Radioactive Wastes and the Environment

Presenter: Joshua Sanderson

Date: Monday December 7th

Reading

http://www.nrc.gov/reading-rm/basic-ref/students/waste.html

http://www.epa.gov/rpdweb00/docs/radwaste/index.html

http://www.radwaste.org/

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to:

-Identify and discuss the positive and negative aspects involved with using nuclear power as an energy source.

-Identify key sources and leading causes of radioactive waste.

-Identify reasons to allow actions with radioactive waste byproducts to continue.

-Identify reasons to ban actions that create radioactive waste.

-Discuss the harmful effects radioactive waste has on our environment.

-Formulate a personal opinion regarding creation of radioactive waste and justify/qualify their own opinion.


Discussion Questions

Are there some good things that outweigh harmful effects of radioactive waste?

Should our government (or other governments) be allowed to participate in practices that created radioactive waste?

Should the government be allowed to put a radioactive waste dump anywhere they like?

What is your opinion of creating radioactive waste? Acceptable? Not acceptable? Both? Neither?

Has your opinion changed as a result of this presentation?

Implications of Human Population Growth

Presenter: Sarah Rock

Date: Friday December 5th

Readings

Steck, T.L. (2008). Human population explosion. Retrieved on December 3, 2009: http://www.eoearth.org/article/Human_population_explosion

United Nations Population Division (2009). the world at six billion. Retrieved on December 3, 2009: http://www.un.org/esa/population/unpop.htm

Chertow, M. (2008). IPAT equation. Retrieved on December 3, 2009: http://www.eoearth.org/article/IPAT_equation

Video

http://www.youtube.com/watch?v=4BbkQiQyaYc

Powerpoint Presentation

http://www.slideshare.net/secret/cU7wJ3tGjL4zjc


Expected Learning Outcomes

By the end of this course a fully engaged student should be able to:

-iscuss the dangers brought about by excessive human population growth

-identify the ways in which humans avoid natural regulation of the population and discuss why they are important

-form an educated opinion about which of the dangers needs to be given the most attention in order to help the environment

Discussion Questions

Which danger do you think will cause our population to drop first?

In your opinion, which danger to you think requires the most attention in order to solve?

Do you think there is something that the government can do to regulate the human population?

If the government did step in, how do you think the majority of people would respond to the regulation(s)?

Please Take This Survey

One of my colleagues is working on a Ph.D. dissertation and she is interested in knowing how people perceive encyclopedia articles. She has sent me a survey that she would like to use as part of her research. She said that is should take about ten minutes to complete.

Thanks for participating in this survey. Please email me after finishing the survey to let me know you have done it.

http://www.uvm.edu/~ikubisze/experiment/

Alternative Energy Cars

Presenter: Cord Scorgie

Date: Wednesday December 2nd

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-discuss the types of alternative energy cars discussed and their advantages and disadvantages

-identifythe difficulties of creating alternative energy cars

-discuss the difference between an 'economical' car and an 'environmentally friendly' car

- discuss current model alternative energy vehicles in an intelligent manner

Understand that a truly 'environmentally friendly' car does more than get good gas mileage

Discussion Questions

1)Do you think the government should take it upon itself to encourage alternative energy vehicles? (ie. Gas Tax)

2)Do you find any of the energy methods discussed to be more attractive than other methods?

3)Are you willing/able to change your driving style in order to be more fuel efficient?

4)What do you believe is the principle reason behind the push for alternative energy cars - environmental factors or economical factors?

5)What do you think needs to be done/can be done to push forward the development of alternatively fueled cars?

Bonus Question!)Would you ever drive a Prius? If no, good for you. If yes, seriously?

Genetically Modified Organisms (GMOs)

Presenter: Greg Byers

Date: Monday November 30th

Readings

This page gives some basics about biotechnology. This is the home page, but it can be navigated through to get more information.

http://www.biotechknowledge.com/biotech/bbasics.nsf/basics.html?OpenPage

This website touches on some key areas.

http://74.125.95.132/search?q=cache:sc_MvSKCeh4J:www.greenfacts.org/en/gmo/index.htm+GMO+plants&cd=7&hl=en&ct=clnk&gl=us&client=firefox-a

More basic info with concerns and benefits.

http://www.ornl.gov/sci/techresources/Human_Genome/elsi/gmfood.shtml

http://www.csa.com/discoveryguides/gmfood/overview.php

These two sites touch on a specific issue.

http://www.gmo-safety.eu/en/

http://www.bt.ucsd.edu/

I also found a video that I may or may not show parts of.

http://www.monsanto.com/biotech-gmo/asp/default.asp


Powerpoint Presentation

http://www.slideshare.net/secret/owKzRxZru2Impr

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-Identify and discuss the positive and negatives aspects of genetically modifying food crops.

-Discuss whether or not the benefits of genetically modifying crops outweigh the dangers.

-Identify a few of the methods used to modify plants.

-Discuss the moral issues that come with modifying an organism.

-Develop a stance on the issues being discussed.

Positive Environmental Impacts of Hunting

Presenter: Seth Kochel

Date: Friday November 23rd.

Readings

http://www.jstor.org/pss/3800518

http://www.nwtf.org/grants/2009/AWPF_09.pdf

http://www.safariclubfoundation.org/pr/pdf/muledeertranslocation.pdf

http://www.ducks.org/Conservation/HowWeConserve/1598/HowWeConserveHome.html

http://www.safariclubfoundation.org/pr/pdf/blackbear.pdf

Powerpoint Presentation

http://www.slideshare.net/secret/zO6NRFWSGiXKO5


Expected Learning Outcomes:

By the end of this course a fully engaged student should be able to

-describe the positive impacts of hunting organizations

-discuss the difference between poaching/overhunting and conscientious hunting

-discuss hunters attempts to have as little negative impact on the environment as possible when taking game

-develop an educated opinion of hunting as a sport


Discussion Questions:

1. Has your opinion of hunting changed after hearing this presentation? If so, how has it changed?

2. Do you think there are any other laws that could be put in place to lessen even further the impact of hunting on the environment?

