Aim/objective: To determine the effect of carbon dioxide concentration on the rate of photosynthesis.Problem statement :What is the effect of carbon dioxide concentration on the rate of photosynthesis? Hypothesis When the concentration of carbon dioxide increases, the rate of <span>photosynthesis also increases until the rate becomes constant.</span>VariablesManipulated : Concentration of carbon dioxideResponding : The rate of photosynthesis// The number ofbubble releasedper minute<span>Constant : Light intensity, temperature/ Size of plant</span> Apparatus and materials:Materials :Elodea/Hydrilla ,different concentration of sodium bicarbonate,distilled water Apparatus : Beaker, boiling tube, clip, table lamp, filter funnel Technique :Count and record the number of bubbles produced / released in 20 minutesusing a stopwatch.Procedure:1<span>.Diagram of experimental setup with at least 5 functional labels.</span><span>2.Fill a boiling tube with</span>150 ml of 1%sodium hydrogen carbonate solution. <span>3.Fix a paper clip / plasticine to a sprig of aquatic /</span>Hydrillasp. plant.4.Submerge / put the aquatic plant into the boiling tube containing1% sodium hydrogen carbonate solution.5.Put the boiling tube into a water bath at room temperature (20-30oC). 6.Place the boiling tube at distance of 50 cm from a lighted bulb. 7.Put aside the boiling tube for 5 minute (for the aquatic plant to adjust).8.Start the stopwatch.9.Count the number of bubbles release in 20 minutes.10.Record the result is a table.11.Repeat steps 2 until10 using 2%, 3%and 4%of sodiumhydrogencarbonate solutions. 12.Calculate the rate of photosynthesis.(Rate of photosynthesis = Number of bubbles/time)13.Precaution : Count the bubbles only after the rate becomesconstant. DataInclude the following titles with units:-Concentration of sodium hydrogen carbonates solution (%)-Number of bubbles released in 20 minutes -Rate of photosynthesis (number / minute) Conclusion:When the concentration of carbon dioxide increases, the rate of <span>photosynthesis also increases until the rate becomes constant. Hypothesis</span><span>is accepted.</span>
Answer:
The correct answer is would be - geographic isolation.
Explanation:
The geographic isolation is also known as the speciation in which biological species experience genetic changes and on the basis of the genetic changes that experienced this separated with other organisms of the species.
It is physical separation or speciation of the biological organisms on the basis of geographical barriers of two population of the same species that keep them from interbreeding and reproducing.
Thus, the correct answer is - geographical barriers.
Answer:
The Industrial Revolution began in Europe in around 1750 CE (AD). Prior to the Industrial Revolution, motors, machines, and production lines didn't exist. A great many people needed to develop and chase their own nourishment, make all that they possessed (like their homes, garments, and devices), and travel by foot (or a pony or carriage in the event that they were affluent). Power and indoor pipes were obscure in Europe. There were no such things as trains, phones, or cameras.
The Industrial Revolution lead to government since it gave the motive and the ability to imperialize Asia and Africa.
The primary significant innovations that started the Industrial Revolution were the steam motor and turning jenny. The steam motor was made in the mid 1700s, and culminated in the late 1700s. Utilizing a coal or wood fire to bubble water, the motor worked by driving the high-forced steam to turn gears. This motor turned into the reason for train motors and machines in industrial facilities,both imperative to colonialism.
Industrialization drove to imperialism for a few reasons. ... Industrialized nations discovered they had the option to acquire less expensive assets from their settlements than from different nations. In this manner, nations needed to pick up colonies so they could acquire the assets required in theirindustries.
Without knowing what bones were covered in your class, I'll include the bones that I cover in the classes that I teach.
Frontal - forehead, eyebrow, upper eyesockets
Parietal - two of them, top of the head
Occipital - back of the head
Temporal - sides of the head, including the mastoid processes and zygomatic arches
Zygomatic - cheek bones
Sphenoid - back of the nose, behind the eyes
Maxilla - upper lip, mustache
Madible - lower jaw
Vomer - inside the nose, also referred to as the septum
Nasal - top of the nose
Lacrimal - inside the eye sockets, proximal to the nose
I believe that's all of the bones of the skull.
