CATALOG DESCRIPTION:
"Basic ecological principles and concepts are considered including the
nature of the ecosystem, energy flow, biogeochemical cycles, and the ecology
of populations and communities." LECTURE & LAB 4.0
CREDITS
This Junior/Senior level
course requires knowledge of introductory ecology and evolutionary concepts
and principles, information learned in most freshman/sophmore level majors
courses on these subjects. The Loyola major in Biological Sciences
must have completed the core curriculum (or the equivalent of the core,
if you are a transfer student) to enroll. Under very unusual circumstances,
you may ask instructor permission to enroll if you do not have these credentials.
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SYLLABUS
ECOLOGY
Biology 330 &
330lab
FALL 2004
INSTRUCTOR: David A. White
CLASSROOM: Monroe Hall 368
OFFICE: Monroe Hall 332
TIME: TR 11:00-12:15, lab T 2:00-6:00
OFFICE HRS: W 3:45-4:45; R 2:00-3:
PHONE: 865-2288 or 2770
TEXTS: Elements of Ecology – Smith &
Smith WEB SITE: www.loyno.edu/~dawhite
PREREQUISITES: Core biology courses incl.
BIO 208 Ecology & Evolution
DATE LECTURE TOPICS & LAB EVENTS READINGS
August 31
Introduction ("The Contract"); Ecology vs Environmentalism
Chap 1
lab Discuss Benkman (2003):
crossbills; Film: 'Call of the Wild' HO
September 2 Natural Selection;
Survival; The Species; Niche
Chap 2
7 Climate
Chap 3
lab TRIP - Audubon Park
1 – basic limnology (pp. 544-550) Chap 27
9 Abiotic environment and
soils
Chap 4, 5
14 Plant and Animal Adaptations
Chap 6, 8
lab TRIP - Audubon Park 2 –
lab report due (20 pts)
HO
16 Class cancelled
21 Properties of Populations;
Population Growth
Chap 9,10
lab TRIP – Bayou Sauvage
Forest; Water Quality Report due (30 pts)
23 Intraspecific Population
Regulation
Chap 11
28
TEST I
lab Coastal Plain Forests
& Discuss Lab Report Writing & IV's
HO
30 Life History Patterns;
Community Structure
Chap 12,13
October 5
Interspecific Competition
Chap 14
lab TRIP - Pearl
River Marshes – Forest Rept. due (30 pts)
HO
7 Predation
Chap 15
12 Processes Shaping
Communities
Chap 17
lab Marsh Energy
Flow – Discuss Reports Writing & biomass data HO
14 Landscape Ecology
Chap 19
19 FALL BREAK
HOLIDAY
lab
“
21 Ecosystem Productivity
– Biomass Rept. due (30 pts)
Chap 20
26 Nutrient Cycling
Chap 21
lab TRIP – Natalbany
River fish + lotic limnology
HO
28 Biogeochemical
Cycles
Chap 22
November 2 Biogeography
& biodiversity
Chap 24
lab Stream + Fish
Ecology – an ordination
HO
4
TEST II
9 Desert Biomes of
the World - particularly those of NA (pp. 517-534)
lab Student Oral
Reports on desert ecology
11 The Chihuahuan
Desert - general ecology
16 The Chihuahuan
Desert - plant ecology
HO
lab Quiz - 50 pts
on Big Bend (for those who are going); & Oral Reports
18 The Chihuahuan
Desert - animal ecology - Dr. Hood
HO
19 Leave for Big Bend National Park at about 2:30 p.m.
23 Big Bend (earn
50 pts)
THANKSGIVING HOLIDAY
26 Return from Big
Bend National Park by 1:00 a.m.
30 Foraging &
Flocking exercise preparation
lab TRIP - Foraging
& Flocking in Audubon Park
December 2 TBA
- evolutionary implications to foraging & flocking - discussion
7 2 - 30 minute Foraging
& Flocking oral presentations
lab TRIP - by canoe
to White Kitchen Nature Preserve: 2:00-8:00 p.m.
9 30 minute Foraging
& Flocking oral presentation & review for Final Exam
14 FINAL EXAM 11:30 - 1:30
IMPORTANT REMARKS:
This is a senior/junior level course in the science of Ecology. Prerequisites to this course are the 4 'core' biology courses, which include a diversity course (Organismal Biology), and an introductory course in Ecology and Evolution. This semester I am re-organizing some of the course material, partly due to accommodate recent student comments.
