DOCSLIB.ORG

Tennessee Science Standards Reference

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tennessee Science Standards Reference Table of Contents Tennessee Department of Education | January 2018 Introduction Disciplinary Core Idea K-8 Progression Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, and Applications of Science Progression of Crosscutting Concepts Progression of Science and Engineering Practices Standards Overview Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Biology Chemistry Physics Other Resources Table of Contents Document Purpose In October 2016, the Tennessee State Board of Education approved the new Tennessee Academic Standards for Science. The standard recommendation committee authored these standards using the research presented in A Framework for K-12 Science Education1 as guidance. The principal recommendation of the framework was a shift away from a strict adherence to the apparent linearity of the scientific method and towards implementing three dimensions of science instruction: crosscutting concepts, science and engineering practices, and disciplinary core ideas. The intent of this document is to connect the new Tennessee Academic Standards for Science with the framework to provide an enhanced view of related content for each standard. Standards authors took deliberate measures to ensure that content, concepts, and practices follow a progression which parallels the cognitive development of a student from kindergarten through high school. The first three sections of this document provide reference material that allows individuals to quickly evaluate the appropriate cognitive processes for learners in any grade band. The fourth section provides elaboration on each standard. Depending on course and grade level, this support may include background content knowledge, suggestions for approaches to presenting the content, or background information linking backwards to the conceptual path that a student followed to reach their present grade-level understanding. In this document, each standard is connected to a component idea within the framework, where further context can be found. Additionally, suggestions are made to link each standard to an applicable crosscutting concept and science and engineering practice. Suggestions for Use This guide should act as a reference document. The content has been arranged for easy navigation to and from the table of contents. There are suggestions presented for crosscutting concepts and practices that may pair well with each standard, but the intent is not to limit instruction by specifying connections: Many standards have connections to multiple concepts or practices. Additionally, this guide is not intended to provide information related to assessment, but rather to support and elaborate on the content and progressions of science instruction in Tennessee. 1 National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165. 3 Introduction Table of Contents The content of the new Tennessee science standards is organized into four different disciplinary core ideas: physical sciences, life sciences, earth and space science, and engineering, technology, and applications of science. Throughout a student’s academic career, they will move in and out of each disciplinary core idea in a manner designed to parallel their own capacity for understanding. This section reorganizes the K-8 standards, which allows for a side-by-side comparison of the standards to follow the progression of each disciplinary core idea. PS1: Matter and its interactions K.PS1.1 Plan and conduct an investigation to describe and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility) and whether they are natural or human-made. K K.PS1.2 Conduct investigations to understand that matter can exist in different states (solid and liquid) and has properties that can be observed and tested. K.PS1.3 Construct an evidence-based account of how an object made of a small set of pieces (blocks, snap cubes) can be disassembled and made into a new object. 3.PS1.1 Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen. 3.PS1.2 Differentiate between changes caused by heating or cooling that can be reversed 3 and that cannot. 3.PS1.3 Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility. 5.PS1.1 Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. 5.PS1.2 Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish. 5 5.PS1.3 Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids. 5.PS1.4 Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties 7.PS1.1 Develop and use models to illustrate the structure of atoms, including the subatomic particles with their relative positions and charge. 7.PS1.2 Compare and contrast elemental molecules and compound molecules. 7.PS1.3 Classify matter as pure substances or mixtures based on composition 7.PS1.4 Analyze and interpret chemical reactions to determine if the total number of atoms 7 in the reactants and products support the Law of Conservation of Mass 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. 