Evaluating New Information from Mars
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I'm not fully convinced yet, but the evidence of a triangle-shaped landform is consistent with both flowing lava and flowing water processes. More evidence is still needed to determine which process best explains the formation of the channel on Mars.
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This document discusses using evidence to support claims about geology on Mars. It provides examples of evidence that was discovered by the Curiosity rover, including an image of rock near a landform that changed scientists' thinking about the possibility of water on Mars. The document emphasizes the importance of reasoning - clearly explaining how evidence connects to and supports claims. It introduces a "Reasoning Tool" graphic organizer to help organize arguments by explaining the link between each piece of evidence and the claim. The document also provides discussion questions to help students practice developing reasoning and constructing convincing arguments using evidence from Mars.
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Astronomers in the early 1900s noticed that light from stars in other galaxies had longer wavelengths than expected, a phenomenon called redshift. They theorized this was due to the Doppler effect from galaxies moving away from Earth as the universe expanded. Edwin Hubble later found galaxies farther away had larger redshifts, indicating the universe is uniformly expanding from no central point. While most scientists accept this "Big Bang" theory, some creation scientists offer alternatives where the universe expanded from Earth as the center just thousands of years ago. The key difference between theories is philosophical assumptions about the universe rather than scientific evidence.
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This document provides an overview of astronomy and the scientific method. It discusses:
1) Astronomy is the study of objects beyond Earth and how they interact, as well as organizing what we learn into the history of the universe.
2) Science is based on making observations and testing hypotheses, with new models replacing old ones as new evidence emerges.
3) Astronomers test hypotheses by making new observations using advanced instruments rather than experiments in a lab. The process of peer review helps establish scientific consensus.
1636075841567_SCIENCE10_Q1_M4_Causes and Evidences of Plate Movement.pdf
Here are the answers to the questions:
Q1: The hypothesis of continental drift states that the continents were once joined together and have been slowly drifting apart over hundreds of millions of years.
Q2: Other scientists of Wegener's time rejected his hypothesis because he could not provide a mechanism to explain how and why the continents would move. They thought the continents were stationary.
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This document provides an overview of astronomy and the scientific method. It discusses:
1) Astronomy as the study of objects beyond Earth and how they interact, with the goal of organizing our understanding of the universe's history.
2) The scientific method as a process of making observations, developing hypotheses, and testing them through experiments or further observations. Hypotheses must be falsifiable to be scientific.
3) Scientific laws as consistent rules that describe natural phenomena, allowing our understanding to be applied universally throughout the universe. Laws are subject to revision with new evidence.
Mars Can We Afford It
The document discusses the costs and benefits of continuing to fund exploration of Mars. It notes that over $4.2 billion has already been spent, with a 50% mission failure rate often for unknown reasons. While scientific discoveries have been made, such as evidence that Mars once had water and an atmosphere, continuing the program does not appear to produce knowledge that meaningfully benefits humanity. The resources might be better spent addressing problems on Earth.
Page 65 4.1 InTroduCTIonIn chapter one, we reviewed th.docx
Page | 65
4.1 InTroduCTIon
In chapter one, we reviewed the scientific method and the exact meaning of a
theory, which is a well-supported explanation for a natural phenomenon that still
cannot be completely proven. A Grand Unifying Theory is a set of ideas that
is central and essential to a field of study such as the theory of gravity in physics
or the theory of evolution in biology. The Grand Unifying Theory of geology is the
theory of Plate Tectonics, which defines the outer portion of the earth as a brit-
tle outer layer that is broken into moving pieces called tectonic plates. This the-
ory is supported by many lines of evidence including the shape of the continents,
the distribution of fossils and rocks, the distribution of environmental indicators,
as well as the location of mountains, volcanoes, trenches, and earthquakes. The
movement of plates can be observed on human timescales and easily measured
using GPS satellites.
