Earth science 95 relationship graphs answer key pdf download

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Examine the following diagrams. That staying explained most of us supply you with a a number of uncomplicated yet enlightening posts plus templates designed well suited for every educational purpose. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts. Use argument supported by evidence for how the body is a system of interacting sub-systems composed of groups of cells.

Examples could include the interaction of sub-systems within a system and the normal functioning of those systems. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Develop a model to describe the cycling of matter and flow of energy among living and non-living parts of an ecosystem.

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Examples of types of interactions could include competitive, predatory, and mutually beneficial. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Examples of design solution constraints could include scientific, economic, and social considerations. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.

Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of genetic factors could include large breed cattle and species of grass affecting the growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than in small ponds.

Develop and use a model to describe why structural changes to genes mutations located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of an organism. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

Analyze displays of pictorial data to compare patterns of similarities in embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Students in middle school develop understanding of a wide range of topics in the earth and space sciences that build on science concepts from elementary school through more advanced content, practice, and crosscutting themes.

The content of the performance expectations is based on current community-based geoscience literacy efforts such as the Earth Science Literacy Principles 1 and is presented with a greater emphasis on an earth systems science approach. The performance expectations strongly reflect the many societally relevant aspects of the earth and space sciences resources, hazards, environmental impacts and related connections to engineering and technology.

While the performance expectations shown in middle school earth and space sciences couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. The performance expectations in MS. A and ESS1. There is a strong emphasis on a systems approach, using models of the solar system to explain astronomical and other observations of the cyclical patterns of eclipses and seasons.

There is also a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain data that support theories that explain the formation and evolution of the universe. The crosscutting concepts of patterns; scale, proportion, and quantity; systems and system models; and interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas.

In the MS. Space Systems performance expectations, students are expected to demonstrate proficiency in developing and using models and analyzing and interpreting data and to use these practices to demonstrate understanding of the core ideas.

C, ESS2. A, ESS2. B, and ESS2. Important concepts in this topic are scale, proportion, and quantity and stability and change, in relation to the different ways geologic processes operate over the long expanse of geologic time.

History of Earth performance. Budd, K. Campbell, M. Conklin, E. Kappel, J. Karsten, N. LaDue, G. Lewis, L. Patino, R. Raynolds, R. Ridky, R. Ross, J. Taber, B. Tewksbury, and P. Journal of Geoscience Education 60 2 — C, and ESS3.

Students can investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges for the identification and development of resources and for the mitigation of hazards.

The crosscutting concepts of cause and effect, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. D, and ESS3. Students can construct and use models to develop an understanding of the factors that control weather and climate.

A systems approach is also important here, examining the feedbacks between systems as energy from the sun is transferred between systems and circulates through the oceans and atmosphere. The crosscutting concepts of cause and effect, systems and system models, and stability and change are called out as organizing concepts for these disciplinary core ideas. Weather and Climate performance expectations, students are expected to demonstrate proficiency in asking questions, developing and using models, and planning and carrying out investigations and to use these practices to demonstrate understanding of the core ideas.

B and ESS3. Students can use many different practices to understand the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts of their development.

The crosscutting concepts of patterns; cause and effect; and interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas.

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

Analyze and interpret data to determine scale properties of objects in the solar system. Examples of data include statistical information, drawings and photographs, and models. Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind.

Emphasis is on geoscience processes that shape local geographic features where appropriate. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.

Examples of models can be conceptual or physical. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. Emphasis is on how weather can be predicted within probabilistic ranges.

Examples of data can be provided to students such as weather maps, diagrams, and visualizations or obtained through laboratory experiments such as with condensation. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents.

Examples of models can be diagrams, maps and globes, or digital representations. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.

Emphasis is on the major role that human activities play in causing the rise in global temperatures. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Examples of natural hazards can be taken from interior processes such as earthquakes and volcanic eruptions , surface processes such as mass wasting and tsunamis , or severe weather events such as hurricanes, tornadoes, and floods. Examples of data can include the locations, magnitudes, and frequencies of the natural hazards.

Examples of technologies can be global such as satellite systems to monitor hurricanes or forest fires or local such as building basements in tornado-prone regions or reservoirs to mitigate droughts. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Examples of human impacts can include water usage such as the withdrawal of water from streams and aquifers or the construction of dams and levees , land usage such as urban development, agriculture, or the removal of wetlands , and pollution such as of the air, water, or land. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes. By the time students reach middle school they should have had numerous experiences in engineering design.

The goal for middle school students is to define problems more precisely, to conduct a more thorough process of choosing the best solution, and to optimize the final design. How will the end user decide whether or not the design is successful? Also at this level students are expected to consider not only the end user, but also the broader society and the environment. Every technological change is likely to have both intended and unintended effects.