3. Do you think you can be a hunter while still being interested in helping our environment?

4. Do you think restoring species that had died out in a region is a good idea?

Global Warming and the Mitigation of CO2 in the Atmosphere

Presenters: Danielle Ang and Erin Yen

Date: Friday November 20

Readings:

Carbon Dioxide Mitigation Technologies
http://www.acri.fr/co2/diox-home.html

Worldwide carbon capture and storage projects on the increase
http://www.environmental-expert.com/resultEachPressRelease.aspx?cid=11254&codi=75112&lr=1

Carbon Sequestration
http://www.netl.doe.gov/technologies/carbon_seq/index.html

Biomass energy development and carbon dioxide mitigation options
http://www.uneprisoe.org/CopenhagenConf/hall.htm


Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-discuss the effects excess carbon dioxide has on the environment and the importance of carbon dioxide mitigation.

-discss various methods of mitigating carbon dioxide emissions into the atmosphere.

-discuss the pros and cons of carbon sequestration.

-compare and contrast the following mitigation processes: utilization of CO2 and the disposal of CO2.

Farm to Fork: A Journey of Food

Presenter: Emily Powell

Date: Wednesday November 18th

Readings:

http://www.rprogress.org/publications/2003/ag_food_0703.pdf

Just for fun, calculate the carbon footprint of what you eat:
http://www.eatlowcarbon.org/Carbon-Calculator.html

Video on the True Cost of Food:

http://video.google.ca/videoplay?docid=7929268648728632575#

Powerpoint Presentation

http://www.slideshare.net/secret/GvMuX8QikAbe29

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-identify three subsets of the food system
-discuss problems with conventional food system
-name problems with other food systems (regional/local)
-identify two ways to decrease carbon footprint of food consumed
-discuss the role of food in determining global food footprint

Discussion Questions

1. There are many negative aspects of conventional food system, but is it economically viable to switch?

2. How about on a global scale?

3. Do you think it is realistic to expect to feed everyone in the world? Which system would be better for this: conventional or sustainable? What other tactics are available to eliminate world hunger?

4. Do you think it is reasonable to devote such a large ecological footprint to agriculture?

5. What are you willing to do?

Political Implications of the Melting of the Polar Icecaps

Presenter: Rebecca Lelko

Date: Monday November 17th

Readings

http://www.nytimes.com/2008/08/17/world/europe/17arctic.html?_r=1

http://news.bbc.co.uk/2/hi/6925853.stm

http://news.bbc.co.uk/2/hi/business/4356014.stm

http://www.cnn.com/2009/TECH/science/05/28/arctic.oil.gas.reserves/index.html

Powerpoint Slideshow

http://www.slideshare.net/secret/ezciCGshlcNxof

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- explain why the Arctic has become important to several counties in the past few years.

- identify the countries that have an interest in the Arctic.

- compare the U.S. to other countries that have territory in the Arctic.

- describe the potential benefits and risks that could develop as the Arctic continues to melt.

- discuss your own views on what the U.S. should or should not do to react to the Arctic ice melting.

5 Questions for Discussion

1) Before the presentation, what did you know about the possible political or economical effects of the Arctic ice melting?

2) Do you think the changing situation in the Arctic is an important issue?

3) How do you feel about what other countries are doing in the Arctic? Specifically, what do you think of Russia claiming so much territory and actually putting a flag under the North Pole?

4) What should the U.S. do to keep up with the changes in the Arctic?

5) Extracting natural gas and oil from the Arctic could cause even more harm to that environment. Is it okay for us to take these resources anyway? If the extraction of these resources were to be monitored, how would we create rules that all the different countries would agree on?

Extinction

Presenter: Matt Hagstrom

Date: Friday November 13th

Readings

http://www.worldwildlife.org/who/media/press/2009/WWFPresitem14042.html

http://www.hsus.org/hsi/wildlife/habitat_protection/

http://www.epa.gov/espp/basic-info.htm

Expected Learning Outcomes

By the end of this course a fully engaged student should be be able to

- identify environmental changes impacting the animal kingdom

- discuss leading causes of accelerated extinction in wildlife

- identify three resources for wildlife protection/safety

- discuss legislation aimed at increasing wildlife preservation

Climate Change: Let's Look at Both Sides

Presenter: Wade Brown

Readings

http://www.eoearth.org/article/Global_warming

http://www.greatglobalwarmingswindle.co.uk/index.html

Class Presentation

http://www.slideshare.net/secret/kSZYRA8cr14QjW


Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the arguments coming from both sides of the Global Warming debate

- discuss and compare what they think to be an ideal solution, an illogical solution, and a realistic solution.

- degin to think about their personal stance on the issue of Global Warming.

Deforestation

Presenters

Tim Allen and Katie Nguyen

Readings

http://eoearth.org/article/Deforestation_in_Amazonia

http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview.html

http://www.history.com/states.do?action=detail&state=Deforestation&contentType=State_Generic&contentId=60564&parentId=earth

http://www.globalchange.umich.edu/globalchange2/current/lectures/deforest/deforest.html

Powerpoint Presentation

http://www.slideshare.net/secret/kRYtCLOdHVh56A


Expected Learning Outcomes

By the end of this lesson a fully engaged student should be able to

- list the causes of deforestation

- discuss the four types of problems assosciated with deforestation

- discuss how country's economies are affected by deforestation

- discuss the history of deforestation

- discuss the the modern and future methods of controlling deforestation

Environmental Regulations

Readings

Clean Air Act, United States-
http://www.eoearth.org/article/Clean_Air_Act%2C_United_States

Clean Water Act, United States
http://www.eoearth.org/article/Clean_Water_Act%2C_United_States

Environmental Protection Agency
http://www.eoearth.org/article/Environmental_Protection_Agency%2C_United_States

Endangered Species Act, United States
http://www.eoearth.org/article/Endangered_Species_Act%2C_United_States

Convention on International Trade in Endangered Species (CITES)
http://www.eoearth.org/article/Convention_on_International_Trade_in_Endangered_Species_of_Wild_Fauna_and_Flora_%28CITES%29

Montreal Protocol on substances that deplete the ozone layer
http://www.eoearth.org/article/Montreal_Protocol_on_Substances_that_Deplete_the_Ozone_Layer

Kyoto Protocol
http://www.eoearth.org/article/Kyoto_Protocol

Kyoto Protocol and the United States
http://www.eoearth.org/article/Kyoto_Protocol_and_the_United_States

Powerpoint Presentation

Environmental Regulations
http://www.slideshare.net/secret/3KcVoxWWCDaVLZ

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss important environmental legislation in the United States

- discuss the role of the Environmental Protection Agency and the US Fish and Wildlife Service

- discuss important international environmental agreements such as CITES, the Montreal Protocol, the Kyoto Protocol

- discuss the most recent status of the discussions leading to COP15

Personal Environmental Ethics Paper

As you have probably noticed from looking at the syllabus, this assignment makes up a sizeable portion of your grade.

