Which student’s explanation would be most useful in demonstrating how pesticide resistance develops in a population? (DOK 3) A.
Student A proposes a model showing how the quantity of pesticide used compares to population size after breeding season for the pests, and how this correlates with rainfall.

B.
Student B proposes a model showing how quantity of pesticide used compares to population size after breeding season for the pests, and how this correlates with average temperature.

C.
Student C proposes to model the application of pesticides and how before and after each application this affects the ratio of phenotypes in each generation and the pest population size after each application.

D.
Student D proposes to model the application of pesticides and how before and after each application this affects the ratio of phenotypes in each generation and the growth of the crops after each application.

How will technology impact medicine in the future?

Will mark brainliest i only need the ! 1.use ten beads and a centromere of one color to construct the long chromosome. use ten beads and a centromere of a second color to construct the second chromosome in the long pair. make a drawing of the chromosomes in the space below. 2. for the second pair of chromosomes, use only five beads. 3. now model the replication of the chromosomes. make a drawing of your model in the space below. part b: meiosis i during meiosis i, the cell divides into two diploid daughter cells. 4. pair up the chromosomes to form tetrads. use the longer tetrad to model crossing-over. make a drawing of the tetrads in the space below. 5. line up the tetrads across the center of your “cell.” then model what happens to the chromosomes during anaphase i. 6. divide the cell into two daughter cells. use the space below to make a drawing of the result. part c: meiosis ii during meiosis ii, the daughter cells divide again. 7. line up the chromosomes at the center of the first cell, one above the other. separate the chromatids in each chromosome and move them to opposite sides of the cell. 8. repeat step 7 for the second cell. 9. divide each cell into two daughter cells. use the space below to make a drawing of the four haploid cells

What environmental cues and landmarks do the geese use to determine the timing and direction of their migration over the mountains? how do they find their way?