Need 21 points
image shows a lake, a factory, a cloud in the sky, a cow, dead organisms, a tree, and the sun. an arrow from the sun to the tree is labeled a. an arrow from the sky to the tree is labeled b. the sky is labeled c above the cloud. the letter d is in the air and an arrow points from it down to dead organisms. an arrow points from dead organisms to the ground labeled e. an arrow points from the cow into to the sky labeled f. an arrow points from the factory to the sky labeled g. an arrow from the sky to the lake is labeled h above the lake.

using the diagram above, match the description to the corresponding location in the carbon cycle model. provide the letter only.

carbon dioxide is converted to sugar used for food location .
carbon trapped in fossil fuels is converted to carbon dioxide location . organic carbon is converted to fossil fuels location . carbon dioxide is converted to carbonates location . sugar is broken down and converted to carbon dioxide location .

A - 1. Carbon dioxide is converted to sugar used for food (this is process of phosynthesis).

G - 2. Carbon trapped in fossil fuels is converted to carbon dioxide (this is combustion of fuel).

E - 3. Organic carbon is converted to fossil fuels.

H - 4. Carbon dioxide is converted to carbonates.

F - 5. Sugar is broken down and converted to carbon dioxide (this is breathing).

answer; (phospholipid);

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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