Biological Evidence of Evolution
A. Evidence for Evolution
1.Evolution does not occur in a straight line with one species
another in a series of orderly steps.
a. Living species that are closely related share a common .
b. How closely related two species are depends when they
, or split, from their common ancestor.
2.The study of similarities and differences among structures of living species is called .
a. Body parts of organisms that are similar in position but different in function are
called . The forelimbs of different mammals are examples.
b. If species have homologous structures, this suggests that the species are .
c. The more similar two structures are to each other, the more likely it is that the species have evolved from a recent .
d. are body parts that perform a similar function but differ in structure. The wings of flies and birds are examples.
e. The existence of analogous structures indicates that the species are not related.
3.Body parts that have lost their original function through evolution are called
. The of flightless birds are an example.
a. The best explanation for is that the species that have
vestigial structures are to ancestral species that still use the structures for a specific purpose.
b. Whales have a tiny bone, which is a vestigial structure for walking on land.

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.

let me know if you need more

the answers are as following:

1. c. double helix, nucleosome, coil, supercoil, chromosome

2. b. g2 phase, preparation for mitosis

3. d. interphase consists of the g1, s, and g2 phases

4. c. metaphase

5. a. chromosomes are duplicated before cell division so that each new daughter cell has a complete set

photosynthesis makes the glucose that is used in cellular respiration to make atp. the glucose is then turned back into carbon dioxide, which is used in photosynthesis. while water is broken down to form oxygen during photosynthesis, in cellular respiration oxygen is combined with hydrogen to form water.