BIOL 312 & 312L ECOLOGY & ECOLOGY LAB · 2019. 4. 11. · adaptation, populations, communities, and ecosystems. [Biology Program Learning Outcome (BPLO) #1; Environmental Program

1 Date syllabus last revised: April 29, 2016

Course Syllabus

Semester/Year: Fall 2017

Units: 4.0

Instructor: Michael Kunz

Office Hours: M,W 10:00-12:00; T 11:00-12:30; H 2:00-3:30

Office Location: AIMS Hall 207

Phone number: 559-453-2045 (messages only)

Email: [email protected]

Length: 16 weeks (August 28 – December 8)

Schedule: Lectures meet on Tuesday & Thursday 9:30am – 10:45am

Field trips &/or research: weekends; see syllabus schedule

Room: AIMS Hall 114

Laboratory Fee: $100

Course Description

A study of the interrelationships between organisms and their environment and an analysis of the

principle factors contributing to the distribution and abundance of living organisms. Participation

in field trips is required. Laboratory activity fee required. Prerequisites: Biol 100 or Biol 121 or

Env 150; 3 hours lecture; 3 hours fieldwork.

Student Learning Outcomes

Outcome Method of

evaluation 1. Recall, understand and apply ecological information regarding environmental factors,

adaptation, populations, communities, and ecosystems. [Biology Program Learning

Outcome (BPLO) #1; Environmental Program Learning Outcome (EPLO) #1;

University Student Learning Outcome (USLO) #3 & 9]

Exams

2. Apply ecological principles to develop sustainable solutions to environmental problems.

[EPLO #5; USLO #3 & 5]

Exams;

reflection paper

3. Develop critical thinking and independent learning skills through problem-solving,

scientific literature review, experimentation, and scientific writing. [BPLO #2, 3, 4, 5 &

6; EPLO #2, 3 & 6; USLO #2, 5, 9 & 10]

Review paper,

poster & exams

4. Develop and articulate a personal philosophy of the relationship between humans and

the environment that is informed by first-hand experience of natural communities of

central California and the concepts of stewardship, sustainability and shalom. [BPLO

#8; EPLO #5; USLO #2, 4, 6, 7 & 8]

Reflection paper

SCHOOL OF NATURAL SCIENCES 1717 S. Chestnut Ave.

Fresno, CA 93702-4709 559-453-2211

FAX 559-453-7182 www.fresno.edu

BIOL 312 & 312L ECOLOGY & ECOLOGY LAB

mailto:[email protected]


Required Resources

Smith & Smith Elements of Ecology 9e. 2014. Pearson/Benjamin Cummings. ISBN

0321934180.

Internet access to class websites at http://fpubio.com/kunz/ecology_b312/index.htm and

the Fresno Pacific University Moodle website.

Recommended Resource

Schoenherr, A.A. A Natural History of California. U California Press.

McMillan, Sylvia. Writing Papers in the Biological Sciences.

___________________________________________________________________________

COURSE OVERVIEW

We live in a world of incredible biological beauty and complexity. We humans and all life

depend upon its continued healthy function. Ecology is the study of this most important topic,

and central California provides an ideal location to experience this beauty and complexity.

The science of ecology deals with the relationships between organisms and their environment. In

this course we will examine the various environmental factors which affect organisms, and the

adaptations by which organisms respond to the environment. We will look beyond the

individual, to see how populations of organisms and how communities of populations are

structured and regulated. We will investigate the complex ways in which living and nonliving

aspects of our planet function as ecosystems. All of these topics belong to the traditional subject

matter of ecology.

As the human population increases, and as human technology becomes more pervasive, our own

species is affecting the global environment to an ever greater degree. Because of this, we will

pay particular attention to human ecology. We will seek to understand how resource use, habitat

alteration, pollution, and human population levels affect the global environment. We will

examine how the science of ecology offers insight into the conservation and restoration of

nature, as well as how we might live in ways that are environmentally wholesome.

