describe the case study experimenting with a forest

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Unit 1: the living world: ecosystems, ap environmental science, gainesville high school (florida) - gainesville, recommended for you, students also viewed.

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Chapter 2: science, matter, energy, and systems, core case study: how do scientists learn about nature, experimenting with a forest, • hubbard brook ________________ forest in new hampshire, − compared the loss of water and nutrients from an ________________ forest (control site) with one, that had been ________________ (experimental site), • stripped site, − ________________ more runoff, − more ________________ nutrients, − more soil ________________, • discovering how ________________ works, • tools of the ________________, − ________________, − measurements, scientists collect evidence to learn how nature works, • steps in the ________________ method, − identify a ________________, − gather relevant ________________, − propose a ________________ to explain the data, − perform an ________________, collect data, and analyze, data to test the hypothesis, − ________________ the hypothesis as needed, − ________________ results, • developing a ________________, − physical or ________________ representation, − used to study _____________ systems like _____________, • scientific ________________, − well-tested and widely ________________ hypothesis, scientists are curious and skeptical and demand evidence, • scientific knowledge ________________ through the following:, − scientists ________________ details of methods and ________________., − ________________ review provides scientific _ - ______., • new data and ________________ can lead to ________________ hypotheses., critical thinking and creativity are important in science, • thinking ________________, − have a ________________ outlook, − evaluate ____________ and hypotheses using inputs from a variety of ______________ sources, − identify and evaluate personal ________________, biases, and beliefs to distinguish facts and, ________________ before coming to a conclusion, • ________________, creativity, and ________________ also vital, scientific theories and laws: the most important and certain results of science, • scientific ________________ (a why) ____________ does this happen, − ________________ tested and ________________ by evidence, − accepted by ________________ scientists in a field, • scientific ________________ or law of nature (a what) ________________ happens because..., − well-tested, widely accepted description of ________ repeatedly and in the same way in ________, reliable, unreliable, and tentative science, • ________________ science, − data, hypothesis, models, theories, and laws widely ________________ by experts, − results presented as reliable ________________ peer review or having been ________________, − ________________ scientific results without ________________ testing and peer review, limitations of science, • scientists cannot ________________ or disprove anything absolutely., − science attempts to establish high ________________., • scientists are not free of ________________ about their own hypotheses and results., • systems in the natural world involve a many ________________ and complex ________________., • ________________ number is the total number of ________________ and ________________, model of a carbon-12 atom, • ________________, − forms of an element with different ________________ numbers, − combination of ________________ or ________________ atoms of same or different elements, − held together by ________________ bonds, − atom or group of atoms with net ______________ or ______________ electric ______________, − formed when ________________ are gained or lost, − measure of comparative amounts of ________________ ions (h+), and ________________ ions (oh–) in a volume of water solution, − measured with ________, ▪ _____________ solution has ph equal to ____, ▪ ________________ solution has ph < 7, ▪ ________________ solution has ph > 7, • chemical ________________, − shows number of each type of atom or ion, in a ________________, • ________________ compounds, − a non metal and a metal bond together, – very strong hard to break, − example: ________________ chloride (nacl), − tend to dissolve in _____________ and break into ions, − two ________________ bond together, – weaker bond, easier to break, − example : ________________ (h 2 o), organic compounds, − contain at least two ________________ atoms, ▪ exception: ________________ (ch 4 ), ▪ ________________, ▪ simple ________________, − ________________: complex organic molecules, ▪ complex carbohydrates, proteins, ________________, ________________, and lipids, cells, genes, and chromosomes, − fundamental units of ________________, − all _____________ have one or more ______________, − sequences of ________________ within dna, − instructions called ________________ information, − create ________________ traits, • ________________: composed of many ________________, physical and chemical changes, • ________________ change, – ___________ change in ________________ composition, – change in ________________ composition, • ________________ energy, − ___________ of the energy that keeps us warm and supports plants and other organisms, − energy ________________ in the marketplace, − ________________ sun’s energy, − 90% comes from burning ________________ fuels, ▪ ______________, _____________, and natural gas, energy quality, • ________________ - ________________ energy, − ________________ energy with high capacity to do ________________ work, ▪ examples: high-temperature ________________, strong ________________, and energy, released by ________________ fossil fuels, • low-quality energy, − ________________ energy with ________________ capacity to do useful work, ▪ example: _________ - __________________ moving molecules, energy changes obey two scientific laws, • first law of ________________, − also called law of ________________ of energy, − ________________ is neither created nor ________________ in physical and chemical changes, • ________________ law of thermodynamics, − energy always goes from a ________________ ________________ to a ________________, useful form when it ________________ from one form to another, − as energy is transformed from one form to another ________________ increases,, • energy ________________, − measure of how much ________________ results from a unit of energy put into a system, − ________________ efficiency ________________ waste, • estimate: ___________ of energy used in the united states is wasted, − ________________ because of second law of thermodynamics (___________), − ________________ (_________), 2 systems and how they respond to change, − set of ________________ that interact in a ________________ way, − examples: human ________________, a cell, a tv set, and an ________________, • systems have ________________, flows, and ________________ of matter, ________________,, and information, − ________________ can affect their behavior, systems and feedback loops, − any process that ________________ or ________________ a change to a system, • positive feedback loop, − causes system to change further in the ________________ direction, − positive feedback loops are usually ________________, • ________________, or corrective, feedback loop, − causes system to change in ________________ directions, − negative feedback loops are usually ________________, • most ________________ in nature use ________________ feedback to enhance long-term stability, • ecological ________________ point, − natural system stuck in ________________ feedback loop can reach this point, − beyond this point, system ________________ so drastically that it suffers from severe, ________________ or _______________, tying it all together: the hubbard brook forest experiment and sustainability, • result of controlled _____________ showed clearing a mature forest _____________ natural capital, − loss of trees and ________________ altered forest’s ability to retain and recycle, ________________ and plant ________________, − forest lost much of life-sustaining ________________, • plants and soil ________________ lost.

• Multiple Choice

Topic : Unit 1: The Living World: Ecosystems

Subject : ap environmental science.

• Discover more from: AP Environmental Science AP (Advanced Placement) 999+   Documents Go to course
• More from: AP Environmental Science AP (Advanced Placement) 999+   Documents Go to course