7.PS1.6 Create and interpret models of substances whose atoms represent the states of matter with respect to temperature and pressure 4 DCI Learning Progression: Physical Sciences Table of Contents PS2: Motion and Stability: Forces and Interactions 2.PS2.1 Analyze the push or the pull that occurs when objects collide or are connected 2.PS2.2 Evaluate the effects of different strengths and directions of a push or a pull on the 2 motion of an object. 2.PS2.3 Recognize the effect of multiple pushes and pulls on an object's movement or non- movement. 3.PS2.1 Explain the cause and effect relationship of magnets. 3 3.PS2.2 Solve a problem by applying the use of the interactions between two magnets. 5.PS2.1 Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects. 5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 5.PS2.3 Use evidence to support that the gravitational force exerted by Earth on objects is 5 directed toward the Earth’s center. 5.PS2.4 Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 5.PS2.5 Explain how forces can create patterns within a system (moving in one direction, shifting back and forth, or moving in cycles), and describe conditions that affect how fast or slowly these patterns occur 8.PS2.1 Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. 8.PS2.2 Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 8 8.PS2.3 Create a demonstration of an object in motion and describe the position, force, and direction of the object. 8.PS2.4 Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 8.PS2.5 Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. 5 DCI Learning Progression: Physical Sciences Table of Contents PS3: Energy 1.PS3.1 Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, 1 rocks, and water). 2.PS3.1 Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding 2 objects 2.PS3.2 Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object. 3.PS3.1 Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. 3.PS3.2 Apply scientific ideas to design, test, and refine a device that converts electrical 3 energy to another form of energy, using open or closed simple circuits. 3.PS3.3 Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet. 4.PS3.1 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. 4 4.PS3.2 Observe and explain the relationship between potential energy and kinetic energy. 4.PS3.3 Describe how stored energy can be converted into another form for practical use. 6.PS3.1 Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy. 6.PS3.2 Construct a scientific explanation of the transformations between potential and kinetic energy. 6 6.PS3.3 Analyze and interpret data to show the relationship between kinetic energy and the mass of an object in motion and its speed. 6.PS3.4 Conduct an investigation to demonstrate the way that heat (thermal energy) moves among objects through radiation, conduction, or convection. 6 DCI Learning Progression: Physical Sciences Table of Contents PS4: Waves and their applications in technologies for information transfer 1.PS4.1 Use a model to describe how light is required to make objects visible.
Load more

Recommended publications
  • Chapter 22 Notes: Introduction to Evolution
    NOTES: Ch 22 – Descent With Modification – A Darwinian View of Life Our planet is home to a huge variety of organisms! (Scientists estimate of organisms alive today!) Even more amazing is evidence of organisms that once lived on earth, but are now . Several hundred million species have come and gone during 4.5 billion years life is believed to have existed on earth So…where have they gone… why have they disappeared? EVOLUTION: the process by which have descended from . Central Idea: organisms alive today have been produced by a long process of . FITNESS: refers to traits and behaviors of organisms that enable them to survive and reproduce COMMON DESCENT: species ADAPTATION: any inherited characteristic that enhances an organism’s ability to ~based on variations that are HOW DO WE KNOW THAT EVOLUTION HAS OCCURRED (and is still happening!!!)??? Lines of evidence: 1) So many species! -at least (250,000 beetles!) 2) ADAPTATIONS ● Structural adaptations - - ● Physiological adaptations -change in - to certain toxins 3) Biogeography: - - and -Examples: 13 species of finches on the 13 Galapagos Islands -57 species of Kangaroos…all in Australia 4) Age of Earth: -Rates of motion of tectonic plates - 5) FOSSILS: -Evidence of (shells, casts, bones, teeth, imprints) -Show a -We see progressive changes based on the order they were buried in sedimentary rock: *Few many fossils / species * 6) Applied Genetics: “Artificial Selection” - (cattle, dogs, cats) -insecticide-resistant insects - 7) Homologies: resulting from common ancestry Anatomical Homologies: ● comparative anatomy reveals HOMOLOGOUS STRUCTURES ( , different functions) -EX: ! Vestigial Organs: -“Leftovers” from the evolutionary past -Structures that Embryological Homologies: ● similarities evident in Molecular/Biochemical Homologies: ● DNA is the “universal” genetic code or code of life ● Proteins ( ) Darwin & the Scientists of his time Introduction to Darwin… ● On November 24, 1859, Charles Darwin published On the Origin of Species by Means of Natural Selection.
