What might explain the real-world results, show in
the graph to the right, for one class of twenty
students? Check all that apply.
Fourteen people were immune at the
beginning
Noninfected individuals never came into
contact with infected individuals.
A few people were immune at the beginning,
and other people never came into contact
with the disease.
The people who became sick got better
before they could pass on the disease.

Interpret the model. a three-part model with black right-arrows between the parts. left part: a large green apple-shaped component with a w-shaped indentation centered on top. a small blue apple-slice shape sits above the left indentation and an arrow points from the shape to the indentation. a small purple apple-slice shape and arrow sit above the right indentation and an arrow points from the shape to the indentation. middle part: a large green apple-shaped component with a square indentation centered on top. sitting in the left side of the indentation is a blue apple-slice shape with a flat bottom, fused to a purple apple-slice shape with a flat bottom on the right side of the indentation. right part: a large green apple-shaped component with a w-shaped indentation centered on top. an up-arrow is centered above the indentation pointing to a fused blue and purple apple-slice-shaped flat-bottom component sitting above the indentation. assigne "true" or "false" to the end of each statement. the model shows a shape change occurring in the enzyme after the substrate is bound in the active site. t/fthere are two products in this model. t? f there are three substrates in this model. t/f the model shows two different enzymes. t/f

When explaining dominant and recessive traits to a younger family member, they respond, "well chances are i can probably taste ptc, since dominant traits are more common." how might you address this misconception?

What was the land like over 500 million years ago? what was under the sea?