PROS: It dissolves in water and lowers the freezing point of water so a lower temperature is required for ice to form. This makes the road less treacherous for vehicles. Road salt is usually cheap and readily available. Since salt is already a constituent of sea water, it does not cause pollution when washed away.
CONS: Salt dissolved in water is corrosive to metal. A metalled road surface may eventually be attacked by the corrosive, leading to damage of the surface. The salt solution is splashed on to the bodies and into the engine parts of vehicles and, unless properly protected, the metal parts of the vehicle will become corroded. Salt solution is a good conductor of electricity so it could under certain circumstances affect the electrical circuits within vehicles. When the salt solution dries out it leaves a deposit of white salt on the surface. The spreading of road salt is often carried out by specially equipped vehicles, so there is a cost incurred in salt spreading. Usually salt is mixed with grit.
Answer: The answer is C, a monohybrid cross.
Explanation:
A dihybrid cross would be crossing 2 (usually linked) traits in the same punnett square, while a trihybrid cross is with 3 traits. Since he's only studying 1 trait (tall vs. short) the answer is C, a monohybrid cross.
The homologous chromosomes are passed on to one haploid cell. <span>The benefit is that one haploid cell get the majority of nutrients.</span>
Answer:
What exactly is CER, and how does it work?
CER all starts with a question asked by the teacher. This question is based on a phenomena or lab experience. The student’s explanation or answer, as you may have guessed, will consist of three parts: a claim, the evidence, and the student’s reasoning.
Claim
A claim is a statement that answers the question. It will usually only be one sentence in length. The claim does not include any explanation, reasoning, or evidence so it should not include any transition words such as “because.”
Evidence
The evidence is the data used to support the claim. It can be either quantitative or qualitive depending on the question and/or lab. The evidence could even be a data table the student creates. Students should only use data within their evidence that directly supports the claim.
Reasoning
The reasoning is the explanation of “why and how” the evidence supports the claim. It should include an explanation of the underlying science concept that produced the evidence or data.
Explanation:
