Introduction : Scientists who study earth's layers are called geologists. Since they cannot see inside the earth, they use geological clues to help them. These clues are gathered from activities such as volcanoes and earthquakes. From these clues , geologists make inferences about what the inside of Earth actually looks like.
Question: Name the main layers of the Earth from the inside to the surface.

Answer:

the second one

Explanation:

Sometimes it can be tricky to know whether or not a chemical reaction has occurred. For example, when you melt ice into water, you can write the process in terms of a chemical reaction. However, the chemical formula on both sides of the reaction is the same. Since the chemical identity of the matter in question is unchanged, this process represents a physical change.

Thus melting point is a physical property. On the other hand, flammability is a chemical property of matter because the only way to know how readily a substance ignites is to burn it. In the chemical reaction for combustion, the reactants and products are different.

none are better, depending on for what

Answer:

137.327 atomic mass units

hope this helps

Explanation:

Answer:

56 protons, 81 neutrons and 56 electrons

Explanation:

hope that helps

Complete question:

1. You found a new species of garden pea and have decided to repeat Mendel’s experiments. You have obtained two true-breeding pea plants that are tall (T) with yellow pods (g), and short (t) with green pods (G), respectively. Capital letters indicate dominant traits.

a. What is the genotype and phenotype of the F1 generation? (2p)

b. You allowed self-fertilization in F1 generation and obtained F2 generation. Using Punnett square to obtain the phenotypes, genotypes and their respective ratios. (4p)  

2. If you obtained 1248 offspring in the F2 generation in Question 1, calculate how many offspring of each phenotypic class you would expect to have. (4p)

3. When you finish questions 1 and 2, under what assumption/hypothesis did you perform your analysis/calculation? Is there an alternative assumption/hypothesis, which may result in a different conclusion? If yes, what is the alternative assumption/hypothesis and what kind of offspring and in what numbers do you expect to obtain? (4p)    

4. You only need to answer A or B to get this 6p. Please indicate which question you are answering. In your experiment, you found the following offspring only: Tall green: 626 offspring. Tall yellow: 313 offspring. Short green: 309 offspring.  

A: If you stay with your original hypothesis/assumption, test it using chi2 test and analyze the result (whether you want to reject the hypothesis and why).

B: If you believe that the alternative hypothesis fits better with your data, test it using chi2 test and analyze the result (whether you want to accept the hypothesis and why).

Answer:

1) a. 100% of the progeny will be dihybrid, TtGg, exhibiting the phenotype    

       Tall plants with green pods.

   b.  F2 Gentotype:

      F2 Phenotype:

Phenotypic ratio → 9:3:3:1

2)  T-G- → 702 individuals

     T-gg → 234 individuals

     ttG- → 234 individuals

     ttgg → 78 individuals

3)

4) a. There is enough evidence to reject the null hypothesis, meaning that the difference between the observed number of individuals and the expected ones is statistically significant. The population is not under equilibrium H-W. Alleles do not assort independently.  

Explanation:

1) 1st Cross: True-breeding tall (T) with yellow pods (g) pea plant with a short (t) with green pods (G) plant

Parentals)         TTgg         x         ttGG

Gametes) Tg, Tg, Tg, Tg          tG, tG, tG, tG

F1) 100% of the progeny will be dihybrid, TtGg, exhibiting the phenotype    

    Tall plants with green pods.

2nd Cross: F1 self-fertilization

Parentals)  TtGg     x     TtGg

Gametes) TG, Tg, tG, tg

                TG, Tg, tG, tg

Punnett square)    TG         Tg           tG          tg

                 TG      TTGG     TTGg      TtGG      TtGg

                 Tg       TTGg      TTgg      TtGg      Ttgg

                 tG        TtGG      TtGg       ttGG       ttGg

                  tg        TtGg       Ttgg       ttGg       ttgg

F2) Gentotype:

      Phenotype:

Phenotypic ratio → 9:3:3:1

2) The total number of individuals in the F2 is 1248.

16 ----------------- 1248 individuals  --------------- 100% of the progeny

9 T-G- ----------- X = 702 individuals-------------X = 56.25%

3 T-gg ----------- X = 234 individuals ----------- X = 18.75%

3 ttG- ------------- X = 234 individuals ---------- X = 18.75%

1 ttgg ------------- X = 78 individuals ------------ X = 6.25%

3)

4)    F2 composed of:

                       Tall/Green        Tall/Yellow         Short/Green       Short/Yellow

Observed              626                  313                        309                        0

Expected               702                  234                       234                       78

(Obs-Exp)²/Exp     8.23                  26.7                        24                        78

X² = Σ(Obs-Exp)²/Exp = 8.23 + 23.7 + 24 + 78 = 136.93 ≅ 137

Freedom degrees = genotypes - number of alleles = 9 - 4 = 5

Significance level, 5% = 0.05

Table value/ Critical value = 11.07

X² = 137

X² > Critica value

137 > 11.07

There is enough evidence to reject the null hypothesis, meaning that the difference between the observed number of individuals and the expected ones is statistically significant. The population is not under equilibrium H-W. Alleles do not assort independently.    