    [Show full text]
  • Biblical Catastrophism and Geology
    BIBLICAL CATASTROPHISM AND GEOLOGY HENRY M. MORRIS Professor of Civi I Engineering Virginia Polytechnic Institute Theories of catastrophism in geological interpretation are not new. Prior to the time of Sir Charles Lyell, scientists generally believed that most geological formations must be attributed to great physical catastrophes or revolutions. Lyell, however, taught that these phenomena could be explained by the ordinary processes of nature, acting over vast expanses of geological time. This is his "principle of uniformitarianism, II. now almost universally accepted as the foundation princ~ple of modern historical geology. Profoundly influenced by LyelPs theories, Charles Darwin soon published his theory of evolu­ tion by natural selection. The supposed paleontologi cal record of the evolutionary history of life on earth, together with the principle of uniformity, now constitutes the interpretive framework within which all data of historical geology are supposed to be explained. Furthermore, this phil­ osophy of evolutionary uniformitarianism now serves also as the interpretive framework in the social sciences and economi cs, and even in the study of religion itself. Thus a superstructure of gigantic size has been erected on the Lyellian-Darwinian foundation. However, catastrophism is not dead. The inadequacies of a thorough-going uniformitarianism have become increasingly obvious in recent years, and such quasi-catastrophist concepts as wan­ dering continents, shifting poles, slipping crusts, meteoritic and cometary collisions, etc., are appearing more and more frequently in geological literature. It is, in fact, generally recognized that even the ordinary fossiliferous deposits of the sedimentary rocks must often have at least a semi-catastrophist basis, since the process of fossilization usually requires rather rapid burial, under conditions seldom encountered in the modern world.
    [Show full text]
  • Eclipse Special Edition
    Gamine Gives Sire A Second Winner... 'TDN Rising Star' Essential Quality (Tapit) did his part, ripping Michael Lund's 'TDN Rising Star' Gamine (Into Mischief) was through his competition in three starts and clinching the Eclipse something of a lightning rod in 2020, but she possessed arguably Award as champion 2-year-old male with a sizzling finish in the the most raw ability of any horse in training and while she GI Breeders' Cup Juvenile. Monomoy Girl (Tapizar) won her finished a distant runner-up to Swiss Skydiver in the 3-year-old second Eclipse Award in the last three years, adding to her filly category, she easily 3-year-old filly championship outdistanced Serengeti with the 2020 Eclipse as Empress (Alternation) to take champion older female. home the Eclipse for champion Purchased by Spendthrift for female sprinter. The $220,000 $9.5 million at Fasig-Tipton Keeneland September yearling November, the chestnut is turned $1.8-million Fasig- nearing her 6-year-old debut. Tipton Midlantic topper Other Wide-Margin became the second straight daughter of Into Mischief to Winners... both win the GI Breeders' Cup Vequist (Nyquist) provided Filly & Mare Sprint en route to her sire from his very first crop a championship following on to the races, securing the the exploits of Covfefe in 2019. Eclipse as champion 2-year-old Trainer Bob Baffert had his filly on the strength of hands on a third Eclipse winner victories in the GI Spinaway S. for 2020 in the form of 'TDN Gamine | Sarah Andrew in September before turning Rising Star' Improbable (City Zip).