Knowledge obtained in the classroom is important, but a better understanding and appreciation

of a subject often comes when we experience it first-hand. Thus one important means of learning

ecology will be to directly experience the diversity of natural communities in central

California through a number of field trips.

A major goal of this course is to develop critical thinking and independent learning. Lectures,

assignments, and tests are designed to move learning beyond the level of recall of facts.

Reviewing scientific journal articles, collecting and analyzing field data, and presenting results in

acceptable scientific form will also develop your skills in this area. Occasional problem-solving

homework assignments will provide tools for theoretical problem-solving. General Biology or

Principles of Biology is the listed prerequisite for this course, and I will assume you have an

understanding of general biological concepts. Introduction to Environmental Studies may also

suffice for background preparation. If you are uncertain about the adequacy of your background

knowledge, please talk with me.

While understanding traditional ecology and human ecology is important, in a Christian context,

it is still incomplete. Knowledge carries with is responsibility. We will reflect upon our role as

http://fpubio.com/kunz/ecology_b312/index.htm


children of God in a world that is God's creation. A final goal of this course will be to develop a

personal environmental ethic integrating biblical concepts of stewardship and shalom and the

environmental concept of sustainability.

___________________________________________________________________________

ASSIGNMENTS, TESTS & GRADING POLICIES

Course grades will be based upon performance on the following items:

Item Point Value

3 Unit Exams @ 100 points each 300

Final Exam 200

Literature Review Paper 100

2 Research Posters @ 50 points each 100

Reflection Paper 50

Field Participation: 6 field days @ 20 points/day (or alternate assignments) 120

Lecture Participation 30

Total 900

Grades will be assigned according to the following criteria:

All assignments and exams except the final exam are graded:

A = 90.0% - 100%

B = 80.0% - 89.9%

C = 70.0% - 79.9%

D = 60.0% - 69.9%

F = 0 – 59.9%

The final exam is graded:

A = 80.0% - 100%

B = 70.0% - 79.9%

C = 55.0% - 69.9%

D = 45.0% - 54.9%

F = 0 – 44.9%

Final grades will normally be assigned by final point total (but see the exceptions below):

Letter

Grade

Points Letter

Grade

Points

A 810 - 900 C- 600 - 619

A- 790 - 809 D+ 580 - 599

B+ 770 - 789 D 530 - 579

B 720 -769 D - 510 - 529

B - 700-719 F 0 – 509

C+ 680 - 699 UW Attended little or not at all

C 620 - 679


The final course grade can be no higher than one letter grade above the final exam (e.g. if

you earn a D on the final exam, your final grade can be no higher than a C; if you fail the

final exam, your final grade can be no higher than a D).

To earn a C- or better for the final course grade, you must score a C- or better on TWO

unit exams OR the final exam (e.g. if you receive D+ grades on two unit exams and the

final exam, and an A on the third unit exam, you will receive a D+ for your final grade

even if your final point total is above 600).

Discuss with me or your advisor learning strategies or opportunities for assistance if you are

uncertain how to succeed in this course. If you believe any grade to be in error, please discuss it

with me. If you are not satisfied with our discussion, you make take your concern to the dean of

this school.

EXAMS cover material from lectures, field trips, readings and assignments. A minimum of 25%

of each exam will relate directly to information from your primary text. The format of unit tests

is a mix of short answer, paragraph response, computation and/or multiple-choice. The final

exam is comprehensive and predominantly multiple-choice.

YOU MUST NOTIFY ME 24 HOURS BEFOREHAND IF YOU CANNOT TAKE

AN EXAM AT THE SCHEDULED TIME! If I am notified in advance with a valid

excuse, the exam may be made up at the Academic Support Center on an alternate date I

specify.

You may not leave the testing location during the exam. Take your potty break before the

exam begins.

If English is a second language or you have a diagnosed learning disability, you may

make arrangements with me beforehand for extra time to take the exam. Otherwise, all

exams must be turned in at the end of the period.

Calculators may be used for computational problems, but cell phones and other electronic

devices are not permitted during exams.

A sample exam from a previous year will be available before the first unit exam to

provide you an example of the exam format. Class review sessions may be arranged

based upon student interest and available time and space.

