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- Larvae and pupae per Bt plant 100 lu 24 -- Mosaic, Cry1Ac plant --0-- Mosaic, Cry1C plant -- Sequential, Cry1Ac plant --- Sequential, Cry1C plant Pyramid, two-gene plant 1 1 1 3 6 9 12 15 18 21 24 Generation Figure 1. The figure above shows the average numbers of larvae and pupae of the moth found per Bt plant in each of the treatments. Note the logarithmic scale on the y-axis. Question 4. In the mosaic treatment, which type of plant had the higher density of moths? TOKH I JennifeLarvae and pupae per Bt plant 100 lu 24 -- Mosaic, Cry1Ac plant --0-- Mosaic, Cry1C plant -- Sequential, Cry1Ac plant --- Sequential, Cry1C plant Pyramid, two-gene plant 1 1 1 6 9 12 15 18 21 24 Generation Figure 1. The figure above shows the average numbers of larvae and pupae of the moth found per Bt plant in each of the treatments. Note the logarithmic scale on the y-axis. Question 2. On the logarithmic scale, an increase from 0.1 to 0.5 moths per plant is the same magnitude as an increase from 1 to moths. TOKH م ليش 3 H SingleChimeln - Lecture 8 Feb 10/14 Folder Settings + Add Question MULTIPLE CHOICE When plants are fertilized with sufficient amounts of ammonium which of the followin correct. A. Plant will use less energy synthesizing N-containing compounds than they would if r N source. B. Plant will decrease the use of other forms of N C. Nitrate reductase and nitrite reductase activity will be low D. All of the above E. None of the above MULTIPLE CHOICE Plants only signal their identity when bacteria that can establish an N-fixing symbiosis their roots. A. True B. False
- What is the published generation time (otherwise known as doubling time) for Escherichia coli? How does the documented time compare to the generation time you calculated from your growth curve with this organism? If significantly different, what factors might have contributed to the difference?1 | 2021 SCLG8_12 MI;1 x A Did you finish your interim? If no x + 11&exid%3Dnhaassessments 1571155631555&acode%3DC6G7L7 uide Reset Answer Construct an explanation for how the rubber tree plants live and grow. Rubber tree plants use to make The can be then used for energy immediately or stored for growth or later use. forest. ex which also oxygen and sugar (food); carbon dioxide and water; sugar (food) ne trees carbon dioxide and sugar (food); oxygen and water; water C water and carbon dioxide; oxygen and sugar (food); sugar (food) carbon dioxide and oxygen; sugar (food) and water; water Back Next US A 5:2. Based on the data in the scatter plot, estimate the percentagechange in dry mass of corn and velvetleaf plants if atmosphericCO2 concentration increased from 390 ppm (current levels)to 800 ppm. (a) What is the estimated dry mass of corn andvelvetleaf plants at 390 ppm? 800 ppm? (b) To calculate thepercentage change in mass for each plant, subtract the massat 390 ppm from the mass at 800 ppm (change in mass), divideby the mass at 390 ppm (initial mass), and multiply by 100. Whatis the estimated percentage change in dry mass for corn? Forvelvetleaf? (c) Do these results support the conclusion fromother experiments that C3 plants grow better than C4 plantsunder increased CO2 concentration? Why or why not?
