Invasive Brown Tree Snakes Stun Scientists With Amazing New Climbing Tactic
This visually stunning introductory trailer choreographed to powerful music introduces the viewer to the characteristics that all life on Earth shares. It i. Objects at the atomic scale, for example, may be described with simple models, but the size of atoms and the number of atoms in a system involve magnitudes that are difficult to imagine. At the other extreme, science deals in scales that are equally difficult to imagine because they are so large—continents that move, for example, and galaxies.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. Some important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at an ancient civilization, the human body, or a comet. They are ideas that transcend disciplinary how to connect time warner cable box to tv and prove fruitful in explanation, in theory, in observation, and in design.
I n this chapter, we describe concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts were selected for their value across the sciences and in engineering. These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world. Although crosscutting concepts are fundamental to an understanding of science and engineering, students have often been expected to build such knowledge without any explicit instructional support.
Hence the purpose of highlighting them as Dimension 2 of the framework is to elevate their role in the development of standards, curricula, instruction, and assessments. These concepts should become common and familiar touchstones across the disciplines and grade levels. Explicit reference to the concepts, as well as their emergence in multiple disciplinary contexts, can help students develop a cumulative, coherent, and usable understanding of science and engineering.
Although we do not specify grade band endpoints for the crosscutting concepts, we do lay out a hypothetical progression for each. Like all learning. The research base on learning and teaching the crosscutting concepts is limited.
For this reason, the progressions we describe should be treated as hypotheses that require further empirical investigation. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated.
Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. Scale, proportion, and quantity. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineerin g.
Energy and matter: Flows, cycles, and conservation. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.
This set of crosscutting concepts begins with two concepts that are fundamental to the nature of science: that observed patterns can be explained and that. The next concept—scale, proportion, and quantity—concerns the sizes of things and the mathematical relationships among disparate elements. The next four concepts—systems and system models, energy and matter flows, structure and function, and stability and change—are interrelated in that the first is illuminated by the other three.
Each concept also stands alone as one that occurs in virtually all areas of science and is an important consideration for engineered systems as well. Regardless of the labels or organizational schemes used in these documents, all of them stress that it is important for students to come to recognize the concepts common to so many areas of science and engineering. Patterns exist everywhere—in regularly occurring shapes or structures and in repeating events and relationships.
For example, patterns are discernible how to write an abstarct the symmetry of flowers and snowflakes, the cycling of the seasons, and the repeated base pairs of DNA. Noticing patterns is often a first step to organizing and asking scientific questions about why and how the patterns occur. One major use of pattern recognition is in classification, which depends on careful observation of similarities and differences; objects can be classified into groups on the basis of similarities of visible or microscopic features or on the basis of similarities of function.
Such classification is useful in codifying relationships and organizing a multitude of objects or processes into a limited number of groups. Patterns of similarity and difference and the resulting classifications may change, depending on the scale at which a phenomenon is being observed. For example, isotopes of a given element are different—they contain different numbers of neutrons—but from the perspective of chemistry they can be classified as equivalent because they have identical patterns of chemical interaction.
Once patterns and variations have been noted, they lead to questions. Scientists seek explanations for observed patterns and for the similarity and diversity within them.
Engineers often look for and analyze patterns, too. For example, they may diagnose patterns of failure of a designed system under test in order to improve the design, or they may analyze patterns of daily and seasonal use of power to design a system that can meet the fluctuating needs. The ways in which data are represented can facilitate pattern recognition and lead to the development of a mathematical representation, which can then be used as a tool in seeking an underlying explanation for what causes the pattern to occur.
For example, biologists studying changes in population abundance of several different species in an ecosystem can notice the correlations between increases and decreases for different species by plotting all of them on the same graph and can eventually find a mathematical expression of the interdependences and food-web relationships that cause these patterns.
Human beings are good at recognizing patterns; indeed, young children begin to recognize patterns in their own lives well before coming to school. They observe, for example, that the sun and the moon follow different patterns of appearance in the sky. Once they are how to cheat party poker, it is important for them to develop ways to recognize, classify, and record patterns in the phenomena they observe.
For example, elementary students can describe and predict the patterns in the seasons of the year; they can observe and record patterns in the similarities and differences between parents and their offspring. Similarly, they can investigate the characteristics that allow classification of animal types e.
These classifications will become more detailed and closer to scientific classifications in the upper elementary grades, when students should also begin to analyze patterns in rates of change—for example, the growth rates of plants under different conditions.
By middle how to discard mattress nyc, students can begin to relate patterns to the nature of microscopic and atomic-level structure—for example, they may note that chemical molecules contain particular ratios of different atoms. By high. Thus classifications used at one scale may fail or need revision when information from smaller or larger scales is introduced e.
Many of the most compelling and productive questions in science are about why or how something happens. Today infectious diseases are well understood as being transmitted by the passing of microscopic organisms bacteria or viruses between an infected person and another. A major activity of science is to uncover such causal connections, often with the hope that understanding the mechanisms will enable predictions and, in the case of infectious diseases, the design of preventive measures, treatments, and cures.
