(04.05 MC)
Which statement best describes two paths carbon dioxide can take through the carbon cycle?
O Carbon cycle ends when carbon dioxide is released when plants die and decompose.
O Carbon dioxide in the atmosphere is carried through the ocean with precipitation, and plants also use
O Carbon dioxide travels through the atmosphere through photosynthesis and cellular respiration
Plants use carbon dioxide to perform cellular respiration and release carbon dioxide as a by-product
Question 6 Multiple choice Worth 3 points)
ASIC

Answer:

Deforestation and the burning of fossil fuels such as coal and oil, are the two main causes of higher concentrations of carbon dioxide in the atmosphere.

The statement "Deforestation and the burning of fossil fuels such as coal and oil have led to higher concentrations of carbon dioxide in the atmosphere" refers to the fact that human activities have significantly increased the amount of carbon dioxide in the atmosphere, leading to a rise in global temperatures and climate change.

Deforestation contributes to this problem by reducing the amount of trees that absorb carbon dioxide during photosynthesis, while the burning of fossil fuels releases stored carbon into the atmosphere. These actions have negative impacts on the environment, including increased global temperatures, rising sea levels, and more frequent extreme weather events.

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--The complete question is, Deforestation and the burning of ___________ such as coal and oil, are the two main causes of higher concentrations of carbon dioxide in the atmosphere.--

Answer:

The change of color in the sample wells with the color in a known sample

Explanation:

Enzyme-linked immunosorbent assay (ELISA) is a technique widely used in molecular biology laboratories to measure antibodies, antigens and/or proteins in the samples that are being analyzed. This assay uses antibodies and color changes in order to identify target substances. The ELISA assay is heterogeneous because the antibody or the antigen is immobilized in a solid support composed by wells of microtiter plates. This assay uses chromogenic reporters and substrates that produce color changes, thus evidencing the presence of antigens which can be species-specific.

Answer:

NaCl

Explanation:

It's a compound.

Answer:

NaCl

Explanation:

because it is more than one element.

It is necessary for cells to have nucleus acids in their nucleus because they carry the genetic blueprint of a cell and carry instructions for the functioning of the cell.

A nucleic acid is a chain of nucleotides that biological systems use to store genetic information. It produces the DNA and RNA molecules, which hold the data necessary for cells to produce proteins.

A "polymer" of "nucleotides," or a long molecule made up of them, is referred to as nucleic acid. All life on Earth needs nucleic acids to store genetic information; in other words, nucleic acids serve as the "source code" or fundamental blueprint for the creation of cells.

Your genetic information, which you acquired from your parents, is stored and transmitted by nucleic acids. Genes are unique pieces of nucleic acids that are in charge of creating every protein in your body. 

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An example of a transverse wave that I have observed is a wave on the surface of a body of water, such as an ocean wave or a wave in a pool.

A transverse wave is a type of wave that involves the movement of particles in a medium (such as a solid, liquid, or gas) perpendicular to the direction of the wave. In other words, the particles of the medium move up and down or side to side as the wave passes through. This is in contrast to a longitudinal wave, which involves the movement of particles along the direction of the wave.

Examples of transverse waves include waves on the surface of a body of water, light waves, radio waves, and microwaves. These types of waves are all characterized by the movement of the particles that carry the wave being perpendicular to the direction of the wave. Transverse waves are also described by their wavelength, which is the distance between two successive crests or troughs of the wave, and their frequency, which is the number of cycles of the wave per second.

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Answer: A guitar string or oscillating jump rope are examples of transverse waves.

Explanation: The real actual answer from Edmentum

Answer the answer is c mu guy

The study of the cell is called cell biology. There are two types of cells on the basis of development and are prokaryotic cells and other are eukaryotic cells.

The correct answer to the question is option A.

According to the question, all the options are correct for the virus except option A. viruses can not able to reproduce by themselves due to the absence of their own genetic machinery.

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Answer:

Limpets

Explanation:

Since the arrows represent flow of energy, and there is no path of energy from fish to limpets, limpets won't be affected at all.

Answer:

The correct answer is - during active cellular growth and after cell lysis

Explanation:

Endotoxins, also known as LPS, are part of the outer leaflet of the outer membrane of the cell wall of gram-negative bacteria. These LPS especially Lipid A LPA released into the circulation when there is a disruption of the intact bacteria or after cell lysis. These are present in cell-associated bacteria such as Gram-negative pathogens such as Escherichia coli, Salmonella, Shigella, Pseudomonas, and others.

Answer: Lysosome

Explanation: A lysosome is a membrane-bound cell organelle that contains digestive enzymes. Lysosomes are involved with various cell processes. They break down excess or worn-out cell parts. They may be used to destroy invading viruses and bacteria. (Hope this helps!)

