http://grist.org/news/if-youre-27-or-younger-youve-never-experienced-a-colder-than-average-month/
Saturday, November 17, 2012
Wednesday, November 14, 2012
Monday, November 5, 2012
The Physical Environment
Introduction
The physical environment can have a profound influence on ecology at a variety of levels. For example, the physical environment can act as a strong selective presssure to produce adaptations or can influence the rates of nutrient cycling through an ecosystem. For our simple purposes here, the two most important components of the physical environment are temperature and precipitation. I suggest that we can predict a lot about what is going on ecologically in an environment if we know something about temperature and precipitation patterns.
From watching the nightly news we all know how difficult it is for the local weatherperson to accurately predict what the weather is going to be like tomorrow. Fortunately, it is much easier to understand broad patterns of variation in temperature and precipitation.
Temperature
The dominant global temperature pattern is that it tends to get cooler as you move away from the poles. The cause of this is relatively simple. Because the earth is so far from the sun, the light rays hitting the earth are basically paralell to each other. Because of the curvature of the earth, sunlight hitting the earth near the equator falls over a smaller area than sunlight hitting near the poles. Because the same amount of light energy is hitting a smaller area near the equator, the concentration of energy/area is greater near the equator than the pole thus resulting in higher temperatures.
Elevation is another factor that influences global temperatures. Because there is less insulating atmosphere above areas of high elevation temperatures tend to decrease as you go up in elevation.
Large bodies of water can mediate temperature variations. For example, seasonal and daily variation in temperatures are much lower in areas near the ocean (maritime climates) than they are in areas far from the ocean (continental climates).
Global temperature patterns can also be affected by patterns of ocean circulation. For example, the west coast of continents are often cooled by cool water flowing from the poles to the tropics while the east coasts of continents can be warmed by warmer water from the tropics to the poles (e.g., the Gulf Stream). If you have ever been to the beach in southern California you surely noticed how cold the water was; east coast beaches at similar latitudes have much warmer water.
Precipitation
In order to understand global precipitation patterns you need to understand global patterns of atmospheric circulation. Hopefully, after studying the article on atmospheric circulation you will be able to explain-
1. why there tends to be high precipitation in tropical regions and
2. why precipitation tends to be low at 30 degrees North and South of the equator.
Patterns of precipitation can also be influenced by the presence of mountains. As air masses containing moisture hit a mountain they are forced upward. Because rising air cools and cool air
holds less moisture, precipitation occurs on the windward side of mountains. Once the air mass has passed over the mountain in falls to lower elevations and gets warmer. Because most of the moisture has been lost as precipitation on the windward side of the mountain and the warmer air holds more moisture there is very little precipitation on the leward side of the mountain resulting in a "rainshadow desert".
Let's think about Lubbock!
Let's see if we can use our newfound understanding of some of the factors influencing temperature and precipitation to make predictions about what the climate should be like in Lubbock. What information do we need about the geographic location of Lubbock to help us understand the climate? First, we need to know the latitude; Lubbock is located approximately 33 degrees north. Second we need to know something about the proximity to the ocean. As an old beach boy, I can guarantee you that we are a long, long way from the ocean in Lubbock. Third, where is Lubbock in relation to mountains? Lubbock is located to the east of the southern extension of the Rockies.
Why is all of this important?
1. What can we learn from the latitude of 33 degrees North? This latitude is still close enough to the equator to be warm so we expect relatively high temperatures. Because Lubbock lies near the 30 degree zone of low precipitation we would predict relatively low precipitation. At 30 degrees North we would predict that Lubbock would receive predominately winds from the west.
2. From the continental location of Lubbock we would predict fairly extreme daily and seasonal fluctuations of temperatures.
3. Because Lubbock lies in the Westerlies most of the precipitation that is arriving in Lubbock comes from the Pacific Ocean. Because these winds have passed over the Rockies we would predict that Lubbock would lie in a rainshadow, again causing low precipitation.