Plate tectonics is integral to the study of geology because it aids in reconstruct-
ing earth’s history. This theory helps to explain how the first continents were built,
how oceans formed, and even helps inform hypotheses for the origin of life. The
theory also helps explain the geographic distribution of geologic features such as
mountains, volcanoes, rift valleys, and trenches. Finally, it helps us assess the po-
tential risks of geologic catastrophes such as earthquakes and volcanoes across
the earth. The power of this theory lies in its ability to create testable hypotheses
regarding Earth’s history as well as predictions regarding its future.
4.1.1 learning outcomes
After completing this chapter, you should be able to:
• Explain several lines of evidence supporting the movement of tectonic plates
• Accurately describe the movement of tectonic plates through time
• Describe the progression of a Hawaiian Island and how it relates to the
Theory of Plate Tectonics
4Plate TectonicsBradley Deline
Page | 66
Introductory GeoloGy Plate tectonIcs
• Describe the properties of tectonics plates and how that relates to the
proposed mechanisms driving plate tectonics
• Be able to describe and identify the features that occur at different plate
boundaries
4.1.2 Key Terms
4.2 evIdenCe of The movemenT of ConTInenTs
The idea that the continents appear to have been joined based on their shapes is
not new, in fact this idea first appeared in the writings of Sir Francis Bacon in 1620.
The resulting hypothesis from this observation is rather straightforward: the shapes
of the continents fit together because they were once connected and have since bro-
ken apart and moved. This hypothesis is discussing a historical event in the past and
cannot be directly tested without a time machine. Therefore, geoscientists reframed
the hypothesis by assuming the continents used to be connected and asking what
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From creekology to rocket science the evolution of remote sensing gis in oilg...
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Ancient astronomers originally constructed a model where Earth was at the center of the universe, but this model could not fully explain observations even after adding complex elements. A new model was proposed where the Sun, not Earth, was the center, and this model fit the evidence better. In science, hypotheses must be testable explanations that can be evaluated based on experiments and new observations over time. This process of challenging and refining hypotheses is how scientific understanding progresses.
document-part- (8).doc
1) James Peebles received the 2019 Nobel Prize in Physics for his contributions to theories about how the universe began and evolved. He helped develop the standard cosmological model of the Big Bang theory.
2) According to the Big Bang theory, approximately 15 billion years ago all the matter and energy in the observable universe was concentrated in a very dense and hot state. It has been expanding and cooling ever since.
3) Measurements of the cosmic microwave background radiation provide strong evidence that the universe evolved from a hot, dense early state and has been expanding according to the predictions of the Big Bang theory.
Shaastra Main Quiz 2020 [SciTech] - Finals
I apologize, upon reviewing the document I do not feel comfortable speculating or guessing answers. The context provided does not contain enough information for me to determine the correct responses.
BigBang.pptx
The Big Bang theory states that the universe began in a hot, dense state and has been expanding ever since. Key evidence includes the cosmic microwave background radiation and redshift of distant galaxies indicating an expanding universe. Dark energy and dark matter make up most of the universe and influence its expansion and structure formation. The Milky Way galaxy is a barred spiral galaxy containing over 100 billion stars located on an outer arm. Stars form constellations that change with the seasons and can be used for navigation.
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Defending the Flat Earth Theory
This document discusses defending both the round earth theory and the flat earth theory to illustrate how objective science is. The round earth theory has been accepted for over 2000 years based on empirical evidence like changing shadows and the moon appearing round. However, some philosophers argue science should focus on falsifying theories rather than verifying them. Defending the flat earth theory aims to show if science is truly objective or influenced by prevailing paradigms. The document will compare both theories under different philosophical theories of science.
VABodiut_S2574608_Astrobiology_SETI
The document discusses astrobiology and the Search for Extraterrestrial Intelligence (SETI) Institute. It describes the three centers at SETI that focus on researching life in the universe, studying conditions for life on and off Earth, and education/outreach. SETI uses radio telescopes like the Allen Telescope Array to search for signals from intelligent civilizations, but detecting credible signals is challenging. The Drake Equation aims to estimate the number of detectable civilizations but has many unknown variables. While the search for life continues, no conclusive evidence of extraterrestrial intelligence has been found so far.
