Zebra mussels were shown as an example of an invasive species and the resulting

Zebra mussels were shown as an example of an invasive species and the resulting disturbances to aquatic ecosystems were discussed. For this discussion board, I would like you to investigate a locally invasive organism and discuss the potential impacts that organism may have had environmentally and/or economically in your area. You really don’t have to look past your own yard to find many invasive species. Some commonly found examples in Texas to help get you started can be found here: https://www.texasinvasives.org/invasives_database/ (Links to an external site.). Here is a national invasive species website: https://www.invasivespeciesinfo.gov/index.shtml (Links to an external site.).The graded elements in this discussion board will be as follows:List at least 1 invasive species that you can find locally (note: you may have to do an Internet search of your area if you don’t know of any; you can always email me for help). Since we used Zebra mussels, you may not. (3.0 points)
Provide an image of the species you chose. (2.0 points)
Describe environmental and/or economic impact of the organism, can be positive and/or negative. (5.0 points)
Is there anything to be done to restore the native habitat? (5.0 points)
List the references you used to conduct your research (5.0 points
SECOND PART BELOW
USING THE SCIENTIFIC PROCESS TO STUDY HUMAN EVOLUTION
This worksheet complements the Click and Learn Using the Scientific Process to Study Human
Evolution.
INSTRUCTIONS
As you proceed through the slides, watch the embedded video clips, and answer the questions
below in the space provided.
QUESTIONS
Slides 1-4:
1. Why is context important when studying fossils?
2. Briefly explain what the Principle of Superposition and Principle of Association tell us about
fossils.
Principle of Superposition:
Principle of Association:
3. What do geologists mean when they say fossils were deposited “at the same time”?
4. Why might this create problems for a geologist?
5. Briefly explain how radiocarbon dating works.
www.BioInteractive.org Page 2 of 4
STUDENT WORKSHEET
Bones, Stones, and Genes:
The Origin of Modern Humans
6. How far back can radiocarbon dating be used to determine the age of fossils?
7. What kind of dating do geologists use for older fossils?
8. This method for dating older fossils works best on volcanic rock, but very few fossils are
preserved in volcanic rock. Discuss how scientists are still able to use this method to determine
the approximate age of fossils found in other layers.
Slide 5: Watch the video with Dr. White describing what he refers to as the “Paleo Pipeline.”
9. The “Paleo Pipeline” is an example of the scientific process used to study fossil evidence.
Describe the key steps in each phase of the Paleo Pipeline.
Search:
Recovery:
Preparation:
Analysis:
Publication:
www.BioInteractive.org Page 3 of 4
STUDENT WORKSHEET
Bones, Stones, and Genes:
The Origin of Modern Humans
Slide 6:
10. What does all science begin with?
Slide 7: Watch the video with Dr. White and answer the questions on the slide.
11. a. What was his question?
b. What was the evidence?
c. What was his conclusion?
Slides 8-10:
12. What evidence suggests that humans and dinosaurs never coexisted?
Slides 11-15:
13. Identify the key elements of the scientific process and the skills scientists use as they engage in
the scientific process.
14. Did humans make stone tools that were 2.6 million years old? If not, who may have made them?
Slide 16:
15. Does the scientific process have an end? Explain your answer.
www.BioInteractive.org Page 4 of 4
STUDENT WORKSHEET
Bones, Stones, and Genes:
The Origin of Modern Humans
Slides 17-18:
16. What were the two questions Dr. White and his colleagues asked about human evolutionary
history?
17. How did Dr. White and his colleagues test the first question?
Slides 19-21:
18. What evidence suggests that modern humans have existed for at least 80,000 years?
19. What evidence suggests that the human lineage has changed?
Summary:
20. Summarize what you have learned about using the scientific process to study human evolution.
AUTHOR
Nikki Chambers, West High School, Torrance, California, and Mark Eberhard, St. Clair High School, St. Clair, Michigan
Edited by Sandra H. Blumenrath, PhD, HHMI; copye
Requirements: N.A

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