1.2 fast and slow changes - knowing science · 2020-01-07 · • differentiate between slow and...

1.2 Fast and Slow Changes | 39

© 2017 Knowing Science, LLC • www.knowingscience.com

1.2 Fast and Slow Changes

Earth’s history is divided into several eras. The length of each era is variable, but all are very long by human standards. Major events, like the formation of mountain chains and ocean basins, occur over very long periods. In contrast, the duration of an

PURPOSEEarth’s surface features change continuously. Some changes are fast and immediately

and occur over a longer period of time, such as weathering and erosion. These gradual processes shape landforms with water, ice, wind, living organisms, and gravity. The purpose of this lesson is to provide students with a foundational understanding of the processes that shape Earth’s features. This topic will be addressed in greater detail in Grade 4.

OBJECTIVESBy the end of the lesson, students will be able to:

• Differentiate between slow and fast changes to Earth’s surface

• Explain and give examples of weathering as a slow change

• Explain and give examples of erosion as a slow change

• Explain and give examples of fast changes to Earth’s surface

VOCABULARYIntroduce the following words during the course of the lesson. Make sure students have many opportunities to see the words in the classroom environment and to use the words as part of the

Student Activity Book.

• Erosion • Sediment • Weathering

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40 | 1.2 Fast and Slow Changes


PREPARING FOR THE LESSON1. 1.3 Erosion Prevention Design Challenge

You can either purchase sod locally, or plant grass seeds ahead of time to allow them to grow Grass Growing Kit, put 1½ to 2

inches of soil in the bottom of two of the plastic trays. Sprinkle the grass seeds generously over the soil, mixing it in lightly, and water as needed. The grass should be high enough in about one week, depending on the ambient temperature and the amount of available light.

2. Before Session 1, prepare an I Notice/I Wonder chart or continue the one from the previous lesson. Reference this chart as the lesson progresses.

“I Notice” “I Wonder” “I Wonder” Answers

You will need to locate and display the Weathering Photos, available online under Teacher Resources (see A Guide to the Knowing Science Activity Format). Optional: Make copies to distribute to each small group.

3. Before Session 3, determine how many sandcastles to construct and set up (the kit contains materials for 5 sandcastles), depending on how much space you have available. This investigation may also be done as a class demonstration, with lots of assistance from student volunteers.

To reduce cleanup time, cover the workspace(s). The “water test” may be done outdoors if space

be contained. Two to three sandcastles may be placed inside a deep dishpan, or a cardboard box lined with plastic.

To build the sandcastles, prepare the wet sand prior to the session: Put some sand in each of the paper cups from the Sandcastle Weathering Kit (one for each sandcastle you are planning to make), and then add water until the sand is the appropriate texture for modeling.

4. For Session 4, you will need to locate and display the Erosion Photos, available online under Teacher Resources (see A Guide to the Knowing Science Activity Format). Optional: Make copies to distribute to each small group.

5. Before Session 6, set up the three sloped trays with moist sand. Student helpers can assist with the extra details. For example, they can add pebbles (included in the kit) to represent rocks, and use paper or other materials to represent houses and trees. A template for paper houses is available online under Teacher Resources (see A Guide to the Knowing Science Activity Format).Sam

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Session 1: What is weathering?

Time: 30-35 minutes

Materials:• Weathering Photos (see Preparing for the Lesson)

• I Notice/I Wonder chart

Session 2: What causes weathering?

Time: 30-35 minutes

Materials:• Activity Sheet 1: Weathering Reading

• Activity Sheet 2: Graphic Organizer

Session 3: How can we make a model of weathering?

Time: 35-40 minutes

Materials:• Activity Sheet 3: Sandcastle Weathering

• Sandcastle Weathering Kit

• 5 Sloped trays

• Sand, about 5 cups

• Measuring cups

• Water

Session 4: What is erosion?

Time: 35-40 minutes

Materials:• Erosion Photos (see Preparing for the Lesson)

• I Notice/I Wonder chart

Session 5: What causes erosion?