Assignment

Write a 3 - 5 page essay that expresses your personal environmental ethic. You need to defend why you have chosen your particular ethic. I am especially interested in seeing that you have clearly thought through the implication of your environmental ethic. For example, if you express a "biocentric ethic" that postulates that all living organisms have equal instinsic value and you eat beef then you need to integrate these two views.

Important Dates

First Draft- Due Friday November 13th (make sure to bring multiple copies of the draft so that you can exchange papers with members of your workshop group)

Students should review their classmates papers over the weekend and return them on Monday November 16th.

Final Draft- Due Friday November 23rd.

Pollution

Readings


1. General

Pollution: a brief history- http://www.eoearth.org/article/Pollution~_a_brief_history


2. Air Pollution

Air pollution emissions- http://www.eoearth.org/article/Air_pollution_emissions

Acid rain- http://www.eoearth.org/article/Acid_rain

Ozone- http://www.eoearth.org/article/Ozone

Antarctic ozone hole- http://www.eoearth.org/article/Antarctic_ozone_hole

Impact of local air pollution- http://www.eoearth.org/article/Impact_of_local_air_pollution

Smog- http://www.eoearth.org/article/Smog

3. Water Pollution

Point source pollution- http://www.eoearth.org/article/Point_source_pollution

Nonpoint source pollution- http://www.eoearth.org/article/Nonpoint_source_pollution

Fecal pollution of water- http://www.eoearth.org/article/Fecal_pollution_of_water

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the causes and implications of forms of air pollution including increased carbon dioxide concentration, acid rain, smog, and ozone (both in the lower and upper levels of the atmospheres)

Student Presentations

Schedule

Monday November 9th Katie & Tim
Topic:Deforestation


Wednesday November 11th Wade
Topic:

Friday November 13th Matt
Topic: Extinction

Monday November 16th Rebecca
Topic: Political issues associate with the melting of the Artic Icecap

Wednesday November 18th Emily
Topic:

Friday November 20th Dani/Erin
Topic:

Monday November 23rd Seth
Topic:

Monday November 30th Greg
Topic: Genetically Modified Organisms (plants)

Wednesday December 2nd Cord
Topic: The History of Alternatively-Fueled Automobiles

Friday December 4th Sarah
Topic:

Monday December 7th Josh
Topic:

Wednesday December 9th Tracy
Topic:

Assignment:
You should plan to make a "formal presentation" to the class that lasts approximately 30 minutes. These presentations can involve lectures, powerpoint slides, videos, interaction with your classmates, etc. (I want to leave the format open to you so that you can do what you think will most effectively help you to cover your material). The ramainder of the class period is reserved for class discussion.

Reading Assignments:

You should each find a few articles that you would like students to read prior to coming to class.

Expected Learning Outcomes:

Professors and administrators are spending an increasing amount of our time "assessing" the effectiveness of our classes and programs. It is difficult to assess student learning and performance without knowing exactly what you want students to be able to do. Thus, I have found it very useful to think about explicitly stating my "expected learning outcomes" (I hope that these help you focus your learning efforts in this course as well).

I would like for each of you to write out 4 - 5 expected learning outcomes from your presentation. Writing learning outcomes requires a little practice. Take a look at these site if you would like some more info.

Expected Learning Outcomes-
http://www.tltc.ttu.edu/content/asp/assessment/pages/pg04.pdf

Learning Objectives: Stems and Samples- http://www.educationoasis.com/instruction/bt/learning_objectives.htm

Discussion Questions:

As you might have noticed, I am not an expert in how to stimulate discussion in class. There is nothing more akward than standing up in front of a class that is supposed to be discussing a topic and hearing nothing but awkard silence. Hopefully, you will agree that you need to help each other out by participating fully in the discussions led by your classmates.

One thing that might help to stimulate discussion would be to ask several questions that students can think about when they do the reading and are listening to your presentattions. Thus, I would like you to send me several questions that you would like your classmates to think about.

Religion and the Environment

Reading

Lynne Townsend White Jr. http://en.wikipedia.org/wiki/Lynn_Townsend_White,_Jr.

Historical Roots of Our Ecological Crisis- by Lynne White
http://www.zbi.ee/~kalevi/lwhite.htm

Overview of World Religions and Ecology
http://fore.research.yale.edu/religion/index.html

My lecture notes came from-
Religion, nature and environmentalisms- EoE
http://www.eoearth.org/article/Religion%2C_nature_and_environmentalism

Powerpoint Presentation
Religion and the Environment- http://www.slideshare.net/secret/59gLmN30XTsJbX

Expected Learning Outcomes

By the end of the course a fully engaged student should be able to

- Discus the relationship between Christianity, Islam, Bhuddism, and Animism and the environment

Environmental Ethics

Reading

Environmental Ethics- Stanford Encyclopedia of Philosophy
http://plato.stanford.edu/entries/ethics-environmental/

Environmental Ethics- University of California
http://cnx.org/content/m16743/latest/

Environmental Ethics- Wikipedia
http://en.wikipedia.org/wiki/Environmental_ethics#Libertarian_extension

Aldo Leopold's Land Ethic- EoE
http://www.eoearth.org/article/Aldo_Leopold%27s_Land_Ethic

The Land Ethic- by Aldo Leopold, taken from Sand County Almanac

Anthropocentric versis Non-Anthropocentric Environmental Ethics
http://ocw.capcollege.bc.ca/philosophy/phil-208-environmental-ethics/non-anthropocentric.htm

Environmental Ethics and Gaia Theory- EoE
http://www.eoearth.org/article/Environmental_ethics_and_the_Gaia_theory

Deep Ecology- EoE
http://www.eoearth.org/article/Deep_ecology

Ecofeminism- Wikipedia
http://en.wikipedia.org/wiki/Ecofeminism

The Gaia Hypothesis
http://erg.ucd.ie/arupa/references/gaia.html

Expected Learning Outcomes

By the end of the course a fully engaged student should be able to

- distinguish between anthropocentric, biocentric, and ecocentric environmental ethics

- distinguish between the development, preservation, and conservation environmental ethic

- discuss the Judeo-Christian Environmnental Ethic

- briefly discuss Deep Ecology and Ecofeminism

- be able to clearly articulate their own personal environmental ethic

Writing Assignment # 3

Using DDT to control malaria in Africa

DDT is a synthetic organic pesticide that has been used to control insect pests. For a variety of reasons, DDT has been banned in the US and many countries. Recently, there has been some controversy about whether DDT should be available for use to control mosquitos that are the vectors of malaria in Africa.

