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Pasadena City College CSI Facts of the Case Discussion
For this discussion you will present the facts of the case and the conclusions that you have drawn from them. You will the ...
Pasadena City College CSI Facts of the Case Discussion
For this discussion you will present the facts of the case and the conclusions that you have drawn from them. You will then get to see if others investigating the same case and the same evidence are in agreement with your analysis of the evidence and your conclusions. Post Requirements:This assignment requires two posts, each completed individually.First Post - Due ThursdayWhat is your hypothesis for who committed the murder? What do you think happened to Chelsie Vapolt?What evidence do you have from the timeline, autopsy, hair analysis, body fluids, blood, and DNA to support this?What evidence do you have from the timeline, autopsy, hair analysis, body fluids, blood, and DNA that may point to a different suspect(s)?What facts of the case are you certain of? Which do feel might be true, but lack evidence to support them?Second Post - Due SundayPlease read the posts and choose one classmate's post to which to respond. Try to respond to someone that hasn't yet received a response.Do you have the same hypotheses for who committed the murder? If not, what is your hypothesis?Analyze their evidence and facts. Which ones do you agree on? Which ones (if any) do you disagree on? For full credit, explain your reasoning. Choose one piece of evidence. What is a potential innocent or alternate explanation, other than murder, for this evidence to have been found where it was? Example: The suspect owns an orange cat and an orange cat hair was found on the victim's coat. However, the victim's neighbor also owns an orange cat. Therefore, the cat hair could have been from the neighbor's cat.GradingTo see how this assignment will be graded, click on the three dots in the upper right corner of this page, then click "Show Rubric". If you're reviewing this assignment using the Canvas mobile app, the rubric is included in the Grade tab.While I am not specifically grading you on your spelling or grammar, scientific communication is an important skill. Please proofread and spellcheck before posting/submitting to ensure that your ideas come across clearly. Up to 10% may be deducted for excessive grammar and spelling errors that affect the readability of your work.
3 pages
Titration Level 3 Labnotebook
In level 3, you'll analyse samples from a batch of hair product that is suspected to be fake. You'll perform titration
Titration Level 3 Labnotebook
In level 3, you'll analyse samples from a batch of hair product that is suspected to be fake. You'll perform titration
Lab Two Projectile Motion
Lab Assignment 2: Projectile MotionInstructor’s OverviewProjectile motion is a part of our everyday experience. When y ...
Lab Two Projectile Motion
Lab Assignment 2: Projectile MotionInstructor’s OverviewProjectile motion is a part of our everyday experience. When you strike a baseball or softball, you are creating a projectile motion scenario. Similarly, you yourself are a projectile when you jump into a pool to cool off on a sweltering summer day. In this lab you will get some hands-on experience with projectile motion and apply the two-dimensional kinematic equations that we have developed. You will perform experiments and compare your results to theory.This activity is based on Lab 7 of the eScience Lab kit. Although you should read all of the content in Lab 7, we will be performing a targeted subset of the eScience experiments.Our lab consists of two main components. These components are described in detail in the eScience manual (pages 83-88). Here is a quick overview:
• In the first part of the lab, you will launch a marble off of a table or other elevated surface and measuring the horizontal distance that the marble travels. From this distance, you will calculate the launch velocity of the marble. You'll then repeat the experiment using a different launch height and try to predict the new horizontal distance using the velocity that you derived from the first part of the experiment.
• In the second part of the lab, you will launch small foam rockets. The first part of this experiment involves measuring the flight time of the rocket and deriving launch speed. In the second part of the experiment, you will explore the dependence of range on launch angle.
Note: In the rocket experiment, perform and document steps 1-7. Then launch your rocket at three angles: 30 degrees, 45 degrees, and 60 degrees. Record all of your data in the tables that are provided in this document. Don't use the tables in the eScience manual.Take detailed notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your experimental methods and observations.Experiment Tips: Marble on a ramp
• Although you are welcome to use the water and corn starch technique outlined in the eScience lab manual, a slightly less messy technique is suggested. Take a towel and fold it into several layers. Place the towel in the marble landing area and smooth the surface with your hand. When the marble hits the towel, its landing is deadened and you will see a slight impression of where it landed. Measure to this impression to determine the range of the marble. Consider also placing a sheet of aluminum foil on the towel, again to have a noticeable mark for marble strike point.