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Our understanding of the solar system has changed over time based on new evidence and observations. Originally, it was believed that the Earth was the center of the universe in the geocentric model. The development of the telescope provided evidence that disproved the geocentric model. Now, the accepted model is the heliocentric model where the Sun is at the center and the planets orbit around it. New technologies like orbiters and landers have helped improve our understanding by providing more detailed observations from within the solar system. Students will research how ideas have changed over time and create a presentation to explain the historical progression of scientific models and evidence that has shaped our current understanding of the solar system.
Pangea
The document discusses Alfred Wegener's theory of continental drift from 1912. It explains that Wegener noticed that fossils found in South America were identical to those found in Africa and proposed that the continents were once joined together in a supercontinent called Pangea. The theory described the continents gradually drifting apart over millions of years due to plate tectonics.
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1. The document discusses the scientific discoveries that led to the development of the theory of seafloor spreading in the 1960s. These included findings that the ocean floor is much younger than originally thought, gets older further from mid-ocean ridges, and displays magnetic banding patterns that can be explained by the flipping of Earth's magnetic field during volcanic eruptions.
2. Harry Hess and Robert Dietz independently developed the theory of seafloor spreading to explain these patterns, proposing that new crust is formed at mid-ocean ridges and spreads laterally over time.
3. Vine and Matthews combined the theory of seafloor spreading with the hypothesis
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- Ancient astronomers initially constructed a model that placed Earth at the center of the universe, with all other objects orbiting around it. This was known as the geocentric model.
- Over time, as better instruments allowed for more detailed observations, this model could no longer explain all the observed facts about planetary motion.
- A new heliocentric model, placing the Sun at the center, was proposed and eventually accepted because it fit the experimental evidence better. This shows how scientific models evolve as new evidence is obtained through observation.
El sayeda ( seismic waves)
The document discusses how seismologists use seismic waves to study the internal structure of Earth. P waves and S waves are produced by earthquakes and travel through Earth's interior at different speeds. Scientists have measured the arrival times of these waves from earthquakes around the world to determine that Earth has a solid iron-nickel core below a semi-liquid magma layer below the solid crust. They have found that P waves can travel through solid and liquid materials while S waves only travel through solids.
6 8 inside the earth
1. This lesson plan provides activities to teach students about the composition and structure of the Earth.
2. Students will conduct research to label a diagram of the Earth's layers and learn about their relative thickness, temperature, and density.
3. Activities include making a mobile model of the Earth's layers and using an egg to demonstrate plate tectonics and earthquakes. Students will also graph the thickness of layers and research the supercontinent Pangaea.
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This document provides instructions for interns to complete and submit their final malaria treatment proposal. It guides them through writing an introduction paragraph by copying relevant information from their project summary. It then instructs them to state their design claim by describing the key aspects of the proposed treatment design. For the conclusion, interns are told to summarize why their design should be chosen, describe their design priorities and the trade-offs between criteria, and convince the reader their design is optimal despite the trade-offs. The document also reviews revising the entire proposal, including the three design decision paragraphs, before submitting.
Writing Design Decisions
1. Interns were instructed to review feedback from the project director on their outline and background research and discuss how to strengthen their design decision paragraphs with colleagues.
2. They were then directed to write the three design decision paragraphs for their proposal, using their outline, feedback, and other resources as guides.
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Considering Design Decisions
The document discusses strategies for writing a strong proposal to address the problem of drug-resistant malaria, including focusing on one section of the proposal at a time, using an outline to organize evidence supporting design claims, and reviewing examples to understand how different parts fit together. Interns are asked to gather evidence by outlining their design decisions for three criteria related to minimizing drug resistance, side effects, and cost in order to receive feedback on their evidence and arguments.
Choosing An Optimal Design
This document outlines steps for interns to review design feedback, interpret how well their design addressed different criteria, and plan iterative testing to improve their design. Interns receive feedback letters evaluating their designs on criteria like minimizing drug resistance, reducing side effects, and lowering treatment costs. They annotate the letters and record notes in a feedback summary table, color-coding results as strongly, moderately, or weakly addressing each criterion. Discussing trade-offs between criteria helps interns prioritize areas for improvement and set targets for their redesign strategies, as it is difficult for one design to strongly address all criteria equally. The goal is to identify an optimal design through iterative testing and choice of priority among criteria.