The text by Smith & Smith is superb by its use of examples from actual field and lab studies. The text is also excellent in it’s use of Figures that you should learn to interpret – a major objective on my tests. With this said though, the text is NOT as advanced as I’d like it to be – just read the preface to understand what I mean. Please keep this mind since we cover the text at a relatively rapid pace. I’d spend a few moments looking over the general outline of the text – a fairly standard one as an introduction to Ecology. It’s not trivial that the authors begin with a brief review of the scientific method (using ecological examples), then give an excellent overview of natural selection/evolution. (Why do they do this?) Following these sections, the authors review the physical world (beginning with climate) in a couple of chapters. Only after these chapters do the authors begin to describe the science of Ecology by sections beginning with the ‘organism’, then ‘populations’, followed by ‘communities’ and ‘ecosystems’. The lecture topics in this course will follow this outline. The field/lab component of this course is a more integrative look at the science of Ecology from different levels. I'd strongly recommend purchasing a small 3-ringed binder for the numerous handouts you will be receiving, particularly in the lab portion of the course.
A couple of other points: the student of ecology builds understanding on the basis of examples and experimentation - remember the scientific method. Also, remember 'ecology' is a science and not 'environmentalism' (refer to handout). Statistical inferences are very much a part of this science. We know far less about the natural world then might be suggested by the size of the text and other available literature. Be sure to think about this as you study the subject.
Exciting activities in this course are the many field trips (check out my web site for some great photos of students in the field). Because it takes some time to get to and from the field sites, the block of lab time has been increased from the usual 3 hrs to a 4 hrs on Tuesday. Many of the labs will be completed by 5:00 p.m. For a couple of labs we will be getting back a bit later (see syllabus) or having to leave earlier (see syllabus) than the scheduled time. I truly believe you learn much by "tripping". It's hard though to really quantify all that is learned by field experience. To reward you for participating in the field portion of the course you will earn points for attending each trip (see below). If you miss a trip then DO NOT ASK FOR POINTS - there is simply no substitute for the trip itself - so, no make-up or extra credit points will be given under any circumstance for missed trips.
You will have 4 lab write-ups due at 5:00 the day designated on the syllabus (5 pts less for each day past 5:00 p.m.) on data you and your classmates collect during the labs. The write-ups should follow a standard scientific format to include a brief Introduction, brief Methods, Results (w/tables and figures), brief Discussion/Conclusions. I am taking the suggestions of past students to spend the first part of the course working on format and the general writing of the results from your data collected in lab. (One of the reasons we are reading during the first lab the paper by Benkman on Crossbill adaptive radiation is so you can see the general structure of a scientific paper.) Please take advantage of this opportunity because the sooner you learn the proper scientific format and the general idea of 'technical writing' the happier you will be. By the way, you had some concrete experience with scientific writing in your biology introductory labs (Organismal + Cell & Molecular), revisit what you learned about writing in those labs. Individually, each report is not worth a whole lot of points and so you could mess up on one without severely impacting your final grade. None of the reports need to be any longer then 2-3 word-processed succinctly written pages, excluding tables and figures that you will want to include. (The Figures and Tables do not have to be word processed to receive some significant credit, though not full credit.) (Finally, I know the reputation I have about these writing assignments and so I want to work towards having a better experience with them. I will do my very best to help you. If you do your very best to show that you are trying, I think these lab reports and your 'technical writing' ability will improve over the course of the semester. Please communicate with me as much as you can about this writing effort.)
You can earn up to 15 total points (5 pts each for up to 3 seminars) by attending research seminars on a subject of ecological interest and then writing a brief (maximum 1-page) summary of the seminar. Please verify that the seminar you are thinking about attending covers an appropriate subject otherwise you will not receive any credit for seminars not sufficiently ecological in subject. This semester the Loyola seminars you can get credit for are on these following dates: Sept 28, Nov 30). Remember that there are also seminars given at Tulane (Fridays noon) and UNO (Mondays 4:00). You must turn in your seminar write-ups within one week of the talk for credit. Realize these seminar points are added to your total points earned, i.e., lagniappe points.
This semester, I am hopeful that we will be making a trip to Big Bend National Park! This could be the highlight of your college career! Students will truly see that the desert is 'just another ecosystem', like the wetlands of southeast Louisiana, governed by all the principles of ecology you will come to know so well from your course experiences. The 2.5 weeks before the trip will be an intense time spent learning about the desert biome. This will be accomplished by lecture, lab oral reports, study of primary research articles, guest lectures, and your learning of the organisms through study of slides. Each student – even those not going to Big Bend - will have to read and report (in groups) on a research article about the desert ecosystem (30 pts). I will have a list of articles for you to choose from. Also, students going on the trip will take a 50 pt quiz over Big Bend organisms and places. You must score at least 40 pts on this quiz, or you will have to take a second quiz! If you go on the trip and write up a 4+ page report on what you learned on the trip you can earn up to 50 pts. This write up is due the last class.