How did we do. If anyone has ever been in Lubbock (especially in the spring time) you would know that the wind almost always blows in from the west. Temperatures are relatively warm but there is fairly large seasonal and daily variations in temperature. Lubbock has a semi-arid climate and receives on average about 18 inches of precipitation per year. Thus, with just a little bit of knowlege about the factors that influence global patterns of temperature and precipitation we were able to fairly accurately the climate in Lubbock. Thus, I would expect that organisms native to Lubbock should be well adapted to the low precipitation, continental climate of the region (the short grass prairie was the dominant vegetation type presettlement).
See use these patterns to understand climate in your town (note climate patterns in Texas are complicated in central and eastern Texas becasue of the influence of air masses coming up from the Gulf). Compare the temperature and precipitation of your town with that if very divergent locations around the globe.
Further Reading
If you would like some more detailed information about factors affecting climate and the atmosphere you can check out the Atmosphere Chapter in Michael Pidwirny's online Physical Geography textbook http://www.physicalgeography.net/fundamentals/contents.html.
Powerpoint Presentation
Click here to see the powerpoint presentation "Factors Influencing the Physical Environment".
http://www.slideshare.net/secret/EaVq4nm5KuSsBI
Expected Learning Outcomes
At the end of this course a fully engaged student should be able to
- describe global patterns of variation in temperature and precipitation and be able to explain the causes of these patterns
- for any location in the world, use your knowledge of the factors that affect global patterns to preict the local climate
Natural Selection
An understanding of the process of natural selection helps us to understand the amazing diversity of life on the earth.
Expected Learning Outcomes
By the end of the course a fully engaged students should be able to
1) define the process of natural selection
2) distinguish between the patterns of stabilizing, disruptive, and directional selection and provide examples of each pattern
3) describe how the process of natural selection has produced a trait that is an adaptation to a particular environmental condition.
4) explain why organisms are not expected to be perfectly adapted to their environments
5) discuss the conditions that would cause natural selection to stop
6) explain why natural selection is expected to produce selfish traits
Readings
Natural selection http://www.eoearth.org/article/Natural_selection
Here is a link to a website from UC Berkeley-
http://evolution.berkeley.edu/evolibrary/article/evo_25
Friday, October 26, 2012
Midterm Exam
Hello Everyone,
Here is a copy of the Midterm Exam. Note that on question #4 that you should answer two of the three choices. The essay questions are intentionally "broad" (you might say "vague") to allow you the greatest flexibility when answering the question. If you have questions about this exam then please feel free to contact me via email.
Remember, you may use your notes or any other source of info to answer these questions. Please do not work with anyone else. Good luck! You can turn a hard copy of the exam in at the beginning of class on Monday.
1. (20 points)
What is the outcome in the following scenario involving
competition for resources between two species competing for two limiting
resources? Be sure to show how you
determined your answer.
Species A is more limited by the level of R1 than Species B
and Species B is more limited by the level of R2 than Species A. Species A consumers more R1 than it does R2
and Species B consumes more R2 than it does R1.
2. (10 points)
Draw the graph that shows how the population growth rate
varies over time in logistic growth when the initial population size is much
smaller than the carrying capacity.
3. (10 points)
Diagram the Energy Pyramid.
Briefly discuss why the diagram has this shape.
4. (60 points)
Answer only two of the following questions
a) Compare and contrast the equilibrium and non-equilibrium
approach to studying community structure.
Choose one of the approaches and show how it can be used to help understand one environmental issue that has arisen as
the result of human alteration of the environment in some way.
b) Discuss an example in which human alteration of an
ecosystem process (i.e., energy flow, nutrient cycling) has produced an environmental
problem. What could be done to help
solve this problem?
c) The World is Complicated!!! Discuss as this relates to
this class.
Wednesday, October 24, 2012
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 capita birth rates or increase in per capita 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 Problem?
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
"Human Population Explostion" from the EoE.
http://www.eoearth.org/article/Human_population_explosion
Website
World Population Clock (and other interesting info)
http://www.worldometers.info/population/
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.
