A teacher challenges students to create an investigation that demonstrates continental drift. Which scenario would best represent continental drift? F Use wooden blocks to represent the plates. Push them together to model mountains and pull them apart to model volcanoes. G Use wooden blocks to represent the plates. Move them side by side to model fault lines. H Use wooden blocks to represent the plates. Float the blocks in a container of warm water. J Use wooden blocks to represent the plates. Stack the blocks in two towers to model an ocean ridge.

What are the formed elements (cell or parts of cell) in blood and what are their functions ?

Scenario 5 1) take 10 red and 10 black beans and place them, mixed, on the table. record the starting phenotype # and frequencies (% of your total population) of your starting population in the table provided (generation 0). 2) act as a predator. “capture” as many organisms as you can until you have reduced the population to three organisms. put them aside. at this point, the predators die. 3) the remaining organisms each produce 2 clonal offspring. multiply your organisms accordingly and allow them to mix on the table. calculate and record the resultant phenotype # and frequencies (% of your total population) of your population in the table provided (generation 1). 4) repeat the reproduction event, allowing each of your organisms to produce 2 clonal offspring. calculate and record the resultant phenotype # and frequencies (% of your total population) of your population in the table provided (generation 2). 5) repeat the reproduction event, allowing each of your organisms to produce 2 clonal offspring. calculate and record the resultant phenotype # and frequencies (% of your total population) of your population in the table provided (generation 3).

Wich organism obtains its energy from dead or decaying matter