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Principles of Ecology Syllabus—Fall 2008
SYLLABUSFall, 2008
Principles of Ecology (Revised 8/24/08)
806-282-001/002/003
Course Type:Lecture, Laboratory, Fieldwork
Credits:4 credits
Instructor:Robert LovelyOffice: 335A Office Hours: M 8:30-9:20; W 8:30-9:20
Office Phone: 246-6720(email preferred)and by appointmentEmail:
Course Description: This course examines the science of ecology while focusing on ecosystem types and processes. Note that only incidental attention will be directed toward the public-affairs issues sometimes associated with the word "ecology" and more appropriate to a course in environmental issues. Lectures, labs, and field trips are designed to help students explore plant and animal diversity and adaptations to various aquatic and terrestrial habitats. The course is organized around the four basic levels of ecology: ecosystems, communities, populations, and organisms. We will examine fundamental processes at each of these levels.
Because no ecology course is complete without fieldwork, laboratories incorporate a weekly field component that directs students to translate ideas encountered in the lectures and readings to a variety of plant and animal communities in and around DaneCounty. Methods of field study will include observation, data sampling, and data analysis.
Prerequisites: Environmental Issues (806-280) and/or Environmental Science (806-286) are the most appropriate prerequisites for this course, however other science courses will be accepted. Please see the instructor if you are in doubt about your qualifications. No prerequisites will substitute for a keen interest in the fundamentals of ecology. Successful completion of this course, in turn, prepares students for the methods employed in more advanced ecology courses commonly offered by a variety of college and university departments, such as Botany, Environmental Science, Forestry, Wildlife Ecology, and Zoology.
Class Format: Weekly schedule: three one-hour lecture/discussions (Mon./Wed./Fri.) and one 3-hour laboratory on Tuesday or Thursday, depending on your section. There will be three unit-exams covering the lecture and laboratory material and three quizzes on specific Wisconsin taxa. One full lab report and regular shorter laboratory reports are required, along with an independent field research project (a rapid ecological assessment of an ecosystem of your choice—see next page). These requirements will be described more fully in class and in subsequent handouts. Extensive walking is required on the field trips, and students will need to dress appropriately for cold and wet weather conditions. Arriving on time will be especially important. Attendance is required for all lectures, labs, and field trips. Because of the additional time commitment per meeting, lab/field attendance is valued at about twice that of the lectures. Campus-based laboratories will be held in the Ecology Lab (room 344). Field trips will depart directly from the Center Court lobby area (by the vending machines and tables) on the main floor. We will travel in College vans.
Official Text: Michael Begon, Colin Townsend and John Harper, Ecology, From Individuals to Ecosystems, 4th edition(Blackwell Publishing, 2005)
AlternateRequired Text: Robert Lovely, Ecosystems and Communities. (2008 edition only)
Required Lab Manual: Robert Lovely, Principles of Ecology, A Field and Laboratory Manual, (Fall 2008)
Required Field Guide: National Geographic, FieldGuide to the Birds of North America, 5th Edition.
Required Course Tools: Clipboard, scientific calculator (cell phone calculators will not be permitted)
Course Objectives: Introduce the process of collecting and analyzing data from natural communities. Introduce the principal concepts, methods and nomenclature employed in the discipline of ecology. Promote the development of self-reliance as well as teamwork and problem solving skills through ecological investigations.
Field Research Project—Independent Rapid Ecological Assessment of an Ecosystem. View this ecosystem investigation as an excuse to spend some pleasant hours in a natural area or ecosystem of your choice. The project requires some effort (it represents a significant portion of your grade), nonetheless you should make it a fun exercise. The requirements of the assignment are as follows:
- Select an ecosystem in a natural area that is accessible and convenient for you to visit often.
- Visit that ecosystem on at least four different days during your investigation, and spend a minimum of eight hours total during your combined visits(most students will spend considerably more time at their sites).
- Conduct an ecological survey of the ecosystem, recording your observations and methodically describing the landscape (see below). The final product may include scanned maps, your original photographs, and other pertinent artifacts. Includeno pictures photographed by anyone other than yourself.
- Your ecosystem assessment should contain the following elements:
Identify the more prominent abiotic and biotic components of the system, with attention to factors such as microclimate (e.g., exposure to sun and wind), drainage patterns, significant geological features, organisms, human impact, and other factors that seem important.