For students who can not make the Big Bend trip, I want you to do two things: (1) critique the very popular book - 'Gun, Germs, and Steel’ by Jared Diamond - for 50 pts. It is available in good bookstores. The critique must be at least 3 pages long and well written for full credit. It is due before the final exam. (2) Visit Jean Lafitte National Historical Park for an afternoon and write at least 3 pages on how the knowledge gained from this course has made you see the park differently. (As you visit the park, think about how you see it differently now that you have learned the basics of ecology.) This is also worth up to 50 pts. This write up is due the last class, that it, before the book critique.
There will be two tests in the course covering the material from the text, handouts, lectures and labs. The material on the tests is from the new material (since the last test) presented. Each will be worth 100 pts. Makeups for the tests will be given only if you find me before the test with a legitimate excuse. The final exam is generally cumulative and will total 100 pts (50 pts on it will be on new material since the previous test). You must take the final exam or you fail the course. My attendance policy is as follows: you're adults so you can do as you wish. But, you're responsible for earning the necessary points for the grade you desire. If you miss more than a couple of classes or labs then I'd seriously consider dropping the course because it is very difficult to recover. Finally, do not even think about cheating! If you're caught, I will seek the maximum penalty. Below is a summary of the points and my grading scale:
POINT DISTRIBUTION
Tests - 2 @ 100 pts
200 pts
Final Exam (60% new material) - 1 @ 100 pts
100 pts
Research Reports
a. 1st Water Quality (due 9/9) - 20 pts
b. Water Quality (due 9/16) - 30 pts
c. Forest (due 9/30) - 30 pts
d. Biomass (due 10/16) - 30 pts
Total 110 pts
Trips
a. 1st Audubon Park - 10 pts
b. 2nd Audubon Park - 10pts
c. Bayou Sauvage Forest - 10 pts
d. Pearl River Biomass (long day) - 10 pts
e. Streams & Fishes (long day) - 10 pts
f. Foraging & Flocking - 10 pts
g. Big Bend Park or Jean Lafitte Park including write up - 50 pts
Total 110 pts
Msc
Big Bend Quiz or 'Guns, Germs, & Steel' Critique @ 50 pts
50 pts
Oral presentation @ 30 pts 30 pts
Seminars - maximum 3 @ 5 pts (lagniappe credit - 15 pts)
GRAND TOTAL 600 pts
The grading scale will not be more difficult then
90%, 80%, 70%, and 60%; but it will not be easier than 85%, 75%, 65%, and
50%! So, for you to be guaranteed an "A" grade in the course you
will need to earn .90 x 60 = 540 pts. Notice that your points received
for attending seminars are simply added to your total, e.g., 540 + 15 (if
you attended 3 and earned 5 pts each).
STUDENT COMMENTS -
Below, I present a selected set
of positive comments from responses to my own course evaluation
before the standardized college-wide process began Spring, 2001.
For a more complete selection of statements on this course, please check
out my student 'comments' page for the
evaluation of this course as well as my other courses.
FALL 1999
'Overall, the class was an enjoyable experience. It was one of the few that integrated theory and field.' 'This class was very interesting and I learned a great deal about populations, communities, etc. I would recommend this class for individuals taking a light course load; it involves a lot of work.' You really helped me with my scientific writing.' 'It was by far the most fun experience I have had in a lab environment. I liked being able to experience nature and learned at the same time. The labs also made the material in the class and book even more revelant and interesting. Dr. White is a good professor who knows the material well and is concerned with each student as an individual and wants to make sure they understand the material. I really appreciated the great lengths that he underwent to help us with lab reports and to understand the test questions. Thank for being accessible and caring.' 'The lab reports are great in helping me to properly write lab reports and better organize my thoughts for succinct presentation. This experience & skill in writing carries over in other classes where I am head of my class due to my skills.'
FALL 2000
'I learned a lot and I feel more students should take this or a similar course. The introduction of other viewpoints (Wall Street Article) was interesting and helpful.' 'The best thing about this course is how the information will be useful for everyone, just not med-students, or lab technicians. I do not think any other course can make that claim to the extent this one can.' 'The course as a whole was demanding, but I feel that I expected the course to be that way.' 'I really enjoyed this course. Dr. White's vast knowledge of the material enhanced my experience.' 'The canoe trip was magnificant.' 'I thought the labs were great!
