whats the structure of pons
Answer:
A pons structure is a bulbous shape and has two main components - the basis pontis (aka basal/ventral part) and the pontine tegmentum (aka dorsal part). In Psychology the pons is the structure of the brain the acts like the "bridge"(Latin ) for the midbrain and medulla.
Explanation:
Hope that helps
In a mouse population, some mice have thicker fur than others, but there are more mice with thinner fur. The climate in which these mice live has slowly gotten colder.
Answer:
What is the question?
Explanation:
. The nitrogen that exists on Earth was created by nitrogen-fixing bacteria. True or False
Answer:
Verdadero
Explanation:
all you need is in the photo
ASAP
Answer:
B
Explanation:
Mendel established several principles of heredity from his experiments and observations. What did he conclude regarding the inheritance of genes from parents?
This could be wrong but, he said that we take 50% from each parent.
23 from mom and 23 from dad to make up the full 46. Each of those chromosomes carry a specific genetic code.
Hope it’s right :)
Describe the energy transformations that exist on earth and in your daily life. Describe at least 3 factors and why each one is important. 40 POINTS
Answer:
Energy is the fundamental need of our everyday life. ... This means that we can convert electrical energy into heat energy and light energy, solar energy can be converted to chemical energy, potential energy can be converted into kinetic energy, Gravitational potential energy can be converted into kinetic energy etc.
Explanation:
The Sun transforms nuclear energy into heat and light energy.
Our bodies convert chemical energy in our food into mechanical energy for us to move.
An electric fan transforms electrical energy into kinetic energy.
Please do let me know if the image is too blurry to be read. Do also double click on the image as this sometimes resolves the issue.
Answer:
its too blurry
Explanation:
Normal hemoglobin
Which statement explains the relationship between DNA and the hemoglobin in red cells?
A)The DNA sequence mutates to allow the hemoglobin to carry oxygen.
B)The DNA sequence folds at the proper location to shape the hemoglobin.
C)The DNA sequence is built from the RNA determined by the hemoglobin.
D)The DNA sequence encodes the amino acid sequence that forms the hemoglobin.
Answer:
CHEATING AHHHHHHH... WE cheating together tho
Explanation:
5. Speed is a __________ but has no direction whereas, velocity is a ______________ which includes direction. A vector has ____________ and _______________.
Speed is a scalar quantity but has no direction whereas, velocity is a magnitude which includes direction. A vector has magnitude and direction.
Answer:
. Speed is a ____scalar quantity______ but has no direction whereas, velocity is a ______vector quantity________ which includes direction. A vector has __magnitude__ and __direction___.
What relationship exist between amino acid and protein?
Explanation:
When connected together by series of peptide bonds, amino acids form a polypeptide, another word for protein. The polypeptide will then fold into a specific conformation depending on other interactions (dashed lines) between its amino acid side chains.
Amino acids are the subunits or monomers of proteins i.e. proteins are made up of amino acids.
WHAT ARE PROTEINS?
Proteins are one of the four major biological molecules in nature. Proteins are polymeric compounds made up of long chains of structures called AMINO ACIDS. Amino acids come together in a chemical reaction called CONDENSATION REACTION to form complex protein molecules. Each amino acid is linked to one another by a covalent bond called PEPTIDE BOND. Peptide bond is a kind of covalent bond that links two amino acids together. It forms between the amino group (-NH2) of one amino acid and carboxyl group (-COO) of anotherHence, amino acids are monomeric units of protein molecules.
Learn more: https://brainly.com/question/2024631
Explain the mechanisms by which sex-linked
diseases are inherited.
Answer:
Sex-linked diseases are passed down through families through one of the X or Y chromosomes. X and Y are sex chromosomes. Dominant inheritance occurs when an abnormal gene from one parent causes disease, even though the matching gene from the other parent is normal. The abnormal gene dominates.
Answer:
Sex-linked diseases are passed down through families through one of the X or Y chromosomes. X and Y are sex chromosomes. Dominant inheritance occurs when an abnormal gene from one parent causes disease, even though the matching gene from the other parent is normal.
