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15+ Research Ideas in Marine Biology for High School Students

As an ambitious high school student interested in marine biology looking to better your chances of getting into a prestigious program, you may consider different options — from internships to summer schools — to improve your knowledge. If this sounds like you, then consider undertaking a research project! Marine ecosystems are intrinsically linked to climate change and healthy oceans, as food, water, and shelter sources, are necessary to sustain life.  

Marine biology is a vast field with multiple avenues for research. Not to mention, undertaking an intensive research project helps build skills like critical thinking, problem-solving, and communication, and can go a long way in showcasing your demonstrated interest in a subject.  Research experience will add value to your college application as it shows that you’re intellectually curious and have a great aptitude for learning.

Ambitious high school students selected for the Lumiere Research Scholar Programs  work on a research area of their interest and receive 1-1 mentorship by top Ph.D. scholars .

Below are some marine biology research ideas for you to consider, some of which have been shared by our research mentors – we hope they inspire you!

Topic #1 - The Climate Crisis and its impact on marine biodiversity

Faced with climate change, our oceans are facing one of their most vulnerable moments in history. Understanding the intersection between climate change and marine biology is crucial to conserving and managing marine ecosystems. Global warming, ocean acidification, and deoxygenation — collectively known as the “deadly trio”  — are making oceans increasingly inhospitable to life and inhibiting the functioning of marine ecosystems. As a researcher, you could conduct critical investigations within this field and suggest more sustainable practices to preserve the marine ecosystem.  Depending on your research goals and how much time and resources you can commit, you could conduct either primary or secondary research.

Here are a few ideas you could choose from: 

1. Investigate how rising temperatures are affecting the migratory patterns of fish within a designated zone. Research where these species go and how the composition of marine communities affects interactions between species.

2. How does ocean acidification — when oceans absorb more carbon dioxide from the air — harm different kinds of marine species? What knock-on impact does acidification have on coastal communities that depend on the ocean for food and their livelihood?

3. Examine how corals are responding to climate change, how the change in oceanic temperatures affects their reef-building capabilities, and the knock-on effects.

4. Research changing ocean currents and circulation patterns and how they can impact the distribution of nutrients, affecting the productivity of marine ecosystems

5. Dive into the correlation and causation between extreme weather events and climate change. How does rising temperature affect the frequency and intensity of cyclones, hurricanes, and other natural disasters? 

Some of these ideas were contributed by Lumiere Mentors from the University of San Diego, California.

Topic #2 - Coastal economies and the marine ecosystem

Coastal economics and communities have a complex interaction with marine biodiversity, and their actions have both economic and ecological outcomes on the ocean . Marine and human health are closely connected — seafood is an integral part of coastal communities’ diet and marine-based products provide them with livelihood. As a researcher, you could investigate creating healthy marine socio-economic systems for the future,  and consider diving deeper into some of the following ideas: 

6. Review the effectiveness of different nations’ coastal zone management policies and how well they balance economic vs. ecological needs. You could then compile your findings into a best practices list and suggest improvements to existing policies

7. Make a valuation of the economic services of a designated coastal region. This can include a valuation of fishing activities, tourism, ocean-sourced products, etc, and their contribution to the economy

8. Examine how marine conservation and tourism can go hand-in-hand. Suggest ways to ensure the sustainable development of coastal economies

9. Explore innovative practices in sustainable seafood production and their economic implications for coastal communities

10. Suggest adaptation strategies for coastal communities facing frequent extreme weather events. What steps can be taken to protect their homes and their livelihoods?

11. Study how marine pollution impacts coastal areas, marine biodiversity, and communities’ livelihoods

Topic #3 - Exploring marine genomics

Marine genomics provides critical clues to understanding how life evolved underwater and how marine animals contribute to the ecosystem and create new chemicals and materials. Life has evolved from the ocean, and marine genomics has been used to study the short - and long-term effects of pollution on sea animals, their evolution, and genetic commonalities between fish in a particular region, to name a few. As a marine genome researcher, you could extract meaningful data about the origin and evolution of species and how they may adapt to changing environments. 

Here are a few research ideas related to marine genomics that you could consider:

12. Examine how environmental DNA is found in aquatic ecosystems. Here, you can learn about different molecular techniques and use them in marine or freshwater invasive species management. 

13. Study how human activity (pollution, fishing, habitat destruction) has impacted marine genomes and how other anthropogenic factors have influenced adaptation and genetic diversity in marine organisms.

14. Study the genome of an endangered marine species to understand what genetic factors contribute to its vulnerability. Suggest and develop conservation strategies. 

15. Examine aquatic species that survive in extreme climates (deep-sea vents, polar regions, etc). Study their genomes to understand what genetic features allow them to thrive in such conditions.

16. Undertake a comparative genomics study: choose two organisms from different marine families and compare the similarities and differences in their genomes. Research into how their genomic variations could be due to their habitat, adaptations, and specific behavior.

Some of these ideas were proposed by independent Lumiere Mentors.

Topic #4 - Ocean-based solutions for global challenges

The ocean can address some of the world’s most pressing challenges, from reducing emissions to producing clean energy, improving food security, and much more. Further, studies  show that ocean-based climate solutions can reduce greenhouse gas emissions by up to 35%. As a researcher, you could help contribute to critical research that can help limit pollution and create sustainable practices.

Some research ideas you can consider include:

17. Investigate how introducing artificial coastal reefs and other techniques to restore habitats can help improve marine biodiversity.

18. Study the effect of plastic pollution on marine life and examine the benefits of adopting more eco-friendly and biodegradable packaging materials. Develop new methods to remove plastic from the ocean.

19. Study carbon sequestration, the process of capturing and storing excess carbon dioxide. How can coastal ecosystems like mangroves, saltmarshes, seagrasses, etc. help mitigate C02 emissions?

20. Study more sustainable and effective practices for ocean farming.

21. Research different marine organisms that have a positive environmental impact (for example, seaweed helps remove toxins from the water and has a negative carbon footprint).

The ideas offered here are by no means exhaustive, and you could come up with your own research interests once you’ve dug deeper into a topic that interests you!

Bonus — the Lumiere Research Scholar Program

If you are interested in doing university-level research in marine biology or other STEM subjects, then you could also consider applying to the Lumiere Research Scholar Program , a selective online high school program for students founded with researchers at Harvard and Oxford. Last year, over 4000 students applied for 500 spots in the program! You can find the application form   here.