- E Cindy Mejias - The Six Kingdoms x Performance M- tters.com/ola/ola.jsp?clientCode%=flPalmBeach# O SDPBC Bookmarks Performance Matters Welcome, Cindy Mejias! Question 15 of 18 - Bio_U08_USA_FY21 Question: 1-15 Which of the following phrases best explains how differing maturity levels of the pistil and stamen are beneficial for some flowers? to improve light capture for photosynthesis to protect the flower from climate variations to attract different types of organisms to ensure fertilization to prevent self-fertilization and allow fertilization by another flower Pause https://olapalmbeach.performancematters.com/ola/ola.jsp?clientCode-fiPalmBeach#4G₁ 4.00 8:52 KB/S f Lite Facebook Lite Mj, you have 1 new message from Jere.. Objectives Activity 1 Are these also plants? In this activity, you will: 1. Observe life forms other than those you studied from Grades 3 through 6, 2. Use a magnifying lens to observe them, 3. Share what you know about these life forms with classmates and groupmates, 3. Compare them with known living things studied in Grades 3 to 6. Materials Needed . What are the other living things besides plants nimals? Procedure Q3. Live specimens from teacher Magnifying lens 1. Look at the live specimen shown by your teacher which is like the photo below: Q1. Is it a plant? Q2. What is its name? Q4. What is the reason for your answer in Q1? Grade 7 Science Living Things and Their Environment *Warning: Do not touch the specimen with your bare hands, taste or smell it, especially those of you who have known allergies and if the specimen is not eaten. It may be poisonous. ul to us? Which are harmful? 2. Look at the second…Larvae and pupae per Bt plant 100 I ö 快 -- Mosaic, Cry1Ac plant --0-- Mosaic, Cry1C plant -- Sequential, Cry1Ac plant --- Sequential, Cry1C plant Pyramid, two-gene plant 1 1 1 3 6 9 12 15 18 21 24 Generation Figure 1. The figure above shows the average numbers of larvae and pupae of the moth found per Bt plant in each of the treatments. Note the logarithmic scale on the y-axis. Question 7. How might one test whether the differences in moth density in the two types of plants are due to actual differences in toxicity?
- L Larvae and pupae per Bt plant 100 O www 0.1 -- Mosaic, Cry1Ac plant ---- Mosaic, Cry1C plant -- Sequential, Cry1Ac plant --- Sequential, Cry1C plant Pyramid, two-gene plant I 1 1 1 3 6 9 12 15 18 21 24 Generation Figure 1. The figure above shows the average numbers of larvae and pupae of the moth found per Bt plant in each of the treatments. Note the logarithmic scale on the y-axis. Question 3. Why does the line for the sequential, Cry1 Ac plant stop at 12 generations? Why does the line for sequential, CrylC plant start at 12 generations? H l Senester14 R F5 Q5.4. Researchers conducted an experiment to determine whether nitrogen or phosphorus is limiting algal growth in a lake. They estimated algal population size under the baseline input level for each nutrient (1X), as well as when nutrient input was doubled (2X), tripled (3X), and quadrupled (4X). Based on their results, which are plotted below, which nutrient (if any) is limiting algal growth? 5 Algal population size 1001 80- 60- 40- 20- 0+ T Submit F6 O 2 3 Nitrogen Input (X baseline) A Di Algal growth is limited by nitrogen. Algal growth is limited by phosphorus. Algal growth is not limited by either nutrient. There is not enough data to determine what limits algal growth. F7 Y F8 4 A IIRA & 7 5 AIR F9 Algal population size * 8 1001 80- 60- 40- 20- 0+ 0 DELL F10 1 2 4 Phosphorus Input (X baseline) 9 ● O 3 F11 O ? O 5 F12 P 85°F Clear A PrtScr B InsertFriority Standard #2-Use the Scientific Method to desigh I Investigate a phenomena in biology. As an introductory lab in biology class, Mr. Schoder has you conduct an experiment to practice using the steps of the scientific method. Each group will be given 3 planting kits which include pots, sol and seeds. Students are going to plant their seeds and grow their plants for the first week. Once the first week has passed and the seeds have sprouted, groups are going to divide their planters into three groups, one group of plants will receive OmL of water per day. another will get Sml of water per day and the third will receive 10ml of water per day. Students will measure and record the height of the plants once a week for 6 weeks. During the experiment the students found that after the 6 week period the plant that received Oml of water died and had a height of Ocm. The plant that received 5ml of water per day reached a height of 50cm and the plant that was watered 10mL of water per day…