This lesson is the first in a three-part series that addresses a concept that is central to the understanding of the water cycle—that water is able to take many forms but is still water. This series of lessons is designed to prepare students to understand that most substances may exist as solids, liquids, or gases depending on the temperature, pressure, and nature of that substance. This knowledge is critical to understanding that water in our world is constantly cycling as a solid, liquid, or gas.
In these lessons, students will observe, measure, and describe water as it changes state. It is important to note that students at this level "...should become familiar with the freezing of water and melting of ice (with no change in weight), the disappearance of wetness into the air, and the appearance of water on cold surfaces. Evaporation and condensation will mean nothing different from disappearance and appearance, perhaps for several years, until students begin to understand that the evaporated water is still present in the form of invisibly small molecules." (Benchmarks for Science Literacy<span>, </span>pp. 66-67.)
In this lesson, students explore how water can change from a solid to a liquid and then back again.
<span>In </span>Water 2: Disappearing Water, students will focus on the concept that water can go back and forth from one form to another and the amount of water will remain the same.
Water 3: Melting and Freezing<span> allows students to investigate what happens to the amount of different substances as they change from a solid to a liquid or a liquid to a solid.</span>
A tend line I believe (I am going off the other guy cause they are right.)
climate
Changes in the composition of the atmosphere have caused gradual changes in earth's <u>climate</u> throughout history, causing changes in plant and animal life that contributed to mass extinctions.
The following are some of the reasons:
- UV light
- climate
- pollutants
- hydrofluorocarbons
heat
- The surface of the Earth warms up as sunlight strikes it.
- Surface-emitted infrared light is absorbed in the atmosphere and transformed into heat.
- The temperature close to the surface rises as a result of this heat being trapped in the atmosphere.
<h3>UV light:</h3>
- indirect impacts of climate change on UV radiation from the surface.
- By changing the concentrations of ozone, UV-absorbing tropospheric gases, aerosols, and clouds in the atmosphere, climate change may have indirectly affected UV radiation levels in the past.
- These influences are probably going to persist in the future.
<h3>climate:</h3>
- People are at risk from food and water shortages, greater flooding, high heat, an increase in disease, and economic loss due to climate change.
- Conflict and human migration are potential outcomes.
- Climate change is the top hazard to world health in the twenty-first century, according to the World Health Organization (WHO).
<h3>pollutants:</h3>
- these are also resulting in the increase of temperature of the Earth and is also damaging ozone layer.
To learn more about the changes in earth visit:
brainly.com/question/13434833?
#SPJ4
Mechanical twinning occurs in metals having body center cubic and hexagonal closed packed structures. Twinning is said to occur when a portion of a crystal takes up an orientation that is related to the orientation of the untwinned lattice in a definite symmetrical manner.
Answer:
I think the answer is
Our solar system will always be part of the Milky Way.
