The new Hazard Communication Standards provide teachers and students the right to manipulate chemical hazards.
Chemical hazards are non-biological substances that can cause damage to health. These are used in different enterprises, companies, school, universities and laboratories for different purposes such as cleaning, disinfection, scientific experiments, among others. When handling them, <u>employees are exposed to them and are vulnerable to harm from these chemicals</u>.
There are many types of hazardous chemicals to be wary of, such as:
- Carcinogens
- Neurotoxins
- Acids
- Systemic toxins
- Asmogens
- Silica dust
- Lead
In the workplace, exposure to these substances represents a real occupational hazard and there must be regulations to ensure that they are safe to handle.
The Occupational Safety and Health Administration (OSHA) is the agency of the U.S. Department of Labor which determined the Hazard Communication Standards. <u>This is a document with the necessary information to study the hazards of the chemical substances used by different employees in the companies</u>, so that they are aware of the dangers of these substances. These employees have the right to know exactly what compounds they handle and the risks involved in their use as well as the precautions and care to be taken.
Therefore, by having these safety standards in place in schools and universities, teachers and students have the possibility and the right to handle chemical hazards safely to be able to conduct the class normally and learn what is necessary.
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Since both aerobic and anaerobic processes can result in the production of CO2, we couldn't be certain that cellular respiration was occurring.
Carbon dioxide:
Carbon dioxide is released during cellular respiration as a waste product. Cells that are capable of photosynthesis can utilize this carbon dioxide to create new carbohydrates. Additionally, oxygen gas is necessary to act as an electron acceptor during the process of cellular respiration.
There are two types of cellular respiration: aerobic (occurring when oxygen is present) and anaerobic (in absence of oxygen).
Now, carbon dioxide is emitted as a byproduct in both types of respiration.
Therefore, determining the rate of aerobic cellular respiration by measuring the amount of carbon dioxide emitted is impossible.
Therefore, to obtain the precise rate, we monitor oxygen rather than carbon dioxide.
Therefore, the correct response is that CO2 is created during both aerobic and anaerobic processes; we were unable to confirm if cellular respiration was occurring.
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The cross of heterozygous
AaBb as parental phenotype led to formation of 1
6 phenotype of the offspring.This is because this is dihybrid form of inheritance .The probability of having
aabb offspring is
1/16 since there is only one aabb type of offspring phenotype out of
the
16. An illustration of how crossing is done is as per punnet square below
Well there are many but the surface of the earth is the material violin one outer core (if that makes sense
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