How might we explain the origin of the different types of meteorites among the asteroids?
What will be an ideal response?
Meteorites are fragments of parent bodies in the asteroid belt that were large enough to grow hot from radioactive decay or other processes. They then melted and differentiated to form iron-nickel cores and rocky mantles. The molten iron cores would have been well insulated by the thick rocky mantles, so that the iron would have cooled slowly enough to produce big crystals that result in Widmanstätten patterns. Some stony meteorites that have been strongly heated appear instead to have come from the mantles or surfaces of such bodies. Stony-iron meteorites apparently come from boundaries between stony mantles and iron cores. Collisions could break up such differentiated bodies and produce different kinds of meteorites. In contrast, chondrites are probably fragments of smaller bodies that never melted, and carbonaceous chondrites may be from unaltered bodies that formed especially far from the Sun.
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Let Y = yellow and y = green, and R = round and r = wrinkled. You cross YYRR peas with yyrr peas. All of the F1 individuals are yellow and round with a genotype of YyRr. You then perform an F2 cross and get the expected 9:3:3:1 phenotypic ratio. What proportion of the F2 plants are expected to be heterozygous for both traits?
Let Cy = curly wings and Cy+ = wild type. In Drosophila, the Cy allele behaves as a dominant mutation that produces curly wings in the heterozygous condition (Cy/Cy+), but also behaves as a recessive lethal mutation. Flies homozygous for the Cy allele die before reaching adulthood. A. 1/16 B. 1/4 C. 1/2 D. 9/16 Clarify Question · What is the key concept addressed by the question? · What type of thinking is required? · What key words does the question contain? Gather Content · What do you already know about dihybrid crosses? Consider Possibilities · What other information is related to the question? Which information is most useful? Choose Answer · Given what you now know, what information and/or problem solving approach is most likely to produce the correct answer? Reflect on Process · Did your problem-solving process lead you to the correct answer? If not, where did the process break down or lead you astray? How can you revise your approach to produce a more desirable result?
The level of organization where factors such as
sunlight, rainfall, and temperature come into play is the a. digestive system. b. the flow of energy and recycling of nitrogen in a given area. c. plants producing oxygen in the Amazon basin is consumed by giraffes on the Serengeti. d. glucose. e. clown fish, sharks, and coral living together at the Great Barrier reef
The correct operational sequence of the three processes listed below is:
a. glycolysis >> electron transport >> Krebs. b. electron transport >> glycolysis >> Krebs. c. Krebs >> glycolysis >> electron transport. d. electron transport >> Krebs >> glycolysis. e. glycolysis >> Krebs >> electron transport
Which of the following describes a transition state molecule?
A) the distorted shape a coenzyme takes while it is bound to an enzyme B) the distorted shape the enzyme takes when converting substrate into product C) the distorted shape the product takes while being released from the enzyme D) the distorted shape the substrate takes when being converted by an enzyme into product