Wednesday, February 29, 2012

Answer Key- Retest Essays



(20 points) Answer questions a & b on in the space provided on the front of this page. Answer questions c on the back of this page

a) 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. 5 points


b) describe, in words, all of the information held in the graph you drew in part a. 5 points


Over time the population growth rate increases until the population growth rate reaches its maximum then the population growth rate decreases until the population growth rate equals zero where it remains.

c) Diagram the demographic transition and explain why patterns of population growth are so different between developed and developing countries. 10 points



The patterns of human population growth are quite different. Population sizes in develop nations have stabilized so there is no further growth. However, population sizes are still increasing rapidly in most developing nations. If human populations were regulated by the same factors that regulate other populations, then we might expect population growth rates to be lower in developing than developed countries because medical and agricultural facilities are not as well developed in developing countries. What explains the difference in population growth rates between the two types of nations? The demographic transition, a predictable pattern of changes in per capita birth and death rates that occurs as nations become more developed might help to explain this difference.

In pre-industrial societies, such as the Native Americans living on the Llano Estacado 2000 years ago, the difficulty of obtaining food and the lack of medical care made the per capita death rates quite high. Not surprisingly, people in pre-industrial societies responded to these high death rates by having lots of children (high per capita birth rates). Because the high per capita birth rates equaled the high per capita death rates, there was very little change in population sizes in pre-industrial societies.

As societies begin the transition to becoming fully developed, the initial improvement in food production, public health, and medical facilities causes a decline in the per capita death rates. As societies develop, death rates continue to decline until they stabilize at a minimal level. However, people continue to have high birth rates. Thus, over time in the transitional stage the difference between b and d increases which results in per capita growth rates increasing over time. As population sizes grow and the per capita growth rate increases, population growth rates increase dramatically.

Eventually during the transitional period the per capita birth rates begin to decline until they they reach a minimum value at the end of the transitional period. The reasons for the decline in birth rates is not well understood, but demographers have observed that birth rates decline with increasing education, economic opportunity, and access to family planning. In fully industrial nations, the low per capita birth rates equal the low per capita death rates so the population growth rate in developed countries is equal to zero.

Thus, the patterns of population growth are different between developed and developing countries arises because they are at different points along the demographic transition.


(20 points) You may use both sides of this sheet.

Why, at first glance, is the production of altruistic acts difficult to understand? Discuss three possible hypotheses to explain the production of altruistic traits.


Because natural selection causes genes that code for traits that make organisms better at surviving and reproducing in an environment to become more common (selfish traits), at first glance it is difficult to understand the presence of altruistic traits. Altruistic traits decrease the fitness of the actor, so it is difficult to see how those traits can become more common in a population over time. Although altruistic acts decrease the fitness of the actor, they increase the fitness of recipients of the act. Here are three hypotheses that might explain why we see altruistic acts.

Typically, organisms pass on their genes by reproducing. However, close relatives share some genes in common because of descent from a common ancestor. The kin selection theory suggests that organisms might be able to pass on their genes by helping their relatives to reproduce more than they would have wit out their help. Whether or not an organisms should be altruistic depends on the number of relatives helped, the relationship to the helped individuals, the cost of the act, and the benefit of the act. W. D. Hamilton developed Hamilton’s rule and predicted that animals should be altruistic whenever (add equation).

Sometime altruistic acts occur between non-related individuals so kin selection could not produce these behaviors. Reciprocal altruism, the notion that “I will be altruistic towards you now if you are altruistic towards me later on”, can help us to understand altruism among non-relatives. An individual might be willing to pay a cost now in hope of receiving a larger benefit sometime in the future. Reciprocal altruism requires long-term associations among individuals, the ability to recognize individuals, and the ability to remember who owes you and who doesn’t. Thus, reciprocal altruism should be limited to long lived, “smart” animals. Not surprisingly, reciprocal altruism is common in humans.

Some human altruistic acts actually results in the death of the altruistic (e.g., a soldier falling the grenade or a police officer dying to prevent a robbery). Because these acts are not limited to relatives and the act cannot be reciprocated (you can’t receive a benefit if you are dead) the neither kin selection or reciprocal altruism can explain these behaviors. Cultural selection has been proposed as a mechanism to explain these types of altruistic behaviors.

