During a field trip, an instructor gently touched a moth resting on a tree trunk. The moth raised its forewings to reveal brightly colored eyespots on its hind wings. The instructor asked why the moth lifted its wings. One student answere that sensory receptors had fired and triggered a neuronal reflex culminating in the contraction of certain muscles that ralsed the wings. A second student responded that the behavior frightens predators and that this allows the moth to escape. Which statement best describes these explanations? A. The first explanation is biological, whereas the second is philosophical.
B. Both explanations refer to proximate causation.
C. Both explanations refer to ultimate causation
D. The first explanation refers to proximate causation, whereas the second refers to ultimate causation
E. The first explanation refers to ultimate causation, whereas the second refers to proximate causation.

Considering the yellow and green pea color phenotypes studied by gregor mendel: a. what is the biochemical function of the protein that is specified by the gene responsible for the pea color phenotype? (1 point) b. a null allele of a gene is an allele that does not specify (or encode) any of the biochemical function that the gene normally provides (in other words, either no protein at all or only non-functional protein is produced from it). of the two alleles, y and y, which is more likely to be a null allele? (1 point) c. in terms of the underlying biochemistry, why is the y allele dominant to the y allele? (2 points) d. why are peas that are yy homozygotes green? (1 point) e. the amount of protein produced from a gene is roughly proportional to the number of functional copies of the gene carried by a cell or individual. what do the phenotypes of yy homozygotes, yy heterozygotes, and yy homozygotes tell us about the amount of sgr enzyme needed to produce a yellow color? explain your reasoning. (2 points)

Which of the following was not a major animal on land during the carboniferous period? amphibians insects both a and b none of the above

There are multiple lines of evidence that provide support for common ancestry and evolution. write 3-4 paragraphs describing at least three of them in detail. provide at least one example for each line of evidence.