APPLICATION OF GLRC-ED IDEAS IN A NON-MAJORS ENVIRONMENTAL BIOLOGY COURSE AT GENESEE COMMUNITY COLLEGE. Bernard A. Marcus

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1 APPLICATION OF GLRC-ED IDEAS IN A NON-MAJORS ENVIRONMENTAL BIOLOGY COURSE AT GENESEE COMMUNITY COLLEGE Bernard A. Marcus Career and Vocational Education Area Genesee Community College 1 College Road Batavia, NY marcusb@sgccva.sunygenesee.cc.ny.us.edu Subject keywords: biology, environmental science Technique keywords: spreadsheet modeling Pedagogy keywords: course-introductory, laboratory/unit, new course/program, non-science students Overview: Mr. Marcus created computer assisted instruction modules for human population growth and chemical bioaccumulation for an Environmental Biology course. Subsequently, he created an Introduction to Environmental Studies courses as part of a new A.S degree in Environmental Studies. Introduction I attended the 1994 Great Lakes Research Consortium s Ecosystem Dynamics program in part to reacquaint myself with some aquatic aspects of environmental biology, a course I returned to teaching in the autumn of 1994 after a 7-year hiatus. The GLRC-ED program provided me with abundant current information on the trophic status of Lake Ontario, its water quality, and the impact of residual chlorinated organic compounds in the biota. The GLRC-ED program also provided experiences with mathematical modeling of polychlorinated biphenyl (PCB) contamination within the Great Lakes ecosystem and with conducting an environmental impact analysis and writing an impact statement on an hypothetical harbor development project. Regrettably, much of the practical experiences from the GLRC-ED program were at a level above anything that could reasonably be applied to a community college, non-majors course. However, much of the information provided by the instructors is indeed appropriate to the factual material covered in the course, and with modification, the practical experiences also have potential. My Institution Genesee Community College is a two-year, open admissions institution serving principally a four-county area in western New York State. There are seven full-time science instructors and several adjuncts. A math/science university-parallel program exists, but the principal focus of the science faculty is providing science electives for several allied health and technical career programs. In addition, the faculty provides instruction in science electives for students in programs outside of science/health/ technology. Genesee Community College students are typically recent high school graduates, most of whom come from the lower half of their classes.

2 In addition, there is a large minority of "non-traditional" students, including homemakers returning to school and adults who are retraining in some career area. Students with learning disabilities and/or difficulties are common on campus; a number of remedial/developmental courses are provided for them. Course Description Environmental Biology (Bio 107) is one of the science electives provided for students outside of the health/science/technology areas (Appendix 1). It had been a popular course when offered in the past. Its reintroduction in the fall of 1994 was greeted less than enthusiastically by the student body; however, four of the five sections offered on campus in the academic year did attract enough students to be implemented. In addition one "telecourse" section offered each semester filled to capacity. Students who enroll in the non-majors electives are typically weak in science and math, are unsophisticated in chemistry, and have absolutely no experience with analytical instrumentation. The likelihood is that none of them has ever heard of a gas chromatograph, much less having seen one in operation. In addition, complex computer modeling, such as that showing PCB loading in the Great Lakes, would be orders of magnitude beyond the capabilities of such students. Consequently, application of such materials as presented in the GLRC-ED program to Bio 107 would be useless. Furthermore, the course had been completely planned and activities scheduled for the academic year. Introduction of new activities would have been difficult. However, introduction of lecture material into the aquatics unit of the course was not difficult, and two suggestions for implementing computer modeling did present themselves. One, a simplified model of human population growth over the past 2,000 years with projection for the next 55 years, has been developed, and a video tape presentation of using the model is now being produced. The second, a demonstration of toxic materials accumulation in biomass along the "food chain" is planned. Computer Model: Human Population Growth The model, constructed on Lotus 1-2-3, contains two components: a historical description of world human population growth from 0 to 1995 A.D. and an interactive projection of population growth for the 55 years from 1995 to Data are shown on an imbedded graph. The first component is descriptive only. On the second, students are able to enter birth and death rates. The embedded graph is altered by the entrance of student data. The video that is being produced with this model for the fall 1995 semester uses interactive computer/tape recording technology. A narrator introduces the idea of population growth and computer modeling. The tape then shows the historical component of the model with specific recording of the graph produced by the model. Following that, the projection of the next 50 years' population growth is shown using actual birth and death rates. The narrator then manipulates the data showing projected population growth rates if the world's growth rate were identical the those of the United States, the United Kingdom, and Algeria. Data for the model were taken from Anderson et al. (1993).