LITERATURE REVIEW PAPER: you will conduct a literature review of an ecological topic

and submit a paper in standard APA literature review format.

You must propose a review paper topic by Tuesday September 5. Email your topic

proposal to [email protected].

Your topic must be narrowly focused and connect to a theoretical or applied concept in

ecology. A suggested procedure for identifying a suitable topic is to skim your text,

identify several topics of interest, and relate the topic to a particular taxon, location or

community. (e.g. chapter 14 discusses interspecific competition & section 14.10

discusses partitioning resources that facilitates species coexistence; we will observe

shrubs in the Mojave Desert. An example of a suitably specific review paper would be

“Root Niche Partitioning of Mojave Desert Shrubs.”

You must be creative and thorough in locating all relevant literature. References cited in

popular and secondary works can form the starting point for a literature review;

electronic databases of primary literature (such as JSTOR or Google Scholar) should be

your main search engine. Use the literature cited sections of relevant literature to locate



other relevant articles. Conduct searches on older articles to find more recent articles that

have cited the work. Search alternative terms, spellings and names to find all relevant

works.

The paper must be written in APA style, minimum of 1500 words in the body of the

text (approximately 6 double-spaced pages with 1” margins and 10 point font), with a

minimum of 5 primary sources; at least one secondary source must be used to

supplement primary sources to establish context and relevance.

Papers must be posted to Moodle by Tuesday November 14.

100 points are awarded for the paper. The following rubric will be used to evaluate the

paper:

Category of

evaluation

CONTENT

DEPTH

(body of the

paper)

4 (excellent) The paper moves well beyond what is covered in an upper-division undergrad textbook.

The topic is narrowly and specifically focused. All essential aspects of the topic are

explained, and all relevant literature is cited. Evidence is given that an iterative literature

search process was used. Paper exceeds minimum requirements. 3 (good) All essential aspects of the topic are addressed at a level consistent with an upper-

division text. Topic is not overly broad, but may not be focused enough to include all

relevant material. Most relevant literature is cited, but some significant research may be

omitted. Less evidence given of an iterative literature search. Paper length and citations

exceed the minimum. 2 (fair) All parts of the topic or question are addressed, but the paper is superficial or contains

some inaccuracies. Less evidence given of multiple and iterative literature search

strategies. Paper length and citations meet the minimum. 1 (poor) The paper does not address all aspects of the question or topic. Irrelevant material may

be included. Relevant material is inadequate, unreliable or inaccurate. Lack of sufficient

literature search. Paper length and citations do not meet minimum requirements. CONTEXT

AND

RELEVANCE

(intro &

discussion)

4 (excellent) Demonstrates strong understanding of relevant ecological ideas by making connections

to other course material. It is clear how the topic fits within the broader field of ecology.

Secondary sources demonstrate the relevance of the topic and provides appropriate

context. 3 (good) Demonstrates adequate understanding of relevant ecological ideas by reference to other

course material, and these connections show an understanding of how the topic fits

within the field of ecology. However, the connections may not strongly establish the

relevance of the topic. 2 (fair) Some evidence is given that other relevant ecological connection have been considered

and understood while writing the paper, but the connections are superficial or their

relevance is not clear. 1 (poor) Few connections are made to other course material; importance of the topic is not

established. It is not clear how the topic fits within the broader field of ecology. CRITICAL

EVALUATION

(discussion)

4 (excellent) Specific beliefs, ideas or hypotheses are examined. Findings are discussed and critically

evaluated – not simply described. The analysis is thoughtful, logical and carefully-

argued. Proper conclusions are drawn from the facts presented. 3 (good) A hypothesis, theory or idea is examined, but the analysis does not demonstrate

thoughtful or deeper understanding, or not all significant aspects are carefully

considered. The paper generally draws appropriate conclusions. 2 (fair) The paper provides limited discussion of significance; critical analysis is superficial. The

conclusions drawn are not carefully argued or supported. 1 (poor) A theory, idea or hypothesis may be mentioned, but it is not critically examined, or

conclusions drawn are not supported by the facts presented. WRITTEN

EXPRESSION

&

MECHANICS

4 (excellent) The organization of the paper is logical and apparent. Paragraphs have a clear focus.