Writing Assignment: In 2 - 3 pages answer this question- Do you think that people should be allowed to use DDT to control malaria in Africa? (be sure to use good critical thinking in your answer)

Important Dates *** Note these dates are slightly different than those we discussed in class.

Rouch Draft Due- Wed Oct 21
Workshop - Friday Oct 23
Final Draft Due- Wed Oct 28

Reading

From the Media

WHO backs use of DDT against malaria
http://www.npr.org/templates/story/story.php?storyId=6083944

If malaria is the problem then DDT is not the only answer
http://www.washingtonpost.com/wp-dyn/content/article/2005/06/04/AR2005060400130.html

Background information

DDT- http://www.eoearth.org/article/DDT

Malaria- http://www.eoearth.org/article/Malaria

Malaria and DDT- http://www.eoearth.org/article/Malaria_and_DDT

Human Health Consequences of DDT Use- http://www.eoearth.org/article/Human_Health_Consequences_of_DDT_Use

Rachel Carson- http://www.eoearth.org/article/Carson%2C_Rachel_Louise

Global Climate Change

Here is a link to the powerpoint presentation from class.

http://www.slideshare.net/secret/j33lxyHuPGwVzS

Expected Learning Outcomes

By the end of the course a fully engaged student should be able to

- describe why climate scientists have concluded that global temperatures are increasing

- describe why climate scientists have concluded that humans are the cause of this increase in temperature

- discuss changes, other than increases in temperature, that are thought to be caused by humans increasing the concentration of carbon dioxide in the atmosphere

Global Carbon Cycle and Global Warming

Human activity, including burning fossil fuels, deforestation, and buring trees, has altered the global carbon cycle. This alternation of the global carbon cycle is the proposed cause of global climate change (global warming).

Obviously, global climate change is a very imporant issue facing us today. If you are alive and paying any attention, then you probably know that there is some disgreement out there about (1) whether global warming is occuring, (2) if it is occuring is it a natural occurence or is it caused by humans, and (3)what should we as individuals and a society do about these issues. As I mentioned in class, it is very important that you understand what components of the debate are facts and what components of the debate are based on mathematical models or other forms of argument. I think that it is important that you should be able to explain to other people why scientists will never be able to conduct the experiment that will nail down whether or not humans are causing global warming (we have only one earth).


Further Reading

Carbon cycle- http://www.eoearth.org/article/Carbon_cycle

Global warming- http://www.eoearth.org/article/Global_warming

Global warming Frequenty Asked Questions- http://www.eoearth.org/article/Global_warming_frequently_asked_questions

Climate change FAQ- http://www.eoearth.org/article/Climate_change_FAQs

Intergovenmental Panel on Climate Change- http://www.eoearth.org/article/Intergovernmental_Panel_on_Climate_Change_%28IPCC%29

IPCC Assessment for Policymakers- http://www.eoearth.org/article/IPCC_Fourth_Assessment_Report%2C_Working_Group_I%3A_Summary_for_Policymakers


Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- diagram the global carbon cycle
- discuss how humans have altered the global carbon cycle
- discuss how the atmospheric concentration of carbon dioxide varies annually
- discuss the proposed relationship between human caused changes in the global carbon cycle and global warming
- discuss alternative causes of global warming
- discuss the experiment that would be required to determine whether or not human activity is the cause of global warming
- articulate and defend their own personal view of how they intend to deal with the global warming issue

Ecosystem Ecology

Ecosystem ecologists focus on the flow of enery and the cycling of nutrients through the ecosystem.

Further Readings

Ecosystems- http://www.eoearth.org/article/Ecosystem

Ecological energetics- http://www.eoearth.org/article/Ecological_energetics

Nitrogen cycle- http://www.eoearth.org/article/Nitrogen_cycle

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- diagram and discuss the flow of energy through an ecosystem
- diagram, discuss the causes of, and discuss some of the implications of the enegy pyramid
- diagram nitrogen cycle within an ecosystem
- discuss the factors that influence the rate of flow from dead bodies to the soil and discuss the implications of differences in this rate

Is this the coolest wildlife video ever? From Kruger National Park in South Africa

One of my former students sent me a link to this video. It seems like almost everything that we have talked about so far is going on in this video. The highlight of my biology life was visiting Kruger Park when I was about 13 (how sad to peak so young). I saw lots of amazing animals, but I didn't see anything like this. Enjoy! Make sure you watch all the way through- it just keeps getting better.

http://www.youtube.com/watch?v=LU8DDYz68kM

Community Ecology- The Portal Experiment

Here are some photos from the research site in Portal, Arizona. For more information about the research project at Portal you can look at their website at
http://www.biology.usu.edu/labsites/ernestlab/portal/index.html

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- distinguish between direct and indirect, positive and negative effects
- describe the experiemental design that Dr. Brown and his colleagues used to study exploitative competition between desert rats and rodents
- discuss the "search the the missing indirect positive effect of rodents on ants" and how that dilema was solved
-discuss why and how the outcome of studies of interactions betwen organisms can vary over time
- discuss the way that the ecological community responded when they learned the importance of long term studies
- discuss how indirect interactions influence my facvorite phrase "the world is complicated"

Community Ecology

Suggested Readings

Community Ecology- http://www.eoearth.org/article/Community_ecology

Competition- http://www.eoearth.org/article/Competition

Interspecific Competition- http://www.eoearth.org/article/Interspecific_competition

Exploitative Competition- http://www.eoearth.org/article/Exploitative_competition

Predation- http://www.eoearth.org/article/Predation

Mutualism- http://www.eoearth.org/article/Mutualism

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- define competition, exploitative competition and interference competition

- identify and explain examples of exploitative and interference competition from a variety of environments

- define predation (narrow and broad sense), herbivory, and parasitms

- identify and explain examples of predation, herbivory, and parasitism from a variety of environments

- identify examples of morphological and behavioral adaptations that animals have to help capture their food

- identify examples of morphological, biochemical, or behavioral adaptations that animals have to protect them from predators

- identify and explain examples of mutualisms from a variety of habitats

- define a keystone species and an ecosystem engineer and provide examples of each.

This is cool!

Here are some photos that someone forwarded to me. This has nothing to do with the class other than to show how fantasitcally cool biology can be. Enjoy


Mass Migration of Rays

Looking like giant leaves floating in the sea, thousands of Golden Rays are seen here gathering off the coast of Mexico . The spectacular scene was captured as the magnificent creatures made one of their biannual mass migrations to more agreeable waters.

