Will mark ! question 1 which of the following is a characteristic of the plant kingdom? a. all are single-celled b. make their own food c. cell nucleus is absent d. can change their location question 2 the diagram below shows the branching tree diagram for humans. the text box below it shows the set of derived shared characteristics for the branching tree. (the diagram is in the first picture) look at the possible derived shared characteristics, shown in the text box. think about where these should be placed along the branching tree diagram. where in the branching tree would you most likely write jaws? explain your answer. question 3 which of the following is the process by which organisms use oxygen to break down glucose to maintain homeostasis? a. cell division b. cellular respiration c. excretion d. photosynthesis question 4 the image below shows how wolves and dogs compare to some other animals in the levels of classification. (the image is in the second picture) based on the chart, how are insects and dogs related? a. they belong to the same kingdom but different phyla. b. they belong to the same domain but different kingdoms. c. they belong to the same kingdom and phylum. d. they belong to the same domain and phylum.

the answer to your question is sperm

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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