Please help me I can’t fail please fast
Answer:
C
Explanation:
Spores are single-celled and seeds have multiple cells
There is a history of global temperatures changing, but why is this change different? (1 point)
O The Earth is getting cooler everywhere instead of warmer.
There are more species on the planet this time.
O This shift in temperature is happening more quickly.
O It is not different; this is a regular shift in temperature.
Answer:
1) high water temperatures and water acidity cause coral polyps to expel algae, causing them to turn white in color
2) acidic carbon dioxide dissolves in water, lowering the water's pH
3) the shift in temperature is happening more quickly
4) to protect itself from the sun
5) the biodiversity of the water
Explanation:
should be 100% on the quick check if you put those answers
There are different ranges in temperature. Why is this change different is because this shift in temperature is happening more quickly.
Why are temperature around the world different?There are a lot of factors affecting temperature such has latitude. Most times, the places closer to the Earth's equator are said to be far warmer than those near to the poles.
The recent rise in temperature is said to be due to a new forcing. here, the greenhouse gas emissions from human activity, is said to have driven atmospheric CO2 to its highest level.
learn more about temperature from
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Combustion is another word for?
A.Transportation
B.Respiration
C.Burning
D.Fossil Fuels
Hii..
Plzz answer..
Note the relationship between the first two words and suggest the suitable word(s) for the fourth place.
Ques. - Axons : Nerve :: Cytons : .......
The thumbs of humans can grasp things because they are ___.
a) upright
b) opposable
c) unjointed
d) thin
Answer: b. is the correct answer opposable
Explanation:
opposable: (of the thumb of a primate) capable of moving toward and touching the other digits on the same hand.
Is Earth always the same distance from the
Sun? Explain.
Answer:
No
Explanation:
The earth travels in an ellipse, an ellipse is a flattened circle, and the sun is closer to one end of that ellipse and far in another end. That said the Earth is not the same distance as the sun
Which of the following environmental factors would positively influence the survival and reproduction of only light peppered moths?
A.
A forest fire that burns down the trees.
B.
Laws that improve air quality and restrict pollution.
C.
Increasing the number of factories that burn coal into the air.
D.
A disease that infects the light peppered moths and not the dark.
Answer:
The correct answer is - option B. laws that improve air quality and restrict pollution.
Explanation:
The dark peppered moths were the adaption of the light peppered moths due to the change in the environmental condition of increased pollution that made tree bark dark in color and allows birds to easily prey on the light peppered moths.
This leads to natural selection and light moths become dark but the after Clean Air Act was that there was less pollution then there is less soot in the air, so trees were less black which result in the Light-colored moths would increase, and dark-colored moths would decrease.
• What does the Human Genome Project decode?
• How is that code represented?
• What has the project revealed about the differences between humans and bananas?
• What questions does the Human Genome Project raise for you?
• What are outliers, and what is their value in understanding disease?
• How can a genetic mutation be advantageous?
• How is the knowledge of mutations being used to combat the HIV virus?
In this activity, students learn about the Human Genome Project. They do an interactive Web activity which simulates the process scientists use to determine the sequence of chromosomal DNA bases. Then they learn how two teams of scientists raced to decode the human genome. Next they explore a stretch of sequenced DNA on the Web to learn about the function of different sections of DNA code. They learn how knowledge of the human genome is being applied to medicine. They also learn about genetic variation among humans and between humans and other species. Finally, they assess what they have learned about the Human Genome Project by playing a game of Jeopardy.
Objectives
Learn about the purpose and work of the Human Genome Project
Describe the process of sequencing human DNA
Understand the functions of different stretches of code on a chromosome
Recognize the similarity in the genetic code among humans and between humans and other species
Learn how the Human Genome Project can contribute to curing diseases
Suggested Time
1-2 class periods
Multimedia Resources
Human Genome Project QuickTime Video
Sequence for Yourself Flash Interactive
The Sequencing Race Begins QuickTime Video
Explore a Stretch of Code Shockwave Interactive
HIV Immunity QuickTime Video
Genetic Variation QuickTime Video
Genome Facts HTML Document
Jeopardy Game Show PDF Document
Extract Human DNA from Cheek Cells HTML Document
Use these resources to create a simple assessment or video-based assignment with the Lesson Builder tool on PBS LearningMedia.
