Answer:
where is it?
Explanation:
____________________________________ and ________________________________ factors can affect an
Answer:
This question makes no sense
Explanation:
how would you describe what the cells of each stage of the cycle look like ? what are the visible features of the cells.
Interphase, Prophase, Metaphase, Anaphase, Telophase, and Cytokinesis
Interphase:
Is known as the resting stage. Replication of DNA occurs.
- G1
-S
-G2
Prophase:
The chromosomes are visible, centrioles are formed and begin to move to opposite sides. This is where you see the dissolving of the nuclear membrane.
Metaphase:
The chromosomes line up in the centre of the cell.
Anaphase:
This when the cell divides (should look like two circles splitting) you will see the spindles begin to shorten which pull chromatids apart.
Telophase:
The nuclear membrane is reformed.
Hope this helps (:
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If you are studying a gene within DNA and find out that guanine makes up 41% of it, how much is Adenine?
Combustion is another word for?
A.Transportation
B.Respiration
C.Burning
D.Fossil Fuels
When there is little water in its habitat, the walking catfish can use its pectoral fins to move on land. Which of these will MOST LIKELY happen to a population of walking catfish if over millions of years all surrounding water dries up?
A. The population is likely to evolve to have weaker pectoral fins.
B.
The population is likely to evolve to have stronger pectoral fins.
C.
Walking catfish with stronger pectoral fins and those with weaker pectoral fins will both become extinct.
D.
Walking catfish with stronger pectoral fins and those with weaker pectoral fins will both survive, so evolution is unlikely to occur.
Answer:
B
Explanation:
its maybe the most common sense
20 pts!!!
Researchers are investigating the use of gene therapy as a treatment option for human genetic disorders, such as cystic fibrosis. When gene therapy is successful, how does it treat the disorder?
A. by activating, or "turning on," one or more genes
B. by deactivating, or "turning off," one or more genes
C. by incorporating a human gene into the genomes of bacteria or other organisms
D. by replacing a faulty gene with a normal gene in the human genome
Answer:
A
Explanation:
By replacing a faulty gene with a normal gene in the human genome. Therefore, option (D) is correct.
Gene therapy works by inserting a functioning gene into a patient's cells. A viral vector or other delivery method transports the normal gene into target cells.
In cells, the normal gene integrates into the genome and produces the functional protein that was missing or faulty in genetic disorder patients. Gene therapy replaces the damaged gene with a normal gene to repair the genetic origin of the condition and restore normal cell or tissue function.
Learn more about Gene Therapy, here:
https://brainly.com/question/13022890
#SPJ2
Where is the mRNA made?
Answer: mRNA is made in the nucleus
Explanation:
Do you believe in evolution? , why or why not?
Answer: No, I don’t believe in evolution, I *KNOW* that evolution is a fact because THOUSANDS of scientists over the past couple of centuries have built up a body of evidence which makes the theory of evolution one of the best supported theories in all of science. -quora (not made by me its just to help u out)
The lymphatic system serves which purpose?
Answer:
One of the lymphatic system's primary jobs is to collect excess fluid (particularly lymph fluid) surrounding the body's tissues and organs and return it to the bloodstream.
Explanation:
If the lymphatic system didn't drain excess fluid from the tissues, the lymph fluid would build up in the body and cause swelling. hope this helps!
What are three tasks that DNA must be able to perform in all organisms? Select three answer choices.
A. It must store genetic information.
B. It must discard foreign genes.
C. It must instruct cells to produce needed molecules.
D. It must copy itself.
E. It must move to locations throughout the cell.
Answer:
A. It must store genetic information.
C. It must instruct cells to produce needed molecules.
D. It must copy itself.
Explanation:
Deoxyribonucleic acid, commonly known as DNA, is the genetic material found in virtually all living organisms. It is the biological molecule that holds the genetic instructions needed for the synthesis of useful products (proteins).
DNA molecule must be able to perform the following tasks in a living organism to be considered the genetic material:
- It must store genetic information: DNA is the storage molecule for genetic information in living cells.
- It must instruct cells to produce needed molecules: DNA must be able to undergo gene expression where it directs the synthesis of the needed molecules like proteins, which it encodes.
- It must copy itself: DNA must be capable of replication i.e. must be able to produce two identical copies of itself.