Also check out the   Lumiere Research Inclusion Foundation , a non-profit research program for talented, low-income students.

Kieran Lobo is a freelance writer from India, who currently teaches English in Spain.

Image Source: Unsplash

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Smithsonian Ocean

Educators' Corner

Our Ocean Portal Educators’ Corner provides you with activities, lessons and educational resources to bring the ocean to life for your students. We have collected top resources from our collaborators to provide you with teacher-tested, ocean science materials for your classroom. We hope these resources, along with the rich experience of the Ocean Portal, will help you inspire the next generation of ocean stewards.

Featured Lesson Plans

Keeping watch on coral reefs.

Students learn why coral reefs are important, and what can be done to protect them from major threats.

Long Live the Sharks and Rays

Students will learn about adaptations that have helped sharks and rays survive. Students will explore similarities and differences between sharks, rays and other fish and that different types of sharks and rays have different temperaments and diets and that some of the largest sharks and rays are the most gentle.

Focus on Farmer Fish

In this two part lesson, students gain a deeper understanding of the relationship between environmental factors and organism adaptations through a focused study on a specific coral reef denizen—the personable farmerfish. Students first take part in an interactive PowerPoint presentation to gain background knowledge and then apply learned concepts by participating in a board game .

Search Lesson Plans

Find lessons/activities by topic, title or grade levels. Sort by newest or alphabetically. Lessons were developed by ocean science and education organizations like NOAA, COSEE, and NMEA to help you bring the ocean to your classroom.

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Oil and Art

The students will generate a KWL focused around the BP oil spill. What do they already know, what do they want to know, and what did they learn? Students can generate their ideas individually or in groups. After they have completed the K and W, students will watch the National Geographic documentary “Can the Gulf Survive?” During the video the students are to take notes and generate at least five questions that they have regarding the aftermath of this disaster. After the video the students will get back into their groups, discuss the video, and compile what they learned. The students will present their findings to the class. 

Light in the Deep

How are deep sea animals adapted to their environment? Students will explore one camouflage strategy of deep sea animals through an in-depth examination of light properties in ocean waters.

Marine Environments

A series of lesson plans that help students understand the properties of the deep sea including hydrostatic pressure and ocean zones.

Light at the End of the Deep, Dark Ocean

Students will experience the impact of bioluminescence on finding food and finding prey in the ocean. Students will be able to describe the positive and negative values of being able to produce light. 

Hydrothermal Vent Food Web

Students will make a food web diagram of the hydrothermal vent community and show the flow of energy and materials in this ecosystem.

Siphonophore

A coloring book sheet of a siphonophore, a jelly-like sea creature.

Benthic Octopus Coloring Sheet

A coloring book sheet of a benthic octopus.

Anglerfish Coloring Sheet

A coloring sheet of a deep sea anglerfish.

Glass Squid

A coloring book sheet of a glass squid.

Deep Sea Squid

A coloring sheet of a deep sea squid.

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A Student's Guide to Tropical Marine Biology

(3 reviews)

Haley Zanga

Audrey Boraski

Alana Olendorf

Copyright Year: 2019

Publisher: Kenyon College

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Joyce Stedt, Adjunct Professor of Biology, Prairie State College on 6/13/22

The goal of "A Student's guide to Tropical Marine Biology" is to understand coral reefs, identify problems in the coral reefs, and evaluate solutions. The chapter "Coral Reefs and Diversity" covered coral and reef types, how reefs are formed, the... read more

Comprehensiveness rating: 3 see less

The goal of "A Student's guide to Tropical Marine Biology" is to understand coral reefs, identify problems in the coral reefs, and evaluate solutions. The chapter "Coral Reefs and Diversity" covered coral and reef types, how reefs are formed, the coral reef ecosystem and symbiotic relationships, common fish of the coral reef, among a few other topics. These gave the reader a good understanding and sense of coral reefs. The chapter "Environmental Threats" covered the problems in coral reefs of plastic, ocean acidification, noise, coral bleaching, oil spills, and destructive fishing. This book attempted to evaluate solutions to these problems in the chapter "Reef Conservation." This chapter spoke of bioremediation and support organizations for the coral reefs. Each of these sections needs to be developed to a greater extent of this book is to be used on the college level. I did not see any textbook glossary or index for the contents of this book.

Content Accuracy rating: 3

While reading through "A Study Guide to Tropical Marine Biology," there were no grave errors noticed. This book appears unbiased except toward its conservation approach to coral reefs. This is a necessary approach for the survival of marine living organisms. Under the main heading "Environmental Threats" which spoke of "Plastics in Our Ocean," there needs to be an informative and scientific explanation of photodegradation in reference to the smaller pieces of plastic moving up the food chain. The many hyperlinks should also be reviewed for a standard of accuracy.

Relevance/Longevity rating: 4

The content of this book appears relevant and somewhat up to date. The text's coverage of the chapters "Environmental Threats" and "Reef Conservation" will have to be updated as environmental threats grow and conservation strategies and attempts change. The text in this book is written with many sub-topic headings and hyperlinks under the main chapter subject content. This format should not be difficult to update as there is no extensive and long documentation in any of the subjects covered.

Clarity rating: 4

There is a natural flow of clearly expressed grammar. However, this textbook claims to be written by students. Having read many student papers, this was evident in the first three paragraphs under the section, "Why Do Oceans Matter." The first paragraph used the 'scientific' word, "yeah". The second paragraph contained the word "whopping," and the third paragraph went into first person tense with the word "I". Most of the text in this book was not along this grain of jargon but was written in a biological and scientific tone.

Consistency rating: 3

The text in "A Student's Guide to Tropical Marine Biology" was internally consistent of terminology and framework except for some student jargon under the section "Why do Oceans Matter" (previously mentioned under "Clarity") and hyperlinks. There are hyperlinks for each fish under "Common Fish in the Coral Reef". The Jack-knife fish hyperlink opens to a live Aquaria advertisement for frozen fish food with a jack-knife fish photo in the advertisement. The hyperlinks need to be reviewed themselves and measure up to a quality standard that the student authors should want in their textbook.