Gene have the ability to replicate themselves; is there anything else that is capable of self -replication. Ideas (memes) can replicate themselves and they differ in their survival and transmission ability. Thus, the differential survival and transmission of ideas can form an analogous process to natural selection. Cultural selection may explain self-sacrificing behavior in humans as well as other behaviors that apparently do not maximize the transmission of genes.

Sunday, February 26, 2012

Mastering Biology Homework Assignments



The final two homework assignments for my portion of the course are now online.

Due Dates

Homework #6. Cellular Respiration- Friday March 2nd, 2012 11:59 PM

Homework #7. Plant Diversity- Monday March 5th, 2012 11:59 PM

Plant Diversity- Seed Plants


Gymosperms and angiosperms are the "seed plants".

Readings From Textbook

pages 618 - 635.

Gymnosperms

Expected Learning Outcomes


By the end of this course a fully engaged student should be able to

- defne and contrast homospory and heterospory
- discuss the evolutionary advantage of heterosporty over homospory
- identify the parts of a seed and discuss why reproducing by seeds is an advantaged compared to reproducing by spores
- discuss the life cycle of a pine
- discuss the characteristics of pines that are advanced relative to the ferns and those that are primitive relative to the angiosperms

Angiosperms

Expected Learning Outcomes


At the end of the course a fully engaged student should be able to

- discuss the parts of a flower
- discuss the evolutionary advantage of reproducing by flowers rather than by cones
- discuss the life cycle of an angiosperm
- discuss the characteristics of angiosperms that are advanced relative to the pines and those that are primitive relative to the angiosperms
- discuss why angiosperms are the most successful of all plant groups

Plant Diversity- Ferns


Ferns are examples of the first vascular plants.

Readings From Textbook

pages 610 - 617

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the components of the vascular system
- discuss the advantage of a having a vascular system
- diagram the life cycle of a fern
- discuss the morphological and physiological characteristics of ferns
- discuss the characteristics of ferns that makes them considered to be advanced relative to mosses but primitive relative to the gumnosperms
- discuss how the morphological and life history characteristics limits their size and geographic distrubution

Plant Diversity- Algae and Mosses


Plants are interesting to me because they are so different from us and the organisms that we are most familiar with (mostly animals). At first these differences will cause unfamiliarity, but eventually you will not be so bogged down by learning new vocabulary and you will hopefully come to realize that plants are more interesting than you might have thought (and besides, no plants means no dorritos, french fries, or beer?).

Readings From Textbook

pages 600 - 610.

Further Viewing

1) Here is the slideshow that I will use in class for the final three lectures.

http://www.slideshare.net/secret/DBv71wnKTH1YBN

2) Here is a powerpoint presentation from a group called "world of teaching" that covers plant diversity? There are many "quiz questions" that should be helpful to look at.

http://www.worldofteaching.com/powerpoints/biology/Plant%20Divisions.ppt

Primitive Plants

Expected Learning Outcomes

A the end of this course a fully engaged student should be able to

- functionally define a plant
- discuss the characteristics of a primitive plant such as Chlamydomonas
- diagram a life cycle of a human
- diagram the life cycle of Chlamydomonas
- distinguish between oogamy and isogamy
- discuss the evolutionary advantage of multicellularity, diploid dominance, and oogamy

Transition to Land

Expected Learning Outcomes


By the end of this course a fully engaged student should be able to

- discuss the problems plants face when moving to the land
- discuss the characteristics of the ancestor of land plants
- diagram the life cycle of a moss
- discuss the morphological and physiological characteristics of mosses
- discuss the characteristics of mosses that makes them considered to be advanced relative to primitive plants but primitive relative to the ferns
- discuss how the morphological and life history characteristics of mosses limits their growth and geographic distribution

Carbon Fixation




Technically, carbon fixation is defined as the first chemical reaction that incorporates carbon dioxide into an organic molecule (a molecule with more than one carbon atom).

