b) Identify a dependent variable in the experiments. Identify the reasoning of the scientists when they tested the number of colonies produced by strains C3-PBB and C6-PBB . The scientists also analyzed the number of colonies produced from each of the environmental and clinical isolate strains when the strains were plated on a growth medium lacking the toxic chemical. Justify this analysis.

A dependent variable is the number of colonies produced. The experiment gives a useful insight into the toxicity of the chemicals.

A scientific experiment must always have a dependent and an independent variable. A dependent variable is the variable whose outcome is being determined by manipulating the independent variable which in this case is the presence or absence of the chemicals.

Toxicity of chemical substances is a very important information to scientists as such this experiment is very important because it highlights the toxicity of the chemicals to living things.

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Explanation:

Dependent variable is the outcome that is measured. This is the number of colonies produces by the clinical Isolate strain. Without the growth media the strain cannot thrive or reproduce hence their dependent on the media for survival.

While independent variable is the treatment that is varied in an experiment. It usually not dependent on any variable and can stand on it own.

The growth media that is lacking in chemical is the independent variable because it stands on it own and it can be carried depending on the experimental design it could be a chemical based growth media or no chemical like the one used in this experiment.

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i would say that hybridization occurs frequently in nature, because there are many types of hybrids that have occurred naturally, such as the mule (male donkey + female horse)

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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