Earth science lab relative dating 1 answers
The student is expected to: (A) identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers; and (B) examine the interrelationships between aquatic systems and climate and weather, including El Nio and La Nia, currents, and hurricanes. The student knows the origin and use of water in a watershed.
Local natural environments are to be preferred over artificial or virtual environments.
The student is expected to: (A) evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms; (B) collect baseline quantitative data, including p H, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment; (C) analyze interrelationships among producers, consumers, and decomposers in a local aquatic ecosystem; and (D) identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere. The student knows the role of cycles in an aquatic environment.
Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific theories; (E) plan and implement investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology; (F) collect data and make measurements with accuracy and precision; (G) organize, analyze, evaluate, make inferences, and predict trends from data, including making new revised hypotheses when appropriate; (H) communicate valid conclusions in writing, oral presentations, and through collaborative projects; and (I) use astronomical technology such as telescopes, binoculars, sextants, computers, and software. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) compare and contrast the scale, size, and distance of the Sun, Earth, and Moon system through the use of data and modeling; (B) compare and contrast the scale, size, and distance of objects in the solar system such as the Sun and planets through the use of data and modeling; (C) examine the scale, size, and distance of the stars, Milky Way, and other galaxies through the use of data and modeling; (D) relate apparent versus absolute magnitude to the distances of celestial objects; and (E) demonstrate the use of units of measurement in astronomy, including Astronomical Units and light years. The student knows the role of the Moon in the Sun, Earth, and Moon system. The student is expected to: (A) recognize that seasons are caused by the tilt of Earth's axis; (B) explain how latitudinal position affects the length of day and night throughout the year; (C) recognize that the angle of incidence of sunlight determines the concentration of solar energy received on Earth at a particular location; and (D) examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator. The student knows that planets of different size, composition, and surface features orbit around the Sun.
The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) describe the connection between astronomy and future careers. The student recognizes the importance and uses of astronomy in civilization. The student is expected to: (A) observe and record the apparent movement of the Sun and Moon during the day; (B) observe and record the apparent movement of the Moon, planets, and stars in the nighttime sky; and (C) recognize and identify constellations such as Ursa Major, Ursa Minor, Orion, Cassiopeia, and constellations of the zodiac. The student is expected to: (A) observe and record data about lunar phases and use that information to model the Sun, Earth, and Moon system; (B) illustrate the cause of lunar phases by showing positions of the Moon relative to Earth and the Sun for each phase, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent; (C) identify and differentiate the causes of lunar and solar eclipses, including differentiating between lunar phases and eclipses; and (D) identify the effects of the Moon on tides. The student is expected to: (A) compare and contrast the factors essential to life on Earth such as temperature, water, mass, and gases to conditions on other planets; (B) compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, and geological activity; (C) relate the role of Newton's law of universal gravitation to the motion of the planets around the Sun and to the motion of natural and artificial satellites around the planets; and (D) explore the origins and significance of small solar system bodies, including asteroids, comets, and Kuiper belt objects. The student knows the role of the Sun as the star in our solar system.
Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving skills. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models.