Nitrogen cycle A simple and complete diagram of the nitrogen cycle. The blue boxes represent stores of nitrogen‚ the green writing is for processes that occur to move the nitrogen from one place to another and the red writing are all the bacteria involved. The nitrogen cycle is the process by which nitrogen is converted between its various chemical forms. This transformation can be carried out through both biological and physical processes. Important processes in the nitrogen cycle include fixation
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Experiments investigating the effect of a particular factor on an enzyme-catalysed reaction are commonly used as assessed practicals in Biology. The reason for this is there are a number of factors that can be investigated‚ and therefore‚ a number of factors that can also be controlled. From our lecture‚ we are aware that the following can affect the rate of reaction: 1) Temperature: a. Independent variable: A range of temperatures should be investigated‚ with particular attention
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Analysis Questions: Cycles of Matter 1. Explain the role of decomposing bacteria in the carbon and nitrogen cycles. In the carbon cycle‚ decomposing bacteria release carbon from the decaying bodies or waste into the atmosphere. Without them‚ it won’t be able for any organism to access the carbon stored in dead bodies. In the nitrogen cycle‚ decomposing bacteria breaks down animal waste‚ which creates ammonia and nitrate products rich in nitrogen. Although no animals or plants cannot directly
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Senior Troubles Since I have been a senior‚ I have been through a lot of troubles through out my year so far. I am constantly doing work to make sure I pass senior year‚ I’m trying to set myself up for college‚ and I’m most of all worried what I want to do with my future. There is a saying‚ “your senior year will be the easiest year you will have in high school”. It’s really not; it is the hardest year you will have in my opinion. I am trying to pass my senior year and to do that I need to make
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Biology: 1. Living Things Please remember to photocopy 4 pages onto one sheet by going A3→A4 and using back to back on the photocopier Syllabus OB38 Understand how to use a simple key to identify plants and animals‚ including vertebrates and invertebrates OB39 Investigate the variety of living things by direct observation of animals and plants in their environment; classify living organisms as plants or animals‚ and animals as vertebrates or invertebrates OB40 Identify the basic life
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A2 BIOLOGY ESSAYS – The Synoptic Essay The essay titles will be very general and students are expected to draw on relevant information from the complete specification to illustrate their understanding of general principles. They may wish to include detailed knowledge of topics from any of the AS and A2 units. They may also gain credit for including material which stems from wider reading and reflects greater depth of knowledge. The choice of material to include lies entirely with the student
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government announced a framework to implement a Carbon Tax from July 1‚ 2012 has triggered an intense controversy among the Australian citizens. The term “Carbon tax” refers to an environmental tax that polluters will pay per ton of carbon they release into the atmosphere. This essay will argue that carbon taxes should not be introduced in Australia due to inefficacy‚ financial burdens and better actions to protect environment. First of all‚ implementing carbon taxes would not do anything to solve the
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STRUCTURAL MATERIAL: CARBON FIBER Carbon Fiber is a structural material of graphite which is an allotrope of carbon. Therefore Carbon Fibre consists of carbon atoms in an atomic structure similar to Graphite. Carbon Fibre is composed of filament threads and within these threads are an accumulation of thousands of fine Carbon filaments. A filament has a diameter of approximately 5-10 micrometers. (Madehow‚ 2012) Due to the substantial stability in bonding between Graphite and Carbon Fiber the structure
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on the result‚ the concentration of CO2 decreased in both MAP1 and MAP2. For MAP1‚ the CO2 level of banana and sapodilla in PP drop from 71.1% to 11% and 72.1% to 20.6% respectively‚ while the CO2 level of banana and sapodilla in PE drop from 71.1% to 9.5% then rise to 10.7% and 72.1% to 9.6% followed by an increment to 10.3% respectively. For MAP2‚ the CO2 level of banana and sapodilla in PP drop from 26% to 10.2% and 26% to 2.63% respectively‚ while the CO2 level of banana and sapodilla in PE
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Introductory Biology‚ Biology 1407 MWF 11:00. TAMU-CC. Working version of the 1st lecture exam‚ as of 19 January 2014 1. Science can prove hypotheses to be false because: 2. In a population: phenotype Average number of offspring per individual Very small nose 5.5 Small nose 6.0 Medium size nose 10.7 Large nose 20.7 What is the relative fitness of organisms with small noses? 3. In the above population‚ assuming that at one time the population followed a normal curve
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