Modularity rating: 4

The text is very readable and easily divisible into smaller reading sections. Each of the main headings, "Under Coral Reefs and Diversity," "Common Fish in the Coral Reef," "Environmental Threats," "Reef Conservation," and "Major Marine Phyla," had a [+] next to it that would open up the subheading content the authors chose under each main heading. The text could be easily reorganized with the addition or deletion of main headings or subheadings. This book was not overly self-referential due to the many hyperlinks that send the reader to another biological destination of reference and scientific content designed to enhance the text.

Organization/Structure/Flow rating: 4

In "A Student's Guide to Tropical Marine Biology," each the main headings "Under Coral Reefs and Diversity," "Common Fish in the Coral Reefs," "Reef Conservation," and "Major Marine Phyla," are presented clearly and logically with their associated content subheadings. This organization is in a clear and logical fashion to aid the reader's focus and comprehension of this textbook.

Interface rating: 3

The text is not completely free of interface and display issues. An Energy Pyramid display labeled '0-BIO-15' was included in the text to describe the trophic levels in an energy pyramid and show the energy lost from one trophic level to the next. A person's handwriting with marker display arrows was all over this illustration to help explain its meaning. All illustrations in this text should meet a certain uniform standard of quality necessary in order to be published as a textbook of Biology.

Grammatical Errors rating: 5

There were no noticed grammatical errors in the text of "A Student's Guide to Tropical Marine Biology." There was the previously mentioned student jargon in this review under, "Why Do the Oceans Matter". Much of this text book did not seem to be student written but student put together.

Cultural Relevance rating: 5

"A Student's Guide to Tropical Marine Biology" was not culturally offensive or insensitive in any way. Most of the text spoke of coral reef phyla and did not refer to humans.

What a great and all encompassing assignment a professor gave their students, asking them to write a marine biology textbook, if this was the case here.

Reviewed by Thea Popolizio, Assistant Professor, Salem State University on 6/30/20

The text is not a comprehensive work on tropical marine biology, but would serve as a great supplement to be used in conjunction with other resources, including primary literature. There are sections on coral biology, environmental threats and... read more

Comprehensiveness rating: 4 see less

The text is not a comprehensive work on tropical marine biology, but would serve as a great supplement to be used in conjunction with other resources, including primary literature. There are sections on coral biology, environmental threats and reef conservation, as well as sections on reef fishes and the major marine phyla. It is impressive and wonderful that this resource was written and edited by students, and from the "about" section I gleaned that this may be a project future students can continue to work on. The following are suggestions for improving the text. The text mainly focuses on coral reefs, which is fine and certainly there is enough to learn about reefs to fill a textbook! However, it may be worth considering a change to the title. Mangrove forests and seagrass beds are mentioned very briefly, but are not treated in their own sections. Instead, these are embedded in the section "coral reefs are complex ecosystems." The section on reef formation could be expanded, and include other reef builders like algae, sponges and bryozoans. Other helpful additions might be sections on reef biogeography, zonation, coral diversity, common algae on tropical reefs (some are important reef-builders) and other common animals besides reef fishes. The ecology section could be expanded to include the trophic structure of reef communities and nutrient cycling/productivity, as well as competition, predation and grazing. In the environmental threats section, I might add a section on invasive species and phase shifts. The linked table of contents is helpful, but a glossary/index is not included.

Content Accuracy rating: 5

I did not identify inaccurate content. The authors do an excellent job of linking to sources, although some links do need updating.

Relevance/Longevity rating: 5

Much of the content that is included in this text is fundamental and is not likely to become obsolete. Some taxonomic information may change and require updating. There are specific examples and 'case studies' that could be reevaluated down the line to determine if there are better examples that are more recent. The section on reef conservation, in particular, may need updating at some point but it would be easy to do so. The hyperlinks provided link to sites that appear to be active and curated regularly, though these may need to be checked periodically to be sure they still link to the intended source.

Clarity rating: 5

The text is well-written and engaging. It is appropriately written for an audience of undergraduates learning about tropical biology at the introductory level. I appreciated the pages that introduced each major chapter (there are 5) and provided the "essential" questions that guide the chapter content.

Consistency rating: 5

I did not observe any inconsistency in terminology or framework.

Modularity rating: 5

Chapter sections are not overly lengthy. Longer topics are divided nicely with subheadings. An instructor could easily assign chapters and chapter section based on the topic schedule of their particular course. For example, if I want my students to learn about why coral reefs are colorful, I can direct them to "Chapter 1: Section 5 (Coral Reef Colors)" and provide the link that navigates directly to that section. Or, they can access it from the clickable table of contents. Additionally, if I would like them to dig in to the topic further, I can assign reading from the source links embedded in the chapter section text.

Organization/Structure/Flow rating: 3

I think the text could use some reorganizing. The sections on reef fishes and the major marine phyla seem oddly placed. It might be better to include both of these in an appendix that follows the other three chapters. The appendices can updated in subsequent editions with common organisms found in additional taxonomic groups, like algae, invertebrates, deep water fishes, reptiles/birds, mammals etc. This would be particularly helpful for students taking a field course in a similar location (e.g. tropical northwest Atlantic/Caribbean). I disagree with the reviewer who stated that the information in the "Keene State College Outreach" section is not appropriate for the Reef Conservation chapter. However, it would be helpful to explicitly explain in this section why outreach is important for conservation.

Interface rating: 5

This is one of the most nicely designed open textbooks that I have seen. The text, images and video are visually appealing and appear to be free of issues. Some navigation issues exist with some of the direct hyperlinks in the text. For example, in the Noisy Oceans section, there is a link to a National Geographic piece from Jan 2011, but unfortunately it is "subscriber only" content. Several links in the "Symbiotic Relationships" section navigate to the same NOAA "For Students" homepage. Also, some links open in a new tab (this is preferable) while others do not. Thus, you have to click back to return to the open textbook.

There are some minor issues, mainly with consistency. The authors should agree on a standard format for figure captions and subheadings, for example. Some attention to the conventions of taxonomic names is also required (e.g. captialize or not; italicize or not).

Cultural Relevance rating: 4

The text is not culturally insensitive or offensive. There is a section of the text that focuses on indigenous people and their role in conservation, as well as a section written by a student about her outreach experience in a Caribbean nation that is relevant to cultural competency. The authors could, however, take care to highlight the work of tropical biologists and ecologists from diverse backgrounds. They also could include a section in the "environmental threats" chapter that is focused on environmental justice and climate justice for communities that live near and are dependent on coral reefs.