Repeating patterns in nature, or events that occur together with regularity, are clues that scientists can use to start exploring causal, or cause-and-effect, relationships, which pervade all the disciplines of science and at all scales. For example, researchers investigate cause-and-effect mechanisms in the motion of a single object, specific chemical reactions, population changes in an ecosystem or a society, and the development of holes in the polar ozone layers.
Any application of science, or any engineered solution to a problem, is dependent on understanding the cause-and-effect relationships between events; the what are the smallest objects that biologists study of the application or solution often can be improved as knowledge of the relevant relationships is improved. Identifying cause and effect may seem straightforward in simple cases, such as a bat hitting a ball, but in complex systems causation can be difficult to tease out.
It may be conditional, so that A can cause B only if some other factors are in place or within a certain numerical range. For example, seeds germinate and produce plants but only when the soil is sufficiently moist and warm.
Frequently, causation can be described only in a probabilistic fashion—that is, there is some likelihood that one event will lead to another, how to fix a cracked screen on iphone 4 a specific outcome cannot be guaranteed.
For example, one can predict the fraction of a collection of identical. One assumption of all science and engineering is that there is a limited and universal set of fundamental physical interactions that underlie all known forces and hence are a root part of any causal chain, whether in natural or how to make a campfire systems.
Underlying all biological processes—the inner workings of a cell or even of a brain—are particular physical and chemical processes. At the larger scale of biological systems, the universality of life how to use a binding comb machine itself in a common genetic code. Causation invoked to explain larger scale systems must be consistent with the implications of what is known about smaller scale processes within the system, even though new features may emerge at large scales that cannot be predicted from knowledge of smaller scales.
For example, although knowledge of atoms is not sufficient to predict the genetic code, the replication of genes must be understood as a molecular-level process. Indeed, the ability to model causal processes in complex multipart systems arises from this fact; modern computational codes incorporate relevant smaller scale relationships into the model of the larger system, integrating multiple factors in a way that goes well beyond the capacity of the human brain.
In engineering, the goal is to design a system to cause a desired effect, so cause-and-effect relationships are as much a part of engineering as of science. Indeed, the process of design is a good place to help students begin to think in terms of cause and effect, because they must understand the underlying causal relationships in order to devise and explain a design how to find a gps coordinate can achieve a specified objective.
One goal of instruction about cause and effect is to encourage students to see events in the world as having understandable causes, even when these causes are beyond human control. The ability to distinguish between scientific causal claims and nonscientific causal claims is also an important goal. In the earliest grades, as students begin to look for and analyze patterns—whether in their observations of the world or in the relationships between different quantities in data e.
By the upper elementary grades, students should have developed the habit of routinely asking about cause-and-effect relationships in the systems they are studying, particularly when something occurs that is, for them, unexpected. Strategies for this type of instruction include asking students to argue from evidence when attributing an observed phenomenon to a specific cause.
For example, students exploring why the population of a given species is shrinking will look for evidence in the ecosystem of factors that lead to food shortages, overpredation, or other factors in the habitat related to survival; they will provide an argument for how these and other observed changes affect the species of interest.
In thinking scientifically about systems and processes, it is what to do with your old electronics to recognize that they vary in size e.
The understanding of relative magnitude is only a starting point. From a human perspective, one can separate three major scales at which to study science: 1 macroscopic scales that are directly observable—that is, what one can see, touch, feel, or manipulate; 2 scales that are too small or fast to observe directly; and 3 those that are too large or too slow.
Objects at the atomic scale, for example, may be described with simple models, but the size of atoms and the number of atoms in a system involve magnitudes that are difficult to imagine. At the other extreme, science deals in scales that are equally difficult to imagine because they are so large—continents that move, for example, and galaxies in which the nearest star is 4 years away traveling at the speed of.
As size scales change, so do time scales. Thus, when considering large what is a synonym for agriculture such as mountain ranges, one typically needs to consider change that occurs over long periods.
Conversely, changes in a small-scale system, such as a cell, are viewed over much shorter times. However, it is important to recognize that processes that occur locally and on short time scales can have long-term and large-scale impacts as well. In forming a concept of the very small and the very large, whether in space or time, it is important to have a sense not only of relative scale sizes but also of what concepts are meaningful at what scale.
For example, the concept of solid matter is meaningless at the subatomic scale, and the concept that light takes time to travel a given distance becomes more important as one considers large distances across the universe. Understanding scale requires some insight into measurement and an ability to think in terms of orders of magnitude—for example, to comprehend the difference between one in a hundred and a few parts per billion.
At a basic level, in order to identify something as bigger or smaller than something else—and how much bigger or smaller—a student must appreciate the units used to measure it and develop a feel for quantity.
To appreciate the relative magnitude of some properties or processes, it may be necessary to grasp the relationships among different types of quantities—for example, speed as the ratio of distance traveled to time taken, density as a ratio of mass to volume.
