BIOL 3500 - Ecology Course Syllabus - Spring 2017 Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center #255, 678-466-5445, disabilityservices@mail.clayton.edu. Course Description Number and Title: BIOL 3500 Ecology Credit Hours: 3.0 semester credit hours Catalog Description: BIOL 3500 Ecology (3-0-3) The environment is made of both living and non-living components. This course examines the relationships between these various components in the biosphere. Students will learn how complex natural cycles and chains can be perturbed by small disturbances, and conversely, how life adapts to these changes. Prerequisites:
BIOL 1112 (D or better required) or BIOL 1108 (C or better required) and 1108L MATH 1231 Notebook Computer Requirement: Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to ITP Choice. Computer Skill Prerequisites: Able to use the Windows TM operating system. Able to use a the Microsoft Word TM word processing program. Able to send and receive e-mail using the Outlook TM or Outlook Express TM program. Able to use a PDF reader. Able to use a Web browser. Desire2Learn (D2L): Course materials will be available on D2L. You can gain access to D2L by signing on to the SWAN portal and selecting D2L on the top right side. If you experience any difficulties in D2L, please call the HUB at 678-466-HELP. In-class Use of Student Notebook Computers: Student notebook computers will occasionally be used in this class. Outside of class, computers will be required to access course materials and to communicate with your instructor. Overall Course Learning Objectives: After completing this course, a student should be able to: Cite evidence for the ecological principles presented in class. Identify the steps of the scientific method in ecological literature, with particular emphasis on hypotheses and predictions.
Student Learning Outcomes: Course Outcomes: Effectively demonstrate knowledge of ecological principles. Demonstrate a mastery of basic technology skills applicable to ecology. Apply knowledge of physical sciences, mathematics, and statistics to ecological concepts. Communicate scientific information in a clear and concise manner both orally and in writing. Demonstrate the ability to interpret scientific data and employ critical thinking to solve problems in ecology. Collaborate effectively on team-oriented projects. Demonstrate the ability to identify and describe the impact of ecology on the environment and society. Biology Outcomes: Identify and/or describe the biological core concepts: evolution; structure and function; information flow, exchange, and storage; pathways and transformations of energy and matter; and systems. Formulate hypotheses and collect, evaluate, and interpret scientific data to solve problems in biological science and supporting fields. Apply quantitative reasoning, modelling and simulations, and laboratory skills to answer questions in the biological sciences. Relate knowledge of the other sciences, including computer and social sciences, to biological concepts and skills. Effectively communicate scientific ideas to others inside and outside of the biology discipline. Identify and describe the impact of biological science on the environment and society. Collaborate with other students inside and outside of the biology discipline. General Education Outcomes: The Clayton State University Core Curriculum outcomes (see Area D) are located on page 112 of the Academic Catalog and Student Handbook Teacher Education Policy: The content of this course syllabus correlates to education standards established by national and state education governing agencies, accrediting
agencies and learned society/ professional education associations. Please refer to the course correlation matrices located at the following web site http://www.clayton.edu/arts-sciences/teachered/standardsoutcomes Conceptual Framework: The mission of the Teacher Education Unit is to prepare professional educators who engage in reflective practice and who are competent, caring, committed, collaborative, culturally responsive, and prepared to teach diverse learners in an ever-changing society. For the complete CSU Teacher Education Unit Conceptual Framework, follow the link below. Operation Study: At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items. Instructor Information: Dr. Jere A. Boudell Office: Lakeview Discovery and Science Center (LDS) 135G (Campus Map) Phone: (678) 466-4772 e-mail: jboudell@clayton.edu Internet address: http://a-s.clayton.edu/jboudell Office hours: On Desire 2 Learn and homepage Class Meetings:
CRN Days Times Room Instructor 20688 MW 12:45-2:00 LDS 155 Boudell Textbook Information: Text: Ecology, 3/E Cain, M.L., Bowman, W.D., and S. D. Hacker ISBN: 978-0878939084 Publisher: Sinauer Copyright: 2014 Writing papers in the biological sciences, 5/E Victoria E. McMillan ISBN: 0-312-649711 Publisher: Bedford/St. Martin's. New York Copyright: 2011 Evaluation: Item 3 Exams @ 100 points 1 Cumulative Final Exam Quizzes & Assignments Points 300 100 50 Total 450 Quizzes: Quizzes can be given at the discretion of the instructor, and they can be used to assess, but are not limited to: ecologically pertinent skills to be learned, knowledge of required outside reading, and level of class participation.
