24. in the early stages, how do all vertebrate embryos compare with each other? what does this
indicate?
33. what is stint selection dww the graph
25. organisms with homologous (similar)
probably more closely related
34. what is disruptive selection? drww the graph
chapter 17 evolution of populations
section 17.1
26. what is meant by the gene pool?
35. a random change in allele frequency is called
36. suppose a widespread disease is large portions of a population. individuals that survive the
disease have rare alleles but there is only a few survivors. once the new population grows, what type of
effect on population has occurred?
27. name the 3 ways variations in genotypes arise.
37. give an example of the founder effect that is different than your book. (think of an example and it
doesn't have to be real life)
28. how many alleles exist for each tralt in a gene pool?
29. how is allele frequency relative frequency) determined?
38. do populations change quickly or slowly?
30. what are the three sources of genetic variation? briefly explain each
39. do individuals evolve?
40. do populations evolve?
41. what does the hardy-weinberg theory state about allele frequencies in a population?
31. what is a single-gene trait and what is a polygenic tralt?
42. list the conditions that must hold true in the ideal population for hardy-weinberg to be correct
section 172
43. would the hardy-weinberg law apply to real populations?
32. what is directional selection? draw the graph.
44. does the hardy-weinberg taw apply to small and medium sized populations?

answer: 21

step-by-step explanation:

divide 630 by 30. 30 goes into 630 21 times

not only is it colder, it also becomes darker, less salty, and more dense.

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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