In C3 photosynthesis the following step is considered to be carbon fixation-

carbon dioxide + RuBP ==> PGA

In CAM photosynthesis the following is considered to be carbon fixation-

carbon dioxide ===> malate

Note: CAM plants also have the reaction- carbon dioxide + RuBP ===> PGA, but in this case this step is not considered to be carbon fixation.

Sometimes people will loosely use the term carbon fixation to mean the production of glucose by photosynthesis. Be sure that you are aware of how different authors are using the term and you should attempt to use the term as precisely as possible in your own work.

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- define carbon fixation
- identify carbon fixation in C3 and CAM photosynthesis

Factors Influencing the Rate of Photosynthesis


The rate of photosynthesis can be limited by a variety of environmental factors including

1) light
2) concentration of carbon dioxide
3) water
4) soil nutrients

Which factor most limits photosynthesis varies between environments.

Light- Can directly limit the rate of photosythesis by limiting the rate at which ATP and NADPH are produced

Carbon dioxide- can directly limit the rate of photosynthesis by limiting the rate at which the Calvin Cyle takes place

Water- can indirectly limit the rate of photosynthesis. When plants are water stressed they close their stomata (long before the concentration of water in the cell becomes too low for water to supply electrons to P680). Thus, the rate of photosynthesis is water stressed plants is directly limited by the amount of carbon dioxide in the leaf.

Soil Nutrients- Sometimes the rate limiting step in photosynthesis is the rate at which carbon dioxide + RuBP ==> PGA. This reaction is catalyzed by the enzyme RuBP carboxylase. Increasing the amount of RuBP carboxlyase in the cell can increase the rate at which this reaction occurs. Fertilizing plants with nitrogen will increase the amount of RuBP Carboxylase produced by the plant.

Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- discuss the factors that can directly or indirectly limit the rates of photosynthesis
- discuss how the most limiting factors should vary between environments
- discuss how the activities of farmers such as irrigation and fertilization can increase photosynthetic rates
- interpret the graph at the top of the post (irradiance measures light intensity and the three lines represent different concentrations of carbon dioxide)
- explain what why the graph shows that shape

Friday, February 24, 2012

Cellular Respiration


Cellular respiration converts chemical energy in glucos to chemical energy in ATP which is the ultimate source of energy used to do "biological work".

Readings From Textbook

Pages 163 - 183

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/cellular-respiration-11758578

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discus glycolysis, anaerobic respiration, alcohol fermentation, lactic acid fermentation, aerobic respiration, the Kreb's Cycle, and electron transport
- compare and contrast aerobic respiration with anaerobic respiration
- discus why the breakdown of glucose to produce ATP is so much more efficient when oxygen is present
- describe where in the cell the different parts of cellular respiration take place

Why Are Plants Green? or Why Aren't Plants Black?


If I was hired as an engineer to design a machine whose job was to convert light energy into chemical energy I probably would not choose to use a green pigment. Instead, I would choose to use a black pigment because black pigments would absorb more energy because they would absorb all wavelengths of light. If you look at a field of plants you will notice that they are green (OK this doesn't work too well around Lubbock in the winter)and we have learned that chlorophyll, a green pigment, is the dominant photosynthetic pigment. What is going on?

Here is one theory about why chlorophyll is the dominant photosynthetic pigment in plants today. Early on there were photosynthetic bacteria with purple pigments (purple is a combination of red and violet). These aquatic bacteria had a very simple sort of cyclic electron flow that was able to convert light energy into energy in ATP (they didn't have non-cyclic flow or the Calvin Cycle).

Origin of chlorophyll- The purple pigment absorbed all wavelengths of light except for the reds and violets. Thus, any bacteria using purple pigments that lived deeper in the water than the purple bacteria on the surface would have no light to use because it had all been absorbed by the surface bacteris (exploitative competition). Because red and violet wavelengths pass through to deeper water, bacteria that contained a pigment that was able to absorb these wavelengths would be able to coexist with the purple bacteria. This was the origin of chlorophyll.

