To perform the experiment, Jared will follow these instructions: Put one or two ice cubes in one cup of water. Chill the cup of water in the refrigerator for 1 to 2 hours. Remove any remaining ice when taking the water out of the refrigerator. This cup holds the ice-cold water.
Heat up three cups of water in the microwave for 15 to 20 seconds until they reach 100°F on the thermometer. If the water is too hot, wait until the temperature drops to 100°F. These cups hold the lukewarm water.
Heat the last cup of water in the microwave until it reaches 212°F. This cup holds the boiling water.
Line up five glasses an label them A, B, C, D, and E. Then put the following contents in each glass:
Glass Contents
A 1 cup lukewarm water
B 1 cup lukewarm water and 1 tablespoon sugar
C 1 cup boiling water and 1 tablespoon sugar
D 1 cup ice-cold water and 1 tablespoon sugar
E 1 cup lukewarm water and 1 tablespoon sugar (this one will be covered with plastic wrap)
Use the spoon to stir the contents in glasses B, C, D, and E until the sugar dissolves. Then immediately add a packet of yeast to each glass. Wash the spoon and stir in the yeast. Cover the top of glass E tightly with plastic wrap.
Wait 15 minutes. Then measure the foam level in each glass in centimeters, as shown in the image.

glass of water containing yeast with foam on the top

Take measurements of the foam level every 15 minutes for 60 minutes. Record the measurements in a table.
Yeast can perform both anaerobic and aerobic respiration. Does the experiment demonstrate this fact? Explain your reasoning.

Yeast can perform both anaerobic and aerobic respiration. Does the experiment demonstrate this fact? Explain your reasoning. plss help

dgjnuuk

explanation:

is the dgjofgkg. huukkg u

explanation:

the universal gravitation equation. since the gravitational force is directly proportional to the mass of both interacting objects, more massive objects will attract each other with a greater gravitational force. if the mass of one of the objects is doubled, then the force of gravity between them is doubled.

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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