Natural resources and the sustainability of the human population question in this activity, you’ll use the following computational simulation to analyze how management of natural resources affects the human population and a region’s biodiversity. the x-axis represents time and the y-axis represents population. part a the black curve on the graph represents exponential growth. the orange curve represents logistic growth. what difference do you notice between the two curves? part b the variable k in the logistic growth formula (orange) represents the carrying capacity of an ecosystem. use the sliders in the simulation to determine how the carrying capacity affects the population over time.

Aspecial electronic sensor is embedded in the seat of a car that takes riders around a circular loop-the-loop ride at an amusement park. the sensor measures the magnitude of the normal force that the seat exerts on a rider. the loop-the-loop ride is in the vertical plane and its radius is 23 m. sitting on the seat before the ride starts, a rider is level and stationary, and the electronic sensor reads 740 n. at the top of the loop, the rider is upside down and moving, and the sensor reads 370 n. what is the speed of the rider at the top of the loop?

In the 1980's, congress authorized the u.s. department of energy to build the wipp facility in the chicuahuan desert in new mexico. what is the purpose of wipp?

While studying chemical reactions and conservation of matter, sarah's class conducted a variety of experiments. sarah and her lab partner found the mass of a wax candle and placed the candle in a flask. the students lit the candle and let it burn to completion. all that was left was wax and charred candle wick. per their teacher's instructions, the students found the mass of the products. their data can be seen in the data table. formulate a hypothesis the students could test to explain why the experiment did not support the law of conservation of matter. a) the students could repeat the experiment using different candles; there might have been a flaw in the candle. b) the experiment should be repeatable. the students should run several trials and then take an average of the after mass in each trial. c) the students should have someone in the class check their measurement skills as they repeat the experiment. they may have made an error using the balance. d) the students should burn the candle in a container that has some type of lid so that any gas that is a product of the reaction can be contained and massed. submit