|
Education
Web
Viewing 1-1 of 1 total results
 null
’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a va...
1
0
’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue
32
0
http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
water, melting <span class="highlight">of</span> ice/snow, ocean currents, movement <span class="highlight">of</span> water vapor by wind) use energy from the sun. c. Relate the physical <span class="highlight">and</span> chemical properties <span class="highlight">of</span> water to a water pollution issue. d. Make inferences about the quality <span class="highlight">and</span>/or quantity <span class="highlight">of</span> freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, <span class="highlight">and</span> quality in designing a long-term water use plan. Objective 2: Analyze the physical <span class="highlight">and</span> <span class="highlight">biological</span> dynamics <span class="highlight">of</span> the oceans. a
37
0
http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
’ greater use <span class="highlight">of</span> fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles <span class="highlight">and</span> organisms. a. Use diagrams to trace the movement <span class="highlight">of</span> matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety <span class="highlight">of</span> <span class="highlight">biological</span> communities <span class="highlight">and</span> ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference <span class="highlight">and</span> evidence in a newspaper, magazine, <span class="highlight">journal</span>, or Internet article that addresses an issue
41
0
http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
23 Science Benchmark Evolution is central to modern science’s understanding <span class="highlight">of</span> the living world. The basic idea <span class="highlight">of</span> <span class="highlight">biological</span> evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, <span class="highlight">and</span> other species to change, giving rise to a greater diversity <span class="highlight">of</span> species. Science distinguishes itself from other ways <span class="highlight">of</span> knowing <span class="highlight">and</span> from other bodies <span class="highlight">of</span> knowledge through the use <span class="highlight">of</span>
|
