Biology 403 - Principles of Ecology |
|
Norbert
F. Belzer, Ph.D. |
Spring
Semester, 2011 |
e-mail: belzer@lasalle.edu |
Office: H-237 |
Web
site: belzer@lasalle.edu/~belzer |
Phone: 215-951-1250 |
LECTURE
SYLLABUS AND READING
ASSIGNMENTS*
DATES |
TOPICS AND TEXT |
|
|
JAN.
18 (T) –- 20 (Th) |
Requirements
and Scope of the Course; Introductory
Material (1; 5) Levels
of Organization and Emergent Properties;
Planetary Subdivisions;
Biosphere; Ecosystems (1;
2; 5) Systems: Ecological and otherwise - the interacting
whole and its parts (with emphasis on climate); Gaia Hypothesis (1;
2; 5) |
|
|
25 (T) -- |
Biodiversity (12;
19.3 to 19.7; 26; 28;
Threats To Biodiversity by E. O. Wilson) |
|
|
27 (Th) - Feb. 1 (T) |
Energy
& Energy Flow - Producers, Consumers & Reducers (or how organisms
obtain energy) |
|
|
3
(Th) - |
Energy
Use and Ecological Implications (The energy crisis - fact or fiction?) |
|
|
8 (T) -- |
FIRST EXAM (on material of
Jan. 18th to Feb. 3th) |
|
|
10 (Th) - 15 (T) |
Cycling
of Nutrients and other Materials;
Biogeochemical Cycles Specific
Nutrient Cycles: Nitrogen, Calcium,
Phosphorus, Sulfur, Carbon (and Global Climate Change) (6.12;
21; 22; 29; Nutrient Cycling Pathways & Litter
Fungi by N. Stark) |
|
|
17 (Th) - |
The
Hydrogeologic Cycle - Is Water Unlimited?
(3.1 to 3.5; 6.4) |
|
|
22 (T) -– 24 (Th) |
Cycling,
Deposition and Accumulation of Toxic Substances; Control of, and Alternatives to the Use of
Toxics ((with emphasis on pesticides) (Third Generation Pesticides by C. M.
Williams) |
|
|
Mar. 1 (T) –- 3
(Th) |
Limiting
(Regulatory) Factors (4; 6.6, 6.8 to 6.13; 7.13 to 7.19; 8.6;
Inhibition of Nodulation of Inoculated Legumes by Leaf Leachates from
Inoculated Legumes by E. L. Rice) |
|
|
|
Mar. 8(T) 10(Th) |
|
|
15 (T) -- |
Populations
and their Characteristics; Carrying Capacity; Competition and Energy Flow in
Populations (9; 10;
11; 12) |
|
|
|
|
17 (Th) - |
SECOND
EXAM (on material of Feb. 10th
to Mar. 3rd) |
|
|
22 (T) -- |
Populations
and their Characteristics (conclusion) |
|
|
24 (Th) - 29 (T) |
Species-Species
Interactions; the Niche Concept; |
|
|
31 (Th) - |
Communities
& Larger Units - Structure, Distribution, Influencing Factors, etc. (16;
17; 18;
19.1, 19.2; Life on the Human
Skin by M. J. Marples) |
|
|
Apr. 5 (T) –- |
Succession
(the 'evolution' of communities); the
Sere; Primary and Secondary
Succession (18) |
|
|
7
(Th) - |
THIRD
EXAM (on material of Mar. 15th
to Apr. 5th) |
|
|
12 (T) -– 14 (Th) |
TERRESTRIAL
SYSTEMS: Types and Structure; Successional
Patterns, Interactions, Importance, etc. (19.8 to 19.10; 23; Lateritic Soils by M. McNeil |
|
|
19 (T) –- 21 (Th) |
AQUATIC
SYSTEMS: FRESHWATER (3.6 to 3.10; 6.5; 24;
25) |
|
|
26 (T) -- 28 (Th) |
AQUATIC
SYSTEMS: MARINE - Estuaries and the
Ocean (3.6 to 3.10; 7.20; 24;
25) |
|
|
?????? -- |
FINAL
EXAMINATION (50% comprehensive and 50% on the material of Apr. 12th
to 28th) |
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TEXT: Elements of Ecology (7th ed.) by T. M. Smith and R. L. Smith
The Benjamin/Cummings Publ. Co., Inc., 2009.