Answer:
A. It must store genetic information.
C. It must instruct cells to produce needed molecules.
D. It must copy itself.
We eat food composed of all the nutrients like carbohydrates, proteins,
fats, vitamins, minerals and water. After digestion, these are absorbed in
the form of glucose, amino acids, fatty acids, glycerol etc. What
mechanisms are involved in absorption of digested food and water?
Answer:
i'm not sure but i think Facilitated transport(The movement of the solute with the help of carrier proteins through a biological membrane. For example digested amino acids are absorbed in this manner.)
Explanation:
If the DNA is: TAC CGA CCG ACC TTA. Create a mRNA strand with a point mutation that would “not affect” the protein.
Answer:
AUG GCU GGG AGG AAU
Explanation:
A point mutation that would not affect the protein is one that has the same mRNA codon. The answer choices indicate that the third part is affected. The normal mRNA would be GGC, which if you look at the table, is gly. The other sequences that match are GGU, GGC, GGA, and GGG. The only answer choice that matches is the third one, with GGG.
What do we know about cells?
O cells are nonliving
O cells grow rapidly
O cells are made from plasm
O all cells come from other prexisting cells
Answer:
all cells come from preexisting cells
Answer:
cells come from pre existing cells
which of the following is a correct list of structures found both plant and animal cells
Answer:
Answer:
Cell Membrane
Cytoplasm
vacuole
Nucleus
Mitochondria
etc.
There are also other things that they have in common but those are the main ones.
Embryology
Define:
Use it in a sentence:
Answer:
Scientists can use embryology to determine that many organisms have common ancestors.
Explanation:
Which of the following correctly shows the sequence of protein synthesis?
a. DNA -> protein -> RNA
b. RNA -> DNA -> protein
c. Protein -> RNA -> DNA
d. DNA -> RNA -> protein
Answer:
D
Explanation:
*too lazy to write the explanation*
More than 90% of measles infections occurs in children under ____ years old.
Answer: More than 90% of measles infections occurs in children under 15 years old.
Hope this helps
The one specific, identifiable origin of a pollutant is called the __________.
A)
rangeland
B)
natural hazard
C)
toxic environment
D)
wilderness
E)
point source
Answer:
E) point source
Explanation:
edg 21
Two biological processes that occur in certain organelles are represented in the diagrams below.
**Which statement is correct regarding the types of organisms able to carry out these processes?
a. Process X occurs in heterotrophs, but not in autotrophs.
b. Process Y occurs in consumers, but not in producers.
c. Both processes X and Y occur in all living things.
d. Both processes X and Y occur in green plants.
Answer:
A
Algebra For what values of the variables must ABCD be a parallelogram?
B
23. A 2y + 2 B 24. B
(3x + 10)
(8x + 5)º
3x + 6
54°
D
С
D
A
Зу - 9 с
ly+4
Answer: The answer is D :)
Explanation:
GIVING BRAINLIEST OUT TO FIRST PERSON TO ANSWER
which climate zone gets the most solar energy throughout the year
Answer:
C
Explanation:
Answer:
The answer is C!
Ape x
Explanation:
I took the quiz
Does air have mass?
DON'T LOOK IT UP!!! USE YOUR OWN WORDS!!!
Answer:
Yes.
Explanation:
All matter has mass. Air is a gas and gas is matter so air does have mass.
• 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. (
question Bank
What are the three sub-zones
in the Biosphere ? ( Lithosphere )
( rock part ), atmosphere
(air part) & hydrosphere
(water part).
Answer:
What are the three sub-zones
in the Biosphere ? ( Lithosphere )
Explanation:
& hydrosphere
(water part).
The Punnett square shows the results when two parent dogs are crossed. L represents the allele for a long tail, and l represents the allele for a short tail.
Which best describes this inheritance pattern?
A) incomplete dominance because neither allele for tail length is dominant
B) codominance because neither allele for tail length is dominant
C)incomplete dominance because the offspring display an intermediate form of tail length
D) codominance because the offspring display an intermediate form of tail length
Answer:
I think that the answer is D
Explanation:
i had this question before but i cant really remember when or what it was...
Answer:
D.
Explanation:
goodluck
This food web represents a community in a rain forest.
boa constrictor
beetle coati
poison dart frog
故
sloth
strangler fig
fungus fruit bat
If the poison dart frogs disappeared from this community, which changes
would be likely to occur? Select the three correct answers.