Population Biology 3. Logistic Growth
We are trying to develop a mathematical model that helps us to understand patterns of population growth. So far our first attempt, the exponential growth model, did not help us to understand population growth (for reasons that I hope that you understand by now).
The "Real" world
In our attempt to think about population growth in the real world, we attempted to examine how per capita birth rates and per capita death rates should vary as population size varies. The model that describes this pattern of growth is known as the logistic growth model. It is important to realize that although this model is much more realistic, and therefore useful to us, than the exponential growth model, the logistic growth model still only examines what I call "the theoretical real world". That is, this model applies to our ideas about how populations should generally behave and do not thus relate directly to studying the population sizes of white tailed deer in central Texas or parrot fish on a coral reef in Fiji.
Logistic Growth
We have discussed why, in the real world, r should decrease as population sizes increase. If this is the case then there is a population size at which the per capita birth rate equals the per capita death rate. We call this population size the carrying capacity.
1) When populations are smaller than the carrying capacity we expect them to increase in size until they reach the carrying capacity.
2) When populations are larger than carrying capacity we espect them to decrease in size untile they reach the carrying capacity.
3) When the population size equals the carrying capacity we expect no change in the size of the population.
The logistic growth equation is a mathematical equation developed by biologists to describe patterns of population growth consistent with the ideas above. Before focusing on the biological isights that we can gain from the logistic growth model (the real purpose of everything we have been doing) it is important to really understand patterns of logistic growth. Hopefully, this powerpoint presentation will help you understand these patterns better.
Powerpoint Presentation
Click here for a powerpoint presentation entitled "Fun With Graphs- Logistic Growth"
http://www.slideshare.net/secret/gyB3cjnSplLw41
NOTE: THERE IS AN ERROR ON SLIDE 16 OF THIS PRESENTATION!!!
The title of the graph on slide 16 should read "Logistic Growth: dN/dt vs t (Not N), N initially << k"
The x-axis of the graph is TIME (please ignore the values of K on the x-axis because K does not belong on the time axis). The shape of the graph is correct. Make sure you change the x-axis to Time rather than Population Size.
Expected Learning Outcomes
By the end of this course a fully engaged students should be able to
- define the carrying capacity
- draw, and interpret the following graphs associated with logistic growth
a) how population size changes over time in logistic growth when the initial population size is much smaller than the carrying capacity
b) how population growth rate changes over time in logistic growth when the initial population size is much smaller than the carrying capacity
c) how the per capita growth rate varies over time in logistic growth
- discuss the causes for the shape of the s-curve (this answer will need to include a discussion of both math and biology)
- 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
Population Biology 2. Exponential Growth
From the first lesson on Population Ecology we learned that the population growth rate (dN/dt) can be calculated as the product of the per capita growth rate (r) and the population size (N).
dN/dt = rN
This is the fundamental equation describing population growth and this equation is always true.
If we want to use this equation to analyze how population sizes change over time, then it makes sense to start by examining the simplest formulation of this equation which occurs when the per capita growth rate is constant. The equation dN/dt = rN when r is constant is known as the exponential growth equation and this equation describes a patter on growth known as exponential growth.
The graph plotting how population size changes over time is shown in the Exponential Growth article. This graph shows an exponential growth curve (sometimes known as the "j-curve"). If you have questions about why the graph has this shape let me know and I will try to explain it more thoroughly.
It is important that you are able to look at this graph and determine all of the information held in the graph. The exponential growth curve allows us to discuss how two parameters change over time- 1) the population size (shown by the x-axis) and 2) the population growth rate (shown by the slope of the line). I find that it is easier to discuss only one parameter at a time so let's start with the population size.
1) Over time, the population size increases (we know this because the line has a positive slope).
Now let's think about the population growth rate.
2) Over time, the population growth rate increases (we know this becasue the line gets steeper over time.
