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podryga [215]
2 years ago
5

Match the terms to its description.

Biology
2 answers:
galina1969 [7]2 years ago
8 0
2 with D and 1 with E and
snow_lady [41]2 years ago
5 0

Answer:  1. - Fuels created from the remains of dead organisms.

2. -  The number of organisms living in a particular area.

3. -  Water falling from the atmosphere as a liquid or solid. (rain, snow, hail, or ice pellets)

4. -  An organism that can make its own food.

5. -  A close relationship between organisms of different species.

6. -  Area of land that drains water to a common location.

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gets BRAINILIST pls help need major help litarlly crying for help pls help me pls It question 11 of critical thinking 6th of 1.1
Dmitry_Shevchenko [17]

Answer:

In this interview for Think magazine (April ’’92), Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies.

Question: Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking?

Paul: First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better. Two things are crucial:

1) critical thinking is not just thinking, but thinking which entails self-improvement

2) this improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).

To think well is to impose discipline and restraint on our thinking-by means of intellectual standards — in order to raise our thinking to a level of "perfection" or quality that is not natural or likely in undisciplined, spontaneous thought. The dimension of critical thinking least understood is that of  "intellectual standards." Most teachers were not taught how to assess thinking through standards; indeed, often the thinking of teachers themselves is very "undisciplined" and reflects a lack of internalized intellectual standards.

Question: Could you give me an example?

Paul: Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction.

If we are trying to foster quality thinking, we don't want students simply to assert things; we want them to try to reason things out on the basis of evidence and good reasons. Often, teachers are unclear about this basic difference. Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking. They are often unclear about the constituents of good reasoning. Hence, even though a student may just be asserting things, not reasoning things out at all, if she is doing so with vivacity and flamboyance, teachers are apt to take this to be equivalent to good reasoning.

This was made clear in a recent California state-wide writing assessment in which teachers and testers applauded a student essay, which they said illustrated "exceptional achievement" in reasoned evaluation, an essay that contained no reasoning at all, that was nothing more than one subjective reaction after another. (See "Why Students-and Teachers-Don't Reason Well")

The assessing teachers and testers did not notice that the student failed to respond to the directions, did not support his judgment with reasons and evidence, did not consider possible criteria on which to base his judgment, did not analyze the subject in the light of the criteria, and did not select evidence that clearly supported his judgment. Instead the student:

Explanation: I have had this one before.

5 0
3 years ago
Without helicase, predict what would happen during DNA replication
mr_godi [17]

Answer:

Should be D since what the helicase does is unwind the dna and seperate it into the 2 strands

Explanation:

8 0
3 years ago
What types of carbohydrates are made of chains of alpha and beta glucose?
bulgar [2K]
Starch is made up of alpha glucose. Fiber and Cellulose is made up of beta glucose. 
4 0
3 years ago
Jose wants to investigate how physical activity affects heart rate.
olga55 [171]
How does changing the type of exercise effect heart rate in bpm?

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How does changing the amount of reps of [insert exercise here] affect heart rate in bpm?
7 0
2 years ago
Why DNA replicates from 5' to 3' ?​
Schach [20]
DNA replication goes in the 5' to 3' direction because DNA polymerase acts on the 3'-OH of the existing strand for adding free nucleotides. DNA replication can take place both the directions chemically. ... But these nucleotide triphosphates hydrolyze spontaneously under aqeuous conditions.
5 0
3 years ago
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