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1. Consortiums benefit marine science for all of the following reasons EXCEPT (1 point)
A. the vastness of the consortiums provides resources for an effective study
B. they bring more resources together than a single organization could
C. they bring together people with diverse backgrounds and perspective
D. they usually do not employ the scientific method in their research projects

2. By definition, an inorganic element is (1 point)
A. not alive
B. microscopic
C. in the ocean
D. immune to change

3. The international ocean institute works with which one of the following on global regulations?
A. the united nations
B. the united states congress
C. the Jacques Cousteau society
D. the national oceanic and atmospheric association

4. Positive feedback in a system is (1 point)
A. words of praise
B. a benefit for the entire system
C. an interaction that benefits one element
D. an event that benefits one part while weakening another

5. Marine biotechnology does which of the following? (1 point)
A. creates unmanned devices to explore the ocean floor
B. develops computerized irrigation systems for farmers
C. explores how sea creatures can be used in human medicine
D. studies how organic elements interact in marine environments

Models are non-visual ways of coummincating how someone thinks about something in the natural world

Scenario 5 1) take 10 red and 10 black beans and place them, mixed, on the table. record the starting phenotype # and frequencies (% of your total population) of your starting population in the table provided (generation 0). 2) act as a predator. “capture” as many organisms as you can until you have reduced the population to three organisms. put them aside. at this point, the predators die. 3) the remaining organisms each produce 2 clonal offspring. multiply your organisms accordingly and allow them to mix on the table. calculate and record the resultant phenotype # and frequencies (% of your total population) of your population in the table provided (generation 1). 4) repeat the reproduction event, allowing each of your organisms to produce 2 clonal offspring. calculate and record the resultant phenotype # and frequencies (% of your total population) of your population in the table provided (generation 2). 5) repeat the reproduction event, allowing each of your organisms to produce 2 clonal offspring. calculate and record the resultant phenotype # and frequencies (% of your total population) of your population in the table provided (generation 3).

In 1959, doctors began using the powerful antibiotic methicillin to treat infections of staphylococcus aureus, but within two years, methicillin-resistant strains of s. aureus (mrsa) appeared. how did the resistant strains of s. aureus emerge? in 1959, doctors began using the powerful antibiotic methicillin to treat infections of staphylococcus aureus, but within two years, methicillin-resistant strains of s. aureus (mrsa) appeared. how did the resistant strains of s. aureus emerge? staphylococcus aureus bacteria that were able to synthesize cell walls using a protein that was not affected by methicillin survived the methicillin treatments and reproduced at higher rates than did other individuals. over time, these resistant individuals became increasingly common. in response to treatment of staphylococcus aureus infections with methicillin, some bacteria began to synthesize cell walls using a protein that was not affected by methicillin. these bacteria survived the methicillin treatments and reproduced at higher rates than did other individuals. over time, these resistant individuals became increasingly common. in response to treatment of staphylococcus aureus infections with methicillin, bacterial populations gradually began to synthesize cell walls using a protein that was not affected by methicillin.