Materials
Jeopardy Game Show (PDF) review
Before the Lesson
Review the concepts of and relationships between DNA, genes, proteins, chromosomes, and traits.
After the Lesson
Do a wet lab in which students extract their own DNA from a cheek cell (see Extract Human DNA from Cheek Cells activity).
The Lesson
Part I
1. Show the Human Genome Project video. Discuss the following:
What does the Human Genome Project decode?
How is that code represented?
What has the project revealed about the differences between humans and bananas?
What questions does the Human Genome Project raise for you?
2. Now have students explore the DNA sequencing process by doing the Web activity Sequence for Yourself. Use the following questions to elicit student responses, either in writing or as part of a whole-class discussion:
Why does the DNA have to be cut into pieces? How is this done?
How are DNA copies made in the lab?
How do primers and special fluorescent nucleotides help determine the DNA sequences?
How does the overlapping of DNA segments allow the entire sequence of a DNA molecule to be read?
3. Show video The Sequencing Race Begins. Ask:
What is the process for sequencing the human genome?
How has the way scientists read the genetic code changed in recent years?
Why is the map of the human genome considered only the beginning of the Human Genome Project?
4. Have students Explore a Stretch of Code and take notes as they do it. Then ask the following and discuss as a class:
What does the majority of the DNA in chromosomes code for?
What is the role of gene promoters like TATA boxes?
How does the "machinery" of the cell know where to begin reading the gene?
What are exons, and what is their function in the chromosomes?
What are introns, and what do they do? What happens to them when DNA is transcribed into mRNA?
What are the roles of "hitchhiking" and ancient code in human DNA, and where did they come from?
How alike is the DNA from two different humans?
What is a gene, and what role do genes play in the human body?
5. Show the video HIV Immunity to examine some of the benefits of mapping the human genome. Ask:
What are outliers, and what is their value in understanding disease?
How can a genetic mutation be advantageous?
How is the knowledge of mutations being used to combat the HIV virus?
6. Show the video Genetic Variation and discuss the following:
Whose genes are being sequenced in the two human genome projects?
Are these genes representative of the human species? Why or why not?
What is the percentage of genetic difference between any two humans?
What does the similarity of basic functions between different organisms indicate?
7. Finally, have students read the Genome Facts document. Have students use these facts and what they have learned about the Human Genome Project to create a series of answers and questions for a Jeopardy quiz show. (
Which of the following organisms lived during the Paleozoic Era?
A) dinosaurs
B) flowering plants
C) grasses
D) trilobites
D. Trilobites
Trilobites made their entrance onto the Earth's stage during the late Cambrian Period. This is the first and oldest division of the Paleozoic Era.
I would appreciate brainliest, if not that's ok!
At which latitudes do we find Earth's major deserts?
Answer: Around 30-50 degrees of latitude. This is roughly right above and below the equator.
Theophrastus , Carl Linnaeus , Aristotle, charakan . Find the odd one
Answer:
Charakan
Explanation:
The odd one out would be Charakan.
Theophrastus, Carl Linnaeus, and Aristotle are all scientists that contributed to the science of classification of living organisms (taxonomy).
Aristotle was the first scientist to classify living organisms into plant and animal kingdoms based on the artificial system of classification.
Theophrastus was a student of Aristotle and he wrote a book, De Historia Plantarum, classifying about 480 plants.
Carl Linnaeus invented the binomial system of naming living organisms in which organisms are given two names - the species and the genus name.
Charakan has no known contribution to taxonomy. Hence, the name is the only odd one.
Explain the connection between nitrogen-fixing bacteria and the use of
fertilizer.
Answer:
They contain symbiotic rhizobia bacteria within nodules in their root systems, producing nitrogen compounds that help the plant to grow and compete with other plants. When the plant dies, the fixed nitrogen is released, making it available to other plants; this helps to fertilize the soil
your thoughts on doing the Examination of Conscience?
Please share your thoughts!
It would really help me
Answer:
Explanation: Examination of conscience is a review of one's past thoughts, words, actions, and omissions for the purpose of ascertaining their conformity with, or deviation from, the moral law.