Time: 35-40 minutes

Materials:• Activity Sheet 4: Erosion Reading


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Session 6: How can we make a model of erosion?

Time: 35-40 minutes

Materials:• Activity Sheet 5: Erosion Demonstrations

Shoreline/Beach Erosion:

• 1 Sloped tray

• Measuring cups

• 4-6 cups water

• 3-4 cups wet sand

• Optional: shells and pebbles

Hillside Riverbank Erosion:

• 1 Sloped tray

• Measuring cups

• Erosion Demo Kit

• Pebbles

• 4-6 cups water


• Optional: small objects to represent houses and trees

Landslide!

• 1 Sloped tray

• Measuring cups

• 2-3 cups water


• Optional: small objects to represent houses and trees

Session 7: What are some fast changes to Earth’s surface?

Time: 35-40 minutes

Materials:• Activity Sheet 6: Fast Changes


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TEACHING THE LESSON

Session 1: What is weathering?

NOTE: Weathering is the process that breaks down materials on the Earth’s surface into smaller pieces. Erosion is the process by which sediments produced by weathering are transported from one place to another.

1. Show students the Weathering Photos from the online Teacher Resources or distribute a printed copy to each small group (see Preparing for the Lesson). Say, “Here are some photos for you to look at. There are four different photos. Each group will have a minute or two to look at the photos. While you are looking at them, come up with a few details that you ‘notice.’ Also come up with one or two questions you might have about them. Be ready to share your ideas.” All the photos feature materials broken apart due to different kinds of weathering.

2. Have a group share. Tell students, “It is perfectly okay if more than one group notices the same details or has the same questions. That means you all agree on what you are seeing!” This should help with the “They took our idea” claim that second graders tend to make.

I Notice/I Wonder chart. These must be direct observations that students have made.

as to how many details to add under each heading.

3. Repeat the process with the rest of the photos. You should continue to refer to the chart throughout the lesson, adding answers to each of the “I Wonder”

4. Then say, “These photos are all examples of something called weathering. What do you think that means?” Accept reasonable ideas and have the class discuss them. If this is their initial exposure to the concept of weathering, many students may assume that weathering and weather are the same. It is important to head off any misconceptions about this right away. Weathering can be caused by weather, but is not the same as weather.

Asking Questions; Analyzing and Interpreting Data

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Session 2: What causes weathering?

NOTE:

1. previous session.

2. Distribute Activity Sheet 1: Weathering Reading and Activity Sheet 2: Weathering and Erosion Graphic Organizer. be done as a shared or guided lesson, depending on your students’ reading

ability to work independently.

3. Preview the directions, the subheadings for each section, and any vocabulary

shared lesson. It is important that students discuss and make decisions about which details to include under the “What Happens?” column. The main idea is that weathering is the wearing away of rock in one place caused by water, wind, ice, and plants.

4. Students will use Activity Sheet 2 throughout the lesson, adding details to it

safe place.

Session 3: How can we make a model of weathering?

1. Distribute Activity Sheet 3: Sandcastle Weathering and preview the

to follow simple directions as independently as possible, and to focus on making and recording observations. Have students sketch their sandcastles in the “Before” boxes.

2. Wind Test: Students should hold their straws near the front of their sandcastle (the side that faces away from the slope) and then blow through

the sandcastle. Most likely, the sandcastle will remain standing.

Obtaining, Evaluating & Communicating Information

Developing and Using Models

Planning and Carrying Out Investigations

Cause and Effect

Cause and Effect Sam

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3. Water Test: Students should take turns using the spray bottle to spray water on the front of their sandcastle. Depending on the sand-to-water ratio and the ambient temperature, it should not take more than 5 minutes for the sandcastle to collapse.

4. Ask students to draw “After” sketches of their sandcastles. Students may Activity Sheet 3 independently

(using their best sentence-writing and spelling skills), or you may guide the

5. To clean up the activity, save and dry out the sand so that it can be used

Session 4: What is erosion?

