Match each kind of scientist with an aspect of the hot spring she or he might study.

a. geologist
b. ecologist
c. sociologist
d. meteorologist

relationships between organisms and the hot spring.

human behavior around the hot spring.

rocks around and under the hot spring.

atmosphere and weather around the hot spring.

A. Geologist :  rocks around and under the hot spring

B. ecologist :  relationships between organisms and the hot spring

C. sociologist : human behavior around the hot spring

D. meteorologist : atmosphere and weather around the hot spring

A hot spring a natural phenomena or human induced phenomena, in which the hot groundwater comes out from the earth's crust, which is heated geothermally by heat present in the geosphere.  

A. Geologist :  rocks around and under the hot spring

A geologist is a scientist which will likely to find cause of the hot spring that is related to the types of rocks, gases if any present inside the crater from where the water comes up.

B. ecologist :  relationships between organisms and the hot spring

An ecologists is a scientists who observes the interaction of living beings with their external physical environment and also interaction that occurs among the species. An ecologists will likely to find the impact of hot spring on the organisms living around the hot spring.

C. sociologist : human behavior around the hot spring

A sociologists is a professional who studies the interaction among different population of the human beings. A sociologist will likely to find the response or reaction of a human society towards the hot spring.

D. meteorologist : atmosphere and weather around the hot spring

A meteorologist is a scientist who studies the weather conditions. The meterologist will likely to find the impact of the hot spring on the atmosphere. As the water liberated is extremely hot, the impact of hot water on the atmosphere and weather conditions can be studied by the meteorologist.

nucleus

would be most reasonable answer tbh

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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