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$Math 346 Exam 2 Show all work in a neat and organized fashion ...$

Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum http://www.nap.edu/catalog/11019.html SPATIAL THINKING IN EVERYDAY LIFE, AT WORK, AND IN SCIENCE 73 FIGURE 3.17 Ascribing meaning to the shape of a natural object: jigsaw-like fit of the coastlines of Africa and South America. SOURCE: Hamblin, 1994. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, N.J. FIGURE 3.18 Ascribing meaning to the shape of a natural object: Siccar Point. SOURCE: Dr. Clifford E. Ford, 2004, http://www.geos.ed.ac.uk/undergraduate/field/siccarpoint/images.htm. Copyright © National Academy of Sciences. All rights reserved.
Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum http://www.nap.edu/catalog/11019.html 74 LEARNING TO THINK SPATIALLY FIGURE 3.19 Ascribing meaning to the shape of a natural object: distribution of modern species of planktonic foraminifera. SOURCE: Kennett, 1982. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, N.J. ited under flowing water, and they use the orientation and asymmetry of the ripples to determine which way the current was flowing in the ancient body of water. Whether a river is meandering, straight, or braided tells geomorphologists about the energy regime (velocity) of a river. Similarly, the grain-size distribution of sedimentary particles tells sedimentologists about the velocity of an ancient river; it takes a higher energy flow to carry gravel rather than sand. To summarize from these examples, the shape of a natural object can be influenced by (1) its strain history, (2) the energy regime under which it was formed, (3) the chemical environment under which it formed, and (4) changes in the physical or chemical environments experienced after its initial formation. Geoscientists seek to reason backwards from observing the morphology to Copyright © National Academy of Sciences. All rights reserved.
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