1. Which of the following describes the amount of organic material that is available for transfer to the next trophic level after subtracting material used for respiration? -Gross Primary productivity
-Biomass
-Net Primary productivity
0r
-Primary productivity

2. Suppose a plant is eaten by a mouse, the mouse is consumed by a snake, and the snake is in turn consumed by a hawk. What could be assumed about the level of available organic matter in the mouse versus the plant?
-There will be less organic matter available.
-There will be more organic matter available.
-Organic matter does not transfer between the plant and the mouse.
0r
-They both have the same amount of organic matter.

3. How does biomass change from lower to higher trophic levels?
-It fluctuates.
-It increases.
-It decreases.
0r
-It stays the same.

4. The incomplete burning of in gasoline is known to create black carbon and contribute to global warming.
-ethanol
-methane
-carbon
0r
-carbon dioxide

5. Why are there less secondary consumers in an ecosystem than producers?
-Around 90% of energy from one trophic level to the next is available.
-There is less land to use for habitat after the producers grow.
-More tertiary consumers will eat secondary consumers over producers.
0r
-There isn’t enough energy available to support more secondary consumers.

Net primary productivity is the amount of organic material that is available for transfer to the next trophic level after subtracting material used for respiration.

When a plant is eaten by a mouse, the mouse is consumed by a snake, and the snake is in turn consumed by a hawk. In this case, there will be less organic matter available.

Biomass change from lower to higher trophic levels by decreasing.

The incomplete burning of ethanol in gasoline is known to create black carbon and contribute to global warming.

There is less secondary consumers in an ecosystem than producers because there isn’t enough energy available to support more secondary consumers.

It should be noted that global warming brings about the increase in the temperature around the world.

Read related link on:

link

why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

check this over.

1. is geographic distribution

2 is increasing complexity

3 is transitional forms