I am inspired by the concept of open pedagogy and think it is extraordinary that this text was entirely written and edited by students and former students of the Keene State College Tropical Marine Biology course taught by Dr. Karen Cangialosi. What an awesome achievement! I look forward to sharing it with my own students, and considering a project like this in the future.

Reviewed by Edgar Rosas Alquicira, Adjunct Instructor, Lane Community College on 1/5/20

According to the textbook title, “A student’s guide to tropical marine biology”, a reader will expect information about the main tropical marine ecosystems such as mangrove, seagrass and coral reefs; nevertheless, the textbook mainly includes... read more

According to the textbook title, “A student’s guide to tropical marine biology”, a reader will expect information about the main tropical marine ecosystems such as mangrove, seagrass and coral reefs; nevertheless, the textbook mainly includes information about one of these marine ecosystems, the coral reefs. The information provided for mangrove and seagrass is briefly mentioned, such as only one section in chapter one. Regarding the information about the coral reef ecosystems, the textbook’s authors did an excellent recompilation about general and specific information.

In the textbook section about “Introduction and Authors”, the authors state that there are three goals of their written contribution to tropical marine biology: “understanding the system, identifying problems, and evaluating solutions”. Regarding the goal of “identifying problems”, the authors fully cover the topic with the provided information. However, the textbook goal about “evaluating solutions” is not fully achieved because the authors provide solutions for only three of the eight environmental threats.

Finally, the textbook includes an effective index with sections and subsections, and even though a glossary is not included, there are hyperlinks where more information is provided about certain topics.

Content Accuracy rating: 4

It is desirable that the authors include the hyperlinks, in-text citations/references from some particular data provided so the reader would be able to double-check the accuracy of the information. The only sections that include in-text citations and/or references are the ones in chapter 5 about “Marine Major Phyla”. For example, in chapter 1 section 4 states that the Great Barrier Reef length is around 1200 miles, but there is no hyperlink allowing the reader to confirm this information. According to Wikipedia, there is contrasting information that states the Great Barrier Reef is 1,400 miles long. Also, the included figures are not cited in the text so it's sometimes hard to determine which figure belongs to which information. Finally, here are some corrections that need to be addressed: -In section 4, chapter 1, states that “Calcareus Algae also add their sediments to the structure”. This statement should be corrected as "Calcareus Algae also add their fixed calcium carbonate." -In section 4, chapter 1, the sizes of the two referred atolls are not correct. The decimal point should be a comma. -In section 7, chapter 1, there is a hyperlink referring to the number of fish species that are reported in a coral reef ecosystem, but the information provided in the hyperlink did not confirm this information. -In section 26, chapter III, an image of an algal colony is referred to as a “Multicellular”. This should be corrected. -In chapter IV, section “Keene State College Outreach”, the authors could tell a shorter story about their own experience taking an overseas class, as this information is not directly related to the chapter goal “Reef Conservation”.

The text includes relevant and updated information about different topics. Also, the authors provide hyperlinks that let readers visit more specific information. Finally, the hyperlinks include information that is updated or from websites that are continuously updated. In conclusion, the content of the textbook is up-to-date.

The authors write in an engaging and fresh style that keeps the reader's attention in a personal way. For example, in the introductory part of most chapters, the authors clearly state the questions that will be addressed so the readers can expect the type of information that will be included. The authors did not use a lot of technical terms so the information is easy to understand for readers that have a general background in high school biology. In some cases, even when the authors used technical terms, these are explained in a way that is easy to assimilate. Moreover, the hyperlinks provided by the authors let readers deepen their knowledge in some technical and more complicated terms. In conclusion, the text is easy to understand and even enjoyable.

The text is consistent and written in an engaging way.

The text is composed of five major chapters, and each one is subdivided into several sections. In most of the chapters (I, III, IV, V), the authors pointed out the questions that would be addressed. This approach lets readers understand the upcoming material. In the section “Introduction and Authors”, a general explanation is provided about the author’s background, goals of the textbook and tools included. In particular, in chapter II, the information included about the different fish species does not follow the same modules and organization so the information is hard to compare/contrast. In some sections, the information is not divided into modules. In conclusion, the text is easy to read and navigate.

Organization/Structure/Flow rating: 5

The text is organized in five major chapters, each chapter containing several sections. The information provided in the first four chapters is about coral reefs. The chapters about coral reefs are organized in logical structure from general to specific information so the reader will be able to understand the basics about coral reef ecosystems (i.e. formation, diversity, taxonomy, etc) and also more specific topics about environmental threats and conservation efforts for this ecosystem. The final chapter is about the major marine phyla, and according to the chapter's introduction, it is hard to understand the logic or link between this chapter and the previous ones, about coral reefs. In conclusion, the text is well organized but there is room for some improvement.

In general, the text works perfectly and there are no interface issues. Regarding the image quality, most of them are of high quality and representative of the text, but a few ones need to be modified (i.e. Figure 3 from Arena, Jordan and Spieler, 2007). Finally, there are some hyperlinks that do not have free access, such as the National Geographic Noisy Oceans links.

The text is well written and there are only a few formats and spelling mistakes: 1) La Nina/El Nino should be spelled La Niña/ El Niño. 2) There are some paragraphs that do not contain a period. 3) There are some species names that are not italicized (i.e. "Alpheus floridanus, Chaetodon capistratus, Acropora"). 4) There are some figure captions that do not follow the same format (i.e. underlined, not underlined). 5) The subtitles do not follow the same format. In some subtitles, some of the keywords are capitalized but in other subtitles, only the first letter of the subtitle is capitalized. 6) In chapter two, the family names are italicized (i.e. Holocentridae), and this needs to be corrected as only Latin names of species names are supposed to be in this format.

The text is not culturally insensitive or offensive. The language that is used throughout the text is inclusive and engaging.

This book can be inspiring for other college students that also are interested in communicating knowledge in a written way.

Table of Contents

• I. Coral Reefs and Diversity
• II. Common Fish in the Coral Reef
• III. Environmental Threats
• IV. Reef Conservation
• V. Major Marine Phyla

Ancillary Material

About the book.