Include your reflections, analysis, and conclusions. Ask yourself how the various components interact, and elaborate on some of these interactions. Also discuss your own impressions, concerns, and ideas about the site.
Landscape history—Speculate about the history of the landscape at your site (succession or disturbance, such as fires, floods, logging, development, etc.) and, based on your observations, offer evidence for your historical conjectures. If you draw upon published literature for your site, be sure to cite your sources explicitly (including page numbers), using the APA citation format. Plagiarism—specifically, three or more words in a row stolen from another author and used without proper citation—will result in a grade of “F” on the assignment.
You will give a ten-minute class presentationsummarizing your ecosystem study during week 14, 15, or 16 of the semester (11/24-28, 12/1-5, or 12/8, depending on your sign-up date), but the final written project itself is due on December 12that 9:30AM. Students often deliver their presentations with the assistance of PowerPoint, so this is one option available to you. But PowerPoint is not required, and other techniques (such as a handout) can be just as effective if you are well prepared.
In general, your objective is to design a sophisticated ecological survey and assessment of a specific natural area, using the concepts and nomenclature you have learned in the course. Since this exercise is intended to model a professional study (as opposed to a personal journal), do not write in the first person. There are different ways to approach the task and different formats that could be applied. You may use “How to Write a Lab Report” in your Lab Manual as one model. I especially urge you to examine “Analyzing Community Structure” in chapter Eleven of your text as a second potential model. The following is a third approach you may wish to consider:
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Principles of Ecology Syllabus—Fall 2008
I. Introduction
A. Location of your site (map) & some discussion
B. Dates of site visits w/ some discussion
II. Methods
A. Brief description of methods used
B. General discussion of sources of existing information you used
III. Results and Discussion
A. Detailed description of the site
1. Topography
2. Plant communities
3. Soils
4. Hydrology, including streams and wetlands
B. Findings
1. Types of communities identified
a. Description
b. locations
2. Types of other communities identified
a. Description
b. Locations
c. Area
d. How you selected your boundaries
IV. Conclusion
A. Brief summary of total area and types of communities
V. Literature Cited
VI. Appendix A (data sheets)
VII. Appendix B (relevant maps)
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Principles of Ecology Syllabus—Fall 2008
c. Area
d. How you selected your boundaries
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Principles of Ecology Syllabus—Fall 2008
Schedule of Lectures[1]
Reading:
Week Topic Begon, Townsend, Harper Robert Lovely
Week 1
M. Aug. 25Course IntroductionNoneNone
Reading: Field Guide to Birds, pp. 6-8 (Intro, Species, Families, & Scientific Names)
W. Aug. 27Methods in Ecology
Reading: Field Guide to Birds, pp.9-19 (Intro continued; How to I.D. Birds, Parts, etc.)
F. Aug. 29Methods in Ecology (in-class exercise; bring text)
Reading:Paul Ehrlich, et. al.,The Birder’s Handbook,
on reserve in the College Library, read the following:
