Each substance has a unique set of properties that depends on the kinds of atoms it has and how the atoms are connected, or bonded. bonding is related to the electrons in an atom, and there are different kinds of bonds. as a result, some substances can have the same atoms but different bonds. substances that are different but have the same atoms are called allotropes. allotropes have very different properties. diamond and graphite are well-known allotropes. graphite is used in pencils for writing and is sometimes called lead. diamond is colorless and transparent, and is one of the hardest substances known. graphite is dark gray and soft. when we write, layers of graphite easily transfer from the pencil to the paper. although they’re different, diamond and graphite each only contain one kind of atom—carbon. how do you think the bonds between carbon atoms might be different in diamond and graphite? use household materials to build physical models to you develop your ideas. describe what you learned from your models. what other kinds of allotropes are there? what kinds of properties and atomic bonds do they have? ( )

Maybe the reason is that they have the same type of atoms, but one may have more than the other making it stronger, like a diamond compared to lead. Carbon and charcoal are other examples.

a. seed plant structure. 1. the three main plant organs are roots, stems, and leaves. a fourth kind of tissue, meristematic tissue, is responsible for plant growth. meristematic tissue is the only plant tissue that produces new cells by mitosis. plants can lose water out of their leaves as they exchange gases with the air

explanation:

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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