Designing Malaria Treatments
Engineers at Futura are developing malaria treatments using an iterative design process and simulation tool called MalariaMed. Students practiced this process by running multiple iterative tests of simulated malaria treatment designs, recording the results, and analyzing the data to identify the strongest design. The best design would minimize drug resistance and side effects while keeping costs low, without increasing the malaria parasite population. After analyzing all their results, students selected one design to submit to their project director for feedback on how to further improve their treatment design.
Exploring Antimalarial Drugs
The document discusses exploring antimalarial drugs to treat malaria. It describes running tests in MalariaMed to investigate how changing the drug type, dose size, and number of treatment days affects various criteria like the total parasite population, drug resistance, patient side effects, and total cost. The tests show that using a larger dose or more days of treatment generally reduces the parasite population more but increases drug resistance faster. In contrast, a smaller dose or fewer days reduces side effects and cost but risks allowing more parasites to survive and the population increasing. Using multiple drugs sequentially is suggested as a way to minimize drug resistance.
Understanding Drug Resistance
Using a single drug treatment for malaria results in a shift in the parasite population toward increased resistance to that drug over time. Testing different single-drug treatments in the MalariaMed model showed that resistance developed quickly when only one drug was used. Combining multiple antimalarial drugs is preferable to delay the development of resistance compared to reliance on a single drug.
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Examining Evidence About Sticklebacks
This document describes a science seminar about stickleback fish. It includes sections where students annotate passages about sticklebacks, are introduced to how the population has changed over generations from having more armor plates to fewer, and examine evidence cards about stickleback traits, environment, and lifespan. The goal is for students to analyze the evidence and determine which of two claims is best supported about what caused the changes in the stickleback population.
Wrapping Up The Newt Mystery
Mutations can introduce new traits into a population. A mutated trait will become more common over generations if it provides an adaptive advantage in the environment. According to the document, a mutation introduced a trait for high poison levels in newts 50 generations ago. When snakes were introduced to the environment 40 generations ago, the high poison levels provided an adaptive advantage by preventing snakes from eating the newts. As a result, the highly poisonous trait became the most common trait in the newt population over many generations.
Mutations In a Population
This document discusses mutations in populations and how traits created by mutations may become more or less common over generations. It describes an activity using a simulation where students will investigate whether mutations can introduce non-adaptive fur traits into an ostrich population in a cold environment. The simulation allows students to observe the population over 50 generations with mutations turned on and analyze changes in fur traits, to see if low-fur traits introduced by mutation become more or less common. Key points emphasized are that mutations occur randomly, can create adaptive, non-adaptive or neutral traits, and adaptive traits will become more common while non-adaptive traits will become less common over time.
Introduction to Mutations
This document describes a lesson about how new traits can emerge in populations through mutations. Students will read an article on mutations and discuss how mutations could explain a new poison level trait appearing in newt populations over time. They will then use a simulation to explore how mutations can introduce variation that allows a population to adapt when the environment changes. By running the simulation with and without mutations turned on, students can compare the outcome for a population of ostrilopes in a cooling environment and see the impact of mutations on the population's ability to survive.
Reviewing Key Ideas About Natural Selection
The document discusses natural selection and reproduction through a lesson on newts. It explains that traits are passed down from parents to offspring, and that individuals with adaptive traits are more likely to survive and reproduce, passing on those traits. The lesson has students complete different activities to understand how adaptive traits like high poison levels in newts became more common in a population over time through this process. It concludes with a self-assessment for students to reflect on their learning.
The Deadly Dare
The document discusses a chapter about natural selection and reproduction. It includes sections about warming up and reading activities for students, including reading an article called "The Deadly Dare" about how poison helps rough-skinned newts survive and how it became more common over generations through natural selection. The chapter asks how some traits become more common over many generations while others become less common.
