Producers
To understand food chains and food webs, we must start with where the energy begins. Sunlight is energy, and plants use this energy to turn water and carbon dioxide into plant food. This process is called “photosynthesis”. Plants also need minerals and nutrients. They get these from the soil when their roots take up water. While this might not sound like the kind of food you would want to eat, this plant food allows plants to grow, flower, and produceproduce things like acorns, potatoes, carrots, apples, pecans, and many other kinds of fruits.
Because plants make so much energy, they are called “producers”. Their ability to use sunlight to make food makes them a very important source of energy for other living things. Think about all the animals that eat plants. Wow, it's mind-boggling! Now, think about all the places that plants grow. From the oceans to the deserts to the mountaintops, plants can be found nearly everywhere basking in the sunlight and making their own food. And wherever plants grow, animals that depend upon them are sure to be found.
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▹ Answer
<em>B. water cycle</em>
▹ Step-by-Step Explanation
Water is something that is dependent on amongst living things. Without the water cycle, there wouldn't be a source of water and living things wouldn't be able to survive.
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Answer:
Reflection is like bouncing a tennis ball, and absorption is like water soaking into a paper towel.
Explanation:
So first of all a simile uses the words "like" or "as" to compare things. Reflection is like bouncing a tennis ball, and absorption is like water soaking into a paper towel.
Answer:
Until recently, most neuroscientists thought we were born with all the neurons we were ever going to have. As children we might produce some new neurons to help build the pathways - called neural circuits - that act as information highways between different areas of the brain. But scientists believed that once a neural circuit was in place, adding any new neurons would disrupt the flow of information and disable the brain’s communication system.
In 1962, scientist Joseph Altman challenged this belief when he saw evidence of neurogenesis (the birth of neurons) in a region of the adult rat brain called the hippocampus. He later reported that newborn neurons migrated from their birthplace in the hippocampus to other parts of the brain. In 1979, another scientist, Michael Kaplan, confirmed Altman’s findings in the rat brain, and in 1983 he found neural precursor cells in the forebrain of an adult monkey.
These discoveries about neurogenesis in the adult brain were surprising to other researchers who didn’t think they could be true in humans. But in the early 1980s, a scientist trying to understand how birds learn to sing suggested that neuroscientists look again at neurogenesis in the adult brain and begin to see how it might make sense. In a series of experiments, Fernando Nottebohm and his research team showed that the numbers of neurons in the forebrains of male canaries dramatically increased during the mating season. This was the same time in which the birds had to learn new songs to attract females.
Why did these bird brains add neurons at such a critical time in learning? Nottebohm believed it was because fresh neurons helped store new song patterns within the neural circuits of the forebrain, the area of the brain that controls complex behaviors. These new neurons made learning possible. If birds made new neurons to help them remember and learn, Nottebohm thought the brains of mammals might too.
Other scientists believed these findings could not apply to mammals, but Elizabeth Gould later found evidence of newborn neurons in a distinct area of the brain in monkeys, and Fred Gage and Peter Eriksson showed that the adult human brain produced new neurons in a similar area.
For some neuroscientists, neurogenesis in the adult brain is still an unproven theory. But others think the evidence offers intriguing possibilities about the role of adult-generated neurons in learning and memory.
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The phrase dune erosion by ocean water along a shoreline best describes a density-independent limiting factor that can affect ecosystem stability (Option B).
<h3>What is a density-independent limiting factor?</h3>
A density-independent limiting factor can be defined as any factor in a given ecosystem that may alter the homeostasis of the population that lives in a given geographic area.
These factors (density-independent limiting factors) are generally abiotic factors such as hurricanes, extreme temperature conditions, the presence of contaminants in the air that hamper life in a given area, etc.
Conversely, density-dependent limiting factors are biotic factors such as competitive species that alter the development of another population.
Therefore, with this data, we can see that a density-independent limiting factor is any abiotic condition that may alter the life of a population in a give geographic area and thus alter the homeostasis of the whole ecosystem.
Learn more about density-independent limiting factors here:
brainly.com/question/20263955
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