    [Show full text]
  • Eclipse Thoroughbred Partners
    ECLIPSE THOROUGHBRED PARTNERS Eclipse Thoroughbred Partners is recognized as the leading horse racing partnership in the United States and expanding into Australia. UNPRECEDENTED SUCCESS In the company’s 6-year existence, we’ve proven the consistent ability to identify and develop top class racehorses capable of winning at an elite level. Racing experts around the world deem the achievements of our first five years “unprecedented.” We hold a strike rate of 20% winners to runners and 10 Group 1 wins headlined by horses such as: Curalina, Pinot, Tapwrit, Illuminant, Danza, In Lingerie, Byrama and Capo Bastone. A WORLD-CLASS EXPERIENCE Our mission is to give our partners the best-of-all-worlds ownership experience, with elite horsemanship, world-class infrastructure, unparalleled service, exceptional business acumen, and value for money — underlined by our deep respect for the relationships and camaraderie that make a stable tick. QUALITY AND INTEGRITY The values of quality and integrity govern every facet of the Eclipse operation. We are guided by our deep respect and appreciation for: • The equine athletes, who put their bodies and souls on the line each time they step foot onto the racetrack • The partners, who put up their hard-earned money • The team, supports both This balanced formula — rooted in passion, integrity and excellence — has propelled Eclipse and our partners to the summit of the sport of thoroughbred horse racing. Our motto is: Believe Big! ECLIPSE THOROUGHBRED PARTNERS: ARON WELLMAN & BRIAN SPEARMAN Eclipse Thoroughbred Partners is led by Aron Wellman, a licensed attorney in the State of California and lifelong horseman, and Brian Spearman, a 32-year PepsiCo Executive and lifelong horse racing fan turned professional.
    [Show full text]
  • 1 1 Catastrophism, Uniformitarianism, and a Scientific
    1 Catastrophism, Uniformitarianism, and a Scientific Realism Debate That Makes a Difference P. Kyle Stanford ([email protected]) Department of Logic and Philosophy of Science UC Irvine Abstract Some scientific realists suggest that scientific communities have improved in their ability to discover alternative theoretical possibilities and that the problem of unconceived alternatives therefore poses a less significant threat to contemporary scientific communities than it did to their historical predecessors. I first argue that the most profound and fundamental historical transformations of the scientific enterprise have actually increased rather than decreased our vulnerability to the problem. I then argue that whether we are troubled by even the prospect of increasing theoretical conservatism in science should depend on the position we occupy in the ongoing debate concerning scientific realism itself. Acknowledgements I would like to acknowledge useful discussions concerning the material in this paper with Kevin Zollman, Penelope Maddy, Jeff Barrett, Pat Forber, Peter Godfrey-Smith, Steve Shapin, Fred Kronz, John Norton, Michael Weisberg, Jane Maienschein, Julia Bursten, Carole Lee, and Arash Pessian, as well as audiences at the Durham University Conference on Unconceived Alternatives and Scientific Realism, the University of Vienna’s (Un)Conceived Alternatives Symposium, the University of Pittsburgh’s Conference on Choosing the Future of Science, Lingnan University’s ‘Science: The Real Thing?’ Conference, the American Association for the Advancement of Science, Cambridge University, the University of Vienna, the University of Pennsylvania, UC San Diego, the University of Washington, the University of Western Ontario, the Pittsburgh Center for the Philosophy of Science, Washington University in St. Louis, Bloomsburg University, Indiana University, the Universidad Nacional Autónoma de México, and the Australian National University.