A Student’s Guide to Tropical Marine Biology is written entirely by students enrolled in the Keene State College Tropical Marine Biology course taught by Dr. Karen Cangialosi.Our goal was to investigate three main aspects of tropical marine biology: understanding the system, identifying problems, and evaluating solutions. Each of the sections contains chapters that utilize openly licensed material and images, and are rich with hyperlinks to other sources. Some of the most pressing tropical marine ecosystem issues are broken up into five sections: Coral Reefs and Diversity, Common Fishes to the Coral Reef, Environmental Threats, Reef Conservation, and Major Marine Phyla. These sections are not mutually exclusive; repetition in some content between chapters is intentional as we expect that users may not read the whole book.

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National Geographic Education Blog

Bring the spirit of exploration to your classroom.

From the Field: A Lesson Plan on Marine Mammals and Ocean Exploration

Carissa Cabrera, an ocean conservationist and informal educator, wrote this post.

The ocean generates over half the world’s oxygen, meaning we are dependent on it with nearly every breath. The ocean is also a critical buffer against climate change: it absorbs an estimated 90 percent of the excess heat from the atmosphere. Humans are inextricably connected to the sea, the natural services it provides for our blue planet, and the life that calls it home. Yet, the ocean is still largely unexplored. It is said people know more about space than about deep-ocean ecosystems. The National Geographic Society sparks curiosity, empowers exploration, and inspires change—including related to the ocean, one of its five areas of impact. The curiosity, skills, and tools that National Geographic Explorers rely upon are also essential for young people to grow into future generations of Explorers.

Beginning in September, the National Geographic Society and Ocean Exploration Trust brought together educators, Explorers, and storytellers aboard the E/V Nautilus to lead collaborative exploration projects throughout the islands of Hawai‘i. My team, led by Explorer Matthias Hoffmann-Kuhnt and including Dr. Adam Pack and Abel Ho, focused on exploring marine mammals, specifically the frontier of underwater dolphin communication. Our Marine Mammals team worked together to gather hours of audio recordings, photograph individual dolphins, and share the expedition with the world through a daily field log . As the educator in the group, I knew the charisma of dolphins would be a powerful tool for inspiring students, so I worked with my team at the Conservationist Collective to create a multiday lesson plan for students to immerse themselves in ocean exploration and marine mammal research. The result, a three-day hybrid learning curriculum called “ Cetacean Connections ,” is available now for you to use in your classroom. Here are three benefits your students could take from it:

1. Explorer Mindset : Cetacean Connections uses short video lessons accompanied by applied activities to bring students along on the expedition with the Marine Mammals team. It breaks down how exploration happens, provides a close-up look at field research, and allows students to practice key components of the Explorer Mindset like scientific inquiry. In days two and three of the lesson, students observe a species of choice, ask questions, and learn how to record the species’ behavior in an ethogram, a tool used by behavioral researchers.

2. Ocean Literacy : Built on the Ocean Literacy Principles , Cetacean Connections caters to students’ interests while sharing the importance of a healthy ocean. The first activity introduces the 20-plus marine mammal species found in Hawai‘i and guides students in conducting background research on their chosen species.

3. Research Skills : One of the goals of Cetacean Connections is to empower students to use the same skills and tools that Explorers use to answer questions about the natural world. It brings the goals of the expedition back to basics: observing surroundings, describing behavior, and sharing findings. Students will finish Cetacean Connections having analyzed real footage produced aboard E/V Nautilus , understanding the Native Hawaiian practice of kilo, or observation, as part of their Explorer skills, and knowing how to ask follow-up questions based on information they’ve gathered about the natural world around them.

Scientific research and expeditions can be intimidating to students, but Cetacean Connections links classrooms to real-world, modern-day ocean exploration in a way that increases accessibility to marine science. Students can see exactly what goes into exploration work, from long nights reviewing media to the successes celebrated on the water. Cetacean Connections offers the chance to bring the excitement of exploration to any classroom so students not only believe they can be Explorers but are empowered to start on that path today.

Cetacean Connections is a three-day lesson plan that is best suited for grades 5-8. It can be adapted based on your classroom’s needs and can be led in the classroom or remotely. You can access the materials here .

The educational resources highlighted in this post are the work of an Explorer-led project and do not necessarily reflect the views of the National Geographic Society.

This post is the first in a series featuring educational resources and reflections from members of the National Geographic Society/Ocean Exploration Trust (NGS/OET) expedition teams that studied the biodiversity, marine environment, and maritime heritage of Hawaiʻi from the Exploration Vessel Nautilus in fall 2022. Visit natgeoed.org/blog for the latest posts.

Carissa Cabrera is a marine conservationist, sustainability educator, and climate advocate. For the past 10 years, Carissa has focused on ocean recovery efforts related to endangered species, ecosystem restoration, conservation financing, community outreach, and environmental literacy. Carissa’s work, company, and media projects are united by the shared goal to increase accessibility to climate education and accelerate conservation action on a global scale.

Featured image: Carissa Cabrera of the NGS/OET Marine Mammals team collects images of spinner dolphins in the islands of Hawai‘i (Ocean Exploration Trust)

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• Life Aboard

Academics | Introduction to Marine Biology

Course code: ocb 1001, 3 credits - 45 contact hours, course overview:.

This course is designed to introduce students to the diversity of marine life and integrate current issues and practical activities to teach biological and ecological concepts. Topics covered include the basics of ecology and evolution, the marine environment, taxonomic classification of marine organisms, a survey of major marine ecosystems, and marine conservation. The material will be delivered in interactive lectures, and many will be reinforced with practical activities. Ecosystems and taxonomic groups that are found locally will receive special emphasis. Many topics will also be addressed through written assignments followed by class discussions. This course is appropriate for both non-science majors and science majors.

Course Objectives:

• To provide an overview of marine diversity and the evolutionary processes that led to this diversity
• To present major marine ecosystems, including trophic relationships of their inhabitants and adaptions for various environmental conditions
• To increase awareness of anthropogenic impacts in the marine environment and potential solutions

Course Outcomes:

Upon successful completion of this course, students will be able to…

• Define basic concepts of evolution and diversity
• Describe the major taxonomic groups of marine organisms, including adaptations to their environment
• Recognize the evolutionary relationships between groups of marine organisms
• Describe the physical characteristics, dominant organisms, and trophic relationships in major marine ecosystems
• Identify reef invertebrates and fishes common in the Caribbean (or where the course takes place)
• Read primary scientific literature in marine biology and synthesize key points on a given topic

Academic Materials:

All required course materials are provided by Sea|mester throughout the voyage.