*
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EMERGENCIES (WEATHER RELATED OR OTHER)
In case of a situation that requires the closing of campus for
an extended period attempts will be made, where possible, to continue the class
from a distance. All are expected to
keep up with the assigned chapters/readings.
If the email system is working all are expected to check with the
instructor for alternate assignments. If
such assignments
are given it is expected they will be completed and sent to the instructor
following the timetable established by the instructor. Should the campus closure be a relatively
short period, it is likely that reasonable adjustments can be made in the
syllabus when the campus opens and classes resume. It is not possible to determine what would
occur should a situation require the closing of campus for a very long period
of time.
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Biology 403 is a course in the principles of Ecology. It is wide-ranging in its coverage. It deals with plants and animals, terrestrial
and aquatic habitats, living and non-living components of the ecosystem, the
micro and macro level, and changes in environments, populations and communities
(just to mention some of the major aspects of the course).
Principles of Ecology has
been assigned a 400 level number. This
would seem to indicate it should be taken late in your academic career. However, if you have had a good introductory
College-level Biology course, you should be adequately prepared. On the other hand, the broader your
background, the more you will get from the course since Ecology is a
'synthesis' field that cuts across many disciplines.
Strictly speaking this is not an
Environmental Science science course. We
will touch on many environmental issues of the day but our main thrust will not
be in the applied areas. We will deal
more with the basic underlying Ecologic processes and principles. If you grasp these basic processes and
principles, understand the interrelationships that exist between organisms and
their environments, are cognizant of the unity of the global system and are
aware that we operate in a finite system then you will be able to understand
the numerous specific instances of organism and/or environmental imbalance when
you read about them in the common press.
You are expected to be present for all
lectures & examinations. “Cuts” are
not allowed. A small number of excused
absences is permitted (remember, we meet only twice a week). The instructor is the judge of what is, or is
not, a valid excuse. If a grade is borderline and you have unexcused absences, then the lower
letter grade will be assigned. If you do
miss a lecture it is your responsibility to get the notes from a classmate
(check notes from two people to be on the safe side) and to get any handouts
for that day from the instructor. It is
strongly advised that you do not miss an examination. If you do miss an examination for a valid
reason (such as death in the immediate family or illness under the care of a
physician) a makeup will be given. Lack
of a valid excuse (validity
of an excuse will be left to the judgment
of the instructor) will result in a zero (0) for that exam. Under no circumstances will a makeup be given
for more than one exam. Any questions
concerning an exam grade should be brought to my attention within one week
after the graded exams have been returned.
Adjustments will not be considered after that time.
Academic dishonesty of any type will not be
tolerated. Cheating in an exam results
in an automatic zero (0) for that exam.
The exams during the
course of the semester may vary quite a bit as regards format (essay, short
answer, problems, true-false, modified true-false, multiple choice,
definitions, etc.). Each will require
repetition of basic material as well as interpretation, synthesis and
application. They will not be cumulative
in the strict sense of the word, with the EXCEPTION of the final exam. The comprehensive section will be
multiple choice.
The new material could be tested in a variety of ways (as in the 1st
three exams). The final, however, will
still involve the ability to interpret and apply, as well as remember, the
basic material. Each of the four
examinations will count 25%. A letter
grade as well as a numerical grade will be assigned to each of your exams. This enables you to determine EXACTLY where
you stand at any time during the semester.
The grade you receive on an exam or lab exercise represents my
evaluation of your performance / achievement.
This grade is given after careful consideration of your work with what I
feel can, and should, be done by university students at your level. There is no minimum number, or maximum
number, of A's, B's, etc. for a class.
A letter grade as well as a numerical grade will be assigned to
each examination. This enables you do
determine where you stand at any time during the semester. The instructor reserves the right to adjust
the grade scale at the end of the semester.
Under no circumstances will the scale be raised. However, do not expect 'curving' at the end of the semester. Unexcused absences will be a consideration if
you are ‘borderline’ at the end of the semester.