Grading: Your final grade will be determined as follows: Grade Percentage Range A 90-100% B 80-89% C 70-79% D 60-69% F below 60% Tentative Course Schedule*: Textbook: Ecology, 3/E, Cain, M.L., Bowman, W.D., and S. D. Hacker Week Week of: Topic Chapters 1 Jan 9 Introduction & the scientific method The Physical Environment 1 2 2 Jan 16 MLK Holiday: NO CLASS Jan 16 The Physical Environment Evolution & Ecology 3 Jan 23 Coping w/ Environmental Variation: Temperature & water Coping w/ Environmental Variation: Energy 4 Jan 30 Coping w/ Environmental Variation: Energy 5 Feb 6 Life History Analysis Population Distribution & Abundance 2 6 4 5 5 7 9
6 Feb 13 Exam 1 (ch.s 1-2, 4-7, 9) Population Growth & Regulation Competition 7 Feb 20 Predation & Herbivory Parasitism Mutualism & Commensalism 8 Feb 27 The Nature of Communities Change in Communities 10 12 13 14 15 16 17 Last Day to Drop w/o Academic Penalty: Friday March 3rd 9 Mar 6 SPRING BREAK NO CLASSES 10 Mar 13 Exam 2 (ch.s 10,12-15) Production 20 11 Mar 20 Energy Flow & Food Webs 21 12 Mar 27 Nutrient Supply & Cycling 22 13 Apr 3 Nutrient Supply & Cycling Conservation Biology 14 Apr 10 Conservation Biology 22 23 23 Exam 3 (ch.s 16-17, 20-23) 15 Apr 17 Ecosystem Services 23 16 Apr 24 Global Ecology 25 Piedmont Ecology 17 May 1 Piedmont Ecology FINAL EXAM (See Below) All above
*This lecture schedule and lecture testing is tentative and may change. Tests may be given the week before or the week after the week listed here--or during the week predicted. Specific test dates will be announced approximately one week in advance in class. Final Examination Schedule: Date of final exam Mon May 8 Time of Final Exam 12:30-2:30 pm Course Policies: Absences from EXAMS must also be accompanied by signed documentation (there are no exceptions). Without an excuse provided within one week, a grade of zero points will be assigned for the missed assessment. If the student does have a valid excuse the final exam will be doubled to make up for the missed one, unless it is a final exam, in which case a makeup will be administered. Only one exam can be missed during the semester. Because one quiz grade is dropped at the end of the semester, make up quizzes will not be given. Quizzes and exams are given at the beginning of class. If you come in late and the quiz or exam is still underway, you can take the exam or quiz but you will not receive any additional time to complete the quiz or exam. All electronics such as cell phones, mp3 devices, smart watches, calculators, etc. must be turned off during quizzes and exams and stored off of your desks. Failure to turn off and store such devices will result in a zero on the quiz or exam. If you must monitor your cell phone due to an emergency, you need to inform your professor, and you can keep the phone on vibrate. Attendance is expected for all class periods. Attendance is required for quiz and examination periods (see above). Any absence must be accompanied by a written excuse from a doctor or other competent authority. Without an excuse, a grade of zero points will be assigned for the missed work. Late assignments must be turned in within one week of the due date and 10% will be deducted from the final assignment grade for each day that it is late. Assignments may NOT be sent to me via email. Assignments are due at the beginning of class.
Visitors (friends, children, etc.) are strictly prohibited from attending class without the permission of the instructor. No smoking, eating or drinking is permitted at any time in the classroom. Students may not play video games during lecture. Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities. Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic misconduct will be reported to the Office of Student Life/Judicial Affairs. Judicial procedures. Disruptive Classroom Behavior 1 Disruptive behavior in the classroom can negatively affect the classroom environment as well as the educational experience for students enrolled in the course. Disruptive behavior is defined as any behaviors that hamper the ability of instructors to teach or students to learn. Common examples of disruptive behaviors include, but are not limited to: # Eating in class # Monopolizing classroom discussions # Failing to respect the rights of other students to express their viewpoints # Talking when the instructor or others are speaking # Constant questions or interruptions which interfere with the instructor s presentation # Overt inattentiveness (e.g., sleeping or reading the paper in class) # Creating excessive noise # Entering the class late or leaving early # Use of pagers or cell phones in the classroom # Inordinate or inappropriate demands for time or attention # Poor personal hygiene (e.g., noticeably offensive body odor) # Refusal to comply with faculty direction Students exhibiting these types of behaviors can expect a warning from the instructor or dismissal for the lesson in which the behavior occurs. Failure to correct such behaviors can result in dismissal from the course. More extreme examples of disruptive behavior include, but are not limited to: # Use of profanity or pejorative language # Intoxication
# Verbal abuse of instructor or other students (e.g., taunting, badgering, intimidation) # Harassment of instructor or other students # Threats to harm oneself or others # Physical violence Students exhibiting these more extreme examples of disruptive behavior may be dismissed from the lesson or the entire course. Students dismissed from a lesson will leave the classroom immediately or may be subject to additional penalties. Dismissed students are responsible for any course material or assignments missed. Students dismissed from a course have the right to appeal the dismissal to the department head responsible for the course. Appeals beyond the department head may also be pursued. If no appeal is made or the appeal is unsuccessful, the student will receive a grade o WF (withdrawal failing) regardless of the current grade in the course. Conditions attributed to physical or psychological disabilities are not considered as a legitimate excuse for disruptive behavior. 1 The description of disruptive behavior and listings of examples of disruptive behavior are taken from the Web sites of James Madison University, the University of Delaware and Virginia Tech. Changes or additions to this syllabus, including reading, exam schedule, grading, and course policies can be made at the discretion of the instructor at any time. Last update: January 06, 2017