Hemoglobin from two species is compared. on the long protein chains, there are three locations where the amino acids are different. where would you place the common ancestor of the two species on the "tree of life," and why? (i am not sure i have enough information to answer this question but cannot say that on the assignment or will lose points. the context is, "biologists have many ways to study evolution. they can use fossils to learn about ancient species. they can compare the anatomy of modern species. they can observe the order in which cells develop in embryos. all these clues reflect what took place over time at the molecular level. dna and proteins, the genes and the products of genes, provide powerful evidence for descent with modification. as dna changes over time, the proteins that are produced by the dna change too. the result is that many organisms have similar, but not identical, versions of a given protein. differences among these homologous proteins provide clues to evolution. in part a of this lab, you will compare amino acid sequences of hemoglobin from eight mammals. in part b, you will analyze data about sequences in a second protein—cytochrome c. in part b, the organisms will be more diverse." and i am in the pre-lab.

I would place them on the same branch, same stick, but on different twigs.

Explanation:

I would place them on about the same genus because three parts of a piece of DNA is not a lot different. Even a human and a Chimp probably have the same amount of differences, and they have a lot in common. Also the part below my paper/document says that humans are super close to gorillas, chimps, and gibbons.

Disclaimer: I do not know if I am correct. This is the answer I put on my same question.

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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