Gliding silently beneath the waves, they turned vast areas of blue water to gold off the northern tip of the Yucatan Peninsula . Sandra Critelli, an amateur photographer, stumbled across the phenomenon while looking for whale sharks.

She said: 'It was an unreal image, very difficult to describe. The surface of the water was covered by warm and different shades of gold and looked like a bed of autumn leaves gently moved by the wind.

'It's hard to say exactly how many there were, but in the range of a few thousand'

'We were surrounded by them without seeing the edge of the school and we could see many under the water surface too. I feel very fortunate I was there in the right place at the right time to experience nature at its best'

Measuring up to 7ft (2.1 meters) from wing-tip to wing-tip, Golden rays are also more prosaically known as cow nose rays.

They have long, pointed pectoral fins that separate into two lobes in front of their high-domed heads and give them a cow-like appearance. Despite having poisonous stingers, they are known to be shy and non-threatening when in large schools.

The population in the Gulf of Mexico migrates, in schools of as many as 10,000, clockwise from western Florida to the Yucatan .

Writing Assignment #2

During Friday's Lunch Discussion I will introduce the idea that people are consuming resources and creating wastes in an unsustainable manner.

Ecological Footprint

An "ecological footprint" is way of quantifying how much or the earth's surface is required to support our lifestyle. Not surprisingly because of our lifestyles, citizens in the United States of America have a much larger ecological footprint than citizens of most other nations on earth.

There are a number of "footprint caluclators" on the web that can allow you to calculate your personal ecological footprint. Unfortunately, because most of you are currently living in dormatories, it is difficult to calculate your footprint using these calculators, so I won't ask you to do the calculations for this assignment. It is kind of fun to play around with these calculators to examine how changing your lifestyle can affect your ecological footprint.

Readings

To learn more about ecological footprints please read-

Ecological Footprint- http://www.eoearth.org/article/Ecological_footprint

Ecological Footprint Quiz FAQ- http://www.earthday.net/footprintfaq

Footprint Basics- Overwiew- Global Footprint Network (there is a lot of good info on this site).

http://www.footprintnetwork.org/en/index.php/GFN/page/footprint_basics_overview/

Writing Assignment #2

What is an ecological footprint? How and why do ecological footprints vary among nations around the world? What do you think about the ecological footprints of the average citizens of the United States of America?

Length- 2 pages minimun, 3 pages maximum

Due Date (I am sorry that I left this out initially)

Rough draft due Friday September 25th

Workshop- Monday September 28th

Final Draft due- Friday October 2nd

Please let me know if you have any questions about the assignment

Lunch Discussion- Friday September 18th

Remember that we will meet in the lounge in Knapp Hall at noon on Friday September 18, so that we can participate in the Honors College weekly Lunch Discussion (don't worry, we will be back to the classroom where we can keep on drawing graphs on Monday).

The discussion will be led by a brilliant, articulate, inspirational, and devilishly handsome faculty member, so it should be the highlight of your week (perhaps your semester).

Topic: "Our relationship to the natural world."

Read: "We are all Madoffs: Our relationship to the natural world is a Ponzi scheme.” from the The Chronicle of Higher Education
http://chronicle.com/article/We-Are-All-Madoffs/48182/?sid=at&utm_source=at&utm_medium=en.

Lunch: Food and drink will be provided

Please come ready to discuss.

Remember to bring your papers!!!

Human Population Growth

I have spent a lot of time telling you that exponential growth is an unrealistic model of population growth. Interestingly, human populations have experienced exponential-like growth. How can this be?

What makes humans different from other species?

In other species per capita birth rates and per capita deaths rates are density dependent. However, as human populations have increased there has been no corresponding decline in per rates or increase in death rates. What makes humans different from other species?

Humans have the ability to alter their environment so that they can avoid the density dependent effects on birth and death rates. 1) Humans have increased food production by improvements in agriculture (e.g., irrigation, fertilization, mechanized farming, genetically improved crops). 2) Humans have been able to decrease death rates by improvements in medicine and public health (things as simple as not pooping in the water you drink helps a lot!). 3) Humans have elimnated most human predators (ocassionally, someone gets killed by a shark or a mountain lion).

Where is human population growth occuring?

The rates of human population growth are not the same in all regions. Today, human populations are increasing in size much faster in developing countries (e.g., Mexico, other countries in Central America, Africa, and Southeast Asia) than they are in developed countries (e.g, USA, Canda, Western Europe). The figure at the top of this post shows the patterns of population growth in developed and developing nations.

Thus we see that populations are increasing most rapidly in the countries that are least able to deal with a rapidly increasing population. See "Population Challenges-The Basics" that can be downloaded from the Population Institute's website.
http://www.populationinstitute.org/population-issues/index.php

Human Population Growth Proble?

There is a great deal of debate about whether increasing human populations are a problem or not, and if they are what should be done about it. Unfortunately, we don't have time to discuss this issue in very much detail in class. My personal opinion is that we have too many people consuming too many resources and the last thing that we need are billions more people living on the planet. This is an issue that I am always intersted in talking more about if you would like to chat.

Further Reading


Also see the article "Human Population Explostion" from the EoE.
http://www.eoearth.org/article/Human_population_explosion

Human population growth over history - http://www.globalchange.umich.edu/globalchange2/current/lectures/human_pop/human_pop.html


Really Cool Video

Here is a link to a YouTube video on "World Population" The first minute and a half or so is a little boring, so you can skip over it if you wish. However, I think the animation showing when and where human population growth has been occuring is really cool.

http://www.youtube.com/watch?v=4BbkQiQyaYc

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- describe patterns of human population growth in developed and developing nations
- discuss some reasons why the pattern of population growth in humans is so different from that in other species
- describe the demographic transition
- discuss their own personal view of human population growth.

Quiz Yourself- Population Ecology

Practice Problems

1) In a population of 50 tigers, in one year 10 tigers are born and 20 tigers die. What is B, D, dN/dt, b, d, r?

2) Draw the graph that plots how the population size changes over time in exponential growth.

3) Define the carrying capacity.

4) Describe in words how the population size varies over time in logistic growth when the initial population size is much smaller than the carrying capacity.

5) The Gray Angelfish (shown at the top of the post) is one of my favorite species living on coral reefs in the Caribbean Sea. This species feeds on sponges and is prey for larger reef fishes such as baracudas. Why is the reef not covered with Gray Angelfish?