3 Proposed Video: Toxic Materials Accumulation Along the Food Chain The food chain concept is one easily grasped by community college students. The idea of bioaccumulation of toxins is understood by the students, but the mathematics generally are not. The intention is to show hypothetical food chains from phytoplankton to piscivorous birds or humans demonstrating the accumulation of a single environmental contaminant, e.g. dioxin, from producer to top carnivore. [Editor s Note: Several years after his participation in the 1994 GLED Ecosystem Dynamics program, Mr. Marcus developed a new course, Introduction to Environmental Studies (Appendix 2) as part of a new A.S. degree program in Environmental Studies (Appendix 3) at his college.] Reference Anderson, S.H., R.E. Beiswenger, and P.W. Purdom Environmental Science, 4th. Ed. Macmillan Publishing Co. New York.

4 BIO Environmental Biology Appendix 1 GENESEE COMMUNITY COLLEGE COURSE SYLLABUS SPRING, 1995 INSTRUCTOR: Bernard Marcus Room D-379 Math/Science Division Genesee Community College Batavia, NY Office Hours: Monday, Wednesday, Friday at 11:00 AM Tuesday, Thursday at 10:00 AM Phone (716) , ext to Marcusb COURSE DESCRIPTION: This course provides an introduction to the principles of environmental biology with emphasis on production, management, and conservation of life-support resources. Topics covered include acid rain, air and water pollution, food production, population biology, and human ecology COURSE OVERVIEW: Environmental biology is offered to science/math non-majors as a science elective. The course deals with the so-called natural phenomena that occur around us; it involves laboratory experience that is largely carried out as open-ended experiments which can be conducted individually or in small groups. This course will provide students with opportunities to develop skills in finding, observing, and recording natural events, and then applying them toward the solutions to contemporary environmental problems. The students will conduct experiments that simulate natural events, keep a running log of changes that occur, and then submit reports in proper scientific format. COURSE OBJECTIVES: Upon completion of this course students will: Demonstrate knowledge of the scientific reporting format by providing laboratory reports according to the models provided. Demonstrate minimal knowledge of the topics covered by achieving grades of 60 or better on exams. PROVIDED MATERIALS: 1. Instructions for supplemental lab projects and for modifications of lab manual projects. 2. Instructions for lab reports. 3. Sample lab report. 4. Sample essay exam with answers. 5. Schedule of laboratory assignments and completion dates. 6. Schedule of reading assignments, videos, and test dates.

5 REQUIRED MATERIALS: 1. TEXT: Chiras, D.D Environmental Science: Action for Sustainable Future. The Benjamin/Cummings Publishing Co., Redwood City, CA. 2. LAB MANUAL: Williams, Paul et al Bottle Biology. Kendall/Hunt Publishing Co., Dubuque, Two and three liter plastic pop bottles (several) 4. Additional materials as assigned. COURSE REQUIREMENTS: 1. Attendance at class meetings. Six or more cuts will be considered grounds for withdrawal. 2. Maintenance of a running log/journal of observations of projects that will be turned in with each respective lab report. 3. Reports, written in proper scientific format and style, following completion of each lab project. Reports will be submitted in as indicated on the laboratory schedule. 4. Completion of three take-home exams consisting of up to 10 essay-type questions. Exams will be submitted as indicated on the assignment schedule. 5. A personal project. This can be either one of the unassigned experiments from the laboratory manual, or it can be a project designed by the student or by a small group of students. Students electing the first option are required to inform the instructor what they will be doing prior to October 30. Students electing the second option must discuss their proposal(s) with the instructor by March Miscellaneous written assignments. GRADING CRITERIA: 1. Letter grades will be determined by computing scores on assignments as follows: A. Lab reports - 45% B. Exams - 45% C. Written Assignments - 10% 2. Extra credit projects will not be given! Don t ask for any! 3. W grades will be assigned to any student not completing all of the assignments during the withdrawal period. See syllabus supplement for addition withdrawal criteria. 4. IP grades will be available to students who have made a conscientious effort to complete the course but could not. The instructor will determine what constitutes a conscientious effort. Please note that completing the course requirements is not a guarantee of an A or B. This will be determined by the instructor s judgement of the quality of the work. ADDITIONAL COURSE POLICIES: 1. Originality of work; Students are encouraged to work together in pairs or small groups; however, each student is expected to complete his/her own assignments in his/her own words. Any indication of cheating/plagiarism will be grounds for a zero (0) on the assignment. Subsequent instances will be followed by dismissal from the course.