• Make sure that you place your marble at the same position on your ramp. This helps insure the repeatability of launch speed.
Rocket experiment
• The best results occur when you have a consistent squeeze on the launch bulb, firm but not excessively vigorous. The rocket flies more consistently and travels a manageable distance from a measurement perspective.
• Before collecting data, make sure you practice you launch technique. Try to squeeze the launch bulb in a consistent manner to minimize experimental variation.
• Launch the rocket close to the ground for your range measurements.
Procedure 1 – marble launch – calculating horizontal velocity In this experiment you will measure the height the marble will fall, that is, the height of the table. From this height you will calculate the time the marble falls, this is the same amount of time the marble will be in flight when launched horizontally off the table. The horizontal component of the marble’s motion does not affect the time of flight. The marble both moves horizontally and vertically but the time is only dependent on the vertical fall. Note: we are assuming the air does not affect the flight as it would if the object had a wing like structure.Height of table (y) __________ t = Calculated time of drop __________Using a plumb line dropped from the edge of the table make a mark on the floor directly under the edge of the table. (suggest placing the mark on a piece of masking or painters tape on the floor or laying down a piece of paper that is weighted down).Suggest having a lab partner assist if available. Roll the marble down the ramp and measure the distance the marble traveled horizontally (x). This is the distance from the mark below the table edge to the impact mark. Using this distance and the calculated time of flight calculate the horizontal velocity v = Perform 10 trials and record the results in the table below.Data Table for Marble Procedure 1.
Height = __meters
Trial Number
Distance (meters)
Calculated velocity (m/s)
1
2
3
4
5
6
7
8
9
10
Average
Standard Deviation
Procedure 2 – marble launch – predicting rangeIn this experiment you will increase the height of the table, or you can put the launch ramp on some books. Keep the length of the launching ramp the same to keep the horizontal velocity the same but we want the marble to be in the air longer. Height of table (y) __________ t = Calculated time of drop __________Using the new time of flight and the average horizontal velocity from the table above calculate a predicted horizontal distance. Roll the marble and again measure the horizontal distance as done before. Compare the actual distance with the predicted distance. Repeat for 10 trials and record in the table below.Data table for marble experiment (Procedure 2):Height = __metersTrial NumberObserved Distance (meters)Predicted Distance (meters)Difference between observed and predicted distances (meters)12345678910AverageStandard DeviationProcedure 3 – Rocket Launch, determining launch velocity.In this experiment you will launch a rocket vertically, straight up, and measure the time of flight. We can use either the time to reach the peak of flight or the total time of flight. Measuring the total time of flight is recommended as a longer time is less affected by reaction times in operating the stop watch.The time to reach the peak is ½ the total time of flight. Let t = time to reach peak v = 0 at the peak v = v0 – gt 0 = v0 – 9.8 t v0 = 9.8 t Perform 10 trials, measure the flight time, and calculate the initial velocity. Remember the equation above uses the time to peak of flight, ½ the flight time.Data table for rocket experiment - vertical launchTrial NumberFlight time (sec)Calculated velocity (m/s)12345678910AverageStandard DeviationProcedure 4 – Rocket Launch at AnglesUsing a protractor set the rocket to launch at angles of 30o,45o, and 60o.You will use the range equation to predict the horizontal distance the rocket travels. R = ()2 sin (2θ) : where theta (θ) is the launch angle (measured from the horizontal).Data tables for rocket experiment - angle experimentsAngle = 30 degreesTrial NumberPredicted range (meters)Measured range (meters)Difference (meters)12345AverageStandard DeviationAngle = 45 degreesTrial NumberPredicted range (meters)Measured range (meters)Difference (meters)12345AverageStandard DeviationAngle = 60 degreesTrial NumberPredicted range (meters)Measured range (meters)Difference (meters)12345AverageStandard DeviationAnalysis and DiscussionMarble experiment calculationsShow your calculation of the launch velocity of the marble as a function of height and distance travelled:Use your equation above to solve for the range as a function of launch velocity and height):Rocket calculationsShow your calculation of the launch velocity of the rocket as a function of flight time.Show your calculations of predicted range for the three angles used.Based on your experimental results, please answer the following questions:Marble Experiment
• Suppose you altered your existing ramp so that the marbles had twice their initial velocity right before leaving the ramp. How would this change the total distance traveled and the time that the marbles were in the air?
