Compare and contrast helpful and harmful bacteria. Cite examples from the readings to support your comparison. Also cite examples from what you may already know.

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).

Match the pollutants. 1. a chlorofluorocarbon smoke 2. a biodegradable organophosphate insecticide freon 3. particle pollution paint 4. hazardous waste monoxide 5. carbon is completely burned malathion 6. carbon is incompletely burned dioxide

What materials must dams have to produce electricity, and what must occur?