Answer:
The population of peppered moths thrived, because they camouflaged with the bark of the trees, thereby they were not easily seen by predators. Black moths were easily seen by predators and they were eaten as a result. Because the black moths did not survive, they were unable to reproduce offspring with those traits. However, peppered moths were able to reproduce offspring that were also peppered. During the industrial revolution, the colour of the bark darkened. This meant the peppered moths were easily seen by predators, so they were eaten. Black moths camouflaged with the bark, so now they weren't easily seen by predators. Now that the black moths survived, they could reproduce more black moths. But peppered moths weren't able to reproduce more peppered moths because most didn't survive. This is an example of how an abiotic factor, such as bark can affect a population of a species. Because the bark influenced the survival of the moths, some moths with the desirable traits survived, and others with the undesirable traits died.
Explanation:
I looked it up for you and i didnt find any of those grasses ;-; but i live in florida and i feel like the most obvius one would be the florida gama grass.
Im sorry if im wrong hope this helps :)
Options for the question have not been provided. They are as follows:
a) if minority group students experience less academic success, they may find themselves in classes with proportionally fewer majority group members.
b) majority group students do not want to interact with minority group students, so they select classes that fewer minority group students will take.
c) gangs in the schools are not integrated.
d) academic success has little to do with the two group interactions.
Answer:
a) if minority group students experience less academic success, they may find themselves in classes with proportionally fewer majority group members.
Explanation:
The educators have decided to open various classes where the majority and the minority group students can interact with each other. However there is a loophole in this plan. A student will choose a class not only on the basis of their liking but also on the basis of their academic level of comfort. Minority group students usually face similar environment and set of problems since they belong to a small close knit minority community and so they might also show similar academic performance.
For example, most of them could be bad in math since their early schooling in their own community could not build a strong foundation for math. As a result they would not perform well in it and will automatically be a part of activity not related to math. Unintentionally they will get clubbed together again in classes and activities with fewer majority group members.
Answer:
Frequency of BBBB genotype = 0.68
Frequency of BBBG genotype = 0.2
Frequency of BGBG genotype = 0.12
Explanation:
Genotype frequency = number of individuals of that genotype/ total number of individuals
In this population three types of individuals are present: blue, turquoise and green.
Frequency of BBBB genotype (blue) = 170/ ( 170 + 50 + 30)
= 170/250
= 0.68
Frequency of BBBG genotype (turquoise) = 50/250
= 0.2
Frequency of BGBG genotype (green) = 30/250
= 0.12
