A body of rock would most likely exhibit brittle behavior under the condition of LOW TEMPERATURE.
At low temperature, the water in the crevices of the rock will freeze up, the freezing up of this water causes fractures in the rocks and as time goes on the rocks become brittle and parts of it will start falling away.<span />
Answer:
(A) It prevents electron flow from the iron-sulfur centers in complex 1 to the ubiquinone. Due to reduction in electron transfer rate, there is a decrease in the production of ATP which is dangerous for some insects and fish over time.
(B) It also prevents electron flow from cytochrome b to cytochrome c1 at the complex III which leads to QH2 accumulation. If oxidized Q is not present, these is alteration of electron flow and the production of ATP is altered.
(C) Rotenone only prevent electron transfer into the chain at Complex 1 but it does not affect electron transfer at Complex II. Although there is slow ETC, it does not stop completely. However, Antimycin A prevents the oxidation of QH2, the final electron acceptor crom complex I and complex II. Thereby, stopping the production of both ETC and ATP. It can be concluded that antimycin A is a more potent poison.
Explanation:
Rotenone prevents electron flow from the iron-sulfur centers in complex 1 to the ubiquinone. Due to a reduction in electron transfer rate, there is a decrease in the production of ATP which is dangerous for some insects and fish over time. Antimycin A also prevents electron flow from cytochrome b to cytochrome c1 at the complex III which leads to QH2 accumulation. If oxidized Q is not present, there is an alteration of electron flow and the production of ATP is altered. Antimycin A is more potent than rotenone.
Answer:
Explanation:
1. Visual design
Users can be distracted by the lack of visual design on a prototype because wireframes and other low-fidelity prototypes are very basic. This can cause users to comment on the lack of design and colour and distract both themselves and the researcher from the true goals of the project. The extent of this challenge depends on the level of detail within the prototype.
How to get around this: Ensure the user is aware at the start of a session that the website they are about to view is at an early stage of development and so does not look and feel like they may expect. The research may need to be explicit with some users and point out it is not the visual design that we are interested in for today.
2. Partial journeys
Prototypes often cover only partial user journeys, meaning that users may have to be dropped into a journey at a specific point and may lose the context of the overall task or what they would be coming on the site to do.
How to get around this: As well as creating tasks which set the context, consider including some time at the beginning of the session for users to explore the prototype as they would normally do on that website/app, without giving them long enough to discover the prototype journeys. Introductory questions can also be asked at the start of the session to position the user in the right frame of mind for what the prototype will allow them to do, therefore helping to provide some context alongside the task wording.
Answer:
animals who eat the bark can spread it.
Explanation:
logic