    [Show full text]
  • The Horse-Breeder's Guide and Hand Book
    LIBRAKT UNIVERSITY^' PENNSYLVANIA FAIRMAN ROGERS COLLECTION ON HORSEMANSHIP (fop^ U Digitized by the Internet Archive in 2009 with funding from Lyrasis IVIembers and Sloan Foundation http://www.archive.org/details/horsebreedersguiOObruc TSIE HORSE-BREEDER'S GUIDE HAND BOOK. EMBRACING ONE HUNDRED TABULATED PEDIGREES OF THE PRIN- CIPAL SIRES, WITH FULL PERFORMANCES OF EACH AND BEST OF THEIR GET, COVERING THE SEASON OF 1883, WITH A FEW OF THE DISTINGUISHED DEAD ONES. By S. D. BRUCE, A.i3.th.or of tlie Ainerican. Stud Boole. PUBLISHED AT Office op TURF, FIELD AND FARM, o9 & 41 Park Row. 1883. NEW BOLTON CSNT&R Co 2, Entered, according to Act of Congress, in the year 1883, By S. D. Bruce, In the Office of the Librarian of Congress, at Washington, D. C. INDEX c^ Stallions Covering in 1SS3, ^.^ WHOSE PEDIGREES AND PERFORMANCES, &c., ARE GIVEN IN THIS WORK, ALPHABETICALLY ARRANGED, PAGES 1 TO 181, INCLUSIVE. PART SECOISTD. DEAD SIRES WHOSE PEDIGREES AND PERFORMANCES, &c., ARE GIVEN IN THIS WORK, PAGES 184 TO 205, INCLUSIVE, ALPHA- BETICALLY ARRANGED. Index to Sires of Stallions described and tabulated in tliis volume. PAGE. Abd-el-Kader Sire of Algerine 5 Adventurer Blythwood 23 Alarm Himvar 75 Artillery Kyrle Daly 97 Australian Baden Baden 11 Fellowcraft 47 Han-v O'Fallon 71 Spendthrift 147 Springbok 149 Wilful 177 Wildidle 179 Beadsman Saxon 143 Bel Demonio. Fechter 45 Billet Elias Lawrence ' 37 Volturno 171 Blair Athol. Glen Athol 53 Highlander 73 Stonehege 151 Bonnie Scotland Bramble 25 Luke Blackburn 109 Plenipo 129 Boston Lexington 199 Breadalbane. Ill-Used 85 Citadel Gleuelg...
    [Show full text]
  • Catastrophism and Uniformitarianism: Logical Roots and Current Relevance in Geology
    Downloaded from http://sp.lyellcollection.org/ by guest on September 29, 2021 Catastrophism and uniformitarianism" logical roots and current relevance in geology VICTOR R. BAKER Department of Hydrology and Water Resources, The University of Arizona, Tucson, AZ 85721-0011, USA Abstract, Catastrophism in the Earth sciences is rooted in the view that Earth signifies its causative processes via landforms, structures and rock. Processes of types, rates and magnitudes not presently in evidence may well be signified this way. Uniformitarianism, in contrast, is a regulative stipulation motivated by the presumed necessity that science achieves logical validity in what can be said (hypothesized) about the Earth. Regulative principles, including simplicity, actualism and gradualism, are imposed a priori to insure valid inductive reasoning. This distinction lies at the heart of the catastrophist versus uniformitarian debates in the early nine- teenth century and it continues to influence portions of the current scientific program. Uniform- itarianism, as introduced by Charles Lyell in 1830, is specifically tied to an early nineteenth century view of inductive inference. Catastrophism involves a completely different form of inference in which hypotheses are generated retroductively. This latter form of logical inference remains relevant to modern science, while the outmoded notions of induction that warranted the doctrine of uniformitarianism were long ago shown to be overly restrictive in scientific practice. The latter should be relegated solely to historical interest in the progress of ideas. On 4 July 1997, the Mars Pathfinder spacecraft Antarctic ice, was interpreted as showing various made a highly successful landing in the Ares Vallis indicators of possible relic biogenic activity region of Mars.
    [Show full text]
  • The Age of the Earth
    The Proceedings of the International Conference on Creationism Volume 1 Print Reference: Volume 1:I, Page 43-48 Article 10 1986 The Age of the Earth Donald E. Chittick Follow this and additional works at: https://digitalcommons.cedarville.edu/icc_proceedings DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to [email protected]. Browse the contents of this volume of The Proceedings of the International Conference on Creationism. Recommended Citation Chittick, Donald E. (1986) "The Age of the Earth," The Proceedings of the International Conference on Creationism: Vol. 1 , Article 10. Available at: https://digitalcommons.cedarville.edu/icc_proceedings/vol1/iss1/10 THE AGE OF THE EARTH Dr. Donald E. Chittick c 1986 Route 2, Box 194 Newberg, OR 97132 ABSTRACT Modern science had its roots in the Biblical Reformation, and early modern scientists believed in a young earth. Old earth proposals sparked by Leyell and Darwin became politically motivated, and opposition to Kelvin's science was accepted as the church swung toward these proposals. Unscientific schemes such as the Day-Age and Gap theories and Theistic evolution are defined. Scientific compatibility with a young earth is shown. INTRODUCTION From presenting many seminars and lectures dealing with the topic of creation and evolution, I have repeatedly observed that almost Invariably someone will ask a question about dating methods and the age of the earth.