Questions
concerning grades for an exam should be brought to my attention within one week
after the paper has been returned.
IMPORTANT
NOTE: This course will be graded on a +/- basis. At the
end of the semester your grade will be submitted to the registrar as A, A-, B+,
B, B-, etc. The cutoffs for each level
are as follows:
93-100 = A 87-89.99 = B+ 77-79.99 = C+ 67-69.99 = D+
90-92.99 = A- 83-86.99 = B 73-76.99 = C 60-66.99
= D
80-82.99 = B- 70-72.99 =
C- below 60 = F
In
college the ‘rule of thumb’ for study time is that two hours of study, report
writing, library work, etc. are required for each hour of class. While this will vary from course to course
and from person to person, it is a good general rule to follow.
Read
ahead! It is usually quite beneficial to
‘familiarize’ (not ‘study’ or ‘memorize’) yourself with the material before
class. This usually makes the material,
when covered in class, more meaningful.
It can often save on note-taking because you know that a particular
piece of information is in the text. You
can then spend more time understanding and less time frantically jotting down
notes.
Review
your notes and carefully read assigned materials as soon as possible after a
lecture. Do not let the material get
‘cold’. Stay up with things. Do not count on cramming just before an exam.
It
often helps to study / review with one or two people. Learning is a cooperative process. What one person missed in class, or a
connection that one does not make, may be made by another. Note, however, that ‘group’ study is not a
replacement for individual study. Group
study is useless if you are not at least familiar with the material and able to
contribute to, as well as benefit from, the effort.
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SOME TIPS FOR TAKING TESTS
BEFORE YOU BEGIN:
LISTEN
to the instructor in the event oral instructions or guidelines are being
given. Then take a few seconds to look
through the ENTIRE test.
**
QUICKLY decide on the order in which you will answer the questions. Sometimes the order in which they are asked
is not the best order for you.
**
BUDGET YOUR TIME!!!!! Determine how much
time you are willing to give to each question or set of questions.
**
Check the back of pages to make certain you do not miss any questions.
DIRECTIONS:
READ & FOLLOW the directions in the test. Note HOW the questions are to be answered.
** Do
you have to answer them in a specific order?
** Do
you have options?
** Do
you have space/length limitations? (e.g. "answer in the space
provided")
** Are
there special symbols to be used? (e.g. in a true
false section you might be required to use the symbols "T/F" or
"+/-" or "+/0")
**
Answer the question that is being asked, not one of your own design. (e.g. providing a
"function" for an item is very different from providing a
"definition" of it)
DEFINITIONS:
** An
EXAMPLE does not qualify as a definition.
(e.g.
"An oak" is not the definition of a tree.)
** A
DESCRIPTION does not qualify as a definition.
(e.g.
"something that is tall and branched with
leaves on it" certainly might DESCRIBE a tree but does not tell you WHAT
it is. It is an organism.)
** A definition should EXCLUDE all terms that might be similar in meaning to the term being defined. (e.g. "a rigid, woody, columnar structure rising from the ground" is not a definition of a tree. This so-called definition does not exclude a clothes pole, support for a beach house, etc.)
**
Unless the term specifically relates to time, the word "when" usually
should not occur in the definition. (e.g. "A tree is
WHEN something woody grows out of the ground" suggests that a tree is an
interval of time while in reality it is an object.)
MULTIPLE
CHOICE AND TRUE-FALSE QUESTIONS:
**
Read the question carefully. Does it ask
“which is” or “which is not”? Did it say
always, sometimes, etc.?
**
Eliminate those choices which you can.
** Do
not read more into a question than is there.
** Be
very careful about changing answers.
Numerous studies have shown that when changing answers one is much more
likely to go from incorrect to incorrect OR correct to incorrect rather than
from incorrect to correct.
SHORT ANSWER
/ ESSAY / PROBLEM QUESTIONS:
** Again, careful reading of the question is important. Do you really know what is being asked of you? You do not want to waste time and space on inane or extraneous material.
**
Think for a minute or two before you begin to write. Organize your thoughts. Ultimately this actually saves time!
**
Write neatly and coherently. If it is
not readable or if the meaning is unclear or ambiguous, you could lose some or
even all credit.