Sentence structure is varied and interesting. Grammatical errors are minimal or not

present. The assignment was carefully written, revised and edited. APA format was

followed correctly. 3 (good) There is a clear organization to the paper, but there may be slight deficiencies in

paragraph focus, logical progression, sentence structure, grammar or other errors. Editing

and revisions were undertaken, but not carefully enough to catch all deficiencies. APA

format was applied correctly with only minor deviations.


2 (fair) There are modest gaps in organization, paragraph focus, sentence structure, grammar,

etc. The paper shows evidence of superficial revision and editing. APA format was

attempted, but perhaps not correctly followed. 1 (poor) The paper appears unorganized, quickly written, incorrectly (or not) cited, or not revised.

Serious errors remain in the work.

Grades are to be assigned with the following minimum expectations:

An “A” paper is excellent in all four categories of evaluation, or excellent in a minimum

of three categories and good in one.

A “B” paper is good in all four categories or, if fair in one, compensates with excellence

in another.

A “C” paper is fair in all four categories or, if poor in one, compensates with excellence

in another.

A “D” paper is fair in at least two categories.

An “F” paper is poor in more than two categories.

RESEARCH POSTER PRESENTATION (SIGNATURE ASSIGNMENT):

Over the course of the semester, we will collect field and experimental data using various types

of equipment to obtain physiological, population, community or ecosystem measurements. Data

may be collected on field trips by the class, or data may be collected individually or in groups in

the Fresno area. The posters are similar to scientific research papers, but are condensed and

include a minimum of written information.

The assignments must adhere to the following guidelines:

Posters must be formatted as PowerPoint slides sized to 3 feet x 4 feet and uploaded to

the Moodle assignments page (AND the second uploaded to TaskStream AND printed

as a poster for the spring student research day; the Biology Department will pay for

banner printing available through the FPU Student Life office). Due dates are

Thursday, October 25 & Thursday, December 6.

You may work in groups of two or three students.

Posters must be organized in traditional research paper format with descriptive title,

abstract, introduction, methods/materials (including study site, if appropriate), results,

discussion & literature cited. Print must be in 24 point font or larger. To fit your text onto

the poster, you must edit your writing to be as SUCCINCT as possible while still

conveying essential information. Carefully review APA guidelines and suggestions for

writing scientific papers (such as in Sylvia McMillan’s Writing Papers in the Biological

Sciences, or other similar references).

Posters should include illustrative figures (e.g. a digital picture of the study site, species

studied, map, investigator using equipment, map of study site, etc.) and graphical figure

and/or table summarizing results or other pertinent information.

Statistical analysis of results included in the results section.

Key citations and references must be included in a “literature cited” section.

Category of

evaluation

Written

expression

4

(excellent)

Each section of the poster includes essential, appropriate textual information

presented in appropriate style and free of mechanical errors.

3

(good)

Style and information follows scientific format, but may lack some essential

information or misplaces information or lapses in style or contains mechanical


errors

2

(fair)

Style and information generally appropriate, but some significant lapses mar the

overall quality of the poster

1

(poor)

Major omissions of essential information exist, fails to follow proper style, or

contains numerous mechanical errors in writing

Scientific

content

4

(excellent)

Purpose clearly stated, experimental design appropriate; adequate data collected

for analysis; correct statistical analysis and graphical summary of results;

appropriate conclusions drawn from data

3

(good)

Poster includes all appropriate aspects of content, but minor omissions or

mistakes may be present.

2

(fair)

More serious omissions or errors present in one or two aspects of scientific

content.

1

(poor)

Numerous significant omissions or errors present with respect to scientific

content.

Visual

presentation

4

(excellent)

Text and figures balanced in emphasis; various sections of the poster clearly

distinguishable; flow of content easy to follow; graphs, figures and tables

appropriately labeled and scaled; overall style and background attractive and

interesting.