Competition purple and green photosynthetic pigments. Over time there was competition between organisms with purple photosynthetic pigments and green photosynthetic pigments. Obviously, the green photosynthetic pigments won this competition because chlorophyll is the dominant photosynthetic pigment today (there are still examples of photosynthetic bacteria with purple pigments, but they are limited to very harsh environments). Interestingly, chlorophyll came to dominate, not because it was a better at absorbing light energy, but rather because the cyclic flow machinery associated with chlorophyll was more efficient at producing ATP than the machinery associated with the purple pigment was. Thus, it is an evolutionary accident that modern plants are green.

Black Plants

It would be possible for modern plants to be black if they had enough accessory pigments to allow them to absorb all wavelengths of light. In fact, some red algae that live deep below the surface where light levels are low are basically black. Because the amount of light is not the factor that limits the rate of photosynthesis in most terrestrial plants, it is not worth the cost of producing extra accessory pigments. However, deep in the ocean where light levels are low, plants benefit from being able to absorb all wavelengths of light so deep marine algae have invested in extra accessory pigments.

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss why terrestrial plants to not invest in the accessory pigments required to make them black

Thursday, February 23, 2012

Stomatal Function and CAM Photosynthesis



Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- describe patterns of stomatal opening in C3 plants
- describe CAM photosynthesis
- discuss why CAM photosynthesis is an adaptation in desert enviornments
- discuss why all plants do not use CAM photosynthesis

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/stomatal-function-and-cam-photosynthesis

Leaf Structure


In most plants, leaves are the major sites of photosynthesis. Thus, we can think of leaves as "photosynthesis machines" and use our knowledge of natural selection to try to understand aspects of leaf structure.

Further Reading

http://micro.magnet.fsu.edu/cells/leaftissue/leaftissue.html

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss important differences between animals and plants in gas uptake
- diagram the cross section of a leaf
- discuss the characteristics and purpose of the cuticle, stomata, spongy mesophyl cells, and the palisade cells.
- explain the adaptive basis of leaf structure

Wednesday, February 22, 2012

Suggestions on How to Study About Photosynthesis


Today we went through most of the important details about how plants convert light energy into potential energy held in the chemical bonds of glucose. I suggest that you first review the powerpoint presentation I showed in class and then review the relevant material in the book. Next, I would look at the Expected Learning Outcomes in the blog posts on the Light Dependent and Light Independent reactions. If you feel that you can meet all of the learning outcomes then you should be able to answer all of the questions in the next two homework assignments (be aware they are due soon!!!!!). Make sure that you check out the animations. They all use a slightly different approach to cover the same process. You might also try some of the end of the chapter review materials.

At my Group Office Hours on Monday the students agreed that it might be helpful to get more feedback on their ability to write out their answers. Here is what I suggest you do. First, write out answers to all of the expected learning outcomes. Most of these are relatively short. After you have done this you should be able to answer the following three questions.

1) Describe the process of photosynthesis in only one sentence.

2) Describe the process of photosynthesis in only one paragraph.

3) Explain the process of photosynthesis in full detail.

Please bring these answers to Group Office Hours on Monday evening so that they can be reviewed and critiqued by your fellow students students and by me. I think that you can learn a lot by critiquing the answers of your fellow classmates and suggesting how to improve their answers (I find that it is always easier to critique someone else's work than it is to critique my own). Hopefully, the feedback you receive will help you to determine whether you have mastered the material at a deep level or not.

See you on Monday. Come with your answers and lots of questions and we will see what we can learn.

Retest BAC Report and Answer Key


I met with the BAC this afternoon to review the results of the retest exam. Three of the answers that I posted after class were incorrect (8, 12, 15) so those answers were changed to the correct answer prior to the BAC meeting (see the answer key below).

Also prior to the BAC I decided that answers d and e were equally good answers to this question so the question will be omitted from the exam and everyone will receive credit for this question.

After their meeting, the representatives of the BAC met with me to discuss the following two questions. Thanks again to the member of the BAC. I appreciate that they are willing to give up there time to make sure that the testing is as fair as possible.

Q. 23.

The question asks which of the following is always true. Because human populations do not always increase over time (e.g., the decline in global population during the plague) and females do not always prefer to mate with the male with the best genes (e.g., when they choose to mate with the male who gives the the largest food gift at the time of mating) those choices are excluded.

