PROCEDURE: 1. Obtain and mass of one raisin and record INITIAL mass in your observation chart.
2. Half fill a beaker with distilled water and submerge raisin in the water. Label your beaker and draw a labelled diagram in the space below. Leave for approximately 24 hrs.
3. After 24 hours, carefully remove the raisin. Mass your raisin and record the FINAL mass below.
OBSERVATIONS & CONCLUSIONS:
Raisin in distilled water (5 marks)
Raisin in corn syrup (5marks)
Labelled Diagram:

Labelled Diagram:
Initial Mass:

Final mass:

Initial mass:

Final mass:

Explanation:
The concentration of water was higher (inside or outside) _ the raisin. Water moved _ the raisin, causing it to _.

Explanation:
The concentration of water was higher (inside or outside) _ the raisin. Water moved _ the raisin,
causing it to _.
Conclusion: The raisin was placed in a _ solution.
Conclusion: The raisin was placed in a _ solution.

i think that the best answer would be c.

tell me if im wrong : )

they deliver oxygen to the blood

answer: decrease

a limiting factor is the one which decrease the abundance, distribution and causes extinction of the population of species in a ecosystem. here, predators including hawks, owls and snakes are the limiting factor for the population of mexican free tailed bat.   although bats are nocturnal animals as they forge for food at night these predators also may remain active during night which can decrease the population of the mexican free-tailed bats. also, these bats eat only one type of insects that are moths. the food can also be a limiting factor as all 400 members are dependent upon same type of food needs that are moths. the decrease in the moth population can cause decrease in population size of the mexican free-tailed bats.

therefore, the scenarios will most likely to decrease the population size of the mexican free-tailed bats.  

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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