3

(good)

Visual presentation generally good, with only minor deficiencies that prevent it

from being visually attractive and balanced.

2

(fair)

A more serious deficiency exists in visual presentation, such as difficulty in

following the organization of the poster, or difficulty in reading or interpreting

material, or graphs/figures incorrectly presented, or little attention given to

overall appearance of the poster

1

(poor)

More than one serious deficiency exists in the visual presentation of the poster

Posters will be evaluated using the following rubric:


An “A” poster is excellent in all categories of evaluation.

A “B” poster is good in all categories or, if fair in one, compensates with excellence in

another.

A “C” poster is fair in all categories or, if poor in one, compensates with excellence in

another.

A “D” poster is fair in at least two categories.

An “F” poster is poor two or more categories.

FIELD PARTICIPATION: Credit (120 points) is awarded for participation in field trips. Six

days of field participation is expected; credit is awarded at 20 points per day; 7 days of field trips

(one day drip and two three-day trips involving camping) are offered. Students attending all 7

days earn 20 points of extra credit.

Field trips offer first-hand experience with the subject matter that provides greater understanding

of topics discussed in lecture and text, facilitates recall of material, provides opportunity to

conduct field research, and provides a setting to fully appreciate the value and beauty of life in its

natural context. I strongly believe ecology is best learned by experiencing it directly, so I provide

this opportunity and strongly encourage field trip participation.

I also realize that there are significant reasons why participation in field trips may not be

possible, advisable, or preferred by some students (e.g. health, work, family obligations,

schedule conflicts, etc.). Therefore, I allow alternative experiences for those who choose not to


participate. (Note that if you DO wish to participate in field trips, FPU activity policy places

top priority on one-time academic field trips, so other faculty, coaches and performance

leaders are required to accommodate their expectations to facilitate your participation! I

can provide you the document that outlines this policy and I am happy to write or speak to those

who have questions.)

Alternative experiences that may be done in lieu of field trip participation include the following.

You must discuss these options with me beforehand.

Write a review paper(s) on an ecological topic mutually agreed upon by you and me.

Papers must meet the review paper criteria listed above with the exception that the

minimum length of the paper is reduced to 500 words of text and minimum number of

primary references is reduced to three per day of field trip missed. Points will be awarded

for the papers based upon the quality of work submitted (e.g. an A paper will receive full

participation points, but a C paper would receive 75% credit).

Work with another faculty person on an ecological research topic. Hours served must be

equivalent to hours spent in the field.

One or two days of field credit may be substituted by individual travel to a natural

environment (8 hours of combined travel and visit per day). Students must document the

trip with photographs and submit a paper (minimum 500 words per field day of credit)

discussing ecological observations made on the trip. Points will be awarded based upon

the quality of the paper.

Alternative assignments must be submitted as email attachments to [email protected]

within two weeks of the field trip for which it substitutes.

The Schoenherr recommended text describes many of the environments visited on the field trips.

Reading the relevant chapters is highly recommended for all students (attending field trips or

not!).

Intent to participate on field trips must be declared in the first week of class so travel

arrangements can be made in a timely fashion and camping supplies obtained. All participants

must fill out an FPU emergency information form and (if appropriate) a driver/personal vehicle

information form by Thursday, August 31.

Further information regarding field trips will be posted to the course web site.

LECTURE PARTICIPATION: Credit (30 points) is awarded for consistent lecture attendance,

participation, and contribution to classroom discussion. While assignment of lecture

participation credit is somewhat subjective, I will use the following criteria: A = regular,

punctual attendance and frequent, thoughtful, voluntary contributions to class discussion at

appropriate opportunities; B = less regular attendance or punctuality, or less contribution to class

discussion; C = irregular attendance or punctuality, or little contribution to class discussion; D =

frequent unexcused absences and little contribution to class discussion.