A. A decrease in the number of figs being eaten by sloths
B. An increase in the number of figs eaten by coatis
C. An increase in the population of beetles
D. A decrease in the fungus population
E. An increase in the number of figs eaten by fruit bats
Answer:
i believe it's A, C and D but I could be wrong
Explanation:
The changes that are likely to occur include. There will be an increase in the number of figs being eaten by coatis, an increase in the beetle population, and the number of figs eaten by fruit bats. Thus the options B, C, and E are correct.
What is poisonous dark forg?The poisons dart frog is an amphibian species that is known to live in central and south America, the species are brightly colored and have a poision on their skin glands.
The brighter the frog more is the toxicity. The death of the poison dart frogs will lead to an increase in the population of fruit bats and figs being eaten by coatis. The beetle population will also grow. As the fungus will grow in large numbers.
Find out more information about the poison dart frog.
brainly.com/question/15952177
Which statement best summarizes what happens to energy in an ecosystem when it reaches the top of the food chain?
A. The flow of energy stops when the top predator dies
B. The flow of energy stops when a secondary predator decomposes
C. The energy flows in the opposite direction, back down the food chain
D. The energy is transferred to the soil and recycled back to the producers
Answer:
D.
Explanation:
Answer:d
Explanation:
Grazing is a method of feeding in which herbivores, such as sheep, feed on plants. The intensity in which the herbivores in an ecosystem graze impacts the biodiversity of the plants in that ecosystem, as shown in the graph below.
According to the graph, biodiversity is low during low grazing intensities. This is because only a few species of plants are able to outcompete the others and dominate the ecosystem. As the grazing intensity increases, the biodiversity increases because the dominant plant species are kept in check by the grazers. This allows the weaker competitors to grow. At very high grazing intensities the biodiversity decreases because only plants with adaptations to tolerate the effects of grazing are able to survive.
Which of the following best explains how plant biodiversity would change if all of the grazers were suddenly removed from an ecosystem experiencing high intensity grazing?
A.
Plant biodiversity would likely decrease because every species of plant could grow without limitation after the herbivores were removed.
B.
Plant biodiversity would likely increase because removing one population from an ecosystem would allow more resources for all the others.
C.
Plant biodiversity would likely decrease because a few of the more dominant plant species would outcompete all the others.
D.
Plant biodiversity would likely increase because only a few of the remaining plant species would be able to thrive without the herbivores.
Answer:
I believe the answer is B , it should be .
Explanation:
Answer:
Plant biodiversity would likely decrease because a few of the more dominant plant species would outcompete all the others.
Explanation:
Why do you think that living and non living things depend on each other in order to survive?
Explanation:
You depend on each other and need the nonliving things in your home, like food, water, air, and furniture. Living things need nonliving things to survive. ... They are food for many animals. Plants use water from the soil, carbon dioxide from the air, and energy from sunlight to make their own food.
Answer:
Organisms depend on other organisms and on the nonliving things in an ecosystem to meet their basic needs for food, water and protection. ... Plants use energy from the sun to produce their own food from air and water. The type of soil, amount of water and temperature range in an area determine the plants that grow there.
what is the inter relation among work energy and power
Answer:
Power is the rate of using energy or doing work. Energy is measuredin Joules. Power is measured in Joules per second or Watts. Work can be defined as transfer of energy. In physics we say that work is done on an object when you transfer energy to that object
Completa el siguiente cuadro, colocando los hechos más relevantes de las siguientes fases que involucran la interfase:G1 Etapas Características Material genético Tiempo de duración
La respuesta correcta para esta pregunta abierta es la siguiente.
Desafortunadamente, se te olvidó incluir el cuadro. Sin el cuadro, no sabemos que lo que te estás refiriendo.
A pesar de que se te olvidó incluir la información que es determinante para responder a tu pregunta, hicimos una investigación exhaustiva para encontrar la información que nos ayude a responder tu pregunta.
Así que, estos son nuestros comentarios.
En la etapa "G1", la célula irá duplicando su tamaño y los organelos van aumentando proporcionalmente, así como las enzimas y los demás organismos que ahí se encuentran. El tiempo de duración es de 12 horas y los materiales genéticos son 2n y 2c.
En la etapa "S," las proteínas asociadas y el ADN se duplican. La célula cuenta en este momento con dos copias de la información genética. El tiempo de duración es de 6 a 8 horas y los materiales genéticos son 2n y 4c.
En la etapa "G2" empiezan a formarse las estructuras que se necesitan para comenzar al división. Comienza la condensación de cromosomas. El tiempo de duración es de 3 a 4 horas y los materiales genéticos son 2n y 4c.