This use of ratio is quite different than a ratio of numbers describing fractions of a pie. Recognition of such relationships among different quantities is a key step in forming mathematical models that interpret scientific data. The concept of scale builds from the early grades as an essential element of understanding phenomena.
Young children can begin understanding scale with objects, space, and time related to their world and with explicit scale models and maps. They may discuss relative scales—the biggest and smallest, hottest and coolest, fastest and slowest—without reference to particular units what does a teacup pomeranian look like measurement.
1.2 What can I find in the Biopython package
Nov 13, · Since that time, biologists have learned a great deal about the cell and its parts; what it is made of, how it functions, how it grows, and how it reproduces. The lingering question that is still being actively investigated is how cells evolved, i.e., how living cells originated from nonliving chemicals. Figure shows the results of a study to determine the effect of soil air spaces on plant growth. Figure 67) The best conclusion drawn from the data in Figure is that the plant A) grows best without air in the soil. B) grows fastest in % air. C) grows best at soil air levels above 15%. Epicurus, founder of the school of philosophy called Epicureanism. The Epicureans were materialists in the modern, scientific sense. They accepted the physics of Democritus that the universe was composed entirely of empty space filled with atoms of differing shapes and weights that moved in non-linear paths (swerving) smashing together and latching into greater structures, composing the universe.
When biologists found three locally endangered Micronesian starlings dead in their nest box on Guam in , the culprit was obvious.
The birds are a frequent target of invasive brown tree snakes. The confounding part was how a snake managed to get into the nest in the first place. But an infrared trap camera pointed at the nest provided CCTV-like time lapse footage of the break-in: a snake had looped its body around the duct pipe and squirmed to the top in just over 15 minutes.
It was the first time that wildlife biologists Thomas Seibert and Martin Kastner had seen the behavior in the wild. But the year before, the scientists had witnessed the behavior in a lab. While trying to find strategies to stop snakes from reaching nest boxes, the scientists had placed a three-foot-tall, eight-inch-wide stovepipe over the top half of a six-foot-tall metal pole. They fastened a wide platform with two live mice in a cage at the top and placed the contraption in an enclosure with 58 snakes.
When reviewing time-lapse footage of the set up taken at night, they saw a snake wrap its tail around the pole, grab the other end of its body to form a secure loop and shimmy up to the top.
The unexpected climbing strategy is a unique form of snake locomotion that has never been seen before. The finding provides new insights into why brown tree snakes have been so devastating to birds on Guam, and will help conservationists devise new tools to protect the birds, like Micronesian starlings, that remain.
They swapped the large stovepipe for a smaller, six-inch-diameter stovepipe from Home Depot, and topped the pipe with a cage containing a dead mouse as bait. They placed the pipe in an enclosure housing 15 brown tree snakes. The discovery had immediate consequences. Biologists quickly relocated nest boxes that had been placed on poles that were the same size or smaller than the stovepipe used when the behavior was first observed, says co-senior author and Colorado State University wildlife biologist Julie Savidge.
The team also presented the first lasso-climbing video at an annual meeting of brown tree snake researchers in Brown tree snakes are nocturnal and spend most of their time balancing on branches in the treetops.
In concertina climbing , snakes grip a tree trunk or pole at two anchor points. Like rock climbers, snakes use their upper bodies to pull themselves upward, and then establish a grip with their lower bodies. When their lower grip is stable, snakes repeat the process to scale the structure. Unlike snakes using concertina locomotion, lasso-climbing snakes have only one anchor point, the loop around the cylinder. Lasso locomotion joins four other types of snake locomotion that have been recognized for more than years.
The method is the slowest and most strenuous way for snakes to move. On average, it takes a snake about two hours to climb just ten feet, says Savidge. The snakes take frequent breaks during the strenuous tactic to catch their breath.
Sometimes those breaks last for 10 to 15 minutes. Now that scientists know that brown tree snakes can climb this way, they can create better protections for the birds living in Guam.
Because large utility poles are not present across all of Guam, Savidge and Seibert are also testing new nest box structures on thin metal poles that are protected by a cone that is smallest at the bottom and flares at the top. The idea is that if a snake tries to lasso-climb the cone, it would need to loosen its grip as it climbed, which would make it fall. The new devices would be distributed across the island to help rebuild the Micronesian starling population.
By the s, brown tree snakes had driven ten species of Micronesian birds locally extinct on Guam. Micronesian starlings are the only remaining tree-dwelling birds on the island, and they are limited to two areas: Andersen Air Force Base, and a small island off the southwestern tip of Guam that the snakes invaded in The lasso locomotion shows just how creative snakes can be when they are faced with a new challenge. The discovery opens up several paths for future research.
Scientists may want to find out whether brown tree snakes in their native range also show lasso-climbing abilities, whether other snake species have the same climbing skills and whether lasso locomotion may lend itself to engineering.
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