6) Which of the following is a TRUE statement? A: Solids, liquids, and gases cannot be changed. B: When an ice cube melts and changes to water it is a chemical change. C: Changing a liquid to a solid, or a solid to a gas may be a physical change. D: The change in temperature of a liquid is not a physical change. 1) Chemists categorize chemical changes into three main classes. Which of the following is NOT one of those changes? A: Inorganic B: Organic C: Biochemical D: Geothermal
2) Which chemical change describes the reactions of elements and compounds that, in general, do not involve carbon and typically take place in laboratories or industries? A: Geothermal B: Inorganic C: Organic D: Biochemical
3) Which chemical change is concerned with the chemistry of carbon and the elements and compound with which it reacts? A: Geothermal B: Organic C: Inorganic D: Biochemical

events in order:

1.       vishnu schist

2. zoroaster granite

3. bass limestone

4. hakatar   shale

5. igneous intrusion

6. shinumo quartzite

7. dox sandstone

8. tapeats limestone

9. bright angel shale

10. muav limestone

11. temple butte limestone

12. redwall limestone  

nonconformity

answer: the unkar group shows angular unconformity because the layers are turned at angle.

unconformity

answer: specifically the angular unconformity occurs between the cambrian and precambrian rocks. the dox sandstone, shinumo quartzite, hakatar shale, and bass limestone have been filled. an angular unconformity occurs between the cambrian and precambrian rocks. the dox sandstone, shinumo quartzite, hakatar shale, and bass limestone have been filled.

disconformity

answer: the disconformities aremarked irregular lines between the sedimentaryrocks layers.

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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