• Did your prediction in Procedure 2 come close to the actual spot? Find the percent error of your predicted distance (expected) compared to the actual average distance (observed). What are some sources of error in this experiment?
% error = [ (observed value ‐ expected value)]/ expected value X100Rocket Experiment
• Of the three angles that you tested, what angle gave the greatest range? The least?
• What role does air resistance play in affecting your data?
• Discuss any additional sources of error, and suggest how these errors might be reduced if you were to redesign the experiment.
ConclusionsReferences
Help with Mendelian Genetic Inheritance Lab
I have a lab where I grew several seeds in Petri Dishes in order to study the inheritance of phenotypes. I need to make P ...
Help with Mendelian Genetic Inheritance Lab
I have a lab where I grew several seeds in Petri Dishes in order to study the inheritance of phenotypes. I need to make Punnets squares with the data I gathered and fill in the chart below. I understand the general idea of the Punnets square but am lost with creating it. I also am not too certain how to do the F2 generation prediction and F2 percentage prediction in the second chart. I am certain I can do the P1 generation %, F1 Generation%, and F2 Generation percentage actual. Not sure if it matters but I started with 10 - P1 seeds but only 9 sprouted, and 40- F2 generation seeds but only 37 sprouted.Genetic Inheritance Data Table Number of plants with: P1 Generation P1 Generation Percentage F1 Generation F1 Generation Percentage Purple Stem and Yellow-Green Leaves 2 4 Purple Stem and non-yellow green leaves 7 6 Non-purple stem and yellow-green leaves 0 0 Non-purple stem and non-yellow-green leaves 0 0 Total number of plants 9 10 F2 Genetic Inheritance Data Table Number of plants with: F2 Generation Prediction F2 Generation Percentage prediction F2 Generation Actual F2 Generation Percentage Actual Purple Stem and Yellow-Green Leaves 12 Purple Stem and non-yellow green leaves 8 Non-purple stem and yellow-green leaves 17 Non-purple stem and non-yellow-green leaves 0 Total number of plants 37
BIO 1100 CSU Charles Darwins Theory of Biological Evolution Questions
Question 1 Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory ...
BIO 1100 CSU Charles Darwins Theory of Biological Evolution Questions
Question 1 Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory? How might genetics and evolution apply to our modern society when we consider the differences between people? Should we stratify people based on intelligence or other specific qualities? Have you observed traits in your parents that you do not like and see them in yourself? (You do not have to be specific about personal issues but can write about issues in a general sense.) Your journal entry must be at least 200 words in length. No references or citations are necessary. Question 2 Pine trees that are too tall or too short do not do as well as pine trees that are average in height. The short trees do not get as much light as tall or average trees. The tall trees are more likely to break off in storms. Tell how this is an example of stabilizing selection. Be sure to define stabilizing selection in your answer. Your response must be at least 75 words in length. Question 3 There is a moth in England called the peppered moth. Before Britain's industrial revolution, these moths were usually salt and pepper colored. Because of their coloring, they blended in well with the tree trunks on which they tended to rest. The coloring helped them hide from the birds that ate them. During the British industrial revolution, industry expelled a lot of soot from the burning of coal into the environment. This soot darkened the tree trunks, and it was noted that black-colored moths were becoming predominant. The idea is that with soot in the environment, black-colored moths fared better than light-colored moths. There is some debate as to whether this is actually the case or not, but for the sake of this question, let's assume it is. In your own words, explain the concepts from the four observations discussed in 12.2 using the moth as an example. In other words, how does the moth illustrate the first observation, the second observation, etc.? Your response must be at least 200 words in length. Question 4 Have you ever driven through a rural area and thought, “There is nothing out here”? Does that make you think that there is plenty of land “out there” for everyone? Was the area you were driving through actually fallow, or might it have been used for some purpose, such as growing trees for pulpwood or lumber? Did the rural area reassure you that your family would have enough space to live and grow, or are you still concerned? What kinds of things can one do to conserve the land? Your journal entry must be at least 200 words in length. No references or citations are necessary. Question 5 Unit V Homework Assignment Worksheet—Threatened Species (See the attachment)
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Pasadena City College CSI Facts of the Case Discussion
For this discussion you will present the facts of the case and the conclusions that you have drawn from them. You will the ...
