Which statements accurately describe the roles of decomposers in the carbon cycle?

The question is incomplete, here's the complete question;

Which statements accurately describe the roles of decomposers in the carbon cycle? Check all that apply.

-Decomposers release carbon dioxide into the air as waste.

-Decomposers remove carbon dioxide from the air during photosynthesis.

-Decomposers break down the remains of dead plants and animals.

-Decomposers return carbon compounds to the soil.

-Decomposers use carbon to make food molecules.

The correct answer is;

Decomposers release carbon dioxide into the air as waste.

Decomposers break down the remains of dead plants and animals.

Decomposers return carbon compounds to the soil.

Explanation:

In the earth, all living things are made up of carbon. Carbon cycle is the process in which carbon travels from the atmosphere into living things in the earth and then returned into the atmosphere.  Carbon is released into the atmosphere through processes like respiration, decomposition, combustion etc. The carbon cycle explains how carbon is stored, made available to living things and replaced on earth. Plants absorb carbon in the form of carbon dioxide from the atmosphere and use it to produce food (glucose) and release oxygen in a process called photosynthesis. When animals feed on these plants , the carbon is transferred to them and thus passes it along the food chain. During respiration, animals release carbon dioxide back into the atmosphere. When the organisms eventually die, the carbon from them is put back into the atmosphere by decomposers so that other living organisms can use it. Decomposers break down dead organisms , releases carbon dioxide through cellular respiration and enriches the soil with nutrients.  The examples of decomposers are bacteria, fungi and worms. Bacteria decomposes most types of organic matter. Fungi are the main decomposers in the forest as they break down wood and the cellulose in plant cell walls. Decomposers are very important because they release carbon locked up in the dead organisms back into the atmosphere and without carbon dioxide in the atmosphere plants can not produce glucose and oxygen.

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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