We have found that the force of a moving object is the object's mass multiplied by it s acceleration. As a result, much work in the life s ciences remains in the early stages of observation, and the search for patterns in the observed phenomena is still young. Those areas of biology that are closely allied to chemistry-biochemistry and molecular biology, for example are today approaching the degree of mathematical precision of the older sciences. This is not true of ecology, evolutionary studies or developmental biology. These recent branches of biology must settle for hypotheses, theories and laws that can be stated in imprecise terms.
Earth science is a younger science.
It is not as well formulated as the older ones except where it deals in chemistry and physics. They need a background in science content on which to build. New students must learn many definitions in order to speak the language, but there is such a large body of knowledge it poses a problem. Science education today is faced with too much content. We must decide which are the important concepts our students need at a particular stage in their studies and what should be eliminated.