Thread-like structures that are found in the nucleus of a cell that contains all DNA. *

A. DNA
B. Genes
C. Chromosomes
D. Nucleus

Answer:

chromosomes

Explanation:

Thread-like structures that are found in the nucleus of a cell that contains all DNA. Each chromosome is made of protein and a single molecule of DNA. Human cell nucleus contains 46 chromosomes or 23 pairs. Half of these chromosomes come from one parent and half come from the other parent.

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Question: How do different variations lead to evolution of species?
We have learned that mutations and sexual reproduction can lead to variations. Variations that allow an organism to survive in its environment are considered adaptations. The variation with the best adaptation for the environment will survive and reproduce while the others will eventually die off. If the environment changes, a different variation may survive instead. For your final project you will model this in a lab assignment.
Background Information:
Pretend there is an organism on earth called a weezy. There are three variations of weezys: ones with two arms and hands with five fingers (weezy A), ones with one arm and hand with five fingers (weezy B), and ones with one arm and hand with three fingers (weezy C).





Weezys are eaten by smurfs. To protect themselves from smurfs, weezy's build towers out of rocks and climb up to the top of them. Because smurfs can’t climb, the weezys are safe if they manage to get to the top. However, weezys must build their towers quickly because smurfs are extremely fast. The ones who build their towers quickly enough survive, but the ones that are too slow usually get killed by smurfs.
In this activity, you will simulate the three variations of weezys in a population. You will measure how long it takes you to build the tower while pretending to be each type of weezy. You will do three trials for each weezy. As you are doing the activity, complete the data table below. When you are finished, answer the questions that follow.
Model:
Identify what you will use to represent the rocks for your tower. (You need 10)
Write your material here:
Describe how you will model weezy C.
I will____________________________to model weezy C.



Tower Building Time


Trial 1 time (seconds)
Trial 2 time (seconds)
Trial 3 time (seconds)
Average (seconds)


Weezy A
9.7
9.7
8.1
9.2
Weezy B
10.9
9.5
12


Weezy C
13.6
13.5
12.7



For extra credit, create and insert a graph of your data.

Analysis Questions
Directions: Use your data to answer the following questions.
Identify the weezy that built the tower the fastest. Explain why this weezy was able to build this tower the fastest.
The weezy that built the tower the fastest was Weezy__________.
This weezy built the tower the fastest because



Identify the weezy that was the slowest at building the tower. Explain why this weezy built so slowly.

The weezy that built the tower the slowest was Weezy__________.
This weezy built the tower the slowest because



3. Which of the following graphs shows how the Weezy population would change over time based on the current variations and environment?


Letter:




4. Right now you have Weezy A, B and C variations. Describe how a new “Weezy D” variation might enter the population in generations to come.

Weezy D may enter the population if there is a(n)______________________________________. This means







5. If Weezy D did enter the population, explain what would need to happen for it to continue to be part of the population. (Be sure to use the words harmful, neutral and/or beneficial).
If Weezy D entered the population ____________________________would need to be _______________________. This would mean that Weezy D could




6. Explain how the population and variations of Weezys will change after years and years of being hunted by smurfs. Be sure to include evidence from your data and the background information to support your answer.

Over many years of being hunted by smurfs the variations of Weezys would be _______________.
Weezy A would…
Weezy B would…
Weezy C would…
My evidence from the data is…

My evidence from the background information is…


This means that…



Grading Scale:

Standards
1
Not Meeting Expectations
(49%)
2
Partially Meeting Expectations
(69%)
3
Meeting Expectations
(84%)
4
Exceeding Expectations
(100%)
8.MS.LS3-1
Answered questions 4 and 5 but received little to no credit.
Half credit for questions 4 and 5.
Or
Full Credit for question 4 and no credit for 5
Or
Full Credit for question 5 and no credit for 4
Full Credit for Question 4 and missing part of explanation for question 5.
Full Credit for Questions 4 and 5.
8.MS.LS4-4
Answered questions 1,2,3 and 6 but received little to no credit.
Partial credit for questions 1,2,3, and 6
Or
Partial Credit for 3 out of 4 questions and full credit for the other.
Or
Full credit for 2 out of 4 questions and little to no credit for the others.
Full credit for 2 out 4 of the questions (1,2,3,6) and partial credit for others.
Full Credit for Questions 1,2,3 and 6

Which term names the process in which an organism makes a new organism?

mutation


reproduction


fertilization


variation

Question: Do you think there’s sufficient evidence in the article to conclude that bright red leaves in the fall help protect the trees in the winter? Explain your answer.