B - D = dN/dt and dN/dt = rN are mathematically true all of the time so answer c is always true making (c) the correct choice to this question. It appears that several students were confused and thinking that rN = dN/dt was only true for exponential growth. Remember, what defines exponential growth is that r is a constant.

Answer c remains the one, and only, correct answer.

Q. 28

This question examined the causes of food sharing in vampire bats. It appears that there was some confusion between this question and a question discussing food sharing that appeared on the 2010 exam.

Let's look at that question first.

2010 midterm

African Wild Dogs live in packs. Each day all individuals hunt solitarily for food. In the evening, they rejoin the pack and regurgitate some of the meat they caught that day so that it can be shared with other members of their pack.

5. Which of the following could explain food sharing in African Wild Dogs?
(a) females choose to mate with the male who gives them the most food
(b) females choose to mate with males who prove they are good at finding food
(c) kin selection
(d) reciprocal altruism
(e) c and d

Because all animals share and there is no mention of mate choice, answers a and b clearly don't apply. It is possible that food sharing behavior can be understood if groups were made up of related individuals. It is equally possible that the food sharing behavior is the result of reciprocal altruism. With no evidence presented in the question that allows you to separate between kin selection and reciprocal altruism, then the best answer is answer (e)

Q 28 Retest (The info about bats is all true by the way)

28. Vampire bats feed each other by regurgitating blood. Studies have shown that vampire bats are likely to die if they do not obtain a blood meal at least every other day. Individuals who have behaved altruistically in the past are helped by others in the future. However, there is no evidence that a previously non-altruistic bat is refused help when it requires it. Most instances of feeding happened between individuals of the same group, who are on average cousins. Which of the following hypotheses best explains the food-sharing habits in vampire bats?
(a) kin selection
(b) reciprocal altruism
(c) cultural selection
(d) a and b are equally likely to explain this altruistic behavior
(e) a, b, and c are equally likely to explain this altruistic behavior


First, I would rule out answer (c) cultural selection as a possibility because there is no discussion about how the "idea" for food sharing has spread.

"Individuals who have behaved altruistically in the past are helped by others in the future. However, there is no evidence that a previously non-altruistic bat is refused help when it requires it. " The fact that individual who have helped others in the past are helped is consistent with the reciprocal altruism theory. However, the fact that they have never observed that a bat that hasn't been altruistic refused help when they needed it, is inconsistent with reciprocal altruism. Not so sure about the correctness of answer (b)

It says that most instances of sharing of has been observed among members of the same group and the groups members are related. This observation is consistent with the idea of kin selection so answer (a) is a possibility.

The question asks you to pick the best explanation for food sharing relationship. It is true that we do not know the final answer, but this is a common situation facing scientists. Given the observations they have they are forced to pick what they think is the most likely hypothesis before deciding on what study to do next. Faced with evidence that is consistent with the kin selection hypothesis yet some observations are inconsistent with the reciprocal altruism hypothesis, kin selection (a) is the best choice.

The answer remains (a) as the one correct answer.

For those of you who did not take the retest but would like to see what it was like, then here it is.

http://www.slideshare.net/MarkMcGinley/retest-2012

Multiple Choice Answer Key

1. c
2. c
3. b
4. a
5. b
6. a
7. e
8. b
9. c
10. d
11. b
12. a
13. a
14. e
15. e
16. a
17. d
18. e
19. c
20. e
21. b
22. omit- everyone receives credit
23. c
24. e
25. d
26. b
27. c
28. a
29. c
30. b

Monday, February 20, 2012

Retest Update


The Retest for the First Midterm will be held Tuesday February 21st at 6 PM in LH 100. All students will take the exam in the lecture hall this time.

Sunday, February 19, 2012

More Thoughts on Global Climate Change



Although global climate change can potentially have profound effects on ecology and evolution in the future, the science related to the climate change debate falls a bit out of the scope of this class. However, as students studying in science-related fields, I think that it is important that you are familiar with, and able to comment intelligently on, the critical scientific debates of the day.

Governor Perry's Comment During a GOP Debate

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. You can use the knowledge you have gained from BIOL 1403 & 1404 to comment on the Governor's thoughts.

