Kingston O'Neal - 2 A Exploration - Fossils Station Lab v2 - Digital Interactive

Intro to Bio: Life in NYC American Museum of Natural History Scavenger Hunt This scavenger hunt will lead you through the history of life on our planet. You will proceed through three main exhibits, but you will likely want to stop at other interesting sights along the way. Plan on getting lost a few times too. Arrive before 2pm if you want to finish this before the museum closes. Take as much time as you need and enjoy the museum. SAVE YOUR TICKET AND STAPLE IT TO THIS ASSIGNMENT. No credit will be given to assignments without tickets. If your assignment is messy, reprint and recopy your answers onto a clean assignment. Be sure you have a floor plan of the museum with you! PART I: IN THE BEGINNING... 1. Begin on the 2nd floor at the Rose Center for Earth and Space and find your way to the Hayden Big Bang Theatre. There is a showing every 4 minutes narrated by Liam Neeson. He will discuss the evolution of the known universe. 2. After exiting the Big Bang show, proceed down the Cosmic…

ks People Tab Window Help s/167455/take E Google Docs: O Jupyter Notebook O My Profile - Zoom DCALC - ICLICK Mastering Biology.. SA2 On a research expedition to the Galapagos, you and your research team discover four new species! All the animals appear to be chordates, but each animal has distinct traits: Animal A: Both vertebral column and jaws Animal B: Vertebral column, jaws, limbs and lays amniotic eggs (amniote) Animal C: Vertebral column Animal D: Vertebral column, jaws and limbs A. Identify four derived characteristics that all chordates share. B. Based on your understanding of phylogeny, map the animals and their traits onto the phylogenetic tree provided below. In your response, list each number (1-8) and indicate which trait or animal corresponds to that position on the phylogenetic tree. 5 6 7 2 3

Choose one of the following scenarios and answer the questions provided. Support your answers using scientific reasoning and discussing possible impacts to individuals, society, and the environment. Be sure to also discuss any medical or ethical issues that may apply.   Scenario 1:Scientists have developed genetically engineered plants that are pest-resistant. By adding genes to the plant's DNA, they become toxic to insects (but not to plants or animals). This means that these plants may not need to be sprayed with pesticides to ward off the insects. Would you be willing to eat these genetically altered crops? Explain your answer.  What are some possible impacts (positive or negative) of this genetically engineered plant on the environment, society, and individuals?   Scenario 2:Jan's sister and mother have both had breast cancer. She is wondering if she should undergo genetic testing to check for a mutation of the BRCA1 gene. A mutation in the BRCA1 gene is commonly associated with,…

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Hello, I need help answering number 8 a, b, & c using the phylogeny below. Pls & thank you! 8. a) As you know, the largest mass extinction in the history of life on earth was the Permian extinction that occurred about 252 million years ago. The therapsids are often described as “mammal-like reptiles”. If the Permian extinction had caused the extinction of the therapsids, would mammals as we know them now have evolved? Why or why not? 8. b) Many lines of evidence, including biochemical evidence, show that living birds are direct descendants of dinosaurs. A number of dinosaur lineages had feathered dinosaurs, not just the lineage that includes living birds. Do you think that is it justified to believe that all feathered dinosaurs had behaviors known from living birds? Such behaviors of birds include colonial nesting, sexual displays by males using feathers, males moving to display their ornamental feathers to female mates. Give a brief reason for your answer. 8. c) A…

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9:33 AM Fri Jun 11 @ 1 100% The_Farmer_and_the_Fly Home Insert Draw Layout Review View Times New Roma I U A.. A READ ONLY - This is an older file format. To make changes, make a copy of the file in the new format. Upgrade a copy THE FARMER AND THE FLY: PART I Directions: Read each part of the scenario Determine a response for the problem which correlates to part of the scenario you have just read. Scenario part I. A farmer was working with chickens at an agricultural research station. The population of flies in the chicken house was so large that the health of the chickens was affected. So the farmer decided to spray the chicken house and the chickens with a solution of insecticide, Formula A. The insecticide worked well and killed nearly all of the flies. Sometime later, however, the number of flies was again large. The farmer sprayed the chicken house and the chickens with insecticide, Formula A again. Many of the flies were killed, but not all. Unfortunately, after a short time, the…

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Can someone please read the question very well and check my boxes if I have filled up correct.  The first column was given, the blue color are my answers. Please check and let me know if correct if not please help me to fix it. Thank you

Copy and paste the link below and watch the video in Youtube and Answer the Questionshttps://www.youtube.com/watch?v=8RBs0Ghg_48 Gel electrophoresis Questions  1. What are the chemicals and materials used in gel electrophoresis? 2. Draw a schematic diagram of a gel electrophoresis set-up3. Describe the procedure in doing a gel electrophoresis experiment. Why is there a need for a leveling bubble/leveler? What is the use of the rubber dam? 4. What is the use of ethidium bromide and why must you wear gloves when you handle it? 5. What makes the DNA fragment move towards the positive plate? 6. What is the purpose of glycerol in the sample buffer?  7. What is the use of a DNA ladder?  8. What will happen when you increase the voltage of the set-up? 9. Can gel electrophoresis be used to separate amino acids? If so, how is it done?