    [Show full text]
  • Early History of Thoroughbred Horses in Virginia (1730-1865)
    Early History of Thoroughbred Horses in Virginia (1730-1865) Old Capitol at Williamsburg with Guests shown on Horseback and in a Horse-drawn Carriage Virginia History Series #11-08 © 2008 First Horse Races in North America/Virginia (1665/1674) The first race-course in North America was built on the Salisbury Plains (now known as the Hempstead Plains) of Long Island, New York in 1665. The present site of Belmont Park is on the Western edge of the Hempstead Plains. In 1665, the first horse racing meet in North America was held at this race-course called “Newmarket” after the famous track in England. These early races were match events between two or three horses and were run in heats at a distance of 3 or 4 miles; a horse had to complete in at least two heats to be judged the winner. By the mid-18th century, single, "dash" races of a mile or so were the norm. Virginia's partnership with horses began back in 1610 with the arrival of the first horses to the Virginia colonies. Forward thinking Virginia colonists began to improve upon the speed of these short stocky horses by introducing some of the best early imports from England into their local bloodlines. Horse racing has always been popular in Virginia, especially during Colonial times when one-on-one matches took place down village streets, country lanes and across level pastures. Some historians claim that the first American Horse races were held near Richmond in Enrico County (now Henrico County), Virginia, in 1674. A Match Race at Tucker’s Quarter Paths – painting by Sam Savitt Early Racing in America Boston vs Fashion (The Great Match Race) Importation of Thoroughbreds into America The first Thoroughbred horse imported into the American Colonies was Bulle Rock (GB), who was imported in 1730 by Samuel Gist of Hanover County, Virginia.
    [Show full text]
  • Användarhandbok
    ANVÄNDARHANDBOK In-Car Audio Visual Navigation Tack för att du köpt den här mottagaren. Läs igenom handboken så att du kan använda den rätt. Vi föreslår att du när du läst igenom den sparar den på en säker plats för framtida referens. Symbolerna som beskrivs nedan finns i den här användarhandboken och på själva enheten för att se till att den används rätt och på ett säkert sätt för att förhindra personskada eller egendomsskada. Kontrollera att du förstår symbol- ernas betydelse före du läser resten av handboken. Försiktighetsåtgärder Följande symboler föregår information som är användbar för att förhindra att huvuden- heten skadas och för att den ska fungera bra. VARNING Det här tecknet indikerar situationer som kan leda till dödsfall eller allvarliga personskador vid felaktig användning eller om tecknet ignoreras. FÖRSIKTIGHETSÅTGÄRD Det här tecknet indikerar situationer som kan leda till personskador eller sakskador vid felaktig användning eller om tecknet ignoreras. VIKTIGT Följ rådet för att förhindra fel eller skada på huvudenheten. Utför angiven åtgärd om ett fel uppstår. OBS Användbar information för att huvudenheten ska fungera bra. KONTROLLERA Information att komma ihåg när du använder huvudenheten. Läs noga igenom allt material som medföljer produkten, så som bruksanvisningar och garantier. ECLIPSE ansvarar inte för otillfredsställande produktprestanda på grund av underlåtenhet att följa dessa instruktioner. Ändringar i produktspecifikationerna kan leda till skillnader i innehåll i handboken och produktens funktioner. FÖRSIKTIGHETSÅTGÄRD Det kan hända att pekknapparna på bildskärmen inte fungerar som de ska om det skapats kondensation på insidan. Om det inträffar ska du inte försöka använda dem förrän kondensationen har försvunnit. Innehållsförteckning Före användning 1.