• Introduction to Marine Biology, 4th edition. Karleskint, G., Turner, R., and Small, J.W., 2013. Oxford University Press. 563pp. ISBN10: 1133364462
• The Reef Set; Reef Fish, Reef Creature and Reef Coral (3 Volumes). Deload N and Humann P. 1250 pp. ISBN-10: 1878348337

Download OCB 1001 Syllabus

Student Handbook

For complete course overviews and syllabi, download the sea|mester student handbook.

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• Biology Article

Marine Biology

Table of Contents

Introduction

Important topics in marine biology, what is marine biology.

Marine biology is the study of marine or aquatic animals, their activities, life cycle, interactions with the environment, and different facts related to the marine aquatic ecosystem along with its habitats.

Charles Darwin is best known for his theory of evolution , and James Cook is known as the father of modern marine biology. During the 18th Century, he performed several significant research to advance the study of marine biology, which also encouraged other scientists in their inventions.

Marine biology is the scientific study of the marine ecosystem, including different types of oceans, tidal zones, saltwater swamps, mangroves, rivers and streams. along their features, depth of the ocean beds, and different types of marine life, which mainly involves a vast number of species, from the microscopic phytoplankton and zooplankton to massive organisms like aquatic plants, different types of fish, whales, and sharks that lives, survives, and exists, under the surface of the ocean. Overall, Marine biology also includes the study of the inter-relationship between marine life, ecology, and the environment.

The study of Marine biology shows a wide variety of adaptations which involves the physiological, structural and behavioural adaptations and life cycle of marine habitats. According to the taxonomy records, marine habitats are older than terrestrial habitats, as life originated in the oceans about 3.1 billion to 3.4 billion years ago.

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Certificate in Marine Studies

Study marine biology online. Learn about fish, crustaceans, marine mammals and other marine life; their environments, management and conservation.

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All prices in Australian Dollars.

• Description
• Course FAQs
• Meet the Academics
• Related Ebooks

 If you love marine life and fish, you should study this certificate! The opportunities for people who know about marine biology are endless.

• Start a business or get a job
• Follow your dreams of working in Marine Biology
• 600 hour course
• Broad based, solid foundation in Marine Science & Commerce
• For people working or wishing to work in marine conservation, eco tourism, research or commerce

This course covers topics such as marine studies I & II, Earth Science and allows the student to investigate areas of special interest to them via research projects.

Note that each module in the Certificate in Marine Studies is a short course in its own right, and may be studied separately.

What's covered by the Core Modules?

  MARINE STUDIES I

This module has 9 lessons as follows:

• Marine Ecology Systems Ecology, Marine Weather (including El Nino, Thermocline, Gulf streams, etc), Continental shelf, Nutrient cycle, Red tide, Plankton, Marine Plants (including Mangroves, Shallow & Deep water algae, etc)
• Shallow Waters & Reefs Coral Reefs, Rocky Shorelines, Estuaries, Introduction to marine arthropods
• Shellfish & Crustaceans Molluscs and Brachiopods. True Crabs, Hermit Crabs, Lobsters, Prawns etc
• Squid, Octopus, and Other Primitive Animals (Cephalopods and Clupeoids, etc)
• Fish Part A (Cartilaginous Fish) Sharks, Eels, Rays; Shark Life cycle, How dangerous are sharks? Effect of sharks on tourism, etc.
• Fish Part B (Bony Fish) Fish Anatomy/structure (identifying external & internal parts); legalities (protection of wildlife), types of fish, etc
• Marine Mammals (Dolphins, Whales, etc) Types of marine mammals, protection and politics, position of these animals in the food chain, products derived from marine mammals & substitutes for those products.
• Turtles, Sea Snakes and Seabirds Types of turtles & sea snakes; toxicity of sea snakes; turtle protection, penguins and other sea birds (eg stints, knots, pelicans, swans, gulls, eagles, ibis, egrets, terns, shearwaters, gannets, albatross, prions, oyster-catchers and petrels).
• Human Impact on Marine Environments & Fishing Human impact on marine environments; commercial vs recreational fishing, significance of certain mesopelagic fish, techniques for managing stocks of fish & other marine life.

  MARINE STUDIES II

There are 10 lessons as follows:

• Introduction and Simple Organisms (Protists, Sponges etc)
• Marine Plants
• Cnidarians and Worms: Anemones, Jellyfish, Crustaceans, Flatworms
• Echinoderms: Starfish, Sea Urchins, Sea Cucumbers
• Non-Bony Fishes: Lampreys, Hagfishes, Sharks, Rays
• Bony Fishes I
• Bony Fishes II
• Marine Mammals

EARTH SCIENCE

There are 9 lessons as follows:

• Structure and Forces - including plate tectonics and volcanoes
• Rocks and Minerals - this lesson also looks at the formation and features of rocks and minerals
• Surface Changes - erosion, weathering and surface waters
• The Oceans - this lesson covers examines waves, seawater, tides and the corriolis effect
• Air and Weather - the structure of the atmosphere, seasons,solar radiation and meteorology
• The Greenhouse Effect - also including the ozone layer and atmospheric pollutants
• Global Weather Patterns - looks at climate and climate classification
• Geological Time - relative dating, radiocarbon dating, fossils and more
• Modern Environmental Issues

Complement Your Studies and Increase Employability

We suggest that our Marine Studies students who are looking for employment gain additional qualifications such as an Open Water Divers Licence and a Coxswains (or similar boating) Licence, as they will then be better positioned to gain employment in this competitive field.

If you want to discuss possible career paths, use our free career and course counselling service, and talk with an experienced academic. click here

Marine Environments Need Management

A marine ecosystem is based on the same principles that apply to any ecosystem. Water quality is as important as air quality as this is the abiotic component by which most marine organisms (apart from marine mammals) obtain oxygen. In some respects a marine environment is more fragile because of this very factor. However, large marine systems have the ability to dilute impurities such as toxic chemicals or suspended solids. The smaller the marine system (i.e. tidal pools or estuaries), the more susceptible it is to disturbance.

