1. Describe how food changes in the stomach. 2. Describe how food changes in the small intestine. 3. Explain what happens to digested food in the small intestine. 4. Explain how cells use digested food. WRITE A SENTENCE ASAP FOR EACH

Explanation:

1. Once filled with food, the stomach grinds the food to break it down into small particles . It then pushes the small particles of food into the first part of the small intestine, called the duodenum. The small intestine is where most of the digestion and absorption of food takes place.

2. The muscles of the small intestine mixes food with digestive juices from the pancreas, liver , and intestine, and pushes the mixture forward for further digestion.

3. The small intestine absorbs most digested food molecules, as well as water and minerals, and passes them on to other parts of the body for storage or further chemical change.

4. The digestive system uses mechanical and chemical methods to break food down into nutrient molecules that can be absorbed into the blood.

1. Once filled with food, the stomach grinds the food to break it down into small particles . It then pushes the small particles of food into the first part of the small intestine, called the duodenum. The small intestine is where most of the digestion and absorption of food takes place.

2. The muscles of the small intestine mixes food with digestive juices from the pancreas, liver , and intestine, and pushes the mixture forward for further digestion.

3. The small intestine absorbs most digested food molecules, as well as water and minerals, and passes them on to other parts of the body for storage or further chemical change.

4. The digestive system uses mechanical and chemical methods to break food down into nutrient molecules that can be absorbed into the blood.

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.

4.) metal

"-the movement of carbon from the nonliving environment into living things and back to the environment

-carbon is the essential component of proteins, fats, and carbohydrates (which make up all organisms)

-carbon exists in air, water, and living organisms

-producers convert carbon dioxide in the atmosphere into carbohydrates during photosynthesis

-bacteria in the atmosphere cycles through the system in filtration units

-in cellular respiration, carbon is released back into the atmosphere as carbon dioxide

-some carbon is stored in limestone (forming one of the largest "carbon sinks" on earth)

-largest carbon reservoir on earth= limestone

-carbon stored in the bodies of organisms as fat, oils, or other molecules may be released into the soil or air when the organism dies

-this may form deposits of coal, oil, or natural gas (fossil fuels, which increased the atmospheric carbon dioxide)

-fossil fuels store carbon left over from bodies of organisms that died millions of years ago

-they are located in the surface of earth, deep within the earth and beneath the ocean floor."