1. I Notice/I Wonder chart generated in Session 1have been addressed, add the answers to the “I Wonder Answers” column.

2. Now show students the Erosion Photos from the online Teacher Resources or distribute a printed copy to each small group (see Preparing for the Lesson). Using the same process as in Session 1, continue the I Notice/I Wonder chart or start a new one by asking students to share what they notice or wonder about the photos. Repeat the process same as in Session 1, sharing and listing students’ “I Notice” and “I Wonder” ideas for each photo. You will refer to the chart throughout the next few sessions, adding answers

3. Then say, “These photos are all examples of something called erosion. What do you think that means?” Accept reasonable ideas and have the class discuss them. Sam

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Session 5: What causes erosion?

NOTE:

1. Distribute Activity Sheet 4: Erosion Reading, and make sure that students have their copies of Activity Sheet 2: Weathering and Erosion Graphic Organizer that they started in Session 2. done as a shared or guided lesson, depending on your students’ reading

ability to work independently. Students will use Activity Sheet 2 again during Session 7, so make sure the sheets get stored in a safe place.


shared lesson. It is important that students discuss and make decisions about which details to include under the “What Happens?” column. The main idea is that erosion occurs when the material from weathering is moved to a new place by wind or water.

Session 6: How can we make a model of erosion?

1. Distribute Activity Sheet 5: Erosion Demonstrations. This session consists of three activities that illustrate various forms of erosion. Each activity may be set up and conducted by a small group, or you may conduct all three activities as teacher demos with student helpers.

2. If possible, view the following 7-minute video after introducing the activity and before actual work begins. The video is a student-produced teaching video from the Massachusetts Institute of Technology. It should serve as a humorous motivation for students.

3. Shoreline/Beach Erosiona. Make sure that you scatter shells and pebbles across the sand and bury

some in the sand.

b. Make sure to raise and lower the sloped tray gently so as not to splash too much water out.

4. Hillside/Riverbank Erosiona. The video clip illustrates this type of erosion to some extent. Help

directly into the source of the river).

5. Landslide! a. It is important to pour the water slowly and evenly across the top end of

the sloped tray. Once the “hillside” starts to fall, it will fall rapidly.

Cause and Effect

Cause and Effect


Developing and Using Models

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6. Have students make observations, draw “before and after” sketches, and

Session 7: What are some fast changes to Earth’s surface?

NOTE:

1. If possible, view the following 6-minute video at the beginning of the session. This is another student-produced teaching video from the Massachusetts Institute of Technology. The three little pigs are building new houses, one near an active volcano, another on a hillside (landslide), and a

2. Distribute Activity Sheet 6: Fast Changes, and make sure that students have their copies of Activity Sheet 2: Weathering and Erosion Graphic Organizerlesson, depending on your students’ reading levels, their experience with


shared lesson. It is important that students discuss and make decisions about which details to include under the “What Happens?” column. The main idea is that fast changes to Earth’s surface are very observable and

Cause and Effect


Obtaining, Evaluating, and Communicating Information

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BUILDING LANGUAGE FOR LITERACY1. Ask students to write a short paragraph that compares facts about slow

changes and fast changes to the Earth’s surface. How are they similar? How are they different?

ABOVE AND BEYOND1. Encourage to discuss new learning from this lesson, as well as any

preconceptions or initial misconceptions they had at the beginning. Conversations may include statement starters such as, “I used to think

2. Have students research the geology of your local area.

3. Invite an Earth Science teacher at your middle or high school to come talk to your class about areas where weathering can be observed or lead a stream table activity.

4. or erosion prevention.

5. information about Earth Science in general, including fossils and dinosaurs, rocks and minerals, Earth processes, and natural disasters.

ASSESSING STUDENT LEARNING1. You can use a rubric such as the one that follows to assess students’ learning.

EMERGING ACHIEVED ADVANCED

Differentiates between slow and fast changes to Earth’s surface

Can identify examples of slow and fast changes, with help from the teacher.