Answer: i think it's a A 50-mL volumetric cylinder with 0.1-mL accuracy scale

Explanation:

Robotic systems are being already used to carry out some kinds of surgery, in order to make it less invasive and avoid mistakes. So the answer is letter D.

Answer:

Cork formation is a type of secondary growth that occurs in the stems and roots of woody plants. Gum formation, on the other hand, is a type of defense mechanism that occurs in response to injury or infection.

Explanation:

Allelic and genotypic frequencies of population in Hardy-Weinberg equilibrium remain the same generation after generation. p² ≅ 0.35, q² ≅ 0.17, 2pq ≅ 0.49.

The Hardy-Weinberg equilibrium is a theory that states that allelic and genotypic frequencies of population in equilibrium remain the same through generations. Being in equilibrium means the population is not evolving.

Assuming a diallelic gene, the allelic frequencies in a locus are represented as p and q.

The genotypic frequencies after one generation are

The addition of the allelic frequencies equals 1

p + q = 1.

The sum of genotypic frequencies equals 1

p² + 2pq + q² = 1

By having one single data and clearing the previous equations, we can calculate all the alleleic and genotypic frequencies.

In this case, we know the value of the recessive allele frequency,

q =  0.41

And we can use it to get the dominant allele frequency

p + q = 1

p + 0.41 = 1

p = 1 - 0.41

p = 0.59

Now that we have the allelic frequencies, we can get the genotypic frequencies.

p² = 0.59² = 0.3481 ≅ 0.35

q² = 0.41² = 0.1681 ≅ 0.17

2pq = 2 x 0.59 x 0.41 = 0.4838 ≅ 0.49

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Answer:

Explanation:

Cells are considered the basic units of life in part because they come in discrete and easily recognizable packages. That's because all cells are surrounded by a structure called the cell membrane — which, much like the walls of a house, serves as a clear boundary between the cell's internal and external environments.

Answer:

The correct answer is (A). Stimulus travels as a nerve signal on a nerve fiber. EDIT: Answer B

Explanation:

The statement(s) below that accurately construct explanations that explain the diversity of species on Earth after mass extinctions are B, D and E.

B, D, and E accurately explain the diversity of species on Earth after mass extinctions. Speciation (B) involves populations diverging into new species, increasing biodiversity.

Adaptive radiation (D) occurs after extinctions, with surviving species rapidly evolving to fill vacated niches, thus promoting diversification.

Shifting tectonic plates (E) create geographic isolation of populations, allowing them to diverge into new species over time. These processes contribute to the recovery of biodiversity and the proliferation of new species following mass extinctions.

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The ability of two individuals to effectively generate viable, fertile offspring (biological species concept), whether individuals resemble one another morphologically (morphological species concept), how closely connected individuals are evolutionarily (phylogenetic species idea), and whether the person uses or is capable of using the same set of biological resources; in other words, whether they occupy the same "niche" (ecological species concept).

The situation and data at hand will determine which species notion is most useful. Extinct species are represented by branches in the figure below that don't reach the top of the diagram (or taxa). Due to the extinct nature of mastodons, it is hard to determine whether or not individuals from various populations were able to interbreed (biological species concept).

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The planets in our solar system are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

What is Solar System?

The solar system is the collection of celestial bodies that orbit around the Sun. It includes the Sun, eight planets, dwarf planets, moons, asteroids, comets, and other small bodies. The eight planets in our solar system, listed in order of their distance from the Sun, are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

Mercury is the fastest-moving planet in the solar system, revolving around the Sun in only 88 days. It is named after the Roman god Mercury, who is commonly known as the messenger of the gods.

Venus, the brightest of the known planets before the invention of the telescope, is also the hottest planet in the solar system with surface temperatures that reach up to 464 °C (867 °F). It is named for the goddess of love and beauty.

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The two pieces of evidence that support the theory of the expanding universe are the red shift of light from distant stars and the existence of cosmic background radiation.

The correct answer is option B.

1. Red shift of light from distant stars: The observation of redshift in the light coming from distant galaxies provides evidence for the expansion of the universe. Redshift occurs when the light waves from an object moving away from an observer are stretched, causing a shift towards longer wavelengths. This phenomenon is consistent with the Doppler effect, where the wavelength of light appears to stretch as the source moves away. The redshift of light from distant stars indicates that galaxies are moving away from us and from each other, supporting the idea that the universe is expanding.

2. Existence of cosmic background radiation: The discovery of cosmic background radiation further supports the theory of the expanding universe. Cosmic background radiation is a faint, uniform microwave radiation that permeates the entire universe. It is believed to be residual radiation from the Big Bang, the initial event that is thought to have initiated the expansion of the universe. The presence of cosmic background radiation provides strong evidence for the hot, dense early stages of the universe and its subsequent expansion.

