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5. Heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. As a basis for understanding this concept: a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. b. Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. d. Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.
9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. As a basis for understanding this concept: c. Students know the importance of water to society, the origins of California's fresh water, and the relationship between supply and need.
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer- linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. d. Formulate explanations by using logic and evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.