How are rivers made ?
Answer:
Rivers usually begin in upland areas, when rain falls on high ground and begins to flow downhill. They always flow downhill because of gravity. They then flow across the land - meandering - or going around objects such as hills or large rocks.
Explanation:
Hope this helps!
Answer:
A river is created when water moves from higher elevation to lower elevation. It usually goes downhill, and can join with other rivers. The river ends when it flows into an ocean.
I hope this helps!
CELLS
Question
Answer
1.A cell is "the smallest unit of life".
Explain what that means in your own
words.
2. What does Unicellular mean?
3. What does Multicellular mean?
4. Give 3 examples of different cell types
(look at the pictures)
Answer:
1.its microscopic and it is the building block to every organism
2. unicellular means 1 cell or type of cell
3. Multicellular means multiple cells or types of cells
4. prokaryotic, eukaryotic?
Multiple Choice
Which of the following is typical of aerobic respiration?
decreases a plant’s weight
contains two stages, glycolysis and fermentation
produces methane as a byproduct
produces little energy
Answer:
decreases a plant’s weight
Explanation:
Aerobic respiration is a process of respiration in which oxygen is required and the byproducts of aerobic respiration are carbon dioxide, water and energy.
Plants undergo aerobic respiration and it is a catabolic process in which complex compounds in plants turns into simpler compounds. This process reduces the dry weight of the plants.
Glycolysis is the first step in both aerobic and anaerobic respiration so it is not a typical aerobic respiration.
Hence, the correct answer is "decreases a plant’s weight".
Story #1
Once upon a time, there lived a population of mountain people whose members all had wings but different
types-either bat wings or bird wings. 40% of the population had bat wings and 60% of the population had bird
wings. One day, a storm hit that lasted for several weeks. Those with bat wings were able to fly around and
find food because their wings were water resistant, while those with bird wings were not able to get food
because their feathers were not water resistant and got soaked through. Many of the bird-winged people starved
and did not survive, so their alleles decreased in the gene pool, lowering the frequency of the bird wings in
future generations. Over many generations, the environment had more and more long periods of rain and the
genetic makeup of the population shifted to 10% with bird wings and 90% with bat wings.
What is the trait being described?
What are the variations that exist in this population?
3. How did the event lead to the change in allele frequency?
Alleles?
4. What type of evolutionary mechanism did this story show?
5. Was there an adaptation in this story? If so, identify it.
6. Did the change make the population more or less similar to other populations?
7. Would this increase or decrease reproductive isolation?
Increase or decrease speciation?
8. Did the new population change for the better, worse, or have no effect? Why?
Answer:
The trait being described is the ability to fly in rainy season.
Explanation:
The trait being described is the ability to fly in rainy season. The people with bat wings and people with bird wings are present in the population. The event lead to the change in allele frequency because the population of people with bird wings die due to starvation. Yes, the bat wings were adapted to that environment so they are able to survive. The change make the population less similar to other populations because population of people with bat wings increases as compared to other population. Yes, the new population change for the better of the ecosystem because the population is able to controls the population of other species in the ecosystem.
Some fungi and insects benefit each other; the fungi protects the insects from predators and the insects spread spores for the fungi. This is an example of a _______ relationship.
Some fungi and insects benefit each other; the fungi protect the insects from predators and the insects spread spores for the fungi. This is an example of a mutualistic relationship.
What is a Mutualistic relationship?A mutualistic relationship may be defined as a +,+ type of interaction in which both species benefit from the existence of each other. Example includes lichens, mycorrhizae association, coral reefs, etc.
In the question, the Fungi protect the insects from predators and benefit the insects to get survivability, while in return insects spread spores for the fungi and assist them in their reproduction process.
Therefore, both insects and fungi undergo a mutualistic type of relationship through which both species benefit from the existence of each other.
To learn more about Mutualism, refer to the link:
https://brainly.com/question/19548821
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WIll MARK BRAINLIST PLZZ HELPN DUE IN 20 min Which are the two ways that scientists investigate the impact of limiting factors on a population? (Choose 2)
Group of answer choices
researching climate change
scientific experiments
learning about molecular bonds
observational studies