**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

Tech Professor Receives Hate Mail From Climate Change Deniers

Here is a link to a couple of articles 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. You can learn more about Dr. Hayhoe and her work by checking out her website.

http://www.katharinehayhoe.com/

I was quite disturbed to learn that her views have led to her receiving hate mail!! 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

Photosythesis 2. Light Independent Reactions: Calvin Cycle


In the light independent reactions the energy stored in ATP and NADPH is converted to energy stored in glucose. This invovles a chemical cycle known as the Calvin Cycle.

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss what links the light dependent and light independent reactions of photosynthesis
- describe the initial step of the Calvin Cycle
- describe the chemical reaction catalyzed by the enzyme RuBP carboxylase
- discuss some interesting characteristics of RuBP carboxylase
- define "carbon fixation" and identify the carbon fixation step in the different modes of photosynthesis
- diagram the Calvin Cycle (at the level of detail that I talked about in class)
- discuss where and why ATP and NADPH are required in the Calvin Cycle
- disucus where in the cell that the Calvin Cycle takes place

Reading From Textbook

pages 198-205

Powerpoint Presentation

Here is a link to the powerpoint presentation that I used in class.

http://www.slideshare.net/MarkMcGinley/light-independent-reactions-of-photosynthesis

Further Viewing

1) This is an excellent animation (narrated by a man with a perfect "announcer's voice"). This animation goes into the amount of detail you are required to know for this class. It even has its own quiz, so see how you do.

http://highered.mcgraw-hill.com/sites/0070960526/student_view0/chapter5/animation_quiz_1.html

2) I didn't know that photosynthesis was such a popular subject for musicians (I can't belive I gave up what would surely have been a lucrative career as a rock star to become a biologist- who knew I could have combined the two). The guy in the video seems like kind of a dufus, but the song is pretty cool, and I learned something from watching it.

http://www.youtube.com/watch?v=OYSD1jOD1dQ

3)Maybe you will find this animation to be helpful

http://www.science.smith.edu/departments/Biology/Bio231/calvin.html

Saturday, February 18, 2012

Mastering Biology Homework Assignments 4 & 5


The next two MasteringBiology Homework assignments are now available online. Please be aware of the following due dates.

Homework #4- Light Dependent Reactions - due Friday February 24th by 11:59PM
Homework #5- Light Independent Reactions- due Monday February 27th by 11:59PM

Photosynthesis 1. Light Dependent Reactions



Photosythesis takes place in two steps. In the first step, known as the light dependent reactions, light energy is converted into chemical energy held in the bonds of ATP and NADPH.

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- list the parts of a photosystem
- discuss the function of a photosystem
- describe where the light dependent reactions of photosythesis occur and discuss why these reactions occur in this location
- describe cyclc electron flow, be able to explain both the energetic result and what chemcical changes occur
- describe non-cyclic electron flow, be able to explain both the energetic result and what chemical changes occur
- describe the cause and the result of chemiosmosis
- answer the question- "why doesn't photosynthesis stop after the production of ATP and NADPH in the light dependent reactions

Readings From Textbook

pages 184 - 197

Further Reading

A simple introduction to the process of photosynthesis
Photosynthesis- http://www.eoearth.org/article/Photosynthesis

Here is a link to some fairly detailed info about photosynthesis (it contains some very good diagrams).
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.html

Powerpoint Presentation

Here is the powerpoint presentation that I will use in class.

http://www.slideshare.net/MarkMcGinley/photosynthesis-light-dependent-reactions

Further Viewing

These videos contain animations that might help you to understand what is happening in the light dependent reactions. I encourage you to watch each of these videos.

1) This video has some great animations of what is going on in the light dependent reactions.

http://www.youtube.com/watch?v=hj_WKgnL6MI

2) This is a video of a woman with a very southern accent talking about photosyntheis with some decent animations.

http://www.youtube.com/watch?v=RFl25vSElaE&feature=related

3)Another explanation of light dependent reactions.

http://www.youtube.com/watch?v=BK_cjd6Evcw

Essay Answer Key Midterm 1



This "Science Student" entry in the seemingly never ending "How 'blank' sees it" series is taken from the Facebook page of a Malaysian high school student I met at a camp run by the US Embassy while I was living over there last year. It is interesting how similar things are around the world!! Actually, this is an interesting example of a rapidly spreading, yet probably short-lived, meme. How much longer do you think that people will be posting these?