Population Ecology

Here is a brief introduction to some of the important parameters that we will need to understand to be able to study population ecology. For each of the parameters it is important that you know (1) the name of the parameter, (2) the algebraic symbol used to represent the parameter, (3) the units of measurement for the parameter, (4) how to calculate the parameter, and (5) how to describe (in words) what a particular value of that parameter means.

It is probably easiest for me to introduce these concepts using an example.
Imagine that in a population of 100 elephants that in one year 10 elephants are born and 5 elephants die.

1) Population Size (N) units- individuals. Measures the number of individuals in a population.

N = 100 individuals

In this population, there are 100 elephants.

2) Population Birth Rate (B) units- number of births per time. Measures the number of births per time that occur in a population.

B = 10 births/year

In this population, each year there are 10 births.

3) Population Death Rate (D) units- number of deaths per time. Measures the number of deaths per time that occur in a population.

D = 5 deaths/year

In this population, each year there are 5 deaths.

4) Population Growth Rate (dN/dt) units- number of idividuals per time. Measures the rate of change of the population size.

dN/dt = B - D

dN/dt = 10 births/year - 5 deaths/year = 5 individuals/year

In this population, the population size increases by 5 individuals each year.

5) Per Capita Birth Rate (b) units- births per time per individual. Measures the number of births per time averaged across all members of the population.

b = B/N

b = (10 births/year)/100 individuals = 0.10 births/year/individual

In this population, each year 0.10 babies are born for each individual in the population.

6) Per Capita Death Rate (d) units - deaths per time per individual. Measures the number of deaths per time averaged across all members of the population.

d = D/N

d = (5 deaths/year)/100 individuals = 0.05 deaths/year/individual

In this population, each year 0.005 individuals die for each individual in the population.

7) Per Capita Growth Rate (r) units = individuals/time/individual. Measure the rate of change in population size averaged across all individuals. The per capita growth rate can be calcuated two ways.

a) r = b - d

r = 0.10 births/year/individual - 0.05 deaths/year/individual = 0.05 ind/year/ind

b) r = (dN/dt)/N

r = (5 individuals/year)/100 individuals = 0.05 individuals/year/individual

In this population, each year 0.05 individuals are added for each individual in the population.

Practice Problem

In a population of 50 tigers, in one year 10 tigers are born and 20 tigers die. What is B, D, dN/dt, b, d, r?

Readings

Population- http://www.eoearth.org/article/Population

Population ecology- http://www.eoearth.org/article/Population_ecology

Population growth rate- http://www.eoearth.org/article/Population_growth_rate

Exponential growth- http://www.eoearth.org/article/Exponential_growth

Logistic growth- http://www.eoearth.org/article/Logistic_growth

Carrying capacity- http://www.eoearth.org/article/Carrying_capacity


Expected Learning Outomes

By the end of this course a fully engaged student should be able to

- define and calculate the value of basic population ecology parameters

- draw and interpret the following graphs

a) how population size changes over time in exponential growth

b) how population size changes over time in logistic growth

- explain why exponential growth is an unrealistic pattern of growth for most species

- define and explain the carrying capacity

- discuss the factors that regulate population size, be able to distinguish between density dependent and density independent factors that regulate population growth and give examples

Critical Thinking Rubric

This table lists characteristics of work done by individuals with different levels of critical thinking skills. Hopefully, this information will help you to (1) write your own papers and (2) critically analyze papers written by your fellow students.

Note: If you double click on the table it will get larger so it is easier to read.

Writing Assignment #1

The web post "Adaptations to desert environments" on this site examines how natural selection has molded the morphology, physiology, and behvior of organisms living in arid environments.

Writing Assignment #1

Imagine that you have been assigned the job of developing material that can be used in the visitors center of a desert nature park. The purpose of this information is to teach park visitors about the organisms that live in deserts. You should think of your audience as being reasonably intelligent non-scientists (e.g., your roommate, your grandma, etc). Make sure that your material addresses the following points.

1) identify and discus the unique challenges associated with living in arid environments

2) explain adaptations of animals and plants for water uptake and water conservation

3) explain adaptations of animals and plants for dealing with high temperatures

Format: Maximum length is three pages. Use Times New Roman 12 point font, black color. You should put your name, date, and the title of your essay at the top of the page (there is no need for a "cover sheet".)

First Assignment

As you become more aware of environmental issues, you will be surprised how often these issues are discussed in the media.

Your first assigment has three parts. First, look at some newspapers and magazines and find a recent article (published in August) that relates to the environment(for the purpose of this exercise it would be useful to have a copy of the article available on-line, but that should not be too much of a problem). Second, summarize the article for your classmates and comment "critically" on the article (this should take only one or two paragraphs). Finally, post a link to your article and attach your summary as a comment to this blog post.

Here are two important points. First, all assignments must be posted by noon on Friday. Second, I don't want to see duplication of articles. Thus, if you have chosen an article, but someone else has already posted that article then you will need to find a new one.

Critical Thinking Exercise

There are lots of controversial issues on campus, in Lubbock, in Texas, and in the USA that would allow us to practice our critical thinking skills. However, sometimes I think it is easier to think critically about issues that don't seem to immediately affect us. Thus, I would like us to explore an issue that has been in the news recently that is happening in Malaysia.

Malaysia is a very interesting county. If you would like to know more about Malaysia, their environment, and the people that live there you can check out this powerpoint presentation. This slideshow, which is think is pretty cool, was developed by one of my Natural History and Humanities classes to be used in a 5th grade classroom. Even though it was intended for kids, it still serves as a useful introduction to Malaysia.

http://www.slideshare.net/secret/3JwD4G3hq4RjhQ

Crticial Thinking Exercise

Here is a link to the slideshow that I used in class.

http://www.slideshare.net/secret/9SnjQ9zV1GFQMX

Further Viewing

Malaysian woman to be caned for drinking beer - 23 Aug 09
http://www.youtube.com/watch?v=xnOWgCz5fj4

Further Reading

If you want to learn more about this story then here are links to a couple of CNN and BBC articles. It seems to me that the outcome of this story is still uncertain, so it will be interesting to follow it to see what happens.

Malaysian model, mother to be caned for drinking beer in public
http://www.cnn.com/2009/WORLD/asiapcf/08/20/malaysia.caning/index.html?iref=newssearch

Malaysia postpones woman's caning
http://www.cnn.com/2009/WORLD/asiapcf/08/24/malaysia.model.caning/index.html?iref=newssearch

Malaysia delays caning beer woman
http://news.bbc.co.uk/2/hi/asia-pacific/8217440.stm

Science

“The whole of science is nothing more than a refinement of everyday thinking.” Albert Einstein

What is Science?

