![]() ![]() Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over timeĬ1 Patterns. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. The transfer of energy can be tracked as energy flows through a designed or natural system.Ĭ7 Stability and Change. energy in fields, thermal energy, energy of motion). They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Students learn matter is conserved because atoms are conserved in physical and chemical processes. They can also learn that models are limited in that they only represent certain aspects of the system under study.Ĭ5 Energy and Matter. ![]() They can use models to represent systems and their interactions-such as inputs, processes and outputs-and energy, matter, and information flows within systems. Students can understand that systems may interact with other systems they may have sub-systems and be a part of larger complex systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.Ĭ4 Systems and System Models. They use cause and effect relationships to predict phenomena in natural or designed systems. Students classify relationships as causal or correlational, and recognize that correlation does not necessarily imply causation. They use patterns to identify cause and effect relationships, and use graphs and charts to identify patterns in data.Ĭ2 Cause and Effect. They identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems. Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure. Students learn some systems appear stable, but over long periods of time they will eventually change.Ĭ1 Patterns. Students measure change in terms of differences over time, and observe that change may occur at different rates. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.Ĭ7 Stability and Change. Students learn matter is made of particles and energy can be transferred in various ways and between objects. They can also describe a system in terms of its components and their interactions.Ĭ5 Energy and Matter. Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.Ĭ4 Systems and System Models. Students recognize natural objects and observable phenomena exist from the very small to the immensely large. You can find a script for the docent show here.Ĭ3 Scale Proportion and Quantity. The docent show covers Earth's energy budget in greater depth. This movie gives an overview of NASA's Search for Goldilocks Planets and can be used on its own or within a docent show as an introduction. Our moon is the right distance from the Sun, but without an atmosphere it is too hot in the day and too cold at night. ![]() Curiosity rover is on Mars collecting samples and has found water in rock, but so far no evidence of life. Mars is the right distance from the Sun, but does not have enough atmosphere and gets too cold at night.Venus is too close to the Sun with an atmosphere that is mostly carbon dioxide, thus it is much too hot for water.NASA continuously monitors Earth using sensors on satellites, aircraft, and in situ instruments as there is still a lot to learn about the processes that support life on Earth.Earth emits 70% of incoming energy back to space as heat (infrared radiation) About 50% of solar energy reaches the land and oceans and warms them Earth's atmosphere absorbs about 20% of incoming solar energy Earth reflects an average 30% of incoming solar energy back to space ![]() The energy Earth receives from the Sun is in balance with the energy our planet loses to space:
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