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LiRa [457]
3 years ago
9

Explain how a population of insects could become resistant to a pesticide.

Biology
2 answers:
Elena-2011 [213]3 years ago
4 0

Answer:

adaptation

Explanation:

A population of insects could adapt and evolve to be resistant to a pesticide.

RUDIKE [14]3 years ago
3 0
Adaption- survival of the fittest those that do not die from the pesticide are resistant so when they reproduce their offspring will carry the resistance gene and more reproduction will occur allowing the whole population of insects to be resistant.
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Consider the food chain grasshopper mouse snakes hawks. If snakes go extinct what will happen to the food chain
Radda [10]

Answer:

This can actually cause a major problem if the number of grasshoppers were to increase out of control. They eat plants and the number of plants,which are the basis of the food chain, could severely decrease which would impact all of the levels operating above this trophic level.

5 0
2 years ago
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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
Two short-tailed Manx cats are bred together. They produce 3 kittens with long tails 5 short tails and 2 without tails. From the
Dmitry [639]

Answer and Explanation:

There are three phenotypes, so it seems that this an example of incomplete dominance, with the short tail being the intermediate form between long-tail and no-tail. Incomplete dominance is a condition where neither of the alleles completely dominates over the other one. Dominant alleles cannot completely cover up the recessive alleles. Descendents possess an intermediate phenotype between the two parental phenotypes and not the dominant one, which would appear if this would be the case of complete dominance.

<u>Available data:</u>

  • Two short-tailed Manx cats are bred together.
  • F1: 3 kittens with long tails, 5 short tails, and 2 without tails.

The T gene might express the tail trait. T allele expresses long the tail and is dominant over t allele which expresses the absence of the tail.  

So, homozygous dominant individuals, TT, are long-tailed animals

homozygous recessive individuals, tt, have no tail

Heterozygous individuals, Tt, are short-tailed animals, the intermediate form.

Cross: Two short-tailed Manx cats are bred together

Parental)  Tt    x    Tt

Gametes) T   t   T   t

Punnet Square)  T        t

                   T    TT     Tt

                    t     Tt       tt

F1)  1/4 TT = Long-tailed animals

     2/4=1/2 Tt = Short-tailed animals

     1/4 tt = untailed animals

The ratio 3:5:2 of the progeny in the example is close enough to the Mendelian ratio 1:2:1.

7 0
3 years ago
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kompoz [17]

The artificial selection is a procedure of selectively breeding certain species of plants and animals in order to develop certain desirable traits. Artificial selection helps the humans to get the plants or livestock that are the most useful for them. Among the given options, the choosing of the sheep giving the most wool, mating of the goats producing more milk, and mating of the ducks to produce large eggs are all examples of the deliberate artificial selection.

But the using of the fishing nets that are catching only the large crabs is an example of indirect artificial selection as it leads to the increased population of small crabs.

Hence, the correct answer is 'option d'.

8 0
3 years ago
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You have isolated a particular virus and have found that the amount of thymine present in its double stranded DNA is 23%. Based
telo118 [61]

The Answer Is 27% . . . . . . . . . . . . .  The dots are so I can post the answer, because without a long reply I can't answer.

5 0
3 years ago
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