Answer:

d) topographical variation

Explanation:

Answer: New growth is stricken with the blight before it has the chance to mature.

Explanation:

American Chestnut trees can indeed regrow from their roots but due to the devastating effect of the chestnut blight, they have been unable to do this since the blight spread across the country.

The blight was introduced when Chinese chestnut trees were imported into the U.S. in the 20th century. It killed off most of the chestnut trees in the U.S. and attacks the tree again when it grows to around 6 meters bringing it down to its roots. This is why the American Chestnut is considered endangered.

Answer:

d

Explanation:

took the test

Answer:

Does anyone watch shaurya aur anokhi ki kahani on star plus an Indian serial you'll love it

Answer:

50%

Explanation:

Answer: D

Explanation:

Answer:

D edge 2021

Explanation:

Answer:by

Explanation:

Answer:

Explanation: The answer is yes we can. We are depending on them now and they supply most of our needs to live.

Hope this helps and feel free to copy and paste it :)

Answer:   D

Explanation:

i took the quiz

Answer:

D.

Explanation:

I JUST submitted the test

Answer:

THE MATEMÁTICAS 163 por eso

Answer:

in case of emergency

Explanation:

Answer:

D- It helps stop erosion.

Explanation:

Erosion can be defined as a geological process which typically involves the wearing out of earthen (soil) materials and the transportation of these materials by natural forces like water, wind, etc. Soil erosion is greatest when the soil is steep.

The steepness of a body such as river or stream refers to the downward slope or gradient of the body of water.

Generally, the steepness of a body affects the rate at which other materials would flow or move around. Thus, the steeper a river or stream, the greater would be its rate of erosion. Other factors that affect the rate of erosion in an area include the following; farm management, rainfall, climate, soil type, soil cover, landscape, type of wave, crops, rock strength and position of coast.

In order to mitigate or stop the rate of erosion in an environment, trees and bushes should be planted on a steep hill because they will obstruct the free flow of water, as well as absorbing it.

Answer:

The process that would be the correct label to replace the question mark in this question is:

B) Deposition

Explanation:

Deposition takes place after erosion of sedimentary rock.  At this stage, the eroded sedimentary rocks build up under high pressure heat, wind, ice, water, and other natural forces to originate the rock formation cycle once again.  Naturally, after deposition, the igneous rocks, which have then layered up sedimentary rocks to become metamorphic rocks.

Answer: This may mean that the mother has been seeing people and the kids don't have the same dad or They don't really have a lot of their parent's genes.

Explanation:

really the only options I can think of.

Answer:

What do you need help with? I see nothing attached.

Answer:

Element

Explanation:

In chemistry, two substances are referred to as PURE SUBSTANCES. One of the pure substances is ELEMENT and the other is compound. An element is a pure substance that contains only one type of atom.

In an element, only one type of atom makes up the structure. For example, H2 (hydrogen) and O2 are examples of elements because they contain only hydrogen and oxygen atoms respectively

Answer:

1.Buccal pumping is "breathing with one's cheeks": a method of ventilation used in respiration in which the animal moves the floor of its mouth in a rhythmic manner that is externally apparent.

2.Cutaneous respiration, or cutaneous gas exchange, is a form of respiration in which gas exchange occurs across the skin or outer integument of an organism rather than gills or lungs.

3.Pulmonary ventilation is commonly referred to as breathing. It is the process of air flowing into the lungs during inspiration (inhalation) and out of the lungs during expiration (exhalation.

Yan Lang po Sana makatulung

Answer:

these are all the answers to the entire course activity

Please mark as brainliest if this helps

Explanation:

Answer:  Major grain crops are corn, wheat, barley, oats, rye, rice, sorghum, and soybeans. Less than 10 percent of the corn grown in the U.S. is for human consumption. Legume plants such as dry beans and peas are important foods in the diet of many Americans and people around the world.

Explanation:

Answer:

Giraffe - vertebrate

white tiger - vertebrate

Answer:

An antisense sequence with complementary to the target mRNA encoded by the gene of interest

Explanation:

An antisense sequence is usually a short RNA sequence specifically designed in the laboratory to bind by complementary to the DNA/RNA sequence of interest (usually a target mRNA) whose expression is desired to be inhibited. When an antisense bind to its target mRNA, the antisense sequence acts to block translation, thereby inhibiting protein synthesis. Moreover, it has been shown that the double-stranded antisense-RNA complexes may also increase the susceptibility of the target sequence to RNase H digestion.