3) Over time, the rate at which the population growth rate increases over time, increases over time (we know this because the slope increases faster and faster over time).
Thus, if populations are growing exponentially then they keep increasing in size at an ever faster rate forever and ever.
Now try this-
Can you draw the following graphs?
1) plot how the population growth rate varies over time.
(hint- we have alredy described what this pattern will look like using words- just turn these words into pictures).
2) plot how the population growth rate depends on population size.
(hint- this graph is a little trickier, but we do have an equation that relates the two variables)
3) plot how the per capita growth rate varies over time.
(hint- think about what the basic assumption we made aboiut exponential growth)
4) plot how the per capita growth rate
(see the hint from number 3)
Exponential Growth is Unrealistic
Because population sizes keep increasing at ever faster rates for ever, exponential growth does not seem to be an accurate description of population growth in most animals, plants, and microbes. If this is an unrealistic model then why did I teach it to you? I started with exponential growth becasue it is the simplest model of population growth and scientists always like to describe the world using the simplest models that they can.
Obviously, in this case we have started with a model that is too simple to realistically describe the world. What is wrong with the exponential growth model? The fundamental assumption we made about exponential growth is that the per capita growth rate is constant. This must not be a realistic assumtpion.
It is important that you understand, and are able to explain, both the mathematical reasons and biological reasons that exponential growth is an unreasonable model of population growth. I tried to explain biologically why exponential growth is unrealistic in the "Exponential Growth" article and the attached Powerpoint presentation so take a look at those.
Suggested Readings
Here are some articles you should look at from the Encyclopedia of the Earth. I wrote these so they are brilliant!!!
Population Ecology http://www.eoearth.org/article/Population_ecology
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
Intraspecific Competition http://www.eoearth.org/article/Intraspecific_competition
Powerpoint Presentation
Click here for the Powerpoint presentation "Why is Exponential Growth Unrealistic?"
http://www.slideshare.net/secret/IDPugQtl2wvONv
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- draw and interpret the following graphs associate with exponential growth
a) how population size change over time in exponential growth
b) how population growth rate varies over time in exponential growth
c) how per capita growth rate changes over time in exponential growth
e) how per capita growth rate depends on population size in exponential growth
- explain why exponential growth is an unrealistic pattern of growth for most species
- define and explain the carrying capacity
Population Biology 1. Important Parameters
IMPORTANT NOTE!!!
For the next several lectures we will be using math and graphs to help us explore population ecology. From my experience teaching this topic in the past, many of you will experience some difficulties with this material because you are not confident when dealing with math and graphs.
Expected Learning Outcomes
By the end of this course, a fully engaged student should be able to
- define b, d, r, B, D, dN/dt.
- identify and use the proper units associated with each parameter
- use the correct algebraic equations to calculate each of these parameters
- be equally comfortable referring to these concepts verbally or via their algebraic symbols.
Basic Parameters of 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 of elephants, there are 100 individuals.
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
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?
Monday, October 15, 2012
Invasive Species
Invasive species are an important threat to biodiversity and can be very costly to humans.
Further Reading
1) Invasive Species- http://www.eoearth.org/article/Invasive_species
2) Marine Invasive species - http://www.eoearth.org/article/Marine_invasive_species
3) Aquatic Invasive Species- http://www.eoearth.org/article/Aquatic_invasive_species
4) Invasion Fact Sheet- http://www.eoearth.org/article/Invasion_fact_sheet
Powerpoint Presentation
Invasive Species Slideshow- http://www.slideshare.net/secret/bL1TCLiLtoH5Np
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss threats caused by invasive species
- discuss strategies to exclude or eliminate invasive species
- discuss some invasive species in Texas
- discuss factors that allow species to invade new communities
Friday, October 12, 2012
Coolest Video Ever?!?
