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Soloha48 [4]
4 years ago
7

Structure such as the human tailbone or appendix that evolution has reduced in size because it is no longer used 2. study of the

similarities and differences in the structures of different species: study of the similarities and differences in the structures of different species 3. structure that is similar in related organisms because it was inherited from a common ancestor: structure that is similar in related organisms because it was inherited from a common ancestor 4. study of the similarities and differences in the embryos of different species: study of the similarities and differences in the embryos of different species 5. scientist who finds and studies fossils to learn about evolution and understand the past: scientist who finds and studies fossils to learn about evolution and understand the past 6. mistaken idea of jean baptiste lamarck that evolution occurs through the inheritance of traits that an organism develops in its own lifetime: mistaken idea of jean baptiste lamarck that evolution occurs through the inheritance of traits that an organism develops in its own lifetime 7. process by which a single species evolves into many new species to fill available niches: process by which a single species evolves into many new species to fill available niches 8. relative ability of an organism to survive and produce fertile offspring: relative ability of an organism to survive and produce fertile offspring 9. structure that is similar in unrelated organisms because it evolved to do the same job, not because it was inherited from a common ancestor: structure that is similar in unrelated organisms because it evolved to do the same job, not because it was inherited from a common ancestor 10. study of how and why plants and animals live where they do: study of how and why plants and animals live where they do 11. process in which organisms evolve traits useful to humans because people select which individuals are allowed to reproduce and pass on their genes to successive generations: process in which organisms evolve traits useful to humans because people select which individuals are allowed to reproduce and pass on their genes to successive generations column b
a. biogeography
b. artificial selection
c. homologous structure
d. vestigial structure
e. adaptive radiation f. analogous structure g. comparative anatomy h. inheritance of acquired characteristics i. paleontologist j. comparative embryology k. fitness
Biology
1 answer:
yarga [219]4 years ago
8 0
1. Structure such as the human tailbone or appendix that evolution has reduced in size because it is no longer used = d. vestigial structure

2. study of the similarities and differences in the structures of different species:
= g. comparative anatomy

3. structure that is similar in related organisms because it was inherited from a common ancestor: = c. homologous structure

4. study of the similarities and differences in the embryos of different species: study of the similarities and differences in the embryos of different species = j. comparative embryology

5. scientist who finds and studies fossils to learn about evolution and understand the past:
= i. paleontologist

6. mistaken idea of jean baptiste lamarck that evolution occurs through the inheritance of traits that an organism develops in its own lifetime: = h. inheritance of acquired characteristics

7. process by which a single species evolves into many new species to fill available niches:
= e. adaptive radiation

8. relative ability of an organism to survive and produce fertile offspring: = k. fitness

9. structure that is similar in unrelated organisms because it evolved to do the same job, not because it was inherited from a common ancestor: = f. analogous structure

10. study of how and why plants and animals live where they do: = a. biogeography

11. process in which organisms evolve traits useful to humans because people select which individuals are allowed to reproduce and pass on their genes to successive generations:
= b. artificial selection
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Answer:

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

Explanation:

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

When the two conducting spheres are brought together to touch, it is as though they become one single big conductor and the total charge of the two spheres spreads out across the whole surface of the touching spheres. When the spheres are moved apart again, each one is left with half of the total original charge.

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1.What are the scope of environment education? Explain any 3 of them. 2.What are the scope of health education? Explain any 3 of
vivado [14]

Answer:

<h3>\boxed{\bold{  \orange{See \: below}}}</h3>

Explanation:

\bold{ \green {Scope \: of \: Environment \: education}}

Environmental education includes the study of various factors of the environment which affect the health of human beings. Environment comprises all the factors in our surroundings. It includes even abstract factors , which do not have weight , length and breadth. Cultural traits , social norms and values, feasts and festivals etc. are some of the examples of abstract aspects. Some of the scopes of environment education are described below:

  • Physical aspect ( soil , water , air , rocks , gases etc )

The physical aspect included non- living things on the earth. They are soil, water , air , rocks , gases etc. Environment education gives knowledge about the status of soil , water , air , rocks , gases and other various physical components of the earth. It aims to make students aware of the effects and consequences of human activities upon these factors. It also gives knowledge to raise environment friendly attitude and behavior among the students .

  • Biological aspect ( biology , agriculture , forestry etc )

The biotics factors include living plants and animals , their life mechanism , interrelationship etc. Some of the educational streams related to the biotic aspects are biology , agriculture , and forestry. They are some of the important scopes of the environment education. This branch of education helps to develop the level of knowledge , attitude and behavior regarding these factors in the students.

  • Socio - cultural aspect ( sociology , civics , religion , ethnicity , anthropology etc )

Environment has some of the abstract aspects too. Abstract aspects include religious , cultural , ethnic and social norms and values. Some of the educational streams dealing with this aspect are sociology , civics and anthropology. Environment education also teaches students about such abstract factors, which play vital role in the environment.

\bold{ \green{Scope \: of \: Health \: education}}

In general , scope of health education can be understood as the areas included in health education. Health education not only communicates knowledge about body features and diseases, but also includes the matters concerned with healthy surroundings , human psychological states affecting health , public health, human anthropology , medical science and so many other things. Any three scopes of health education are as follows:

  • Home

Home is the residence of all people. Home is the first school for all. A child passes the primary days of life at home. Every individual learns the basic skills if survival at home. Proper time to wake up in the morning , to start daily sanitary schedules, to eat , to practise all other health behavior are learnt at home. The child lives in community and learns many more about healthy social adjustment in the social environment. Health education aims to raise the level of knowledge , attitude , and behavior related to health and healthy life.

  • School

Children go to school for formal education and spend most of active hours of a day. They achieve several forms of health knowledge and develop healthy attitude and practise accordingly. Their heath status depends upon the environment of school , health curriculum, healthful school environment , co-curricular and extra - curricular health activities.

  • Community

Community is a place where many people live with their families. People's health is determined by the several factors in the community. Health education teaches about these factors like community sanitation , drainage , health service providing organizations and health centers.

\mathsf{Hope \: I \: helped !}

\mathsf{Best \: regards !}

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