FINAL REFLECTION PAPER:

The Fresno Pacific Idea promotes the goal of establishing “more creative and perceptive

relationships between God, humanity and the natural world.” How we exercise environmental

stewardship is strongly determined by how we apply ecological understandings. The purpose of



the reflection paper is to discuss how you can apply what you learned in this class to

environmental stewardship. Your paper should address: (1) specific activities or commitments

you consider for future action; (2) specific things you have learned or experienced in class and

the field that justify these actions; (3) how these activities/commitments/actions contribute to the

environmental concept of sustainability and the biblical concept of shalom. The minimum

length of the paper is 500 words. The paper must be posted to the Moodle assignments page by

Tuesday, November 30.

Papers will be evaluated using the following rubric:

Category of

evaluation

Written

expression

4

(excellent)

The organization of the paper is logical and apparent. Paragraphs have a clear focus.

Sentence structure is varied and interesting. Grammatical errors are minimal or not

present. The assignment was carefully written, revised and edited.

3

(good)

There is a clear organization to the paper, but there may be slight deficiencies in paragraph

focus, logical progression, sentence structure, grammar or other errors. Editing and

revisions were undertaken, but not carefully enough to catch all deficiencies.

2

(fair)

There are modest gaps in organization, paragraph focus, sentence structure, grammar, etc.

The paper shows evidence of superficial revision and editing.

1

(poor)

The paper appears unorganized, quickly written, or not revised. Serious errors remain in

the work.

Course content 4

(excellent)

Paper describes a variety of specific ecological topics, principles, theories or laws

that can be applied to exercise environmental stewardship. Specific actions are

proposed that logically follow from ecological insights. Specific examples and

experiences from the class are referenced.

3

(good)

Paper describes ecological topics, principles, theories and laws that can be

applied to environmental stewardship, but they are fewer in number or relevance.

Specific actions are proposed, but they may not be clearly justified by ecological

insights. Examples from lecture and field are not as relevant or specific.

2

(fair)

Content includes both ecological topics, principles, theories or laws AND

specific actions are proposed, but the two are not clearly and logically connected.

Only minimal reference is made to class experiences.

1

(poor)

Either specific ecological information to justify actions is lacking OR specific

actions are not proposed OR specific class experiences and examples are not

included.

Reflection 4

(excellent)

The paper shows a clear and deep understanding of the most important ecological

problems facing California and the world. The paper clearly articulates how

human actions can affect the significance of these problems. The paper describes

a thoughtful philosophy of the role of humanity should play in the natural world

that is informed by the concepts of stewardship, sustainability and shalom.

3

(good)

The paper gives evidence that important ecological problems have been

considered, but there is less evidence of a thoughtful philosophy of humanity’s

role in the natural world. Concepts of stewardship, sustainability and shalom may

be mentioned, but not developed.

2

(fair)

Some important ecological problems are addressed, but any philosophical

justification for action is based upon superficial reflection on humanity’s role in

the environment.

1

(poor)

Some important ecological problems may be addressed, but any justification for

action is not based on philosophical reflection of humanity’s role in the

environment.


An “A” paper is excellent in all categories of evaluation.

A “B” paper is good in all categories or, if fair in one, compensates with excellence in

another.


A “C” paper is fair in all categories or, if poor in one, compensates with excellence in

another.

A “D” paper is fair in at least two categories.

An “F” paper is poor two or more categories.

TENTATIVE COURSE SCHEDULE AND OUTLINE OF TOPICS

DATE TOPICS READING (Chapters

in Smith & Smith

unless otherwise

noted)

Tue. Aug. 29 Orientation & Introduction 1

Thu. Aug. 31 Climate 2

Tue. Sep. 5 The aquatic environment

Review paper topic proposal due; field trip

information forms due.