12:04 PM Fri Jun 11 9 100% The_Farmer_and_the_Fly Home Insert Draw Layout Review View Times New Roma I U A.. A READ ONLY - This is an older file format. To make changes, make a copy of the file in the new format. Upgrade a copy THE FARMER AND THE FLY: PART II Using the information from your explanation in Part I, the agricultural research facility has set up a new program for controlling the fly population in the chicken houses. The facility has purchased two additional insecticides, Formula B and C. These insecticides are equally strong as Formula A, but have different chemical formulas. The facility has set up the following program for using the three insecticides. Program: Year one: Use Formula A only Year two: Use Formula B only (no A or C) Year three: Use Formula C only (no B or A) Use your knowledge of variation, evolution and natural selection to answer the following questions. 1. At the end of year one, to which insecticide will the living flies be resistant? Explain your…

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please write your response to 1 of the options below. Ensure you include specific details of your ideas. Also, explain WHY you have chosen to highlight those aspects and make connections between the materials and your own previous knowledge and/or lived experiences.  #1: Science is not done in a vacuum by singular hero-scientists -- it is a team effort. Which of these other scientists (i.e., not Darwin) highlighted in the lecture OR on the Evolutionary Scientists Today, Bio Anth Edition page did you find most surprising or intriguing? Why?    #2: Evolution is not a mystery. We have observed many examples of populations changing over time both in the lab and in the wild. Which of these examples of Natural Selection in Action helped you understand how natural selection works the most? Why?

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Launch X E Jaklya CX A EXTRA X E Extra Ch X E Jakiya es.google.com/forms/d/e/1FAlpQLSc_f0qa9wBGsAJhQQKBaFaj05NbyZW7CHYBtPVROqPFdE7jFw/viewform?hr_subm okmarks G how to enable devel.. New Tab OHDYPEBKKKKKK.. Scientists find a fossil (Fossil A) in a deep layer of sedimentary rock. They determine that Fossil A is the remains of a species never seen before. A few years later, other scientists discover a similar fossil (Fossil B) in a layer of sedimentary rock closer to Earth's surface. Fossil A and Fossil B share some characteristics, but it is determined that they are not closely related and that Fossil B is a different species. One hundred years later, scientists discover another similar fossil (Fossil C) in a layer of sedimentary rock between those in which Fossils A and B were found. Upon examining all three fossils, scientists reach the conclusion that all three fossils represent the same species. They determine that Fossil B (found in the shallowest rock layer) evolved from Fossil C…

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Answer the following in three sentences only. Why was Anton van Leeuwenhoek's discovery so important? What is the significance of Edward Jenners discovery?

Answer the following 1. Why was Anton van Leeuwenhoek's discovery is important? 2. What is the significance of Edward Jenner's discovery?

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choices for pull down menu:  -lobe=finned fish -cartilaginous fish  -hagfish -lamprey

-----///--- Article: More than 1000 rivers account for 80% of global riverine plastic emissions into the ocean   1. What are the top 3 countries greatest contributors for the plastic pollutants? and the river that is so called "most polluting river"? 2. Inferencing from the article state ONE REASON and POSSIBLE SOLUTION that can help solve or minimize our human footprints in this situation? 3. In reading the article can you find the correlation between population density and the amount of plastic pollutant made? Why or why not? 3. Are you disturb on what you read? or not at all? Why?

Please please please answer super fast please it’s super important and urgent Use the vertebrate lineage to explain how the cutaneous system (the skin) changed and evolved to life on land. Include which classes contributed key features and advancements. Your focus is on terrestrial vertebrates, but explain the basics of aquatic skin to show where the story started. Include how each change benefited that lineage in terms of their evolution to land (what niches did each new feature allow). HINT: Sometimes it's helpful to think in terms of Pros and Cons of the evolution of a feature. If you know I am looking for a word - bold or underline it. If there is the material you need to draw to support your answer upload that in the second question.

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Write your answers in complete statement/s and briefly explain (This is all about Biology: Systematics Based on Evolutionary Relationships: Taxonomy). - List down the 5 (five) PRACTICAL USES of Biological Classification. a. (Practical uses of biological classification) b. (Practical uses of biological classification) c. (Practical uses of biological classification) d. (Practical uses of biological classification) e. (Practical uses of biological classification)

Please answer questions 3 and 5. Do not copy from others or websites. Thanks!

Session Biology Questions 44 and 45 are open-response questions. BE SURE TO ANSWER AND LABEL ALL PARTS OF EACH QUESTION. Show all your work (diagrams, tables, or computations) in your Student Answer Booklet. If you do the work in your head, explain in writing how you did the work. Write your answer to question 44 in the space provided in your Student Answer Booklet. The graph below shows the birth rate and the death rate of a mouse population over a three-year period. The immigration rate and the emigration rate of the population are equal. 44 Birth Rate and Death Rate of a Mouse Population Year 1 Year 2 Year 3 Time Key ------ Birth rate Death rate a. Describe what happens to the size of the population for each year shown on the graph. Explain your answers. h. Identify three factors that could affect the death rate of the mouse population, and explain why each factor affects the death rate. 400 Birth and Death Rates

* 00 G ト LL A docs.google.com Principles of Biology (003) Untitled document-Go Ch 7 combo.pptx: Principles of Biology (003) Copy of PoB Punnett Squares (students) - Goo... ares (students) DPresent at Slide Arrange Tools Add-ons Help Accessibility Last edit was 2 hours ago Background Layout - Theme Transition 11 Punnett Square WorkSheet Complete the following dihybrid cross: Fill in the Punnett squares, list the genotypic ratio and the phenotypic ratio that describe the offspring. Be sure to keep the letters the same and remember that the capital letter is dominant. Remember: For the genotypic ratio - it's HD:Ht:HR. For the F1 phénotypic ratio - It's Dom:Rec. For the F2 phenotypic ratio - It's DomDom:DomRec: RecDom:RecRec. P generation - Two true-breeding (homozygous) Portuguese Water Dogs. A PWD with a black, wavy coat is crossed with a PWD with a brown, curly coat. W Resulting F1 generation: B. Bb Wb Genotypic ratio: Phenotypic ratio: Bw Bw Mw. Bw MM 2. F1 generation – Hybrid…