1. “Introduction” pp. ix – x
2. “American Robin,” p. 462
3. “How to Use This Book,” pp. xi – xxx
4. Reread “American Robin,” p. 462
5. One essay of your choice from the book.
Week 2
M. Sep. 1 Holiday(No Class) None None
W. Sep. 3Methods in Ecology (in-class exercise continued; bring text) Preface & Ch. 1
Reading: Field Guide to Birds pp. 20-27 (Geese & Swans)
F. Sep. 5Origins of Ecology and Evolution Ch. 2
“Introduction” and “The Use of Keys” pp. viii – xx,
in Preston, North American.Trees, on reserve in the College Library
Week 3
M. Sep. 8Origins of Ecology and Evolution Instructor’s Handout: Wisconsin Trees
Learn the identity of all the Wisconsin trees exhibited on the handout
W. Sep. 10Natural Selection & Microevolution Ch. 1Ch. 2
F. Sep. 12Natural Selection & Microevolution Instructor’s Handout: Wisconsin Fishing
Learn the identity of all the Wisconsin fishes exhibited on the handout
Week 4
M. Sep. 15Natural Selection and MacroevolutionCh. 1 Ch 2
Reading: Field Guide to Birds pp. 28-37 (Perching & Dabbling Ducks)
W. Sep. 17Taxonomy Exercise
Reading: Field Guide to Birds pp.38-41(Pochards)
F. Sep. 19Laboratory Data Compilation and Analysis
Reading: Field Guide to Birds pp. 44-47 (Sea Ducks)
Week 5
M. Sep. 22The Biological Structure of CommunitiesCh. 16Ch. 11
W. Sep. 24The Biological Structure of CommunitiesCh. 16Ch. 11
Reading: Field Guide to Birds pp.48-55 (Mergansers, Stiff-tailed Ducks, Ducks in Flight)
F. Sep. 26Laboratory Data Compilation and Analysis
Reading: Field Guide to Birds pp. 56-69 ((Partridges, Grouse, Pheasants, Turkeys, & Quails)
Week 6
M. Sep. 29Quiz: Wisconsin Trees
Site Declaration Due(type-written & oral description in class)
W. Oct. 1Community Dynamics Ch. 16Ch. 12
F. Oct. 3Community Development & Disturbance Ch. 16Ch. 12
Reading: Field Guide to Birds pp. 70-77 (Loons & Grebes)
Reading:
Week Topic Begon, Townsend, Harper Robert Lovely
Week 7
M. Oct. 6 EXAM I
Reading: Field Guide to Birds pp. 102-107(Pelicans & Cormorants)
W. Oct. 8 Topic TBA
Reading: Field Guide to Birds pp. 108-117 (Herons, Bitterns, Allies, Ibises, Spoonbills)
F. Oct. 10Line Intercept Due
Fire Ecology
Reading: Field Guide to Birds pp. 118-145 (Vultures, Hawks, Eagles, Falcons)
Week 8
M. Oct. 13 Ecosystem Energetics Ch. 17Ch. 3
W. Oct. 15 Trophic StructureCh. 20Ch. 3
Reading: Field Guide to Birds pp. 256-265(Owls)
F. Oct. 17The Cycling of Matter Ch. 18Ch. 4
Week 9
M. Oct. 20Quiz: Wisconsin Fishes(from Instructor’s Handout)
Reading: Field Guide to Birds pp. 146-151 (Rails, Gallinules, & Coots)
W. Oct. 22Freshwater Ecosystems Ch. 7
Reading: Field Guide to Birds pp. 152-159 (Cranes, & Plovers)
F. Oct. 24No Classes, Campus wide
Reading: Field Guide to Birds pp. 162-191 (Peruse the Sandpipers)
Week 10
M. Oct. 27Freshwater and Lotic EcosystemsCh. 7
Reading: Field Guide to Birds pp. 198-227 (Peruse the Gulls and Terns)
W. Oct. 29Lotic Systemspp.500-503Ch. 8
Reading: Field Guide to Birds pp. 242-247 (Pigeons & Doves)
F. Oct. 31Wetland HabitatsCh. 9
Reading: Field Guide to Birds pp. 266-271 (Nighthawks, Nightjars, & Swifts)
Week 11
M. Nov. 3Marine Ecology Ch. 10
Reading: Field Guide to Birds pp. 272-281 (Hummingbirds & Kingfishers)
W. Nov. 5Analysis of Populations Ch.4, 5 & 10Ch. 14
Reading: Field Guide to Birds pp. 282-293 (Woodpeckers)
F. Nov. 7Biodiversity & Invasive SpeciesCh. 7.2.2Ch. 23
Reading: Field Guide to Birds pp. 294-311 (Peruse the Flycatchers)
Week 12
M. Nov. 10 EXAM II
Reading: Field Guide to Birds pp. 312-319 (Peruse the Shrikes and Vireos)
W. Nov. 12 Climate Ch. 2Ch. 5
Reading: Field Guide to Birds pp. 320-327 (Crows & Jays)
F. Nov. 14SoilsCh. 2.5Ch. 6
Reading: Field Guide to Birdspp. 328-341(Larks, Swallows, Chickadees, Creepers, & Nuthatches)
Reading:
Week Topic Begon, Townsend, Harper Robert Lovely
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Principles of Ecology Syllabus—Fall 2008
Week 13
M. Nov. 17 Plant & Animal Adaptations to BiomesCh. 1.5Ch.13
