Milestone one BIO

12:59 21% ! X KCC_Fall20_Sci51_Unit2_CC_Glo... •.. LUNU. UU U IU LUM wU U LUU Sci 5100 • Unit 2 • Climate Chang Student Name Homework Ques (1.) What does this fisherman have to worry about (Slide #1)? (2.) How does this glacier cause the sea level to rise (Slide #2)? (3.) Why is the glacier retreating (Slide #3)? (4.) Compare and contrast the iceberg water with the ocean water (Slide #4)? Similarities? Differences? (5.) Why are the polar bears feeding on garbage (Slide #5)? (6.) Why does the polar bear refuse to leave the floating ice (Slide #6)? Hint #1: Carefully watch this video and read the titles • Hint #2: Carefully study your Sci 510 Hint #3: Carefully read your Sci 5100 Calendar Sci 5100 • Unit 2 •Climate Chang Student Name Homework Ques (7.) Why are pools of water in the tundra evidence of global warming (Slide #7)? II

What's More Activity 5.1 Directions: Match the following terms in Column A with their definitions in Match This Column B. Column A Column B _1. Eon A. time periods defined by the life forms that were present; usually measured in terms of tens of millions to hundreds of millions of years _2. Period B. smaller divisions of time; usually measured in millions to tens of millions of years 3. Era C. the longest period of time; measured in billions of years _4. Epoch D. second longest period of time; measured in hundreds of millions to billions of years

PLEASE fill in all the blanks. I'm so desperate right now.

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18- Indicate  whether  the following chemicals or conditions would result in an increase, decrease, or have no significant effect on the levels of dissolved oxygen in a stream. Group of answer choices Lower temperature              [ Choose ]             No significant effect             Increase             Decrease            respiration              [ Choose ]             No significant effect             Increase             Decrease            pesticides              [ Choose ]             No significant effect             Increase             Decrease            organic waste              [ Choose ]             No significant effect             Increase             Decrease            photosynthesis              [ Choose ]             No significant effect             Increase             Decrease            nitrate and phosphate fertilizers              [ Choose ]             No significant effect             Increase             Decrease            normal…

Orion Chapter 3 Learning Personalized Diagor x orion chapter 3 - adaptive.wileyplus.com/secure/adaptiveLearningDashboard;jsessionid%3D3196244D2E WileyPLUS < ORION Microbiology 1 Ch 3: Fundamentals of Chemistry (1 of 20) Q 3.1: Water's high boiling point: (Select all that apply) A assists in ice formation during winter. aids in maintaining membrane moisture. contributes to cell stability in hot climates. D is a direct consequence of its polarity. O Mark for Review Confidence MAY 19

lluminate XO X NPS_Q1_Science_Biology_2022-2023 Question 7 Y ▶ Human Activities and Earth's Atmosphere vidence from scientific studies supports the claim that human activities are contributing to the creasing average global surface temperature on Earth as observed for the past 100 years. The oncentration of greenhouse gases in Earth's atmosphere have increased during this time and are ought to be the major cause for changes in global climate Graph 1 represents the relative ntribution of human activities that are likely causing global climate change. Graph 2 represents the ative amounts of various greenhouse gases in the atmosphere. N Burning fossil fuels (49%) Graph 1: Contribution of Human ctivities to Global Climate Change Agriculture (13%) Q Zoom Deforestation (14%) Industrial processes (24%) Illuminate EducationTM Inc. Graph 2: Relative Amounts of Greenhouse Gases in Atmosphere Chlorofluoro- carbons Nitrous (2.7%) Oxide (7.6%) Carbon Dioxide (72.7%) Sulfur hexafluoride (0.4%)…

Bio Fall 2020 Final (Remote) Question 15 Il Pause Q Zoom Question 15 What is lost at each level of an energy pyramid? A Heat В Animals C Plants Decomposers 11,143 DEC 16 ©20

Page Matter and Energy in Living Sy x 4 2.2.14 - Ecology You Are What x K Mark Flanders - 2.2.14 - Works x A Flow of Energy W b app.discoveryeducation.com/learn/techbook/units/aa398417-005b-4c8e-99bb-8e74d1815830/concepts/fdf11f1d-37cb-4fdc-909e-cb87de.. arks A Google Classroom:) Concept 2.2 Matter and Energy in Living Systems + Explore Activity 6 -Student Ea How could you tell if an underwater plant were carrying out photosynthesis? How do you think the brightness of light shining on a plant will affect its rate of photosynthesis? I =三 8.