Can independently identify examples of slow and fast changes.

Can independently generate examples of slow and fast changes.

Explains and gives examples of weathering as a slow change

Can define weathering as a slow change with help from the teacher. With prompting, can offer one example.

Can define weathering as a slow change and generate one example, with minimal help from the teacher.

Can independently define weathering as a slow change and generate more than one example.

Explains and gives examples of erosion as a slow change

Can define erosion with help from the teacher. With prompting, can offer one example.

Can define erosion and generate one example, with minimal help from the teacher.

Can independently define erosion and generate more than one example.

Explains and gives examples of fast changes to Earth’s surface

Can define a fast change with help from the teacher. With prompting, can generate one example.

Can independently define a fast change and offer one example.

Can independently define a fast change and offer two or more examples.

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CROSSCUTTING CONCEPTSCause and Effect; Scale, Proportion, and Quantity

In this lesson, students read about and make models of some of Earth’s processes. They begin to understand how the Earth’s crust experiences slow and fast changes, and what the results of both kinds of change are.

SCIENTIFIC AND ENGINEERING PRACTICESAsking Questions; Analyzing and Interpreting Data; Planning and Carrying Out Investigations; Developing and Using Models; Obtaining, Evaluating, and Communicating Information

STANDARDS CORRELATIONSNext Generation Science Standards

2-ESS1-1. Use information from several sources to provide evidence that

Common Core State Standards for English Language Arts

CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.SL.4.1.C to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Sample



Sample



Activity Sheet 1: Weathering Reading

Name ________________________________

Directions: Read the text. Pay attention to vocabulary in bold print.

What is Weathering? Earth’s surface is constantly changing. Some changes are fast, while other changes are slow. Weathering and erosion are slow changes. What exactly is weathering?

Earth is made of rock. Wind, water, ice, and plants can act like sandpaper, wearing bits of the rock away into smaller pieces. Weathering is when these smaller pieces of rock fall to the ground and stay in one place.

Moving Water Causes WeatheringThink about rocks near the seashore, lake, or in a river. Moving water rushes over the rocks. As it moves, it carries sediment along with it, made up of tiny bits of rock or sand. The sediment rubs against the rocks. The rocks may tumble around. All this rubbing and bumping gives the rocks rounded edges and a smooth surface.

Rain falling on some rocks wears them away. Parts of some kinds of rocks can be dissolved by rain, leaving spaces or holes.

Ice Causes WeatheringImagine a rock with a big crack in it. Rainwater fills the crack and then freezes. When water freezes and turns to ice, it expands, or gets bigger. The ice pushes on the sides of the crack and makes the crack bigger. Finally, the crack becomes so big that the rock breaks into pieces.

Ice

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Wind Causes WeatheringGrains of sand in the soil are blown by the wind and wear off pieces of rock. After many years, smaller and smaller pieces of rock can break down to become part of the soil around it.

Plants Cause WeatheringSometimes, seeds fall into cracks that have soil in them. As the seeds germinate, their roots spread through tiny cracks in the rock. As the plants grow and the roots spread, they split the rock around them even further.

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Activity Sheet 2: Graphic Organizer

Name ________________________________

Directions: As you read, fill out details for each type change.

Name of Change What Happens?

Weathering Rock wears away into smaller pieces that fall to the ground and stay in one place.

Caused by: - moving water (sediment; rain) - ice - wind - plant roots

■ Fast

■ SlowErosion Makes rocks wear away into material called

sediment, which is then moved from one place to another.

Caused by: - moving water - wind - gravity - ice

■ Fast

■ SlowEarthquake Occurs along plate boundaries or along a fault when

rocks push and slide against each other and one side gives way. Movement spreads out in all directions. The strength depends on how much energy is released.

■ Fast

■ Slow

X

X

X

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Volcano Hot liquid magma from just below the surface pushes upward, moves toward a weak area in Earth’s crust, and breaks through.Some eruptions are explosive, while some occur more slowly.