Science is a way of learning about the world. Other ways of learning about the world include philosophy and religion.

Science is differentiated from alternative ways of learning about the world by
1) what it studies
2) how it studies it

(a) Science deals with the natural world and assumes that the world is governed by “natural laws” (I don’t spend too much time worrying about where these laws came from, I just accept that they exist)and (b) science only studies things that can be observed

Religion, on the other han, deals with the supernatural, so science simply can’t study it.

Scientists learn about the world using the scientific method. Scientists use observations and experiments to test predictions of hypotheses. Thus, data determines “truth” in science. Religious truth often relies on “revelations” not data.

Thus, science and religion differ on what they can study and how they study it. Here is the critical question- which way of learning about the world is best? Any particular method is not the best, they are complementary ways of learning about the world and each works best within its intended boundaries. For example, science has nothing to say about religion, faith, or God.

My suggestion is that if you want to study observable phenomena that take place in the natural world then science is the best approach. We spend our lives surrounded by the applied knowledge that comes from using the process of science.

Think about a couple of examples

1) you come out in the morning and you can’t start your car.

Possible hypotheses
- you left your lights on and the battery has gone dead
- something is wrong with the starter

Where do these hypotheses come from? The knowledge that engines run according the laws of physics and chemistry helps us to understand how they work.

Alternative hypotheses
- you ran over a fairy on the way home last night and they are punishing you
- your neighbor is a witch and has put a hex on your car because your dog barks too much

We are likely to laugh at these alternative hypotheses because we understand the mechanical basis of car problems. Who do you take your car to for repairs- (i) Gus the mechanic (who whether he knows it or not uses his knowledge of physics and chemistry to diagnose what is wrong and repair your car) or (ii) Princess Fatima the Gypsy around the corner? Obviously, we choose Gus.

2) What do you do if you get sick?

The most obvious answer is that you go to the Doctor and do what they tell you. Certainly you might ask people to pray for you or pray for yourself. Some religions (e.g., Christian Scientists) rely on spiritual healing alone and will not take their children to the doctor when they are sick. I doubt that most people around here would support that position.

Readings

What is science? from Understanding Science: How Science Really Works. UC Berkeley
http://undsci.berkeley.edu/article/whatisscience_01

For an interesting discussion of the difference between "belief knowledge" and "research knowledge" check out "What is science?" by Bruce Tiffney from the University of California Museum of Paleontology
http://www.ucmp.berkeley.edu/education/events/tiffney3a.html

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- define science

- distinguish science from other ways of learning about the world

- articulate their personal view of how science relates to their everyday life

Critical Thinking

Further Reading

Critical Thinking: What is is and why does it count?
http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm

A Working Definition of critical thinking by Michael Scriven and Richard Paul
http://lonestar.texas.net/~mseifert/crit2.html

Get to Know Your LCG Mentors

As part of the FYE Experience you will meet weekly in Learning Community Groups that will be led by student mentors. Here is a chance to get to know your mentors a little better.

Alanna Greak

I am currently a junior and my major is Mechanical Engineering. The only thing you really need to know about me is that I have an identical twin, Nicole, who also goes to Tech. Someone will probably confuse her for me. So if someone who looks like me is rude to you don't take offense because it isn't me. (Dr. McG says "what a great excuse to be rude!!!")

Kati Porter

I grew up overseas, am an English major, and love music. (Dr. McG says "this is awfully short and sweet- I wonder what she is hiding?")

Course Syllabus

Perspectives in Nature and the Environment Fall 2009
HONS 1302-H01
MWF 12:00 – 12:50 AD 235

Instructor
Dr. Mark McGinley
Room 215 McClelland Hall
mark.mcginley@ttu.edu

Office Hours:
T-Th- 10-11 or by appointment

I encourage you to make an appointment to meet with me if you need to see me. The easiest ways to do this are (1) to talk to me either before or after class or (2) to send me an email listing times when you are available to meet with me and then I will let you know which works best for me.

Course Outline
This course offers a multidisciplinary introduction into study of nature and the environment. Topics studies in this class will include environmental ethics, environmental history, ecology, and environmental science with a focus on the value of, risks to, and preservation of biodiversity. The course will consist of a combination of lectures, group discussions, and writing workshops. This course will be writing intensive.

THIS COURSE FULFILLS THE CORE CURRICULUM TECHNOLOGY AND APPLIED SCIENCE REQUIREMENT.

Students graduating from Texas Tech University should be able to demonstrate understanding of how technology and applied science affect society and the environment and to demonstrate understanding of the relationship between ethics and technology.

Student Absence for Observation of Religious Holy Days

A student who is absent from classes for the observation of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence if, not later than the fifteenth day after the first day of the semester, the student had notified the instructor of each scheduled class that the student would be absent for a religious holy day.


Academic Integrity.

Texas Tech University faculty strive to foster a spirit of complete honesty and high standards of integrity. Any attempt by students to present as their own work any work not honestly performed is regarded by faculty and administration as a most serious offence and renders offenders liable to serious consequences, possibly suspension from the university. “Scholastic dishonesty” includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give an unfair academic advantage to a student. A detailed list of offenses is available in the Code of Student Conduct, found in Part IX, pp. 20-21 in the current Student Handbook, available on line at:
http://www.studentaffairs.ttu.edu?publications/SA_handbook_2005-2006.pdf.

Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until
appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office at 335 West Hall or 806-742-2405.

Expected Learning Outcomes

Upon completion of this course, a fully-engaged student will be able to:

1. “Think critically” about environmental issues. assessed by performance in class discussions, exams, presentation, and written papers

2. Discuss environmental issues in a scientific, political, social and historical context.assessed by performance on in class discussions, midterm exam, and written paper

3. Demonstrate understanding of how rapid pace of technology and applied science may have good and bad outcomes.assessed by performance on class discussion and written paper

4. Articulate your personal environmental ethic. assessed by performance on written paper

5. Lead and participate in group discussions about environmental issues. assessed by performance on class discussions and discussion leader

6. Write about environmental issues. assessed by performance on written papers and exams

Grading
Midterm exam 15%
Final exam 15%
Participation in workshops, online, and discussion 10%
Writing assignments 30%
Paper on Personal Environmental Ethic 15%
Presentation 15%

It is extremely important that all assignments be turned in on time!!!