Test MULTIPLE CHOICE Question 14 What is the connection between excess carbon in the atmosphere and the ocean as a car bon sink? Carbon from acid rain gets trapped in the ocean, causing the pH of the ocean to decrease. More of the ocean floor becomes the home of plants as carbon dioxide levels increase. Carbon flakes fall from the atmosphere into the ocean, providing food for fish. The ocean absorbs excess carbon, so global warming has fewer consequences. MULTIPLE CHOICE ఠం•006666 ons Answered

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nit 13 Carbon cycle [10 Items] estions 1 of 3 Unit 13 Carbon Cycle and Law of Conservation of Mass and Energy 1. Jeremy was asked to describe the impact of humans on the carbon cycle. He answered: "When people drive cars they add more carbon dioxide to the atmosphere." Jeremy only received partial credit for his answer. Which of the following answers could have received full credit? SC.8L 18.3 A. Humans add carbon dioxide to the atmosphere when they burn fuel in cars and factories, and through respiration. Humans take in carbon from the food they eat and when they breathe in carbon dioxide. They return carbon to the soil through garbage decomposition. B. Humans add carbon dioxide to the atmosphere when they undergo cellular respiration, burn fuel in cars and factories and burn biomass. Humạns take in carbon from the food they eat. They return carbon to the soil through waste products and decomposition. C. Humans add carbon dioxide to the atmosphere when they burn fuel in factories and…

11:08 ull 4G E DMS &amp; Clouds Quest... Nutrients in the Ocean 1. The importance of phytoplankton and dust to our climate? Replace the numbers in the figure with the correct words from the list below. 7. 5. 6. + 4. 3. 9. 2. 1. Missing words: • dust particles sulphate aerosols • DMS • DMS • Phytoplankton • CCN • cooling-indirect light scattering by clouds. • cooling-direct light scattering by aerosols • SO, (sulphur dioxide) 2. How do phytoplankton affect our climate? Fill in the gaps with the correct words from the list below. The growth of oceans is important 000 00

aAY SEINGSY 4:10 AM Next slide +treyten Sructure Question The m nt * For every megajoule of energy used by the phytoplankton in lake Michigan. How many Joules of energy are used In building cell tissue in the lake trout? How many in humans? Use the food chain path • Phytoplankton zooplankton humans thew it e alewife lake trout • Given only 109% of energy coisumed is converted to blomass Consider mass balanc

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The Carbon Cycle Burning of fossil fuels Co, in atmosphere Photosynthesis Precipitation Industry and agrieulture Respiration Diffision Death, decomposition hatosynthes CO, dissolved in water Caldum carbangtes in rocks and shels Carbon compuunds converted lo fosil fuels

uestion 23 Which of the following statements most accurately describes the transport of zebra mus- sels to the Great Lakes due to anthropogenic activity? The zebra mussel was unintentionally transported to the Great Lakes on ships' hulls and in their ballast tanks. The zebra mussel was intentionally transported to the Great Lakes to improve the ecosystem. The zebra mussel was intentionally transported to the Great Lakes due to its visual appeal. The zebra mussel was unintentionally transported to the Great Lakes on the cargo crates of ships.

TiHe here Your name: emissions (write gas name heres 田田田 田田田 Muman estrachior of fissilfuels dead free gil, coal, petrolleum these are dalled, bacteria (not drawn to scale) ocean

Need some help on how to graph this!