Pasadena City College CSI Facts of the Case Discussion
For this discussion you will present the facts of the case and the conclusions that you have drawn from them. You will then get to see if others investigating the same case and the same evidence are in agreement with your analysis of the evidence and your conclusions. Post Requirements:This assignment requires two posts, each completed individually.First Post - Due ThursdayWhat is your hypothesis for who committed the murder? What do you think happened to Chelsie Vapolt?What evidence do you have from the timeline, autopsy, hair analysis, body fluids, blood, and DNA to support this?What evidence do you have from the timeline, autopsy, hair analysis, body fluids, blood, and DNA that may point to a different suspect(s)?What facts of the case are you certain of? Which do feel might be true, but lack evidence to support them?Second Post - Due SundayPlease read the posts and choose one classmate's post to which to respond. Try to respond to someone that hasn't yet received a response.Do you have the same hypotheses for who committed the murder? If not, what is your hypothesis?Analyze their evidence and facts. Which ones do you agree on? Which ones (if any) do you disagree on? For full credit, explain your reasoning. Choose one piece of evidence. What is a potential innocent or alternate explanation, other than murder, for this evidence to have been found where it was? Example: The suspect owns an orange cat and an orange cat hair was found on the victim's coat. However, the victim's neighbor also owns an orange cat. Therefore, the cat hair could have been from the neighbor's cat.GradingTo see how this assignment will be graded, click on the three dots in the upper right corner of this page, then click "Show Rubric". If you're reviewing this assignment using the Canvas mobile app, the rubric is included in the Grade tab.While I am not specifically grading you on your spelling or grammar, scientific communication is an important skill. Please proofread and spellcheck before posting/submitting to ensure that your ideas come across clearly. Up to 10% may be deducted for excessive grammar and spelling errors that affect the readability of your work.
3 pages
Titration Level 3 Labnotebook
In level 3, you'll analyse samples from a batch of hair product that is suspected to be fake. You'll perform titration
Titration Level 3 Labnotebook
In level 3, you'll analyse samples from a batch of hair product that is suspected to be fake. You'll perform titration
Lab Two Projectile Motion
Lab Assignment 2: Projectile MotionInstructor’s OverviewProjectile motion is a part of our everyday experience. When y ...
Lab Two Projectile Motion
Lab Assignment 2: Projectile MotionInstructor’s OverviewProjectile motion is a part of our everyday experience. When you strike a baseball or softball, you are creating a projectile motion scenario. Similarly, you yourself are a projectile when you jump into a pool to cool off on a sweltering summer day. In this lab you will get some hands-on experience with projectile motion and apply the two-dimensional kinematic equations that we have developed. You will perform experiments and compare your results to theory.This activity is based on Lab 7 of the eScience Lab kit. Although you should read all of the content in Lab 7, we will be performing a targeted subset of the eScience experiments.Our lab consists of two main components. These components are described in detail in the eScience manual (pages 83-88). Here is a quick overview:
• In the first part of the lab, you will launch a marble off of a table or other elevated surface and measuring the horizontal distance that the marble travels. From this distance, you will calculate the launch velocity of the marble. You'll then repeat the experiment using a different launch height and try to predict the new horizontal distance using the velocity that you derived from the first part of the experiment.
• In the second part of the lab, you will launch small foam rockets. The first part of this experiment involves measuring the flight time of the rocket and deriving launch speed. In the second part of the experiment, you will explore the dependence of range on launch angle.
Note: In the rocket experiment, perform and document steps 1-7. Then launch your rocket at three angles: 30 degrees, 45 degrees, and 60 degrees. Record all of your data in the tables that are provided in this document. Don't use the tables in the eScience manual.Take detailed notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your experimental methods and observations.Experiment Tips: Marble on a ramp
• Although you are welcome to use the water and corn starch technique outlined in the eScience lab manual, a slightly less messy technique is suggested. Take a towel and fold it into several layers. Place the towel in the marble landing area and smooth the surface with your hand. When the marble hits the towel, its landing is deadened and you will see a slight impression of where it landed. Measure to this impression to determine the range of the marble. Consider also placing a sheet of aluminum foil on the towel, again to have a noticeable mark for marble strike point.