3

Thu. Sep. 7 The terrestrial environment 4

Sat. Sep. 9 Sequoia NP Field Trip Schoenherr chs. 1 - 4 &

pp. 92-138

Tue. Sep. 12 Adaptation & natural selection 5

Thu. Sep. 14 Plant adaptation to the environment 6

Tue. Sep. 19 Animal adaptation to the environment 7

Thu. Sep. 21 Properties of populations 8

Tue. Sep. 26 EXAM #1

Thu. Sep. 28 Population growth 9

Tue. Oct 3 Life history patterns

Review Paper outline and references due

10

Thu. Oct. 5 Intraspecific population regulation 11

Fri. Oct. 6 –

Sun. Oct. 8 Yosemite & Desert Field Trip Schoenherr chs. 4, 5 &

9

Tue. Oct. 10 Species interactions: population dynamics &

natural selection

12

Thu. Oct. 12 Interspecific competition 13

Tue. Oct. 17 EXAM #2


Thu. Oct. 19 Mid-semester break

Tue. Oct. 24 Predation 14

Thu. Oct. 26 Parasitism and mutualism

First Research Poster due

15

Tue. Oct. 31 Community structure 16

Thu. Nov. 2 Community influences 17

Tue. Nov. 7 Community dynamics 18

Thu. Nov. 9 Landscape ecology 19

Tue. Nov. 14 Ecosystem energetics

Literature Review Paper due

20

Thu. Nov. 16 EXAM #3

Sat. Nov. 18 –

Mon. Nov. 20 Coast Field Trip 25, Schoenherr chs. 7,

10-12

Tue. Nov. 21 Nutrient cycling; decomposition

21

Thu. Nov. 23 Thanksgiving

Tue. Nov. 28 Biogeochemichal cycles 22

Thu. Nov. 30 Terrestrial & aquatic ecosystems 23, 24

Tue. Dec. 5 Biodiversity patterns

Reflection Paper due

26

Thu. Dec. 7 Global climate change

Second Research Poster due

27

Tue. Dec. 12 FINAL EXAM (9:00 - 11:00 A.M.)

SUGGESTIONS FOR SUCCESS IN THIS COURSE

The course website at http://fpubio.com/ will offer additional information regarding field

trips, expectations, and assignments. Please make use of this resource.

Use your textbook! Lectures will illuminate concepts and interesting examples. Field

trips will aid comprehension and appreciation of nature. Your textbook summarizes and

explains the fundamental concepts and principles of ecology. You cannot pass the course

without mastering the subject material that is presented on the exams.

Self-test your knowledge. The most common mistake science students make is to assume

they understand material better than they actually do. Find sample exams (e.g. GRE

Biology or CSET preparation books) and test yourself. If you miss problems, review.

http://fpubio.com/


Construct sample questions and test a study partner. Outline from memory the contents of

a lecture or chapter. List from memory the major concepts and construct a concept map.

Success in a course requires a realistic allocation of time for readings, assignments, and

study. The accepted standard is 3 hours of time per unit per week of instruction. This is a

4 unit course offered over 15 weeks, so the expected amount of time devoted to a typical

class should be 4 x 3 x 15 = 180 hours. Field classes such as this one require slightly

more time due to travel; I estimate a typical student will require just over 200 hours. This

is the amount of time expected for an average student with an average science

background desiring an average grade. Students with less aptitude or background or who

desire a superior grade may need to devote more time. Students with exceptional aptitude

or strong background may in some cases succeed with less time devoted to the course.

The following table offers a summary overview of the typical time expected for this

class:

Assignment Est. Time to

complete

(hours)

28 lecture sessions @ 1.5 hours each + 2 hours final exam 44

6 days of field trips @ 10 hours each 60

Review paper research and writing 20

Research project poster preparation 10

24 lecture reading assignments @ 2 hours each 48

Reflection paper 5

4 exam preparations @ 5 hours each 20

TOTAL 207

UNIVERSITY POLICIES AND PROCEDURES

Students are responsible for becoming familiar with the information presented in the Academic

Catalog and for knowing and observing all policies and procedures related to their participation

in the university community. A University Policy Summary may be found on the university

website at http://registrar.fpu.edu/catalog

http://registrar.fpu.edu/catalog

Documents

BIOL 312 & 312L ECOLOGY & ECOLOGY LAB · 2019. 4. 11. · adaptation, populations, communities, and ecosystems. [Biology Program Learning Outcome (BPLO) #1; Environmental Program