■ Fast

■ SlowFlood A rainstorm, melting snow/ice, or a hurricane brings

too much water into an areaThe ground cannot absorb all of the water Flooding can happen quickly (in minutes) or slowly (over a few days).

■ Fast

■ SlowLandslide Weathered rock piles up on the side of a mountain

or hill, and when enough piles up, gravity causes a landslide. Weathered rock that combines with a large amount of water can cause a mudslide.

■ Fast

■ Slow

Answers may vary.

X

XX

X Sample



Activity Sheet 3: Sandcastle Weathering

Name ________________________________

Problem Question: How can we model weathering with sandcastles?

Materials: ✓ Paper cup ✓ Wet sand ✓ Tray ✓ Straw ✓ Spray bottle

Procedure:

1. Place the sandcastle in the shallow part of the sloped tray.

2. Wind Test: Hold the straw close to the sandcastle, but not touching the sandcastle. Blow air and observe.

3. Water Test: Hold the spray bottle close to the sand castle but not touching the sandcastle. Spray water. Wait and observe.

Observations: Draw the sandcastle “Before” and “After” testing.

Before Wind Test After Wind TestSample



Before Water Test After Water Test

Answers may vary.

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Observations:

1. What happened during the wind test?

Answers may vary. As the sand dries out, some will fly off and some will fall to the

base of the sandcastle. Most likely, the sandcastle will remain standing.

2. What happened during the water test?

Answers may vary. Depending on the sand-to-water ratio and the ambient

temperature, it should not take more than 5 minutes for the sandcastle to collapse.

3. What happens during weathering?

During weathering, wind, water, ice, and plants wear bits of rock away into small

pieces, and these pieces fall to the ground and stay in one place.

Sample



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Activity Sheet 4: Erosion Reading

Name ________________________________


ErosionErosion and weathering are similar in many ways. Both make rocks wear away into material called sediment. Moving water, wind, gravity, and ice can cause erosion. Both weathering and erosion slowly change Earth’s landforms.

Erosion is also different from weathering. Erosion is the movement of sediment (weathered material) from one place to another. Deposition occurs when these materials are dropped in a new place.

Moving Water Causes ErosionMoving water wears rock away. Then it carries the small pieces of sediment along with it to wear away rock in a different place. Rivers and oceans move large amounts of sediment, while creeks and streams move smaller amounts of sediment.

Waves along the ocean coast or even a large lake can erode the shoreline. When wind and waves combine, even more erosion occurs. This can happen during a hurricane, for example.

Wind Causes Erosion As wind blows, it picks up tiny bits of sand and sediment and carries them along. The sediment acts like bits of sand paper. The sediment may cause weathering in a different place. Stronger winds carry bigger pieces of sediment. Wind erosion is most common in desert and beach areas.

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Gravity Causes ErosionWeathered rock can pile up on the side of a mountain or hill. When enough piles up, gravity causes a landslide. Weathered rock that combines with a large amount of water can cause a mudslide.

Ice Causes ErosionIce can also cause erosion. When glaciers move across an area, they pick up things in their path. Glaciers can pick up everything from a small grain of sand to a huge boulder. Rocks and sediment are carried along with the glacier as it moves.

Weathering and erosion cause slow changes in landforms that can cause problems. You can do many things to help prevent erosion where you live. For example, encourage others to plant trees and grass wherever possible.

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Activity Sheet 5: Erosion Demonstrations

Name ________________________________

Directions: Read the directions for the demonstration carefully. Record your observations below.

Shoreline/Beach ErosionMaterials: tray; wet sand; water; shells and pebbles (optional)

Procedure:1. Pile the wet sand at the higher end of the

tray so it looks like a beach.