• Make sure that you place your marble at the same position on your ramp. This helps insure the repeatability of launch speed.
Rocket experiment
• The best results occur when you have a consistent squeeze on the launch bulb, firm but not excessively vigorous. The rocket flies more consistently and travels a manageable distance from a measurement perspective.
• Before collecting data, make sure you practice you launch technique. Try to squeeze the launch bulb in a consistent manner to minimize experimental variation.
• Launch the rocket close to the ground for your range measurements.
Procedure 1 – marble launch – calculating horizontal velocity In this experiment you will measure the height the marble will fall, that is, the height of the table. From this height you will calculate the time the marble falls, this is the same amount of time the marble will be in flight when launched horizontally off the table. The horizontal component of the marble’s motion does not affect the time of flight. The marble both moves horizontally and vertically but the time is only dependent on the vertical fall. Note: we are assuming the air does not affect the flight as it would if the object had a wing like structure.Height of table (y) __________ t = Calculated time of drop __________Using a plumb line dropped from the edge of the table make a mark on the floor directly under the edge of the table. (suggest placing the mark on a piece of masking or painters tape on the floor or laying down a piece of paper that is weighted down).Suggest having a lab partner assist if available. Roll the marble down the ramp and measure the distance the marble traveled horizontally (x). This is the distance from the mark below the table edge to the impact mark. Using this distance and the calculated time of flight calculate the horizontal velocity v = Perform 10 trials and record the results in the table below.Data Table for Marble Procedure 1.
Height = __meters
Trial Number
Distance (meters)
Calculated velocity (m/s)
1
2
3
4
5
6
7
8
9
10
Average
Standard Deviation
Procedure 2 – marble launch – predicting rangeIn this experiment you will increase the height of the table, or you can put the launch ramp on some books. Keep the length of the launching ramp the same to keep the horizontal velocity the same but we want the marble to be in the air longer. Height of table (y) __________ t = Calculated time of drop __________Using the new time of flight and the average horizontal velocity from the table above calculate a predicted horizontal distance. Roll the marble and again measure the horizontal distance as done before. Compare the actual distance with the predicted distance. Repeat for 10 trials and record in the table below.Data table for marble experiment (Procedure 2):Height = __metersTrial NumberObserved Distance (meters)Predicted Distance (meters)Difference between observed and predicted distances (meters)12345678910AverageStandard DeviationProcedure 3 – Rocket Launch, determining launch velocity.In this experiment you will launch a rocket vertically, straight up, and measure the time of flight. We can use either the time to reach the peak of flight or the total time of flight. Measuring the total time of flight is recommended as a longer time is less affected by reaction times in operating the stop watch.The time to reach the peak is ½ the total time of flight. Let t = time to reach peak v = 0 at the peak v = v0 – gt 0 = v0 – 9.8 t v0 = 9.8 t Perform 10 trials, measure the flight time, and calculate the initial velocity. Remember the equation above uses the time to peak of flight, ½ the flight time.Data table for rocket experiment - vertical launchTrial NumberFlight time (sec)Calculated velocity (m/s)12345678910AverageStandard DeviationProcedure 4 – Rocket Launch at AnglesUsing a protractor set the rocket to launch at angles of 30o,45o, and 60o.You will use the range equation to predict the horizontal distance the rocket travels. R = ()2 sin (2θ) : where theta (θ) is the launch angle (measured from the horizontal).Data tables for rocket experiment - angle experimentsAngle = 30 degreesTrial NumberPredicted range (meters)Measured range (meters)Difference (meters)12345AverageStandard DeviationAngle = 45 degreesTrial NumberPredicted range (meters)Measured range (meters)Difference (meters)12345AverageStandard DeviationAngle = 60 degreesTrial NumberPredicted range (meters)Measured range (meters)Difference (meters)12345AverageStandard DeviationAnalysis and DiscussionMarble experiment calculationsShow your calculation of the launch velocity of the marble as a function of height and distance travelled:Use your equation above to solve for the range as a function of launch velocity and height):Rocket calculationsShow your calculation of the launch velocity of the rocket as a function of flight time.Show your calculations of predicted range for the three angles used.Based on your experimental results, please answer the following questions:Marble Experiment
• Suppose you altered your existing ramp so that the marbles had twice their initial velocity right before leaving the ramp. How would this change the total distance traveled and the time that the marbles were in the air?
