After the pivotal discovery of bioelectricity Galvani’s theory brought a lot of questions to the playing field.The well known physicist‚ obstetrician‚ and physiologist‚ Alessandro Volta ‚ separately did experiments on dead frogs using metals that made their legs twitch. Volta opposed Luigi’s theory stating that electricity was an artificial and external phenomenon‚ dependent on the metals and unrelated with the frog’s body. Every cell has a cell potential; biological electricity
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sustainable manner. Traditionally‚ tribal members collect the frogs that produce the poison and gently scrape off the poison‚ not harming the frog. They then mark the frog they have harvested and release it into the wild. Over time‚ the mark on the frog will fade and when it is no longer there‚ that particular frog can be harvested again. This method of harvest ensures that there is continued production of kambo without harming the frog
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Carl Zimmer discusses the idea of bringing back a species from extinction throughout his essay. With examples such as the Pyrenean ibex‚ mammoths‚ passenger pigeons‚ and gastric brooding frogs‚ he discusses how technology and science have advanced to the point that de-extinction is close to being a reality. Zimmer then shifts to the benefits and problems that could arise if we are able to revive an extinct species. As a result‚ Zimmer raises the question that should we bring back an extinct species
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breaststroke as the "frog" stroke‚ for your body moves like a frog swimming in the water. The stroke itself is the slowest of any competitive strokes and thought to be the oldest of all swimming strokes. History The history of breaststroke goes back to the Stone Age‚ as for example pictures in the Cave of Swimmers near Wadi Sora in the southwestern part of Egypt near Libya. The leg action of the breaststroke may have originated by imitating the swimming action of frogs. Depictions of a variant
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Section 5.1 Assignment: Parts of Ecosystems 1. A. Take out the graphic organizer you made in the Guided Practice 5.1B 1: Biotic and Abiotic Factors. Make sure you have labelled the appropriate parts with the terms abiotic and biotic‚ and you have included at least four examples of each. You will hand this graphic organizer in with your section assignment. (2 marks) B. Choose one abiotic factor from your list. Imagine what would happen if you changed that one abiotic factor. Describe one
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species with different ecological preferences. An example of ecological isolation occurs within the Rana genus. R. grylio‚ the pig frog and R. areolata‚ the gopher frog both occur around New Orleans‚ Louisiana. The exceptionally aquatic pig frog lives in deep ponds‚ lakes and marshes amongst surfacing vegetation and breeds in deep water so has no contact with the gopher frog which lives in burrows during the day‚ and in the swamp margins at night and breeds in shallow water. This way the possibility
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Emma Schlager 12-14-15 I have always been interested in learning about languages and have been taking classes since I was young. Even though I am currently far from bilingual‚ I love to learn about other languages‚ and I also desire to become fluent in a language other than English. I am fascinated with various languages and how being bilingual can influence multiple other aspects of a person’s life. While searching for an article‚ I was trying to find a study that showed some on the effects that
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Death and Rebirth: Examining Death Through Poetry Death is one of the only true constants in the universe and is the only guarantee in life. Everyone knows of death and everyone will experience it‚ but to the living death is still one of life’s greatest mysteries. In some cultures death is celebrated and embraced‚ while in others it is feared. However it is perceived‚ death holds different meanings for different people. Through the art of poetry a writer can give a reader many different outlooks
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also support the theme of individuality‚ as we begin to understand the characters. Imagery is the main focus in Dickinson’s “I’m Nobody‚ Who Are You?”.The use of imagery makes the reader feel more special‚ more unique. She is comparing herself to a frog in a bog it makes us “the readers” to feel like we are right there with her. The speaker feels connected to the other “Nobody” because the other “Nobody” doesn’t care what others think. She wants to be herself and does not want to be noticed‚ but wants
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my Head." It then breaks down the actual question-answer relationships into four types: Right There‚ Think and Search‚ Author and Me‚ and On My Own. (Fisher‚ D.‚ Brozo‚ W.G.‚ Frey‚ N.‚ & Ivey‚ G‚ 2011‚ pg.81) STEP-BY-STEP and EXAMPLE Chosen text: Frog and Toad Together‚ by Arnold Lobel 1. Hook/Engagement--Begin by reviewing what students have already learned about how to ask questions as a way to understand the meaning of texts. For example using this reading asks them to talk about the kinds
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