2. Optional: scatter shells and pebbles over your “beach” and near the water.

3. Pour 3-4 cups of water into the shallow end of the sloped tray.

4. Draw what you observe in the “Before” box below.

5. Carefully raise and lower the shallow end of the sloped tray, to show gentle waves against the beach. What happens?

6. Now start raising and lowering the tray a little faster, to show stronger waves. What happens this time?

7. Draw what you observe in the “After” box.

What happens: Much of the beach/shoreline has eroded into the water. Strong storms can create even more erosion.

Before After

Answers may vary. Answers may vary.

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Hillside/Riverbank ErosionMaterials: tray; wet sand; pebbles; water; cup; funnel; craft stick; small objects to represent houses and trees (optional)


sloped tray so it looks like a gently sloped hillside. Leave some empty space at the shallow end of the tray.

2. Use the craft stick to carve an S-shaped river into the hillside. Make it about 1 inch wide and ½ - ¾ inches deep.

3. Place pebbles along the edges of the riverbank. Optional: add houses and/or trees.

4. Draw what you observe in the “Before” box below.5. Hold the funnel at the beginning of your river. Pour water

through the funnel into the riverbed, so that it flows gently through it. Observe and draw. What do you see at the bottom of the hill?

6. Use the cup to pour water directly into the riverbed, so the water flows more strongly. Observe and draw. What do you see at the bottom of the hill? What happens to the objects along the riverbank?

What happens: As more water flows down the hillside at a greater speed, the sides of the riverbank fall apart.

Before Gentle Flow Stronger Flow

Answers may vary. Answers may vary. Answers may vary.

Sample




Landslide!Materials: tray; wet sand; 2-3 cups filled with water; small objects to represent houses and trees (optional)


sloped tray so it looks like a gently sloped hillside. Leave some empty space at the shallow end of the tray. Optional: if you have houses or trees, place them along the bottom half of the hill.

2. Draw what you observe in the “Before” box below.

3. Start pouring water evenly along the top edge of your hillside. Do not put too much water in any one place. More than one cup may be needed.

4. Observe and draw. What happens as the water flows over the sand on the hillside? What do you see at the bottom of the hill?

What happens: As more water soaks into the sand, gravity takes over and the sand slides down the hillside. Mudslides and landslides cause big problems for anything in their path. Houses and cars can become buried.

Before Landslide After Landslide

Answers may vary. Answers may vary.Sam

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Activity Sheet 6: Fast Changes

Name ________________________________


Fast ChangesEarth’s surface is constantly changing. Weathering and erosion change features slowly. Other changes happen more quickly. Changes from earthquakes, volcanoes, and flooding are fast and drastic.

Earth’s surface is made of pieces, like a huge puzzle. These pieces, called plates, are always moving, even if only a little bit. Sometimes they push and slide against each other. The pushing and sliding between plates sometimes causes a crack elsewhere in the crust called a fault. It is impossible for a single plate to move without affecting others. The movement of one plate can affect another plate even if it is thousands of miles away!

Volcanoes and earthquakes usually happen at boundaries, where plates meet. A volcano forms when hot liquid magma from just below the surface pushes upward. The magma moves toward a weak area in Earth’s crust and breaks through. Some eruptions are explosive, while some occur more slowly. Magma that reaches the surface is called lava. Volcanic eruptions cause big changes in surrounding areas.

Earthquakes occur along plate boundaries or along a fault. Rocks start pushing and sliding against each other. An earthquake happens when one side gives way. This creates movement that spreads out in all directions. The strength of the earthquake depends on how much energy is released. The Richter Scale measures the strength of an earthquake on a scale of 1 to 9, with 9 being the strongest. Earthquakes cause big changes in surrounding areas.

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A flood is the result of too much water moving into an area. It may be caused by a rainstorm; by snow and ice melting; or even by a hurricane. Rain usually soaks into the ground as it falls, but sometimes rain falls faster than the ground can soak it up. The water has to go somewhere else! Flooding can happen quickly (in minutes) or slowly (over a few days). Flooding can cause big changes to surrounding areas.

Sample

1.2 fast and slow changes - knowing science · 2020-01-07 · • differentiate between slow and...

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