A past Biology student sent me a link to this video. It seems like almost everything that we have talked about this semester 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. This video keeps getting better so make sure you watch it all the way to the end. Enjoy!!
http://www.youtube.com/watch?v=LU8DDYz68kM
Writing Assignment #2
Readings
Classic Paper
The value of the world’s ecosystem services and natural capital by Costanza et al.
NATURE |VOL 387 | 15 MAY 1997
http://www.esd.ornl.gov/benefits_conference/nature_paper.pdf
Other Suggested Readings
Biodiversity and ecosystem services- http://www.eoearth.org/article/Biodiversity_and_ecosystem_services
Marine ecosystem services- http://www.eoearth.org/article/Marine_ecosystem_services
Ecosystem services and human well-being synthesis: summary for decision-makers.
http://www.eoearth.org/article/Ecosystems_and_Human_Well-being_Synthesis:_Summary_for_Decision-makers
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define ecosystem services
- discuss the variety of services provided by the environment
- discuss how scientists have attempted to determine the monetary value of ecosystem services
Writing Assignment #2
After reading the materials on ecosystem services, write an article (3 page max, double spaced) discussing ecosystem services that could be published in the Lubbock Avalanche Journal.
Dates (note changes): First Draft due Friday October 19th. We will workshop the papers on Monday October 22th and the final papers will be due on Friday October 26th.
Wednesday, October 10, 2012
Disturbance Ecology
The approach that community ecologists use to understand patterns of biodiversity depends on whether they think that communities are full (i.e., member of communities is limited by biotic interactions such as competition and predation) or whether communities are not full. The "equilibrial approach" to understanding community structure assumes that community membership is limited by competition. Thus, to understand the number of species in a community it will be necessary to understand the number of potential distinct niches. The "non-equilibrial approach" assumes that some procese or processes (such as predation or disturbance) have limited competitive exclusion.Disturbance Ecology
Ecological disturbances are one example of a process that can limit competitive exclusion. If a disturbance disrupts population growth of a superior competitor, then the population size of the superior competitor may not get large enough to competitively exclude other species.
Powerpoint Presentation
http://www.slideshare.net/secret/GH30nvAxRaF4P
Further Reading
1) Here is a link to a chapter entitled - The response of animals to disturbance and their roles in patch generation. that Mike Willig and I wrote for a book Ecosystems of Disturbed Ground. The first portion of this chapter talks about our view of disturbance the second discusses some of my research in Texas.
http://hydrodictyon.eeb.uconn.edu/people/willig/Willig_pdf/094.Willig&McGinley.1999.pdf
2) The Fire Ecology Factsheet- http://www.eoearth.org/article/Fire_ecology_fact_sheet
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define disturbance
- list examples of disturbances
- distinguish between a disturbance and a disaster
- discuss the characteristics of a disturbance regime
- discuss some adaptations of organisms to disturbances
- discuss why disturbances are natural parts of many ecosystems
- discuss the intermediate disturbance hypothesis
Friday, September 28, 2012
Monday, September 24, 2012
Saturday, September 22, 2012
Friday, September 21, 2012
Tilman's Model
Slideshow
http://www.slideshare.net/MarkMcGinley/tilmans-model-of-competition-for-two-resources
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
1)define ZNGI, consumption vector, supply vector, resource supply point
2)determine the outcome of competition when provided with information about ZNGIs, consumption vectors, and resource supply point.
3) distinguish between a stable and unstable equilibrium and be able to discuss why stable equilibria are particularly important outcomes from these models.
Competition in Animals and Plants
Readings
Competitive Exclusion Principle http://www.eoearth.org/article/Competitive_exclusion_principle
Resource Partitioning and Why It Matters
http://www.nature.com/scitable/knowledge/library/resource-partitioning-and-why-it-matters-17362658
Slideshow
http://www.slideshare.net/MarkMcGinley/competition-in-animals-and-plants
Expected Learning Outcomes
By the end of this course a full engaged student should be able to
1) discuss the relationship between the fundamental and realized niche
2) discuss some ways animals can partition niches
3) define and describe character displacement
4) discuss why plants and animals may not be able to partition niches in the same way
5) explain Tilman's R* model
Monday, September 17, 2012
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://portal.weecology.org/
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 lead to one of my favorite phrases "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.
