Answer:
The <u>shape in V</u> of the vomerine teeth is useful to <u>hook the prey and hold i</u>t until the frog can swallow it.
Explanation:
In frogs, we can distinguish maxillary teeth, premaxillary teeth, and Vomerine teeth.
Vomerine teeth are projections of the vomer bone, located in the anterior part of the paladar and between the internal nares.
Vomerine teeth are specialized structures that help frogs catch and hold their prey. They are not involved in chewing or killing (frogs swallow the entire prey alive), just holding the creature before swallowing it.
These projections are covered by soft tissue. When the frog catches the prey, presses the tongue against the roof of your mouth. The vomerine teeth hook the prey and prevent it from slipping or wandering away.
The<u> shape in V</u> of the vomerine teeth is useful <u>to hook the prey and hold it </u>until the frog can swallow it.
Answer:
c. Independent = Fertilizer amount, Dependent = Yield
Explanation:
In an experiment, the independent variable is changed to observe its effect on the dependent variable. In the given experiment, the potted tomato plants were treated with different amounts of fertilizer to observe the effect of the amount of fertilizer on the plant yield. Therefore, the amount of fertilizer is an independent variable here. Since the effect of change in the amount of fertilizer was observed in terms of plant yield, the "plant yield" is a dependent variable in the experiment.
Cellular organelles are the internal organs of a cell. They are responsible for keeping the cell alive. They do this by bringing in food for the cell, getting rid of waste, protecting and repairing the cell, and helping it grow/reproduce.
1.) Charring a Marshmallow
2.) I think its B
The suggested set of activities for the corresponding principles regarding the Programs and teachers is explained below.
<h3>How to explain the information?</h3>
1. Programs and teachers engage families in ways that are truly reciprocal.
- Programs and families can benefit from shared resources and information.
- Teachers seek information about children’s lives, families, and communities.
2. Programs invite families to participate in program-level decisions and advocacy efforts.
- Programs invite families to actively participate in making decisions about the program itself.
- Programs also invite families to advocate for early childhood education in the wider community.
3. Programs invite families to participate in decision-making and goal-setting for their children.
- Programs invite families to actively take part in making decisions concerning their children’s education.
- Teachers and families jointly set goals for children’s education and learning both at home and at school.
4. Programs provide learning activities for the home and in the community.
- Programs use learning activities at home and in the community to improve each child’s early learning.
5. Programs implement a comprehensive, program-level system of family engagement.
- Programs institutionalize family engagement policies and practices and ensure that teachers, and other staff receive the supports they need to fully engage families
6. Teachers and programs engage families in two-way communication
- Strategies allow for both school- and family-initiated communication that is timely and continuous.
- Conversations focus on a child’s educational experience as well as the larger program.
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