Brief Report on Essay Grading

The TAs, Dr. Dini, and I spent most of Friday afternoon grading essays from the first midterm.

I am sorry to say that I was surprised and disappointed by the quality of the answers on this portion of the exam. The scores were much lower than I had expected (because the test is graded in pieces, I can't give you an exact estimate of the means on the two essay questions). I will post the answer key and then discuss what I think we need to do to try to improve the scores on future exams.

Pink Page

a) Draw the graph that shows how the population growth rate varies over time in logistic growth when the initial population size is much larger than the carrying capacity.
worth 5 points



b) describe, in words, all of the information held in the graph you drew in part a
worth 5 points

Initially the population growth rate is very negative. Over time the population growth rate becomes less negative until the population growth rate equals zero where it remains.

c) Why is exponential growth an unrealistic model of population growth for most species?
worth 10 points

If populations are growing exponentially then their population sizes will increase over time at ever faster rates. Because we are not knee-deep in “name your favorite species” it appears that the exponential growth is not a realistic model of population growth for most species Exponential growth can be described by the following equation, dN/dt = rN when r is a constant (where dN/dt is the population growth rate, N is the population size, and r is the per capita growth rate). Thus, the assumption of a constant r must be too simple to explain what is happening in most populations.

The per capita growth rate can be calculated by subtracting the per capita death rate (d) from the per capita birth rate (b). Because in reality, both b and d should depend on population size, then it is not surprising that r would also depend on population size.

The per capita birth rate should be negatively correlated with population size. Larger populations should have more competition for resources resulting in each female receiving fewer resources. Because female reproductive success is resource limited, females with fewer resources are expected to produce fewer offspring resulting in an overall lower per capita birth rate.

Alternatively, the per capita death rate should be positively correlated with population size for several reasons. First, as population sizes increase more competition for resources should reduce in each individual receiving less food which might increase their probability of starvation. Second, when population sizes are large individuals live in closer proximity to each other than in smaller populations. Thus, fatal diseases might be more easily spread throughout the population when population sizes are larger. Finally, predators might be attracted to areas high prey density so the probability of predation might increase in larger populations.

Thus, because b decreases and d increases as population size increases, r decreases as population size increases. Eventually, the growth rate of the population becomes zero when the population reaches their carrying capcity at the population size at which b = d.

Comments- I thought that this question was extremely straightforward. All of the questions came directly from the Expected Learning Outcomes. I discussed all of these questions both in class an in Powerpoint on the blog. There was a 21 slide Powerpoint presentation entitled "Why exponential growth is unrealistic?" I would have expected that the average score on this page should have been over 15/20. Sadly, I think we fell well short of that mark.

Yellow Page



The Resplendent Quetzal is a topical bird found in rainforests in Central America. In general, Quetzals are weak fliers so they are at risk for predation from predators such as eagles, hawks, and owls. Male Quetzals have tails that are almost twice as long as their body lengths!

Assume that the long tails of the male Quetzals can be explained by the handicap principle. Describe, in detail, how the process of natural selection produced long tails in male Quetzals under this scenario.
20 points

The unusually long tails of the male Respledent Quetzal have been produced by natural selection. Unlike many tails produced by natural selection, the long tails of male quetzals do not increase the survival of the birds. Instead, the tails have been selected because they provide a mating advantage to the males. If, as the question states, the handicap principle helps to explain why females prefer to mate with males, then females will benefit from choosing to mate with males with extreme tails because their sons and daughters will have higher survival ability.

Female fitness would be enhanced if they were able to choose to mate with the male with the “best genes” because when these “good genes” were passed on to her offspring they would have higher survival or reproductive success. The handicap principle is a hypothesis developed to explain why females choose to mate with males with extreme traits. According to this idea, males carrying extreme traits are at a distinct survival disadvantage because the extreme trait increases their chance of mortality. Thus, if males with extreme traits have survived in spite of carrying a severed “handicap” then their underlying genetic quality must be quite good. Thus, if these good genes are transmitted to the next generation then both sons and daughters should exhibit increased survival. Thus, given the choice, females should prefer to mate with males with the most extreme traits in a population.