Saturday, September 15, 2012
Science in the News: Alien Snakes Help Spiders Overrun Guam
Interesting Article. We will discuss introduced species later on this semester.
http://news.yahoo.com/alien-snakes-help-spiders-overrun-guam-144144987.html
Thursday, September 13, 2012
Writing Assignment #1
For this assignment I would like you to choose an audience (parents or other family members, a friend or a group of friends, co-workers. fellow classmates, a ex or current teacher, readers of the Lubbock Avalanche Journal, random people that you meet in the mall, etc.) and then explain your view of global climate change.
These papers should have three parts.
1. A short paragraph describing the audience you have chosen to write for. Provide some background about their currrent knowledge and attitude about the topic and why you chose to communicate to this audience.
2. The main body of the paper where you should explain your views of global climate change to your audience.
3. References that you used to develop your ideas.
Length: The first two sections should be limited to a maximum of three double spaced pages. I suggest that you use Times New Roman 12 point font and normal margins. You may include your references on a separate page.
Due Dates
First Draft- due Friday September 21th at the beginning of class (make sure that you have a STAPLER so that you can staple the pages together (you have just discovered one of my pet peeves!). Bring three copies of the paper to class (one copy for me and two copies for members of your "workshop" group. We will "workshop" your papers in class on Monday and final copies are due on Friday September 28rd at the beginning of class.
It is important that all work is turned in on time! (pet peeve #2)
Wednesday, September 12, 2012
Dead Zones
Required Readings
http://www.mnn.com/earth-matters/translating-uncle-sam/stories/what-is-the-gulf-of-mexico-dead-zone
http://www.smm.org/deadzone/
http://serc.carleton.edu/microbelife/topics/deadzone/
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define "dead zones"
- discuss the causes of dead zones
- discuss some of the ecological and social problems associated with dead zones
Eutrophication
Required Readings
http://www.eoearth.org/article/Eutrophication
http://www.eoearth.org/article/Hypoxia_fact_sheet
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define eutrophication
- discuss the causes of eutrophicationb
- discuss some ecological and social results of eutrophication
- discuss mitigation of eutrophication
Monday, September 10, 2012
The Intergovernmental Panel on Climate Change: IPCC
http://www.ipcc.ch/
Over 800 scientists from around the world are currently working to develop IPCCs 5th Assessment Report.
Three working groups are planned
1) The Physical Science Basis
2) Impacts, Adaptation and Vulnerability
The Final Synthesis Report is scheduled to be released in the Fall of 2014.
Ecosystem Ecology
NOTE!!! By the end of this class you should be able to discuss what is wrong with the diagram shown above!!!!!
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
Science in the News. It's Time to Get Serious About Science
Sunday, September 9, 2012
Wednesday, September 5, 2012
Assignment #1. Science in the News. Your Turn
Hello Everyone,
I am sure that we all enjoyed our not-at-all deserved 3 day weekend. Now it is time to get down to business. Here is your first assignment.
1) Find an article or video that discusses some element of science dealing with the topics that we will be covering in this class (e.g., ecology and environmental issues).
2) Post a link to the article/video as a comment at the end of this post.
3) Add a short (1 paragraph) summary of the information you learned from the article.
DUE DATE: Must Be Posted by 5 PM on Monday September 10th
Note: As a motivation to get you to turn your work in early, there are no duplicate articles allowed. Thus, if someone posts your article before you do you must find a new article!!