It is up to the designer to try to anticipate the effects it may have and to behave responsibly in developing a new or improved technology.

These considerations may take the form of either criteria or constraints on possible solutions. Developing possible solutions does not explicitly address generating design ideas because students were expected to develop the capability in elementary school. The focus in middle school is on a two-stage process of evaluating the different ideas that have been proposed by using a systematic method, such as a tradeoff matrix, to determine which solutions are most promising, and by testing different solutions and then combining the best ideas into a new solution that may be better than any of the preliminary ideas.

Improving designs at the middle school level involves an iterative process in which students test the best design, analyze the results, modify the design accordingly, and then re-test and modify the design again.

Students may go through this cycle two, three, or more times in order to reach the optimal best possible result. For example, in the life sciences students apply their engineering design capabilities to evaluate plans for maintaining biodiversity and ecosystem services MS-LS In the earth and space sciences students apply their engineering design capabilities to problems related to the impacts of humans on Earth systems MS-ESS These include defining a problem by precisely specifying criteria and constraints for solutions as well as potential impacts on society and the natural environment, systematically evaluating alternative solutions, analyzing data from tests of different solutions and combining the best ideas into an improved solution, and developing a model and iteratively testing and improving it to reach an optimal solution.

While the performance expectations shown in MS. Engineering Design couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Students in high school continue to develop their understanding of the four core ideas in the physical sciences.

These ideas include the most fundamental concepts from chemistry and physics but are intended to leave room for expanded study in upper-level high school courses. The high school performance expectations in the physical sciences build on middle school ideas and skills and allow high school students to explain more in-depth phenomena central not only to the physical sciences but to the life sciences and earth and space sciences as well.

These performance expectations blend the core ideas with science and engineering practices and crosscutting concepts to support students in developing useable knowledge to explain ideas across the science disciplines. In the physical sciences performance expectations at the high school level, there is a focus on several scientific practices. Students are expected to develop understanding of the sub-structure of atoms and provide more mechanistic explanations of the properties of substances.

Students are able to use the periodic table as a tool to explain and predict the properties of elements. Phenomena involving nuclei are also important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power.

The crosscutting concepts of patterns, energy and matter, and structure and function are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and conducting investigations, and communicating scientific and technical information and to use these practices to demonstrate understanding of the core ideas.

How does one characterize and explain these reactions and make predictions about them? Using this expanded knowledge of chemical reactions, students are able to explain important biological and geophysical phenomena. Students are also able to apply an understanding of the process of optimization in engineering design to chemical reaction systems. The crosscutting concepts of patterns, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas.

In these performance expectations, students are expected to demonstrate proficiency in developing and using models, using mathematical thinking, constructing explanations, and designing solutions and to use these practices to demonstrate understanding of the core ideas. Students also develop an understanding that the total momentum of a system of objects is conserved when there is no net force on the system.

Students are able to apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. The crosscutting concepts of patterns, cause and effect, and systems and system models are called out as organizing concepts for these disciplinary core ideas.

In the PS2 performance expectations, students are expected to demonstrate proficiency in planning and conducting investigations, analyzing data and using math to support claims, and applying scientific ideas to solve design problems and to use these practices to demonstrate understanding of the core ideas.

Energy is understood as a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system, and the total change of energy in any system is always equal to the total energy transferred into or out of the system.

Students develop an understanding that energy at both the macroscopic and the atomic scales can be accounted for as either motions of particles or energy associated with the configuration relative positions of particles. In some cases, the energy associated with the configuration of particles can be thought of as stored in fields. Students also demonstrate their understanding of engineering principles when they design, build, and refine devices associated with the conversion of energy.

The crosscutting concepts of cause and effect; systems and system models; energy and matter; and the influence of science, engineering, and technology on society and the natural world are further developed in the performance expectations associated with PS3.

In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, using computational thinking, and designing solutions and to use these practices to demonstrate understanding of the core ideas.

The performance expectations associated with the topic Waves and Electromagnetic Radiation are critical to understanding how many new technologies work. Students are able to apply understanding of how wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and investigate nature on many scales.

Models of electromagnetic. Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Students also demonstrate their understanding of engineering ideas by presenting information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

The crosscutting concepts of cause and effect; systems and system models; stability and change; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are highlighted as organizing concepts for these disciplinary core ideas. In the PS3 performance expectations, students are expected to demonstrate proficiency in asking questions, using mathematical thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information and to use these practices to demonstrate understanding of the core ideas.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. Assessment does not include quantitative understanding of ionization energy beyond relative trends. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. Examples of particles could include ions, atoms, molecules, and networked materials such as graphite.

Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. Assessment is limited to alpha, beta, and gamma radioactive decays. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy.

Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Examples of designs could include different ways to increase product formation, including adding reactants or removing products. Assessment does not include calculating equilibrium constants and concentrations. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of a device could include a football helmet or a parachute.

Plan and conduct an investigation to provide evidence that an electrical current can produce a magnetic field and that a changing magnetic field can produce an electrical current.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component s and energy flows in and out of the system are known. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles objects and energy associated with the relative positions of particles objects.

Examples of models could include diagrams, drawings, descriptions, and computer simulations. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators.

Examples of constraints could include use of renewable energy forms and efficiency. Assessment is limited to devices constructed with materials provided to students. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system second law of thermodynamics.

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water. Develop and use a model of two objects interacting through electrical or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Evaluate questions about the advantages of using digital transmission and storage of information. Disadvantages could include issues of easy deletion, security, and theft. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. Examples of published materials could include trade books, magazines, Web resources, videos, and other passages that may reflect bias.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. Assessments do not include band theory. Students in high school develop understanding of key concepts that help them make sense of the life sciences. More information about the Earth-Moon-System can be found here. Workshop Presentations. Click to download the MS Powerpoint file 7.

HTML Click to view the presentation in html format. Videos may be viewable depending on browser and operating system. Classroom Activities. Tides Around the World! In this activity, students plot tidal data for a hour period for different locatons around the world. Students work in groups of and plot the data for their assigned station. Then they compare the data for their location with others in a gallery walk. Students will observe that the tidal range and timing varies at different locations around the world.

Whereas many classroom activities in Earth Science are based on modeling, this is an excellent opportunity for students to analyze and interpret actual data. PDF Microsoft Word. Small student graphs for gallery walk 8. Using graph 2, explain how temperature affects enzyme activity..

Enzyme lab — lab using crackers, saliva, and iodine to demonstrate how enzymes Oct 27, — Worksheet covers how enzymes act on substrates, how they lower the Students also examine a graph showing the optimal pH of pepsin and Identify the correct enzyme with there curve. Who proposed Lock and key hypothesis to explain the mechanism of enzymatic action? View solution. Mar 18, — The enzyme, called toothpickase in this activity, is the student's Each student group needs flat toothpicks and a copy of the Student Activity Sheet pg.

The questions at the end of the Student Activity Worksheet can be used as What does your graph tell you about the rate of reaction over time? Lab 6 worksheet and answers. Instructor: Kristin Klucevsek Show bio In this lesson, we'll learn how substrate concentration, temperature, and pH affect enzyme activity and As a quick review, an enzyme works on a substrate, or substance or molecule on which an enzyme functions.

This is shown on this graph by the highest point of the curve.. Jan 26, — A useful activity to teach students the skills involved with graph analysis. Download document. Download the adaptable Word resource.

The graph shows the effect of pH on three different enzyme-catalyzed reactions. Enzyme 1. Biology Name Ms. Ye Date Block Homeostasis Worksheet. Biology Graphs Worksheet ; Like all enzyme-driven reactions, the rate of No reason given based on the evidence in the graph.

Answer should state that at high concentrations the substrate competes effectively with the inhibitor so Biological catalysts allow chemical reactions to proceed in living organisms.

The effect of environmental conditions on enzyme activity are summarised in a slide In graph B the reaction is taking longer. What variables affect enzyme activity in each of the graphs? Enzymes Review Worksheet. This is The importance of enzymes is the underlying theme of this topic at A level, Enzymes and Metabolism Graphing Worksheet.

Much of the human digestive Make sure Amylase solution and iodine solution are low hazard once made up. Download the student sheet Investigating the effect of pH on amylase activity 72 KB Raycroft h worksheet enzymes a key page 2 of 3 Glands secrete Enzyme activity easily explained in questions and answers. In the lock and key model, the enzyme has a region with a specific spatial One lactase enzyme can catalyze many reactions Sample Answer Key Biology.

After graphing the data, answer the questions below.. Enzymes have an optimum temperature at which they work best. Temperatures above and below this optimum will decrease enzyme activity. Which graph best Problem 1 Tutorial: Features of enzyme catalyzed reactions. Jan 29, — Download free enzyme worksheet answer key county school system The simple answer is that it acts to stabilize the active site and provide However, as shown in Figure 7b, if these seven points are plotted on a graph of Allosteric enzymes are key regulatory enzymes that control the activities of Factors affecting Enzyme Activity Graph showing a typical variation of enzyme activity with temperature Biological detergents contain protease enzymes.

In biology, chemical reactions are often aided by enzymes, biological The graph below shows that the rate or velocity V of a reaction depends on Lab Activity: Testing the action of the enzyme, lactase, on lactose and sucrose, two disaccharide sugars.

Enzyme Solution: Add 1 lactase tablet to ml of water.