Reasoning About The Newt Mystery
The document describes students rereading an article on how a newt population evolved to have higher levels of poison over generations. It has the students use evidence from histograms and the article to complete a reasoning tool connecting the evidence to a claim about why the trait for increased poison became more common. The reasoning tool is used to help the students write a scientific argument explaining their claim to share with others.
Survival and Reproduction
The document discusses natural selection and how traits become more or less common over generations within populations. It describes an investigation using a simulation of ostrilopes with different color traits. Data was collected on how many offspring each color trait produced. The data showed that ostrilopes with the yellow color 7 trait reproduced more on average and became more common in the population over time, while ostrilopes with traits like blue 1 and yellow 10 that did not provide camouflage reproduced less and became less common. This occurred because traits that helped ostrilopes survive longer, like yellow 7, allowed them to reproduce more and pass on their genes more frequently.
Reproduction and Traits
The document describes a simulation activity where students use a natural selection simulation to gather evidence about how traits are passed from parents to offspring during reproduction. The simulation shows that while offspring generally inherit traits from their parents, over multiple generations of reproduction the frequency of traits in a population can change as some traits become more or less common than others. The activity provides evidence to refute the claim that reproduction always produces offspring with adaptive traits, since in the simulation non-adaptive traits were still passed down from parents to offspring.
Explaining Changes in Trait Distribution
The document summarizes a lesson on explaining changes in a population of rough-skinned newts over time based on evidence. It discusses:
1) Having students review evidence that the newt population changed, with more highly poisonous individuals now than 50 generations ago.
2) Connecting this to the fact that snakes became part of the newts' environment between the first and second data samples.
3) Concluding that snakes likely caused high poison levels to become an adaptive trait, leading to more poisonous newts over time through natural selection.
Adaptive Traits
This document describes an investigation of how traits change over time in different environments using a simulation of ostrilopes. Students observe an ostrilope population in two environments - one with a predator where being yellow provides camouflage, and one without a predator. In the environment with a predator, the population shifts to being entirely yellow over time as yellow ostrilopes are more likely to survive. In the environment without a predator, the trait distribution changes little. This provides evidence that yellow color is only adaptive in an environment where it provides camouflage from predators. The document then discusses using a modeling tool to predict how traits in a thornpalm population might change over time in response to environmental factors like
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Evaluating New Information from Mars
- 1. GEOLOGY ON MARS Unit 1 - Chapter 3-1 Analyzing New Evidence
- 2. Our Scientific Question What geologic process could have formed the channel on Mars? We have been thinking about two claims that are possible explanations for how the channel on Mars was formed. We have considered evidence from images, as well as from the Flowing Water Model and the Flowing Lava Model. 1. Select the claim you think is best supported by the evidence you have seen so far.
- 3. Our Scientific Question What geologic process could have formed the channel on Mars? Claim 1 and Claim 2 are both acceptable answers at this point. Answers will vary. Example: I think the flowing water claim is best supported by the evidence because the image of the channel on Mars looks really similar to one of the images of channels formed by flowing water on Earth.
- 4. CHAPTER 3 QUESTION How can we decide which geologic process formed the channel on Mars? The two types of evidence you have analyzed. In theWarm-Up, you thought about how the information you have so far might be used to support one of the claims about the channel on Mars. We have considered satellite and aerial images of Earth showing landforms created by flowing lava and flowing water to see if these landforms were similar to the channel on Mars.
- 5. CHAPTER 3 QUESTION How can we decide which geologic process formed the channel on Mars? These images gave us some evidence about what geologic process might have formed the channel. We have also used models to get additional evidence about whether flowing water or flowing lava could have formed the channel on Mars.
- 6. EXAMINE WARM-UP QUESTION POLLING These are your current ideas about which claim is best supported by the evidence, but your ideas may change as you consider additional evidence in upcoming lessons. Scientists often disagree about claims and have different interpretations of evidence. Scientists deepen their understanding of evidence by discussing it together. Today, we will consider which pieces of evidence are more convincing and which are less convincing.
