The study found that the sediments separating the two events were characteristic of normal sedimentation, with burrows formed by creatures colonizing the ocean floor, erosion and transportation of sediments, and no evidence of structural disturbance" which means that there is no reason to believe that the asteroid impacted normal life in measurable fashion very quickly, or that fossil evidence of the asteroid's impact had been disrupted (New blow against dinosaur-killing asteroid theory, geologists find, 2009, National Science Foundation). Even defenders of the asteroid theory think it is unlikely that it was a one-time event that killed most of the life on planet earth, and believe that the asteroids created inhospitable conditions that developed over time. Recent research also indicates that the asteroid "landed in deeper water than previously assumed and therefore released about 6.5 times more water vapor into the atmosphere. The impact site also contained sulfur-rich sediments called evaporites, which would have reacted with water vapor to produce sulfate aerosols. This means that an increase in the atmospheric concentration of the compounds could have made the impact deadlier in two ways: not just by altering climate as assumed previously, but also by generating acid rain which h would explain why reef and surface...
As it fell on the water, acid rain could have turned the oceans more acidic" (Seismic images show dinosaur-killing meteor made bigger splash, 2008, UTA). However, this is still only conjecture, and many other competing theses remain popular in the scientific community, regarding the dinosaur's destruction, including volcanic activity, species competition, and continental drift (Hypothesis: Asteroid impact, 2009, PBS).
Dinosaurs: Warm-Blooded? There is presently much controversy regarding the issue of dinosaurs, as the fact that experts have access to a limited amount of resources concerning this matter makes it difficult for them to express certainties concerning this particular animal reign. Even with the fact that there are presently no living dinosaurs to be dissected, scientists have come up with a series of theories based on how dinosaurs behaved. In spite
Dinosaurs are a popular topic with young students of both genders and all ethnicities. Because they are extinct, dinosaurs generally take on a mythic character among children of this age; furthermore, because they are physically enormous and dominant, most students find them fascinating as almost fantasy creatures. Therefore, creating a thematic unit on dinosaurs for first and second graders was fun and rewarding. With the plethora of material available on
Bible Dinosaurs The Bible is an interesting book when it comes to trying to explain the existence of beasts on the planet prior to the time of the making of all that is "very good," namely the shaping of Adam and Eve their role in shaping humanity's nature. Not surprisingly, some of that interest when it comes to the beasts that we know of as dinosaurs, real problems exist. Math problems
In Paleontology, however, these wing digits have been considered as digits 1, 2 and 3 based on phylogenetic assessment of the fossil lineage suggesting that birds have evolved from theropod ancestors that had lost the fourth and fifth digits. Critics of this theory have suggested that birds have evolved from some other ancestors that had lost the first and fifth digits. Studies of developing limbs of chicken, including a
Jurassic Park The famous 1991 novel, Jurassic Park, is based on the subject of a wildlife preserve for dinosaurs. The renowned writer of this novel, Michael Crichton, hoisted the conventional phantom of the revivification of species that have been wiped out from the face of the earth by using conserving DNA samples ("Jurassic Park' 20 Years" C10). The uncontrolled genetic engineering produced outcomes that were not the concern of just the
Language Arts Writing - Standard 4: Gathers and uses information for research purposes. Reading, Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts. Listening and Speaking -Standard 8: Uses listening and speaking strategies for different purposes. Standard - Uses viewing skills and strategies to understand and interpret visual media. Standard 10 - Understands the characteristics and components of the media. Thinking and Reasoning Standard 1 -Understands and applies the basic
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