Some bacteria living in the ocean floor can turn methane (a gas) into food. How would you classify these bacteria?
A. producers
B. consumers
C. decomposers
D. both consumers and decomposers

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).

2points what do bacteria have in common with the cells of other living organisms?

Which of the following statements about polysaccharides are correct? choose all that apply. cellulose is a linear, unbranched polymer of glucose monomers. starch is typically more highly branched than glycogen. cellulose is a major component of both plant and animal cells. glycogen is a storage form of glucose in animal cells. glycogen is the most abundant organic compound on earth. starch and cellulose are found in plants.