Article:
Every autumn, traffic creeps along New England’s roads as visitors look everywhere but at the road. These tourists flock to the region as soon as leaves begin to change color from a summery green to spectacular shades of red, orange, yellow, and purple.

“Being in the Northeast during autumn is just about as good as it gets in this country,” says David Lee. He’s a botanist at Florida International University in Miami.

Lee studies leaf color, so he’s biased. But plenty of other people share his admiration. Areas of the United States with especially colorful fall displays attract thousands of leaf peepers.

Even as they “ooh” and “aah,” few people know what makes many plants blush in the autumn. Research has shown that leaves change color when their food-making processes shut off. The chemical chlorophyll, which gives leaves their green color, breaks down. This allows other leaf pigments—yellow and orange—to become visible

But “there’s still a lot we don’t know about this,” Lee says.

It isn’t clear, for example, why different species of plants turn different colors. Or why some trees become redder than others, even when they’re standing right next to each other. And no one knows exactly how global warming will alter forests and affect leaf-peeping season.

Food factory
In summer, when a plant is green, its leaves contain the pigment chlorophyll, which absorbs all colors of sunlight except green. We see the reflected green light.

The plant uses the energy it absorbs from the sun to turn carbon dioxide and water into sugars (food) and oxygen (waste). The process is called photosynthesis.

As days get shorter and colder in the autumn, chlorophyll molecules break down. Leaves quickly lose their green color. Some leaves begin to look yellow or orange because they still contain pigments called carotenoids. One such pigment, carotene, gives carrots their bright-orange color.

But red is special. This brilliant color appears only because the leaves of some plants, including maples, actually produce new pigments, called anthocyanins.

That’s a strange thing for a plant to do without a reason, says Bill Hoch of the University of Wisconsin in Madison. Why? Because it takes a lot of energy to make anthocyanins.

Why red?
To figure out the purpose of the red pigment, Hoch and his coworkers bred mutant plants that can’t make anthocyanins and compared them with plants that do make anthocyanins. They found that plants that can make red pigments continue to absorb nutrients from their leaves long after the mutant plants have stopped.

This study and others suggest that anthocyanins work like a sunscreen. When chlorophyll breaks down, a plant’s leaves become vulnerable to the sun’s harsh rays. By turning red, plants protect themselves from sun damage. They can continue to take nutrients out of their dying leaves. These reserves help the plants stay healthy through the winter.

The more anthocyanins a plant produces, the redder its leaves become. This explains why colors vary from year to year, and even from tree to tree. Stressful conditions, such as drought and disease, often make a season redder.

Now, Hoch is breeding plants for a new set of experiments. He wants to find out whether turning red helps plants survive cold weather.

“There’s a clear correlation between environments that get colder in the fall and the amount of red produced,” he says. “Red maples turn bright red in Wisconsin. In Florida, they don’t turn nearly as bright.”

More protection
Elsewhere, scientists are looking at anthocyanins in other ways. A recent study in Greece, for instance, found that as leaves grow redder, insects eat them less. On the basis of this observation, some scientists argue that red pigments defend a plant against bugs.

Leaves may turn red in the autumn to protect themselves from the sun’s ultraviolet rays.



J. Miller
Hoch rejects that theory, but Lee thinks that it might make sense. He points out that red leaves contain less nitrogen than green ones do. “It may actually be that insects avoid red leaves because they’re less nutritious,” Lee says.