Midterm and Final Exam
The written midterm and final exams will cover material discussed in lectures and discussions.

Writing Assignments
These papers will be three pages maximum double spaced.
You will turn in a draft of this paper that will be critiqued by your classmates and me during a “Workshop” class period.
You can revise your paper and turn in a final copy of paper to be graded!

Personal Environmental Ethic Paper
In this paper (maximum of 5 pages double spaced) students will articulate their personal environmental ethic. The first draft of this paper is due November 4th and the final draft is due November 23rd.

Presentation on Environmental Issue
Each student will have an entire class period to give a presentation and lead a discussion on an environmental topic of their choice (more details to follow).

Course Blog

I have created a blog for this course. This blog will be an important means of communication between us so I encourage you to check the blog early and often. The blog is located at http://perspectivesinnature.blogspot.com/. Hopefully, most of your questions about the details of the class will be answered somewhere on the blog.

Blog posts will include your reading assignments and occasionally practice questions to check your learning. In addition, I will list specific “expected learning outcomes” for each lesson to help you focus your study efforts.

Required Reading

There is no required textbook for this course. I will assign readings throughout the semester on the course blog http://perspectivesinnature.blogspot.com/.

Books About Writing

Writing well is important for effective communication. Thus, improving your writing skills is an important component of this course. Here are a couple of references that would be useful for you to have on your shelf (and use) throughout your college career. (these books are not required).

The Elements of Style by William Strunk Jr. and E.B. White.

Eats, Shoots & Leaves. The Zero Tolerance Approach to Punctuation. By Lynne Truss.



Very (Extremely) Tentative Course Schedule

Week 1. (August 28)
Introduction
Critical Thinking

Week 2. (August 31- September 4)
Ecology in Brief
First Web Assignment Due- September 4th

Week 3. (September 9 - 11)
Monday- Labor Day Holiday
Ecology in Brief
First Writing Assignment- Due September 11

Week 4. (September 14 - 18)
Monday- workshop papers
Introduction to Environmental Issues
First Writing Assignment- Final Draft Due September 18

Week 5. (September 21 - 25)
Introduction to Environmental Issues
Second Writing Assignment- Due September 25

Week 6. (September 28 - October 2)
Monday- workshop papers
Introduction to Environmental Issues
Second Writing Assignment- Due October 2nd

Week 7. (October 5 - 9)
Global Climate Change
Midterm Exam- Friday October 9th

Week 8. (October 12 - 16)
Environmental Philosophy
Third Writing Assignment- Due October 16th

Week 9. (October 19 - 23)
Monday- workshop papers
Environment and Religion
Third Writing Assignment- Final Draft Due October 23

Week 10. (October 26 to 30)
Environment and Politics


Week 11. (November 2 - 6)
Environment and Politics cont.
***First draft of Personal Environmental Ethics Paper due November 4***
Friday- workshop Environmental Ethics Papers

Week 12. (November 9 - 13)
Student led discussions

Week 13. (November 16 - 20)
Student led discussions

Week 14. (November 23)
Student led discussions
***Final Draft of Personal Environmental Ethic paper due November 23rd**

Week 15. (November 30 - December 4)
Student led discussions

Week 16. (December 7 - 9)
Student led discussions

Final Exam- Wednesday December 16th- 1:30 to 4:00 PM.

Hierarchical Organization of Ecology

In order to understand the science behind environmental issues it will be necessary to have a basic knowledge of the science of ecology.

Ecology has been defined in many ways. The definition that I prefer is that "ecology is the scientific study of the interactions between organism and their environment." Organisms interact with two distincly different parts of the environment. The "abiotic (non-living) environment" includes all of the non-living attributes of the environment including water, soil characteristics, temperature, etc. The "biotic environment" includes all of the living organisms and involves interactions such as competition, predation, mutualism, etc.

Hierarchical Organization of Ecology

Ecology can be studied at different hierarchical levels.

1. Individuals have phenotypic characteristics such as morphology (e.g., eye color, height, etc.), physiology (blood type, photosynthetic ability, etc.), and behavior (food preferences, response to stimuli, etc.). We can understand the characteristics of organisms by studying how natural selection has affected those traits.

2. A population is a group of individuals of the same species that live in the same area. Individuals in the same population interact via competition and sometimes predation (e.g., canibalism).

Some species live in very large populations whereas others live in very small populations. Ecologists are interested in understanding the factors that influence population size (this is important because when population size equals zero individuals then a population has gone extinct.)

3. A community is a group of different species living together in the same environment. Interspecific interactions including competition, predation, and mutualisms are some of the most interesting, and most important, aspects of ecology.

4. An ecosystem involves all of the biotic components in a community as well as the abiotic components. Unlike the lower levels of the ecological hierarchy where the focus is on living organisms, ecosystem ecologists are interested in understanding theh flow of energy and nutrients through the ecosystem. Some of the most important environmental issues facing us today are caused by human alteration of these cycles.

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- define ecology

- define individual, population, community, and ecosystem

- diagram and discuss the hierarchical organization of ecology

- discuss examples of how one level of ecology can bge affected by the level above or below it

Reading

Ecology- http://www.eoearth.org/article/Ecology

Organization of Life: Species, Populations, Communities, and Ecosystems in PhysicalGeography.net by Michael Pidwirny
http://www.physicalgeography.net/fundamentals/9d.html

Adaptations to Desert Environments

Because the environmental conditions in arid environments are particualarly severe, deserts offer an interesting location to study adaptations to local environmental conditions. Hopefully, the readings will give you a broad exposure to how natural selection can mold physiology, morpology, reproduction, and behavior in arid environments.

Powerpoint Presentation

Click here to see a powerpoint presentation "Introduction to Desert Flora and Fauna"
http://www.slideshare.net/secret/pw2UrKumkR7KRT

Readings

Adaptations of desert birds and mammals http://www.eoearth.org/article/Adaptations_of_desert_birds_and_mammals

Adaptations of desert reptiles and apmphibians
http://www.eoearth.org/article/Adaptations_of_desert_amphibians_and_reptiles

Adaptations of desert plants
http://www.eoearth.org/article/Adaptations_of_desert_plants

Expected Learning Outcomes

At the end of this course a fully engaged student should be able to

- identify and discuss the unique challenges associated with living in arid environments

- explain adaptations of animals and plants for water uptake and water conservation

- explain adaptations of animals and plants for dealing with high temperatures