Based on the information provided in the diagram, it is not possible to determine the identity or nature of the celestial objects labeled X. The diagram only represents the expansion of the universe over time and does not provide specific details about individual celestial objects.

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Answer:

NAD+ (nicotinamide adenine dinucleotide) is indeed crucial for ATP production, even in anaerobic pathways such as glycolysis followed by fermentation. Allow me to explain the significance of NAD+ and its role in ATP production.

During glycolysis, glucose is broken down into pyruvate, producing a small amount of ATP and NADH. The conversion of NAD+ to NADH occurs during the oxidation of certain molecules, including glucose, in the pathway. This conversion is essential because NADH carries high-energy electrons that can be used in subsequent steps to generate more ATP.

In aerobic respiration, NADH is further utilized in the electron transport chain (ETC) within the mitochondria. The ETC transfers electrons from NADH to oxygen, generating a significant amount of ATP through oxidative phosphorylation. However, in anaerobic conditions where oxygen is limited, like during fermentation, the ETC cannot function.

Here's where NAD+ becomes critical. In order to keep glycolysis running and continue generating ATP, the NADH produced during glycolysis must be converted back to NAD+. This allows glycolysis to continue producing ATP, even without the presence of oxygen. Without a mechanism to regenerate NAD+, glycolysis would halt due to a lack of NAD+, leading to a severe reduction in ATP production.

Fermentation pathways differ depending on the organism, but they all involve the regeneration of NAD+. For example, in lactic acid fermentation, pyruvate is converted into lactate, which involves the transfer of electrons from NADH to pyruvate, regenerating NAD+. Similarly, in alcoholic fermentation, pyruvate is converted into ethanol, again regenerating NAD+.

In summary, NAD+ is essential in anaerobic ATP production because it serves as a coenzyme that accepts electrons and facilitates the conversion of NADH back to NAD+. By regenerating NAD+, cells can sustain glycolysis and continue producing ATP, even in the absence of oxygen.

Science teachers consider practical sciences to be a valuable component of science education for several reasons:

Hands-on Learning: Practical sciences provide students with the opportunity to engage in hands-on learning experiences. This approach allows students to actively explore and manipulate materials, conduct experiments, and make observations.

Example: In a biology class, students may conduct a dissection of a preserved specimen to study the anatomy and structure of organisms. By physically dissecting and examining the different organs and systems, students gain a tangible understanding of the subject matter.

Application of Theory: Practical sciences enable students to apply theoretical knowledge acquired in the classroom to real-world situations. By engaging in practical activities, students can bridge the gap between abstract concepts and their practical applications, fostering a more comprehensive understanding of scientific principles.

Example: In a chemistry class, students might perform experiments to understand chemical reactions and concepts like stoichiometry. By actually mixing and observing different substances, measuring quantities, and analyzing the results, students can see how theoretical concepts translate into practical applications.

Development of Scientific Skills: Practical sciences help students develop essential scientific skills, such as critical thinking, problem-solving, observation, data analysis, and communication. Through practical activities, students learn to formulate hypotheses, design experiments, collect and analyze data, draw conclusions, and communicate their findings effectively.

Example: In a physics class, students could design and conduct an experiment to investigate the relationship between force and motion. By planning the experiment, taking measurements, analyzing the data, and presenting their findings, students enhance their scientific skills and develop a deeper understanding of physics concepts.

Engagement and Motivation: Practical sciences often increase student engagement and motivation in science education. Hands-on activities provide a more interactive and dynamic learning environment, making science more interesting and accessible to students. It can spark curiosity, promote active participation, and cultivate a sense of wonder and excitement about the natural world.

Example: In an environmental science class, students may visit a local ecosystem to conduct field observations, collect samples, and analyze the data they gather. By immersing themselves in the real environment and actively participating in the scientific process, students are more likely to be motivated and engaged in their learning.

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The process of a round-the-alimentary canal trip is very interesting. This is because it moves the food processed through the action known as Peristalsis.

The alimentary canal may be dfeined as the pathway through which food enters our body and moves out through the anus after digestion. It is a tube-like structure that starts from the mouth and ends in the anus. Humans are complex multicellular organisms.

The food contains three macronutrients that require digestion before it can be absorbed. They include fats, carbohydrates, and proteins. Through the process of digestion, these macronutrients are broken down into molecules.

Roughages, also known as dietary fibers are the type of carbohydrates, which are undigested by the body.

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Eh...

