You are a research biologist working at the U. S. research station in Antarctica. You discover a new single-celled organism that is able to survive in the frigid conditions. During your research you observe that the organism has a nucleus. Which domain would this new organism be classified into

Eukarya.

Explanation:

The cell is the functional and morphological unit of all living beings. Organisms can be classified as follows: if they are composed of a single cell, they are called unicellular (such as protozoa or bacteria which are microscopic organisms), or mutlicellular if they have more cells.

The three-domain system is a biological classification into three groups:

It is based on the differences found in the sequence of the ribosomal RNA of the minor subunit to conclude that these groups developed separately from a common progenitor.      

Archaea are a group of unicellular prokaryotic microorganisms that have no nucleus or any internal membranous organelles. However they are different from bacteria, so that they form their own domain.

Bacteria are prokaryotic microorganisms that do not have a defined nucleus nor do they generally have internal membranous organelles.

Although archaea and bacteria are morphologically very similar, archaea are closer to eukaryotes in some genes and pathways of transcription and translation. Thanks to studies of genetic material, now we knot that the evolution of archaea and bacteria had been independent, so archaea could no longer be considered as a group of bacteria. However, the Archaea and Bacteria domains include prokaryotic organisms, i.e. those whose cells do not have a differentiated cell nucleus.

The Eukarya domain includes the best known and most complex forms of life (protists, animals, plants and fungi). It includes organisms formed by cells with a true nucleus. These organisms consist of one or more eukaryotic cells, ranging from unicellular to multicellular organisms in which the different cells are specialized for different tasks and which, in general, cannot survive in isolation.

So, if the observed organism possesses a nucleus, then it is a eukaryote.

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.

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