In your biology career, you may come across people attempting to use the Second Law of Thermodynamics to discredit the idea of evolution. Their argument goes something like this: The theory of evolution says that life evolved from smaller inorganic molecules to larger organic molecules to simple one-celled organisms to more complex multicellular organisms, moving towards more complexity and organization. But the Second Law of Thermodynamics says that entropy always increases, with everything moving towards increasing disorder. Therefore, if the Second Law is correct, then evolution is impossible. How would you respond to this argument

Evolutionary ideas do not contradict the thermodynamic laws, these ideas explain how descent with modification enables the organisms to have enhanced metabolic responses to fight against entropy

Explanation:

Organisms fight against entropy to maintain order within their cells and thus continue life. The debate about the association between the Second Law of Thermodynamics and evolutionary ideas emerged in 1900. During this period, it has been proposed that both ideas were contradictory, since evolution decreases entropy, while the second law states that systems increase entropy over time. However, the evolution does not contradict this law, because evolutionary ideas indicate the mode by which the organisms evolve to fight against entropy (for example, by enhancing enzymes responsible for protein degradation), while the Second Law of Thermodynamics literally states that the total amount of entropy of the whole system increases over time.

the answer is c.mitochondria. glad to .

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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