FALL 2001
'Very interesting material. Knows his stuff in Ecology. Was opened to questions asked.' 'This was extremely educational and motivated me to think deeper into species, populations, and community ecology.' 'Dr. White pushes for a deeper level of biological understanding of subject matter.' 'Gave good notes which supplemented the text information. Quizzes helped motivate to keep up with readings.' The course was a very enriching experience and was necessary in my educational endeavor.' 'The instructor is very intelligent and knowledgeable about the subject - to the point that it is a way of life. A particular strength is everytime a question popped into my head he answered it immediately.' 'Great teacher, wish you taught some of the other courses that I need.' 'Getting out into the world well all are studyied and applying what we learned makes the subject matter more powerful. The foraging ang flocking and habitat selection labs were especially eye-opening.' 'I found Dr. White's knowledge of the wetlands and plants to be very interesting. He is also available for consultation whenever needed.' 'The field work really put a new hands-on experience on ecology.' 'The amount of excitement he had excited me to learn and understand what was being studied.' 'This was actually my favorite class this semester.'
FALL 2002
'The course was beneficial as an upper level ecology ocurse oriented towards the interested and highly motivated student.' 'Small class size was one of the greatest pluses of the class, stimulating conversation amongst classmates and students and professor.' 'The lab was fun and informative.' 'The knowledge of the instructor about the area in which field studies were conducted added a "real world" element to activities.' Lab write-ups were extremely beneficial. I have very seldom had to write so frequently or consistently for any biology course.' 'The trip to Big Bend was phenomenal.' 'The trips were grea fun and interesting. The lab exercises were great at showing the principles while at the same time being enjoyable.' 'Big Bend was awesome, THANKS.' 'Informal oral presentations were a nice way to leanr new material from scientific journals. The Big Bend was a wonderful experience and was the essential part of the understanding of ecology in different biomes.'
FALL 2003
'I would recommend this course
to anyone. It truly added a lot to my experience as a biology major,
and has opened my eyes to other possibilities in the science field.
It is rare to learn from a professor that is so passionate about the subject
matter. His knowledge shined through on the students.' 'The
best biology course by far at stimulating critical, creative, and analytical
thinking. Dr. White is extremely well versed (by the highest
university standards) in the subject matter, with a visible and permeating
and even contagious enthusiasm and emotional connection to the subject
and the implications of his teachings.' 'Dr. White is my favorite
college professor. He challenges me and makes me think. He
is a very good teacher and evaluator. He genuinely cares about all
his students. I enjoyed the class, and the class trips were a life
changing experience.' 'Even though it was a time consuming class
it was a very informative and useful class. The instructor knows
what he is talking about and you can see what he teaches is what he loves.'
'Big Bend trip was awesome!! I would recommend this class to anyone
on that alone. The class, however, was also a great experience.'
'Great class to put the world into perspective.' 'Definitely makes
you realize about the issues out there. A lot of the content of the
class was new to me.' 'Dr. White is beyond enthusiastic and emmensely
knowledgable about ecology and very interested in making certain everyone
understands.' 'Extremely enlightening field experiences. The trips
were excellent ways of witnessing and experiencing first hand the principles
discussed in lecture. These really left an imprint on me personally,
and likely all involved. The writing was extremely appropriate.'
'Excellent work facilitating and organizing and leading these trips.
Leadership was the reason the trips were what they are.' 'I think
it wonderful that he would take a group of college students to Big Bend
Texas to experience what we have been studying.' 'Being out in the
field is one of the greatest experiences. We go from reading a book,
to hands on experience. We become a primary source of these experiences
and can narrate a personal experience.'
SAMPLE TEST
Below is a representative test over the set of
material presented during the first part of the Fall, 1997 semester.
The material does vary from semester to semester!
November 7, 1996 TEST
III
Name:______________
ECOLOGY - BIO 330
I. Briefly define each of the following words. They're only 2 pts apiece!
1. Keystone species -
2. Leaf Area Index
(LAI) -
3. Phenology -
4. Climax -
5. Biodiversity -
II. Short Answers. Pts as indicated.
1. List several "growth
form" dichotomies (opposites). 3 pts
2. List two communities with
different kinds of vertical structure. 2 pts
3. List several diversity
gradients found within the new world. 3 pts
4. What is the "sequential
breakage hypothesis" in niche theory? 2 pts
5. What is the relationship
between size of an ecological island and species number.
Why might this be true? 5 pts
III. Longer Essay. 10 pts each
1. Compare and contrast
the concept of the community as seen by those belonging to
the "organismal" school versus those of the "individualistic" school.
2. Describe the "inhibition"
Model of succession and then compare it to the traditional
"facilitation" model. Give an example, too.
3. What are some of
the characteristics of most food chains?
4. List five factors
hypothesized to influence biodiversity then, describe one in detail.
5. Using current ecological
theory, how would you justify the different plant community
types you see (and have even visited) in the southeastern United States
considering that
on general vegetation maps the entire region is designated "Deciduous Forest"
or
"Mixed-Deciduous Forest"?