6 2. Assignments are due on the date indicated on the schedule. Late assignments, barring extenuating circumstances, will not be accepted. The best time to actually speak to the instructor, either by phone or in person, is during his office hours. Calling at other times is essentially a crap shoot. However, you may leave voic messages virtually any time, and he will endeavor to get back to you. Alternatively, messages can also be left for Marcusb at any time. Students who are not acquainted with are urged to attend the orientation sessions when they are offered.

7 BlO 107, ENVIRONMENTAL BIOLOGY ASSIGNMENT SCHEDULE AUTUMN, 1994 Aug 29 Chapter 1, Environmental Science Chapter 2, Ecosystems Video: The Environmental Revolution Sept 5 Chapter 3, Principles of Ecology Chapter 4, Human Ecology Video: Remnants of Eden 12 Chapter 7, Feeding the World s People Video: Save the Earth - Feed the World Turn in summaries of videos 1 & 2 19 Chapter 8, Wildlife and Plants 26 Chapter 9, Grasslands, Forest, and Wilderness Oct 3 Chapter 11, Nonrenewable Energy Sources Chapter 12, Sustainable Energy Strategy Video: More for Less Hand in first exam 10 Chapter 5, Population Chapter 6, Population Control Video: In the Name of Progress 17 Chapter 10, Water Resources 24 Chapter 15, Air Pollution Chapter 16, Ozone Depletion, Global Warming & Acid Rain Video: Only One Atmosphere 31 Chapter 17, Water Pollution Nov 7 Chapter 14, Toxic Substances Chapter 18, Pesticides Video: Do We Really Want to Live this Way? Hand in second exam 14 Chapter 19, Wastes Video: Waste Not, Want Not 21 Chapter 20, Environmental Ethics Chapter 21, A Sustainable Human Economy Video: It Needs Political Decisions

8 28 Chapter 22, Sustainable Economic Development Chapter 23, Government in a Sustainable World Video: Now or Never Dec. 5 Hand in third exam Textbook Chapters in Environmental Science by Chiras Videos will be available in the library but are scheduled to be shown in class.

9 BlO , ENVIRONMENTAL BIOLOGY LABORATORY SCHEDULE AUTUMN, 1994 Jan. 22 Lab Introduction Lab Manual, Chapter 1 Meadow Musings Handout 29 Unseen Life in the Environment Handout Feb. 6 Decompostion Lab Manual, Chapter 2 13 Unseen Life lab due Kimchee Lab Manual, Chapter 3 20 Soil Meditations Lab Manual, Chapter 4 27 Predator/Prey Interaction Lab Manual, Chapter 5 Mar. 6 Population Study Handout 13 Aquatic/Terrestrial Interaction. Lab Manual, Chapter 6 20 Spring Break 27 Kimchee paper due Ecosystem Study.... Lab Manual, Chapter 7 Apr. 3 Decompostion write up due Personal Project Meadow Musings write-up due 17 Soil Meditations due 24 Predator/Prey Study due May 1 Population Study due 8 Aquatic/Terrestrial Study due 13 Ecosystem Study and Personal Project due Lab Manual, your choice from Chapters 7-10

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