Marine ecosystems are often complex and dynamic environments in which many organisms are involved in many intricate and often totally unobvious relationships. It is due to this complex web and fragility that marine ecosystems can be subject to sudden and dramatic consequences as a result of changing environmental conditions. A prime example of this is the collapse of certain fishing industries due to a lack of efficient control over the fishing quota and practices. Overfishing of a certain species can be expected to produce this result, however there are instances of seemingly totally unrelated species being affected by the exploitation of another species.

Fishing communities who are reliant on the productivity of these environments can also be adversely affected by the depletion of stocks. The economies of countries such as Peru and Newfoundland have been reliant on the income generated from their coastal fisheries. Over-exploitation of these systems in response to the growing demand for fish stocks, places huge pressures on the sustainability of these systems to endure such demands.

Another example (and putting coral reefs at very high risk of being destroyed in the 21st Century) is the consistent rise of global warming and its known effects on coral bleaching. Over the past one hundred years, the temperature of sea water in many tropical areas has been rising. Rising water temperatures block the photosynthetic reaction that converts carbon dioxide into sugar (a process carried out by the zooxanthellae – the microscopic algae that reside within the corals). The result is a build-up of products that poison the zooxanthellae. To save itself, the coral expels the zooxanthellae and some of its own tissue, leaving the coral a bleached white. The bleached coral can recover, but only if cooler water temperatures return and the algae are able to grow again. This is an incredibly slow process however, and the rate of destruction of the reefs is far quicker than the recovery rate. The limitations that marine environments present to humans have made the progression of knowledge and insight through research a slow process. Our knowledge of marine ecology is still quite limited; there are places within the ocean that have never been visited by humans due to our own technical limitations. However, there has been a marked increase in research and discoveries in the last century due to technological advancement. It is, apart from space, the last frontier.

Physical Characteristics of Water

• Temperature -The degree of intensity of heat of a body in relation to other bodies, measured in degrees Celsius(C)
• Salinity The concentration of salts contained in a given volume of water. Measured in grams of salt per kilogram of water, or more simply in units of parts per thousand
• Water Density The quantity of mass of water per unit volume. This is measured in grams per unit centimetre

Salinity is tested by measuring the electrical conductivity of a sample at known temperatures. Oceanographers often use instruments known as CTD's (Conductivity/Temperature/Depth probes). These instruments can obtain accurate profiles or continuous records of temperatures and salinity through the column of water from the surface to the sea bottom.

There are a few reasons for variations in the salinity of sea water.

• Evaporation and freezing: both processes result in an increase in the salinity of the remaining or underlying water
• High rainfall – reduces salinity
• River runoff – reduces salinity
• Melting of ice – reduces salinity

It is normal for cold water to be denser than warm water. In hot water, the molecules are bouncing off each other more vigorously, and need more space than in cold water - the result is that you have fewer molecules per unit volume in something hot than in something cold. In the sea, temperature decreases with depth (due to high pressures and the lack of sun penetration).

Fresh water reaches its maximum density at 4 degrees Celsius, but sea water is most dense just before it reaches its freezing point at -2 degrees Celsius. The reason for measuring the temperature of the sea is because most life forms are physiologically adapted to living within specific temperature ranges. The measuring of salinity is less clear, but is related to the density of seawater being dependent upon salinity levels, temperature and pressure.

ENROL or Use our FREE Course Advice Service to Connect with a Tutor

How can I start this course?

You can enrol at anytime and start the course when you are ready. Enrolments are accepted all year - students can commence study at any time. All study is self paced and ACS does not set assignment deadlines. Please note that if a student is being assisted by someone else (e.g. an employer or government subsidy), the body offering the assistance may set deadlines. Students in such situations are advised to check with their sponsor prior to enrolling. The nominal duration of a course is approximately how long a course takes to complete. A course with a nominal duration of 100 hours is expected to take roughly 100 hours of study time to complete. However, this will vary from student to student. Short courses (eg. 100 hrs duration) should be completed within 12 months of enrolment. Certificates, Advanced Certificates and Awards (eg. over 500 hours duration) would normally be completed within 3 -5 years of enrolment. Additional fees may apply if a student requires an extended period to complete. If a student cannot submit their assignments for 6 months to ACS, they should advise the school to avoid cancellation of their student registration. Recommencement fees may apply.

Simply click on the ENROL OPTIONS button at the top of this screen and follow the prompts.

You can see the course price at the top of this page. Click 'enrolment options' to see any payment options available.

You can pay by Credit Card, PayPal, Afterpay or bank transfer.

Yes! We have payment plans for most courses. Click 'enrolment options' to see the available payment plans. We also have Afterpay that will allow you to pay for your course or payment plans in four instalments (if you are in Australia).

What do I need to know before I enrol?

There are no entry requirements that you need to meet to enrol in our courses, our courses are for everyone. If you are under 18, we need written permission from your parent/ guardian for your enrolment to continue, we can arrange that after you have enrolled.

You don’t need to purchase any additional resources to complete our courses.

We aim to teach you the essentials without you having to purchase any specific computer program. We recommend that you have access to a word processing program, such as Microsoft Word or Google Docs, so that you can easily complete and submit your assignments.

You sure can. We are here to help you learn whatever your abilities.

Yes, if you are enrolling in a Certificate or Advanced Certificate, you might be eligible for credits if you have evidence of your previous studies or relevant experience. More information is here.

We recommend that you are able to browse websites, send emails and conduct online research. You will need to be able to type and submit your assignments. If you have limited computer skills, we can make special arrangements for you.

This is possible, it depends on the institution. We recommend that if you would like to use our courses that you contact the institution first. Our Course Handbook is a good resource for this.

Our courses are written in English and we only have English speaking academic staff. If you can read and complete your assignments in English, our courses are ideal for you.

Our courses are designed to build knowledge, hands on skills and industry connections to help prepare you to work in the area, running your own business, professional development or as a base for further study.

This course is aimed at providing you with a solid understanding in your selected discipline. It has been designed to take 600 hours, which includes your course reading, assignment work, research, practical tasks, watching videos and more. When you complete the course, will have a good understanding of the area/ industry you want to work in.