• Did your prediction in Procedure 2 come close to the actual spot? Find the percent error of your predicted distance (expected) compared to the actual average distance (observed). What are some sources of error in this experiment?
% error = [ (observed value ‐ expected value)]/ expected value X100Rocket Experiment
• Of the three angles that you tested, what angle gave the greatest range? The least?
• What role does air resistance play in affecting your data?
• Discuss any additional sources of error, and suggest how these errors might be reduced if you were to redesign the experiment.
ConclusionsReferences
Help with Mendelian Genetic Inheritance Lab
I have a lab where I grew several seeds in Petri Dishes in order to study the inheritance of phenotypes. I need to make P ...
Help with Mendelian Genetic Inheritance Lab
I have a lab where I grew several seeds in Petri Dishes in order to study the inheritance of phenotypes. I need to make Punnets squares with the data I gathered and fill in the chart below. I understand the general idea of the Punnets square but am lost with creating it. I also am not too certain how to do the F2 generation prediction and F2 percentage prediction in the second chart. I am certain I can do the P1 generation %, F1 Generation%, and F2 Generation percentage actual. Not sure if it matters but I started with 10 - P1 seeds but only 9 sprouted, and 40- F2 generation seeds but only 37 sprouted.Genetic Inheritance Data Table Number of plants with: P1 Generation P1 Generation Percentage F1 Generation F1 Generation Percentage Purple Stem and Yellow-Green Leaves 2 4 Purple Stem and non-yellow green leaves 7 6 Non-purple stem and yellow-green leaves 0 0 Non-purple stem and non-yellow-green leaves 0 0 Total number of plants 9 10 F2 Genetic Inheritance Data Table Number of plants with: F2 Generation Prediction F2 Generation Percentage prediction F2 Generation Actual F2 Generation Percentage Actual Purple Stem and Yellow-Green Leaves 12 Purple Stem and non-yellow green leaves 8 Non-purple stem and yellow-green leaves 17 Non-purple stem and non-yellow-green leaves 0 Total number of plants 37
BIO 1100 CSU Charles Darwins Theory of Biological Evolution Questions
Question 1 Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory ...
BIO 1100 CSU Charles Darwins Theory of Biological Evolution Questions
Question 1 Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory? How might genetics and evolution apply to our modern society when we consider the differences between people? Should we stratify people based on intelligence or other specific qualities? Have you observed traits in your parents that you do not like and see them in yourself? (You do not have to be specific about personal issues but can write about issues in a general sense.) Your journal entry must be at least 200 words in length. No references or citations are necessary. Question 2 Pine trees that are too tall or too short do not do as well as pine trees that are average in height. The short trees do not get as much light as tall or average trees. The tall trees are more likely to break off in storms. Tell how this is an example of stabilizing selection. Be sure to define stabilizing selection in your answer. Your response must be at least 75 words in length. Question 3 There is a moth in England called the peppered moth. Before Britain's industrial revolution, these moths were usually salt and pepper colored. Because of their coloring, they blended in well with the tree trunks on which they tended to rest. The coloring helped them hide from the birds that ate them. During the British industrial revolution, industry expelled a lot of soot from the burning of coal into the environment. This soot darkened the tree trunks, and it was noted that black-colored moths were becoming predominant. The idea is that with soot in the environment, black-colored moths fared better than light-colored moths. There is some debate as to whether this is actually the case or not, but for the sake of this question, let's assume it is. In your own words, explain the concepts from the four observations discussed in 12.2 using the moth as an example. In other words, how does the moth illustrate the first observation, the second observation, etc.? Your response must be at least 200 words in length. Question 4 Have you ever driven through a rural area and thought, “There is nothing out here”? Does that make you think that there is plenty of land “out there” for everyone? Was the area you were driving through actually fallow, or might it have been used for some purpose, such as growing trees for pulpwood or lumber? Did the rural area reassure you that your family would have enough space to live and grow, or are you still concerned? What kinds of things can one do to conserve the land? Your journal entry must be at least 200 words in length. No references or citations are necessary. Question 5 Unit V Homework Assignment Worksheet—Threatened Species (See the attachment)
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