BIOL 3500 - Ecology Course Syllabus - Spring 2013 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 http://itpchoice.clayton.edu/policy.htm. 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 Web browser. 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: Effectively demonstrate knowledge of the basic principles of major fields of biology. Demonstrate a mastery of a broad range of basic lab and technology skills applicable to biology. Apply knowledge of physical sciences, mathematics, and statistics to biological concepts. Communicate scientific information in a clear and concise manner both orally and in writing. Demonstrate the ability to to collect, evaluate and interpret scientific data, and employ critical thinking to solve problems in biological science and supporting fields. Collaborate effectively on team-oriented projects. Demonstrate the ability to identify and describe the impact of biological and physical sciences on the environment and society. General Education Outcomes: Communication: Acquisition of ecological vocabulary as it pertains to environmental issues. Critical Thinking: 1) Identify the independent variable(s), dependent variables(s), and the subjects of an experiment. 2) Identify ways to improve the design of scientific experiments. 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: Laboratory Annex Building (LAB) 116C (Campus Map) Phone: (678) 466-4772 e-mail: jboudell@clayton.edu Internet address: http://a-s.clayton.edu/jboudell Office hours: On Desire 2 Line and homepage Textbook Information: Text: Ecology, 2/E Cain, M.L., Bowman, W.D., and S. D. Hacker ISBN: 978-0878934454 Publisher: Sinauer Copyright: 2011 Writing papers in the biological sciences, 4/E Victoria E. McMillan
ISBN: 0-312-44083-9 Publisher: Bedford/St. Martin's. New York Copyright: 2006 SIMBIO (we will discuss this in class) 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, 2/E, Cain, M.L., Bowman, W.D., and S. D. Hacker Week Week of: Topic Chapters 1 Jan 7 Introduction & the scientific method The Physical Environment 2 Jan 14 Evolution & Ecology Coping w/ Environmental Variation: temperature & water 1 2 6 4 3 Jan 21 (MLK Holiday: NO CLASS Jan 16) Coping w/ Environmental Variation: temperature & water Coping w/ Environmental Variation: Energy 4 Jan 28 Coping w/ Environmental Variation: Energy Life History Analysis 5 Feb 4 Population Distribution & Abundance Population Growth & Regulation 4 5 5 7 8 9 6 Feb 11 Exam 1 (ch.s 1-2, 4-7) Competition 11 7 Feb 18 Predation & Herbivory Parasitism Mutualism & Commensalism 8 Feb 25 The Nature of Communities Change in Communities 12 13 14 15 16 Last Day to Drop w/o Academic Penalty: Friday March 1st 9 Mar 4 Spring Break -- No Classes
10 Mar 11 Exam 2 (ch.s 8-9, 11-14) Production 19 11 Mar 18 Energy Flow & Food Webs 20 12 Mar 25 Nutrient Cycling 21 13 Apr 1 Nutrient Cycling Conservation Biology 14 Apr 8 Conservation Biology 21 22 22 Exam 3 (ch.s 15-16, 19-22) 15 Apr 15 Ecosystem Services 22 16 Apr 22 Global Ecology 24 Piedmont Ecology 17 Apr 29 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 Time of Final Exam 5/3 8:00am Course Policies:
Absences from EXAMS must also be accompanied by a signed physician's or judge's excuse (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, 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 day of the due date and 10% will be deducted from the final assignment grade. 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 are described
at http://www.clayton.edu/portals/47/docs/discipline.pdf. 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 05, 2013