Earth science lab relative dating 1 answers Sexiet siber chat
Source: The provisions of this 112.31 adopted to be effective August 4, 2009, 34 Tex Reg 5063; amended to be effective August 24, 2010, 35 Tex Reg 7230. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). Students shall be awarded one credit for successful completion of this course.
Required prerequisite: one unit of high school Biology.
The student is expected to: (A) predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem; (B) analyze the cumulative impact of human population growth on an aquatic system; (C) investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides; (D) analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; and (E) understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems.
Source: The provisions of this 112.32 adopted to be effective August 4, 2009, 34 Tex Reg 5063. Astronomy, Beginning with School Year 2010-2011 (One Credit). Students shall be awarded one credit for successful completion of this course.
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.
Suggested prerequisite: Chemistry or concurrent enrollment in Chemistry. In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems.
This course is recommended for students in Grade 11 or 12. Students study the following topics: astronomy in civilization, patterns and objects in the sky, our place in space, the moon, reasons for the seasons, planets, the sun, stars, galaxies, cosmology, and space exploration.The student is expected to: (A) classify different aquatic organisms using tools such as dichotomous keys; (B) compare and describe how adaptations allow an organism to exist within an aquatic environment; and (C) compare differences in adaptations of aquatic organisms to fresh water and marine environments. The student knows about the interdependence and interactions that occur in aquatic environments.The student is expected to: (A) identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and (B) evaluate the factors affecting aquatic population cycles. The student understands how human activities impact aquatic environments.The student is expected to: (A) describe characteristics of galaxies; (B) recognize the type, structure, and components of our Milky Way galaxy and location of our solar system within it; and (C) compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf. The student knows the scientific theories of cosmology.The student is expected to: (A) research and describe the historical development of the Big Bang Theory, including red shift, cosmic microwave background radiation, and other supporting evidence; (B) research and describe current theories of the evolution of the universe, including estimates for the age of the universe; and (C) research and describe scientific hypotheses of the fate of the universe, including open and closed universes and the role of dark matter and dark energy. The student recognizes the benefits and challenges of space exploration to the study of the universe.