However, “it’s pretty confusing at this point,” Lee admits. “People debate back and forth.”

To settle the debate, scientists will need to look at more species under more conditions, Lee says. So, he’s now researching leafy plants rather than trees. He’s especially interested in tropical plants, whose leaves turn red when they’re young rather than old.

You can do your own leafy experiments. Observe the trees in your neighborhood and keep track of weather conditions. When autumn begins, write down when the leaves change, which species change first, and how rich the colors are. You can even see anthocyanins under a simple microscope. After several years, you might start to notice some patterns.

The rate of photosynthesis can be determined by measuring the rate that reactants are used up by a plant or by measuring the rate that products of photosynthesis are produced by a plant. How would placing a plant in a dark room for 24 hours affect the rate of photosynthesis?

A. The rate of photosynthesis would increase and the plant would take in more water.
B. The rate of photosynthesis would decrease and the plant would produce more sugar.
C. The rate of photosynthesis would increase and the plant would produce more oxygen.
D. The rate of photosynthesis would decrease and the plant would take in less carbon dioxide.

This part acts like the brain of the cell. *

A. DNA
B. Genes
C. Chromosomes
D. Nucleus

NEED HELP
Which of the following is true about cells and organisms?
A. cells and organisms carry out similar functions.
B. cells and organisms have similar structure.
C. cells and organisms represent the same level of organization.
D. cells and organisms do not carry out similar functions.

Shows its specific trait when both parents pass the gene to the offspring *

A. Main Traits
B. Dominant Traits
C. Recessive Traits
D. Inherited Traits

The transfer of traits from one generation to the next is *

A. Genetics
B. Inheritance
C. Heredity
D. Chromosomes

The_____ in density causes an object to sink and the _____ intensity causes an object to float. 



Fill in the blank

the thin layer of epithelial tissue in the small intestines works somewhat like a cell membrane. how does its structure relate to its function in digestive system?
ANSWER ASAP!! PLZ

Which of the following is a true statement?
A Periods form horizontal rows; groups form vertical columns
B Groups form horizontal rows; periods form vertical columns
C Categories form horizontal rows; gases form vertical columns
D Gases form horizontal rows; categories form vertical columns

If you put oxygen in a balloon will it go up? Or helium?

what happens to the number of similarities in organisms as you move down the levels on the chart

What is the primary difference between genetic modification and artificial selection?
IN YOUR OWN WORDS

compare and contrast the way plant and animal cells are protected from their environment

characteristic of plant and give your example

WILL MAKE BRAINLIEST

What are fossil fuels made from?
A)radioactive material
B)harmful poisons
C)organic material
D)non-organic material

PLEASE HELP

I get it!
Now I know that during photosynthesis _______________

Jimmy finds a hunk of something. It appears to be an element. It melts at 500*C and when it was run over by a train, it got crushed and shattered. What is it likely to be? *


A. Metal

B. Nonmetal
C. Metalloid

The first (correct and rational) answer gets brainliest!!!!

what types of bedrock fossils are found in sedimentary rocks?

When a rock starts to change color, rust, and break down, it is caused by _____

1wind
2erosion
3mechanical weathering
4chemical weathering

answer each one please!

1. What factors shaped the cliffs of Victoria, Australia over time?


2. How do you know a rock has been or is being weathered?


3. How are weathering and erosion different?

the first person to answer correctly gets brainiest

describe the cellular evidence that both plant and animal cells obtain energy through cellular respiration.

ASAP I NEED ANSWER NOW!!!
The distance between Saturn and the Sun is 9.54 AU. (One AU is the same as 150 million kilometers.) This distance in kilometers is ___________million kilometers.

Explain how cell organelles are similar to an organ system.

Half of these come from one parent and half come from the other parent. *

A. DNA
B. Genes
C. Chromosomes
D. Nucleus

What could I do to increase the current created by electromagnetic induction? (Choose all answers that apply)

generate more electric charges

Use a stronger magnet

Use more loops in the wire

put it at a higher elevation

The current that is created is always constant