Tuesday, September 4, 2012
The Naturalist by Barry Lopez
Here is a link to an article written by Barry Lopez, entitled "The Naturalist", that was published in Orion Magazine in 2001. Those of you in EVHM may have read this article in other classes, but even if you have read it before, it s worth keeping some of Barry's ideas in the back of your mind while you are taking an "Ecology" class.
http://www.orionmagazine.org/index.php/articles/article/91/
http://www.orionmagazine.org/index.php/articles/article/91/
Monday, September 3, 2012
Ecosystem Services
Romney's Rising Oceans Joke- http://www.forbes.com/sites/johnmcquaid/2012/08/31/romneys-rising-oceans-joke/
Even though I know it is going to drive me crazy, I can't help paying attention to what is going on in the world of politics. Of course, because we are just a couple of months away from the elections there are plenty of things going on to keep my blood pressure raised to a completely unhealthy level.
I saw the portion of Governor Romney's speech at the Republican Convention where he appeared to make fun of President Obama saying that he would "slow the rise of the oceans and heal the planet" (here is where you are supposed to laugh uncontrollably and derisively if you are a Republican delegate). Instead Gov. Romney claimed that his promise is "to help you and your family".
Not surprisingly, this clip disturbed me for a number of reasons. Ultimately, I decided that there must have been a complete failure by the environmental education community (that includes me) for failing to (1) inform people about the important services that provided, for free, by the environment (Ecosystem Services) and (2) inform people of how human activity has affected the ability of the environment to supply these services. Thus, the topic of Ecosystem Services suddenly got added to our syllabus for Wednesday.
However, when I reviewed my notes about this topic I rediscovered an article published by World Resources Institute entitled "Ecosystem services and human well-being synthesis: summary for decision-makers" (the link is presented below). HA! Thus, the information is out there for any "decision maker" that cares to have some info to make "informed decisions".
Readings
Classic Paper
The value of the world’s ecosystem services and natural capital by Costanza et al.
NATURE |VOL 387 | 15 MAY 1997
http://www.esd.ornl.gov/benefits_conference/nature_paper.pdf
Other Readings
Biodiversity and ecosystem services- http://www.eoearth.org/article/Biodiversity_and_ecosystem_services
Marine ecosystem services- http://www.eoearth.org/article/Marine_ecosystem_services
Ecosystem services and human well-being synthesis: summary for decision-makers.
http://www.eoearth.org/article/Ecosystems_and_Human_Well-being_Synthesis:_Summary_for_Decision-makers
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define ecosystem services
- discuss the variety of services provided by the environment
- discuss how scientists have attempted to determine the monetary value of ecosystem services
Science in the News! Strategic water plan to look at conservation, expanding resources
Hello Everyone.
Here is a link to an article from today's Lubbock Avalanche Journal. It presents a disturbing perspective about the future of water availability in Lubbock.
http://lubbockonline.com/local-news/2012-09-02/strategic-water-plan-look-conservation-expanding-resources?v=#.UETJctZmRWY
FYI- The photos at the top show the decrease in size of Lake Meredith, source of some of Lubbock's water, during the current drought.
Thursday, August 30, 2012
Interesting Article: Being a Digital Native Isn't Enough
The fact that I grew up with black and white TV's, manual typewriters, and rotary phones officially qualifies me as an "old fart". Not surprisingly, old farts look at technology differently than the generation that has grown up with technology.
This article from a Scientific American Blog has an interesting perspective on how your generation uses technology. Take a look and let me know what you think.
http://blogs.scientificamerican.com/guest-blog/2012/08/28/being-a-digital-native-isnt-enough/
EVHM 3305's List of Important Environmental Issues
Yesterday in class I asked you to "list the most important environmental issues". I though that there was a lot of agreement among members of the class.
Here is a list of issues (in no paticular order)
Energy (renewable energy, fossil fuels, nuclear energy)
Water Issues
Invasive Species
Human Population Growth
Waste of Resources
Habitat Destruction
Climate Change
Pollution
Extinction
Dwindling Food Supply
Deforestation
Just So You Know- Tech Climate Scientist Receives Hate Mail
Hello Everyone,
Here is a link to a couple of articles, from last spring, about Tech Political Science Professor Katharine Hayhoe. Dr. Hayhoe is a climate scientist whose research supports the conclusion that human activity have helped to cause global climate change. Dr. Hayhoe is perhaps unique in the debate about climate change because she is an evangelical Christian and she and her husband, a pastor, have written a book about climate change from an evangelical perspective.
http://www.katharinehayhoe.com/
I was quite disturbed to learn that her views have led to her receiving death threats!! If you would like to know more about this then please take a look at the following articles. I think these articles show how misunderstood the process of science is by many Americans!