    [Show full text]
  • Climate Delusion: Hurricane Sandy, Sea Level Rise, and 1840S Catastrophism
    Article Climate Delusion: Hurricane Sandy, Sea Level Rise, and 1840s Catastrophism Gillen D’Arcy Wood Department of English, University of Illinois, Urbana, IL 61801, USA; [email protected] Received: 23 May 2019; Accepted: 30 July 2019; Published: 1 August 2019 Abstract: The existential global threat of inundation of the world’s low-lying port cities necessitates a radical shift in the dominant climate framework of sustainability and resilience to include catastrophism. Scientists and social scientists of the industrial crisis decade of the 1840s, arguably the Anthropocene’s historical origin, offer a model for theorizing twenty-first century catastrophe in both geophysical and social terms, as in the case study of Hurricane Sandy presented here. Keywords: climate change; catastrophism; sea level rise; Hurricane Sandy; the 1840s; the Anthropocene; Friederich Engels; Joseph Adhémar 1. Introduction In the summer of 2015, I vacationed with my family on the New Jersey Shore. Unfortunately, we selected exactly the portion of beach that the Army Corps of Engineers had reached in its post- Hurricane Sandy restoration project. In late October 2012, Sandy formed as a hurricane in the Caribbean, before wheeling north along the Atlantic seaboard as a massive, highly unusual “superstorm” with wind gusts of 90 mph. In the aftermath of the devastation, Governor Chris Christie, his eyes on a White House bid, vowed to rebuild every inch of Jersey’s battered coast. Almost three years later, the Army Engineers had established a ship-sized barge a few hundred yards out to sea from our beachside apartment. From 6:00 in the morning until sundown, its industrial engines dredged sand from the seafloor via a pipeline onto the shore, where bulldozers shifted it noisily about, like infant giants building sandcastles.
    [Show full text]
  • Uniformitarianism
    INTERACTIVE The Set-Up SCIENCE NOTEBOOK Notebook Requirements: • At least 70 pages. • College Rule • Single Subject If you do NOT have a notebook, take notes on what needs to be put on each page, and do the Set-up for Homework. NUMBER EACH PAGE The inside cover is (0)-zero Then (1) right Flip The EVEN is always on the LEFT Then (2) left and (3) right Flip And the ODD is always on the RIGHT when you Then (4) left and (5) right FLIP! And so on… until the end! NB Page 1 Student Name: ___________ Class: (Biology- CP or H) Period: Semester: 2nd Notebook Rules: 1. 2. Inside Cover 3. 4. 5. Quick Write: NB Page 3 NB Page 2 Notebook Notebook pages are pages are always always EVEN on ODD on the LEFT the RIGHT PAGE 1 (TOP HALF ONLY): NOTEBOOK RULES Student Name: ___________ Class: (Biology- CP or H) Period: Semester: 2nd Notebook Rules: 1. Bring the Notebook EVERYDAY to class 2. No RIPPING pages, but it’s okay to add EXTENSIONS 3. Follow the page format and stay on assigned page. 4. Clean, Clear, & Colorful 5. When in doubt, Ask the teacher. CLASS EXPECTATIONS Quick Write Bottom Half What do you want this semester to look like? What role are you going to play in maintaining a respectful classroom? NBpg 2 Unit 5 Evolution Table of Contents Page Score 1 Notebook Information /10 2 Table of Contents /10 3 DSJ /10 4 Uniformitarianism Vs Catastrophic Activity /10 5 Changes to our Earth Notes /10 6 7 8 9 10 11 12 13 NB Page 5 NB Page 4 Uniformitarianism Vs Catastrophism Earth’s Story: Video 1: Catastrophism: Video 2: Evidence: Examples: Uniformitarianism Evidence: Examples: Real Life: Video 1 NB Page 4 Questions 1 & 2 – What are three things you saw in video 1? – What do all of the clips in video 1 have in common? Video 2 NB Page 4 Questions 3 & 4 – What are three things you saw in video 2? – What do both videos have in common? Changes to our Earth NB Page 5 Earth’s Story – For 1000s of years humans have wondered about Earth’s history.
    [Show full text]