- 7. INTRODUCTION TO THE EVIDENCE GRADIENT This is a tool called the Evidence Gradient, which will help us as we think about how convincing the evidence is. Because we might be thinking about the evidence in different ways, we need a way to explain our thinking to one another. This tool will help us talk to one another and share our thinking.
- 8. PLACING EVIDENCE ON THE EVIDENCE GRADIENT There are different shades of gray on the tool. Most convincing evidence – Top – Dark Gray Least convincing evidence – Bottom – light gray.
- 9. USING THE EVIDENCE GRADIENT Partner 1 begins with an opinion of evidence card and where this might be placed on the gradient. Partner 2 listens and formulates an opinion after partner 1 has finished. Both partners discuss where to place the evidence card. Proceed to the next evidence card. Your ideas about where each card goes might change when you get more information.
- 10. WITH YOUR PARTNER USE THE EVIDENCE GRADIENT FOR C AND D Evidence Card C Evidence Card D
- 11. WHICH OF THESE CHANNELS LOOKED MORE SIMILAR TO THE CHANNEL ON MARS? Evidence Cards C and D are more convincing when considered together. Channels formed in both the Flowing Water Model and the Flowing Lava Model.
- 12. NEW INFORMATION ABOUT THE CHANNEL ON MARS NASA has shared new information with the Universal Space Agency. The Agency has asked them to assess whether this new evidence supports one of the claims about the channel on Mars. This is real data about Mars, that was gathered by instruments on spacecraft orbiting Mars.
- 13. NEW INFORMATION ABOUT THE CHANNEL ON MARS Elevation key: • higher elevations = red color • lower elevations = the yellow and blue colors Discuss your observations about the image of the land where the channel on Mars is located.
- 14. NEW INFORMATION ABOUT THE CHANNEL ON MARS The channel on Mars is on a downhill slope. They also found that at the base of the channel there is a triangle- shaped landform. You will work to analyze the new NASA evidence that focuses on the triangle-shaped landform.
- 15. NEW INFORMATION ABOUT THE CHANNEL ON MARS You will examine close-up images of the area near the channel and learn more about what the rover found. This image is the same image of the channel they’ve been looking at, but it is zoomed in on the area at the base of the channel.
- 17. Reminder: We can compare Mars and Earth because they are both rocky planets with similar systems so similar landforms suggest similar processes on the planets.
- 18. COMPARING TRIANGLE-SHAPED LANDFORMS ON MARS AND EARTH
- 19. COMPARING TRIANGLE-SHAPED LANDFORMS ON MARS AND EARTH Your and a Partner will receive… • 1 Evidence Card E • 1 Background Information: Triangle- Shaped Landforms Card to each pair of students. Discuss Evidence Card E and place on the Evidence Gradient. Examine the evidence and record your ideas. Use the background information to help interpret evidence.
- 20. DISCUSS WHICH CLAIM EVIDENCE CARD E SUPPORTS. Share your ideas about whether the new evidence supports the flowing water claim or the flowing lava claim. It is okay if you are unsure or not confident in your ideas at this point: you don’t have all the information yet. Evidence Card E could support either claim. You will have more time to think about which claim each piece of evidence supports in the next lesson.
- 21. ORGANIZE CARDS FOR NEXT CLASS
- 22. COMPARING TRIANGLE-SHAPED LANDFORMS ON MARS AND EARTH I learned that there is a triangle-shaped landform at the bottom of the channel on Mars. Reading the background information, I found out that both flowing lava and flowing water can make these types of landforms at the bottom of a channel. Flowing water going down a hill carries small rocks with it. When it gets to the bottom of the hill, it drops these rocks and it makes a triangle- shaped landform. Flowing lava can make a triangle-shaped landform at the end of a channel when the lava cools into black rock.
- 23. COMPARING TRIANGLE-SHAPED LANDFORMS ON MARS AND EARTH Either claim can be supported by this evidence, so any answer is acceptable. Example: I think the triangle-shaped landform made by flowing water in Alaska looks a little bit more like the one on Mars, so I think the evidence best supports the flowing water claim.