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Imagine you are conducting a study on genetic and environmental effects on a trait. You place individuals of different genotypes in different environments, measure their phenotype, then plot it in the graph below. What can you conclude about these reaction norms?

In class we learned about the “RNA World” and the role of ribozymes in early life on Earth. The argument we made in class is that ribozymes were considered living because they had the ability to evolve. Can selection act on ribozymes? Consider the figure above for reference.

Use the figure below to answer the next two questions.

We learned about different explanations for why aging (senescence) exists. Review the data from  study in fruit flies flies that we discussed in class. Select the prediction that this data refutes (proves false).

Which of the following is correct regarding mass extinctions?

Part B: Cumulative. Be sure to select an answer for each question. 

2. The following is an extract from Moon Tiger, a novel by Penelope Lively. 1      She climbs a little higher, on to another sliding shelving plateau of the cliff, and squats searching furiously the blue grey 2   fragments of rock around her, hunting for those enticing curls and ribbed whorls, pouncing once with a hiss of triumph – an 3   ammonite, almost whole. The beach, now, is quite far below; its shrill cries, its barkings, its calls are clear and loud but 4   from another world, of no account. 5      And all the time out of the corner of her eye she watches Gordon, who is higher yet, tap tapping at an outcrop. He ceases to tap; 6   she can see him examining something. What has he got? Suspicion and rivalry burn her up. She scrambles through little bushy 7   plants, hauls herself over  a ledge. 8     ‘This is my bit,’ cries Gordon. ‘You can’t come here. I’ve bagged it.’ 9     ‘I don’t care,’ yells Claudia. ‘Anyway I’m going up higher – it’s much better further up.’ And she hurls herself upwards over skinny 10  plants and dry stony soil that cascades away downwards  under her feet, up and towards a wonderfully promising enticing grey 11  expanse she has spotted where surely Asteroceras is lurking by the hundred.  12    Below, on the beach, unnoticed, figures scurry to and fro; faint bird-like cries of alarm waft up. 13    She must pass Gordon to reach that alluring upper shelf. ‘Mind…’ she says. ‘Move  your leg…’ 14    ‘Don’t shove,’ he grumbles. ‘Anyway you can’t come here. I said this is my bit, you find your own.’ 15    ‘Don’t shove yourself. I don’t want your stupid bit…’ 16    His leg is in her way – it thrashes, she thrusts, and a piece of cliff, of the solid world which evidently is not so solid after all, shifts 17  under her clutching hands… crumbles… and she is falling thwack backwards on her shoulders, her head, her outflung arm, she is 18  skidding rolling thumping  downwards. And comes to rest gasping in a thorn bush, hammered by pain, too affronted even to yell.  19    He can feel her getting closer, encroaching, she is coming here on to his bit, she will take all the best fossils. He protests. He 20  sticks out a foot to impede. Her hot infuriating limbs are mixed up with his. 21    ‘You’re pushing me,’ she shrieks. 22    ‘I’m not,’ he snarls. ‘It’s you that’s shoving. Anyway this is my place so go somewhere else.’ 23    ‘It’s not your stupid place,’ she says. ‘It’s anyone’s place. Anyway I don’t…’ 24    And suddenly there are awful tearing noises and thumps and she is gone, sliding and hurtling down, and in horror and 25  satisfaction he stares. 26    ‘He pushed me.’ 27    ‘I didn’t. Honestly mother, I didn’t. She slipped.’ 28    ‘He pushed me.’ 29    And even amid the commotion – the clucking mothers and nurses, the improvised sling, the proffered smelling salts – Edith 30  Hampton can marvel at the furious tenacity of her children. 31    ‘Don’t argue. Keep still, Claudia.’ 32    ‘Those are my ammonites. Don’t let him get them, mother.’ 33    ‘I don’t want your ammonites.’ 34    ‘Gordon, be quiet!’ 35    Her head aches; she tries to quell the children and respond to advice and sympathy; she blames the perilous world, so 36 unreliable, so malevolent. And the intransigence of her offspring whose emotions seem the loudest on the beach.  – How does the use of varying narrative perspectives shape meaning in the passage?  Notes:ammonite: a type of fossil (the hardened remains of a prehistoric animal or plant) Asteroceras: a type of fossil  ——————————————————————————————————————————————————- Please upload your work as a single PDF file.   To retrieve your work via Gmail with Honor Lock enabled, use the link below: https://mail.google.com/mail/u/0/#inboxLinks to an external site.Links to an external site. If you are using Airdrop, you can ignore this instruction. 

The following sentence contains consistent third-person point-of-view agreement:   He tried calling the phone company for three days, but when the line is always busy, you lose your patience.  

Read the following excerpt, and note its identified source. Then decide which choice quotes the source more accurately and correctly using MLA (2016) style.Original Source:Grief turns out to be a place none of us know until we reach it. —Joan Didion

The five (5) steps in the writing process are what good writers use to write their best papers.   The first three steps in the writing process involves (1) pre-writing or generating ideas, (2) planning and organizing, and (3) drafting. What is the very important final step in the writing process?