View “Tundra Biome” DVD, on reserve in the College Library
Reading: Field Guide to Birds pp.342-361(Peruse the Wrens, Kinglets, Warblers, & Thrushes)
W. Nov. 19 Species Interactions: Competition & Niche Theory Ch. 8Ch.15
View “Rainforest Biome” DVD, on reserve in the College Library
Reading: Field Guide to Birds pp. 372-465(Peruse the Waxwings and Wood-Warblers,
Tanagers, Towhees, Sparrows, Juncos, Grosbeaks, Cardinals, Buntings, Blackbirds, & Finches)
F. Nov. 21Quiz: Bird Songs and Calls (from audio CD)
Week 14
M. Nov. 24 Student Presentations
View “Grasslands Biome” DVD, on reserve in the College Library
W. Nov. 26 Student Presentations
View “Desert Biome” DVD, on reserve in the College Library
F. Nov. 28Thanksgiving Break; No classes
Week 15
M. Dec. 1 Student Presentations
Read: Life History PatternsCh. 8Ch 16
W. Dec. 3 Student Presentations
F. Dec. 5Student Presentations
Competition Lab Report DueBeginning of Class, 9:30 AM
Week 16
M. Dec. 8 Student Presentations
W. Dec. 10EXAM III
F. Dec. 12Field Research Project Due in Final Written Form, Beginning of Class
Week 17
NO FINAL EXAM
Evaluation:
The evaluation consists of a typical sampling method used to assess the extent to which you’ve mastered all the material presented in this course (it will not be practical to test you over all the content you’ll learn, thus the exams will merely sample your knowledge). Your final grade will be determined as follows: First, a tentative course grade will be calculated by averaging your exam scores with your average on the three quizzes and the lab assignments. This tentative grade will be raised or lowered a maximum of one full letter grade depending upon the quality of the written portion of the research project and your oral presentation, along with the character of your participation, conduct, professionalism and attendance record during the course. The following point distribution is included just to provide a sense of the approximate weight of each of the assessments.
Evaluation: (Approximate point distribution):Grading Scale:
Lecture/lab Attendance 120 92-100% = A
Field Research Project12090-91% = AB
Lab assignments13582-89% = B
3 Exams30079-81% = BC
3 Quizzes15071-78% = C
Field Research Presentation 2561-70% = D
TOTAL850 60% = F
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Principles of Ecology Syllabus—Fall 2008
Principles of Ecology
Tentative Schedule of Field and Laboratory Work
Fall 2008
DATELOCATIONINVESTIGATION
8-26/8-28Campus, Rm. 344Laboratory Introduction
Examine Prior Field Research Projects
9-2/4UW ArboretumWisconsin Plant Communities
(Read “Restoration Ecology, Arboretum” ch.23 in your text, pp. 202-203)
9-9/11IndianLakeEcological Observations
9-16/18 IndianLakeSampling Terrestrial Populations:
The Quadrat Method
9-23/25IndianLakeSampling Terrestrial Populations:
Line Intercept Analysis
9-30/10-2 LakeMonona Physical & Biological Parameters of Aquatic Ecosystems
10-7/9 Ferry Bluff Upland & Bottomland Hardwood Communities
10-14/16 Parfrey’s Glen Northern Mesic Vegetation; Bryophytes
10-21/23 Black Earth Creek Stream Sampling: Benthic Macroinvertebrates
10-28/30 ForestHillCemeteryPopulation Study
11-4/6 Campus, Rm 344 Mathematical Analyses in Population Ecology
11-11/13 Campus Rm 344Computer Modeling in Ecology
11-18/20Campus, Rm. 344 1). Setup Plant Competition Study
2). Geographical Information Systems (GIS)
11-25/27 Thanksgiving RecessNo Lab
12-2/4 Campus Rm 344 Measure Biomass, Plant Competition Study
12-9/11 Olbrich GardensEpiphytes & Carnivorous Plants (Bring $1 to lab)
[1] . Please note that this schedule is subject to change. It is intended to provide you with a reasonable sense of the general course sequence and organization and an idea of what to expect each week. Announcements made in class regarding reading assignments and schedule changes, however, will take precedence over the syllabus.