option | One possible choice | Bus and train are two options. |
| Lesson 3 | compare | Look at choices together | I compare cost and time. |
| Lesson 3 | criteria | The things that matter in a decision | My criteria are cost and safety. |
| Lesson 3 | weight | How important a criterion is | Safety has a high weight. |
| Lesson 3 | score | A number for how well an option fits | I gave the bus a score of 4. |
| Lesson 3 | evidence | Information that supports a score or reason | The schedule is evidence. |
| Lesson 3 | risk | A possible problem | The risk is arriving late. |
| Lesson 3 | assumption | Something I think is true but need to check | My assumption is that the bus is on time. |
| Lesson 3 | verify | Check if something is true | I need to verify the price. |
| Lesson 4 | matrix | A table for comparing choices | I used a decision matrix. |
| Lesson 4 | suggestion | An idea someone gives you | I checked the suggestion. |
| Lesson 4 | accept | Decide to use something | I accepted one suggestion. |
| Lesson 4 | reject | Decide not to use something | I rejected one suggestion. |
| Lesson 4 | assumption | Something I think is true but need to check | My assumption is that the bus is on time. |
| Lesson 5 | source | The original text or information | The source is the Tricky Airlines policy. |
| Lesson 5 | policy | Rules from a company, school, or group | The policy explains bag rules. |
| Lesson 5 | hallucination | An AI answer that invents or guesses information | A fast AI answer can be a hallucination. |
| Lesson 5 | personal item | A small item that fits under the seat | Maria’s backpack may be a personal item. |
| Lesson 5 | carry-on bag | A bag for the overhead bin | Maria’s suitcase may be a carry-on bag. |
| Lesson 5 | fare | A ticket type or price type | Basic-ish is Maria’s fare. |
| Lesson 5 | included | Part of the ticket or price | The policy says one personal item is included. |
| Lesson 5 | exception | A special case when the rule changes | An exception may allow a carry-on bag. |
| Lesson 5 | evidence | Words from the source that support an answer | The sentence in the policy is evidence. |
| Lesson 5 | quote | Exact words from a source | I used a short quote from the policy. |
| Lesson 5 | paraphrase | The same idea in your own words | I paraphrased the carry-on rule. |
| Lesson 5 | unsupported | Not backed up by the source | This answer is unsupported. |
| Lesson 6 | dataset | A collection of organized information | The FDA spreadsheet is a dataset. |
| Lesson 6 | row | One horizontal line across a spreadsheet | I looked across the row to read one entry. |
| Lesson 6 | column | One type of information from top to bottom | The Date column contains dates. |
| Lesson 6 | record | The information represented by one row | One record is not always one separate incident. |
| Lesson 6 | blank value | A cell where information is not provided | A blank value does not automatically mean “No” or “Active.” |
| Lesson 6 | filter | Show only rows that match a rule | I filtered for the GreenWise brand. |
| Lesson 6 | category | A group or label | One record can have several product-type categories. |
| Lesson 6 | chart | One visual that uses bars, lines, slices, or points to show data | A bar chart compares categories. |
| Lesson 6 | data visualization | Information shown visually to make a pattern easier to notice | A chart is one type of data visualization. |
| Lesson 6 | axis | A line that shows categories or numbers | The horizontal axis shows the class days. |
| Lesson 6 | unit | What a number measures | The unit on this axis is minutes. |
| Lesson 6 | interpretation | What a person thinks the data means | My interpretation must match the evidence. |
| Lesson 6 | limitation | Something the data cannot show or prove | An incomplete year is a limitation. |
| Lesson 6 | verify | Check whether something is true | I verified the count in the spreadsheet. |
| Lesson 7 | code | Instructions a computer can follow | AI created code for my game. |
| Lesson 7 | prompt | Instructions or a question for AI | My prompt describes the game. |
| Lesson 7 | context | Information that helps AI understand the work | I gave AI the current HTML as context. |
| Lesson 7 | baseline | A working starting point | I changed one feature in the baseline. |
| Lesson 7 | HTML | The structure of a webpage | HTML creates the button. |
| Lesson 7 | CSS | The appearance of a webpage | CSS makes the button blue. |
| Lesson 7 | JavaScript | The behavior of a webpage | JavaScript checks my guess. |
| Lesson 7 | browser | An application that opens webpages | LiveCodes runs in my browser. |
| Lesson 7 | project | Saved code with a name | My project is guess-number-v1. |
| Lesson 7 | bug | A problem in software | The reset button has a bug. |
| Lesson 7 | debug | Find and fix a software problem | I asked AI to debug one problem. |
| Lesson 7 | test | Check whether something works as expected | I tested the New Game button. |
| Lesson 7 | expected result | What should happen | My expected result is “Too low.” |
| Lesson 7 | version | One saved state of a project | Version 2 keeps my bug fix. |
| Lesson 7 | backup | A safe extra copy | I exported a ZIP backup. |
| Lesson 7 | persist | Continue after a problem | I will persist and try a clearer prompt. |
| Lesson 8 | script | Written words prepared before speaking | I wrote a script for my call. |
| Lesson 8 | pronunciation | How words sound | I practiced pronunciation. |
| Lesson 8 | timing | How long something takes | My script timing is 58 seconds. |
| Lesson 8 | clone | Make a copy | Do not clone a real person’s voice. |
| Lesson 8 | imitate | Copy the sound of someone | Do not imitate another person’s voice. |
| Lesson 9 | portfolio | A collection of work | My portfolio shows my learning. |
| Lesson 9 | checklist | A list to check completion | I used a checklist. |
| Lesson 9 | draft | A first version | I wrote a presentation draft. |
| Lesson 9 | presentation | A short talk | I practiced my presentation. |
| Lesson 10 | workflow | A repeatable process | My workflow helps me check AI answers. |
| Lesson 10 | template | A reusable format | I kept a prompt template in my workbook. |
| Lesson 10 | guardrail | A safety rule | My guardrail is: do not share private data. |
| Lesson 10 | reflection | Thinking about learning | My reflection explains what improved. |
| Lesson 10 | final decision | The choice I make | AI helps, but I make the final decision. |
13.3 Blank Vocabulary Log Template
Copy this table into the matching Student Workbook page:
Student Workbook -> Vocabulary Log| Word | Part of Speech | Simple Meaning | My Sentence | Translation or Note |
|---|---|---|---|---|
| prompt | noun | instruction for AI | My prompt was clear. | |
| source | noun | original information | I checked the source. | |
| compare | verb | look at differences | I compare two options. | |
| evidence | noun | proof or support | The evidence is in the text. | |
| privacy | noun | keeping information safe | I protect my privacy. | |
| opt out | verb phrase | choose not to share or join | I opted out where the tool allowed it. | |
13.4 Vocabulary Practice Routine
Use this routine for each new word:
- I can say the word.
- I can match the word to a simple meaning.
- I can write the word in a sentence.
- I can use the word in my portfolio.
- I can explain the word to a partner.