It’s up to you. The study hours listed in the course are a rough guide, however if you were to study a short course (100 hours) at 10 hours per week, you could finish the course in 10 weeks (just an example). Our courses are self-paced, so you can work through the courses in your own time. We recommend that you wait for your tutor to mark and return your assignment before your start your next one, so you get the benefits of their feedback.

The course consists of course notes, videos, set tasks for your practical work, online quizzes, an assignment for each lesson (that you receive feedback from your tutor from) and ends in an exam (which is optional, if would like to receive the formal award at the end), using our custom built Learning Management System - Login.Training.

Our courses are designed for adults to gain professional development and skills to further their careers and start businesses.

Our custom online learning portal allows you to conduct your learning online. There may be practical tasks that you can do offline. You have the option of downloading your course notes or print them to read later. There is also the option to pay an additional fee for printed course notes and or USB (availability limited to location and deliverability).

Yes, if you don’t have access to the internet, you can receive the course as paper notes or on a USB stick for an additional fee. We can also make alternative arrangements for you to send your assignments to us.

We offer printed notes for an additional fee. Also, you can request your course notes on a USB stick for an additional fee.

Yes, your tutor is here to help you. Simply post any questions you have in your login.training portal or contact the office and we can pass on a message to your tutor.

We are more learning focussed, rather than assessment focussed. You have online quizzes to test your learning, written assignments and can complete an exam at the end of the course (if you want to receive your certificate). You will not receive a pass/ fail on your course work. If you need to add more details on your assignment, we will ask you to resubmit and direct you where you need to focus. If you need help, you can ask your tutor for advice in the student room.

Each module (short course) is completed with one exam. Exams are optional, however you must sit an exam if you would like to receive a formal award. You will need to find someone who can supervise that you are sitting the exams under exams conditions. There is an additional cost of $60 incl. GST for each exam. More information is here

There are practical components built into the course that have been designed to be achieved by anyone, anywhere. If you are unable to complete a task for any reason, you can ask your tutor for an alternative.

When you complete the course work and the exams (6 exams) and you will be able receive your course certificate- a Certificate. Otherwise, you can receive a Letter of Completion.

You can bundle the short courses to create your own customised learning bundle, Certificates or Advanced Certificates. More information is on this page.

Yes, our courses are built to be applicable for people living anywhere in any situation. We provide the fundamentals, and each student can apply their own unique flair for their own interests, region and circumstances with the one-on-one guidance of a tutor. There is also a bit of student directed research involved.

Employers value candidates with industry skills, knowledge, practical skills and formal learning. Our courses arm you with all of these things to help prepare you for a job or start your own business. The longer you study the more you will learn.

ACS has an arrangement with OAMPS (formerly AMP) who can arrange Professional Indemnity from Australian and New Zealand graduates across all disciplines. Ph: 1800 222 012 or email [email protected].

Who are ACS Distance Education?

ACS Distance Education have been educating people for over 40 years.

We are established and safe- we have been in education for over 40 years. We are focused on developing innovative courses that are relevant to you now and what you will need to know in the future. We are focused on helping you learn and make the most of your experience. You can enrol at any time, you can work on your course when it suits you and at your own pace. We are connected to many industry bodies and our staff participate in continuous improvement and learning activities to ensure that we are ahead of what learning is needed for the future.

Our courses are not accredited by the Australian Government. However many of our courses are recognised and held in high regard by many industry bodies.

Our courses are written by our staff, who all have many years experience and have qualifications in their speciality area. We have lots of academic staff who write and update our courses regularly.

How do I enrol my staff/ sponsored students?

Yes, you can do a request for a bulk enrolment and request an invoice on our Invoice Request Form

We can prepare an invoice, quote or proforma invoice. Simply complete your details on our Invoice Request form

We can arrange bulk discounts for your course enrolment, please get in touch with us to discuss your needs.

Yes, we have many students who are in locked facilities, such as prisons or hospitals. We can cater by also offering paper notes at an additional cost.

What if I have any more questions or need more information?

We can assist you to find the right course for your needs. Get in touch with us via email ([email protected]) call on +61 7 5562 1088 or complete our course advice form.

Take a look at their testimonials here.

What if I change my mind?

Our terms and conditions of enrolment are here.

Please get in touch with [email protected] if you would like to be removed from our mail list.

If you would like ACS Distance Education to delete your information at any time (whether you are a customer or a prospective customer), please contact our privacy officer and we will process this ( [email protected] ).

Course Contributors

The following academics were involved in the development and/or updating of this course.

Dr Robert Browne

Zoologist, Environmental Scientist and Sustainability, science based consultancy with biotechnology corporations. Work focused on conservation and sustainability. Robert has published work in the fields of nutrition, pathology, larval growth and development, husbandry, thermo-biology, reproduction technologies, and facility design.Robert has B.Sc., Ph, D.

Jade Sciascia

Biologist, Business Coordinator, Government Environmental Dept, Secondary School teacher (Biology); Recruitment Consultant, Senior Supervisor in Youth Welfare, Horse Riding Instructor (part-completed) and Boarding Kennel Manager. Jade has a B.Sc.Biol, Dip.Professional Education, Cert IV TESOL, Cert Food Hygiene.

Dr. Gareth Pearce

Veterinary scientist and surgeon with expertise in agriculture and environmental science, with over 25 years of experience in teaching and research in agriculture, veterinary medicine, wildlife ecology and conservation in the UK, Australia and New Zealand. Post-graduate qualifications in Education, Wildlife Conservation Medicine, Aquatic Veterinary Studies and Wildlife Biology & Conservation. Gareth has a B.Sc.(Hons), B.V.Sc., M.A., M.Vet.S,. PhD, Grad. Cert. Ed.(HE), Post-Grad.Cert. Aq.Vet.Sc., Post-Grad. Cert. WLBio&Cons., Dipl. ECPHM, MRCVS.

Marine Animals

With colour photos splashed throughout, this Marine Animals e-book is designed to provide a guide for some of the more common animals found in marine ecosystems around the world. Learn about the creatures hidden by the other 70% of the earth's surface. Explore more...

Unsure about which course is best for you?

It has been a truly invaluable learning experience for me. I want you to know that I have learnt so much from all of your constructive input and guidance throughout each lesson of the course. You have helped me to understand where my strengths and weaker aspects lie, and what areas of my answering questions I need to pay attention to. Thank you for getting my assignments back to me as promptly as you have, and thank you for making this course so enjoyable.

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