Based off what I know, it is any of several spherical bacteria of the genus Staphylococcus, occurring in pairs, tetrads, and irregular clusters, certain species of which, as S. aureus, can be pathogenic for humans.

Thanks!

Answer: I hope this is helpful mark me brainlist if correct then no if wrong Happy Thanksgiving

Explanation:

staphylococcus- a bacterium of a genus that includes many pathogenic kinds that cause pus formation, especially in the skin and mucous membranes.Staphylococcus is a genus of Gram-positive bacteria in the family Staphylococcaceae from the order Bacillales. Under the microscope, they appear spherical, and form in grape-like clusters. Staphylococcus species are facultative anaerobic organismsStaphylococcus (staph) is a group of bacteria. There are more than 30 types. A type called Staphylococcus aureus causes most infections. Staph bacteria can cause many different types of infections, including: Skin infections, which are the most common types of staph infections.

Answer:

D

Explanation:

An example of osmosis occurs when a sugar solution and water, top, are separated by a semipermeable membrane. The solution's large sugar molecules cannot pass through the membrane into the water. Another good example of osmosis would be dipping a sponge into water, because there is a higher concentration outside, so the water goes in and makes the sponge expand

Answer:

B) the shriveling of a cell after salt is poured on it

Explanation:

During osmosis, water moves from a low concentration to a high concentration. Since the salt is outside the cell membrane, it makes the outside have a higher concentration than the inside of the cell; causing the water to move from the cell and the cell shriveling.

Answer:

Explanation:

vPoint Source - a source of water discharged to surface water through a discrete point - generally through a pipe, ditch, or channel.

Nonpoint Source - Nonpoint sources, such as parking lots or athletic fields, discharge runoff water to groundwater or surface water; runoff does not come from  a pipe, ditch, or channel. These sources may contain pollutants such as pesticides, motor oil, and soaps.

Navigable Waters of the United States  For the purposes of the Clean Water Act, the term "navigable waters" includes:

all waters used in commerce, including groundwater;

all interstate waters including wetlands, mudflats, and sand-flats; and

all other waters such as lakes, rivers, streams, wetlands and sloughs.

EPA policy states, "The majority of facilities in the U.S. have the potential to discharge to navigable waters."  The Supreme Court decision in (2006) requires the Army Corps of Engineers and the EPA to determine whether there is a "significant nexus" between a navigable waterway and an area a spill might affect.  In June of 2007, EPA and the Army Corps of Engineers released provisional interpretive guidance regarding the "significant nexus” question. According to this guidance, the agencies will assert jurisdiction over traditional navigable waters, wetlands adjacent thereto, and relatively permanent tributaries thereof. The agencies will generally not assert jurisdiction over swales and ditches that lack routine water flow. Finally, the agencies will apply the "significant nexus" requirement and make a case-by-case, fact-specific analysis on impermanent tributaries and other wetlands.

Additional executive orders were issued 2015 in 2019.  Under the 2019 proposal, traditional navigable waters, tributaries to those waters, certain ditches, certain lakes and ponds, impoundments of jurisdictional waters, and wetlands adjacent to jurisdictional waters would be federally regulated. It also details what are not "waters of the United States," such as features that only contain water during or in response to rainfall (e.g., ephemeral features); groundwater; many ditches, including most roadside or farm ditches; prior converted cropland; stormwater control features; and waste treatment systems.

Could the requirement for one or more NPDES Discharge Permit apply to my campus?

If your campus discharges pollutants directly to navigable waters of the United States through a point source, you must obtain an NPDES permit or redirect the flow of the waste.

Stormwater releases from certain activities require an NPDES permit. The most common activities on college campuses requiring NPDES permits for stormwater are construction activities disturbing more than 1 acre, hazardous waste storage areas operating under the Resource Conservation and Recovery Act permit system, steam-generating power plants, and airports. See Stormwater section below.

Regulations issued by local water authorities, or Publicly Owned Treatment Works (POTWs), not NPDES permits, govern discharges into sanitary sewer systems. See Sewer Use (POTW) section below for more information about requirements for using POTWs for commercial or industrial waste disposal.

What do I have to do related to NPDES Discharge Permits?

Determine where wastewater flows from buildings and processes on your campus. Any industrial or commercial operation (e.g., ice rink melt pits, floor drains, and vehicle wash stations) that discharge into a water of the United States may require an NPDES permit. If required, you must obtain such a permit from the appropriate regulatory agency, probably your state environmental agency.

French drains, dry wells, and septic system leach fields are different from point source discharges because they do not immediately affect surface water. Some state and federal environmental agencies manage these systems under the Underground Injection Control program, part of the Safe Drinking Water Act. See Safe Drinking Water Act for more information.

Details of NPDES