Texas Tech scientist sees intimidation effort behind barrage of hate mail. http://texasclimatenews.org/wp/?p=4153
Newt Dumps Christian Climate Scientist
http://motherjones.com/environment/2012/01/newt-dumps-leading-climate-scientist
Critical Thinking Exercise- Governor Perry's Comments of Climate Change
Here is a link to a video with Governor Perry's answer to a question about climate change at the Republican Presidential Candidates' Debate on September 7, 2011.
**I am sorry that I couldn't find a clip on youtube that lacked a "comment" in the title of the video- I'll report, you decide ****
http://www.youtube.com/watch?v=eYOQDz9Gt0Q
Global Carbon Cycle and Climate Change II
Most of the slides from the global climate change portion of this presentation came from Katharine Hayhoe's website (she is a professor in the Tech Political Science Dept and the link to her website is listed on the presentation).
Global Carbon Cycle and Global Climate Change
http://www.slideshare.net/secret/C6iDTujQlIh73C
Further Reading
Climate Change FAQ- http://www.eoearth.org/article/Climate_change_FAQs
Causes of Climate Change- http://www.eoearth.org/article/Causes_of_climate_change
Economics of Climate Change- http://www.eoearth.org/article/Economics_of_climate_change
Mauna Loa Curve- http://www.eoearth.org/article/Mauna_Loa_curve
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- identify the major reservoirs of carbon
- discuss the two most important biological processes that result in a movement of carbon from one reservoir to another
- discuss the three ways that human activity has altered the global carbon cycle
- explain the Mauna Loa Curve
- discuss why climate scientists have concluded that global temperatures have increased
- discuss why cllimate scientists have concluded that this increase in temperature is most likely caused by humans
- discuss some potential consequences of global climate change
Global Carbon Cycle and Climate Change
Further Reading
Reports from the Intergovernmental Panel on Climate Change
A report of Working Group I of the Intergovernmental Panel on Climate Change:
Summary for Policymakers
http://www.ipcc.ch/pdf/assessment-report/ar4/wg1/ar4-wg1-spm.pdf
IPCC- Synthesis Report- http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf
Articles from EoE
Global Warming- http://www.eoearth.org/article/Global_warming
Monday, August 27, 2012
Science in the News! West Nile Virus
Why West Nile Virus Is a Self-Inflicted Wound
Read more: http://science.time.com/2012/08/21/why-west-nile-virus-is-a-self-inflicted-wound/#disqus_thread#ixzz24ltblbnT
http://science.time.com/2012/08/21/why-west-nile-virus-is-a-self-inflicted-wound/#disqus_thread
Take a look at the comment section as well!!
Read more: http://science.time.com/2012/08/21/why-west-nile-virus-is-a-self-inflicted-wound/#disqus_thread#ixzz24ltblbnT
http://science.time.com/2012/08/21/why-west-nile-virus-is-a-self-inflicted-wound/#disqus_thread
Take a look at the comment section as well!!
The Hierarchical Nature 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
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
A Brief Introduction to Environmental Issues
Here is a link to the powerpoint presentation I made in class about Environmental Issues and the Earthquake in Haiti.
http://www.slideshare.net/secret/DhiGqDTZBsDIeY
Possibly Useful Reference
Here is a link to an online Environmental Science textbook that is published on the Encyclopedia of Earth. This book is written for an AP Environmental Science class so it is a bit basic, but it is not a bad place to start.
http://www.eoearth.org/article/AP_Environmental_Science_Online_Course
What is 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 hand, 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
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