If female quetzals prefer to mate with the males with the longest tails then there is a positive correlation between tail length and mating success. Because there is a fitness differential between males with different tail lengths, then natural selection will occur any time there is heritable variation in males.

If natural selection is occurring then the trait frequency of the offspring generation will differ from that of the parental generation. Because males with longer tails have greater mating success, we would expect the mean tail length to increase from one generation to the next. If this process continues over time, then we would expect direction selection to cause tail length in males to increase over time. Once heritable genetic variation was exhausted, selection could only continue if a mutuation allowed the production of an even longer tail.

Thus, over time directional selection and regular mutation that increased maximum tail length in males would lead to an increase in tail length in male quetzals. Today the males tails are twice as long as their body length. It is possible that directional selection is still occurring such that tail length will continue to increase in the future. Alternatively , it is possible that the tails have gotten so long that the mating benefits of increased tail length are offset by a survival disadvantage associated with longer tails so that stabilizing selection is now occurring in the population.

Comment- I thought that this was also a relatively straightforward question. The question arises directly from an Expected Learning Outcome. We discussed, in detail, how natural selection produced the long neck in giraffes during the first and second class periods. I was surprised how few people recognized that they needed to talk about that information to answer the question.

I think that the low scores on this question arose from a combination of incomplete understanding of the material and a failure to answer the question. This question was "Describe, in detail, how the process of natural selection produced long tails in male Quetzals under this scenario." Thus, the key element of this question was to describe the process of natural selection. Unfortunately, too many students assumed that the focus of the question was "the handicap principle". Many students spent virtually all of their answers writing about the handicap principle without addressing the required answer to the question.

Far too many answers contains only a single paragraph (this question was worth 1/5th of the total points on the test!!). Remember, the questions asked you to "describe, in detail, how the process of natural selection produced long tails in male Quetzals under this scenario." They key term here is "in detail". I hope that you can see from looking at the answer key that a one paragraph answer does not provide the level of detail or the appropriate organization of material required to show a deep level of mastery of the material.

Final Thoughts- Hopefully, the scores on the first midterm will not be as low as I fear. You should be able to calculate your score on the MC test from comparing your answers with the posted answer keys and we will return your essays to you on Monday. However, I think that there is a lot of room for improvement in the future. Luckily, we have just had the first of four midterms, and there is the opportunity for students to take a "retest" of the first exam on Tuesday. Thus, it is not time to panic, but it is time to start seriously thinking about how to modify your studying and test-taking techniques to try to improve on your performance on future midterms.

Retest- The retest on Tuesday is intended to be equivalent to the first exam in scope and difficulty. The retests offers you an opportunity to improve your score, but that improvement will only occur if you plan to do something significantly different while preparing for or taking the exam. For example, if you have never take a BIOL 1403/1404 exam before you might now have a better idea about what is required to earn a good score (for example think more deeply when answering the multiple choice questions and include many more details in your essay answers). Maybe you had an Organic Chemistry midterm and a 15 page paper due on the same day and you were not able to study enough. Finally, you might be ready to try a new way of studying the material to see if you can improve your mastery of the material. If you have a plan about how you think you can significantly improve your score (by that I mean 10 - 15 points) then I think that taking advantage of the opportunity for a retest is a good strategy. However, if you are unhappy with the score on your first midterm, but don't have a plan for how you are going to score higher on the retest (other than hoping that the test will easier, will ask questions about the topics you understand, or that you will not make careless mistakes) then I don't recommend taking the midterm. Instead, you should focus your efforts on learning the material for the next test. We will start talking about Photosynthesis so you should start getting a handle on that material so you will perform better on the next exam.

What Can I Do To Help?

Clearly, I did not help to prepare you to succeed as well on this exam as I could have either because I did not make it clear the level of understanding and performance needed to succeed on the test or I did not present the material clearly enough and help you to think about the material in a way that helps you to master the material.

Only a handful of people have asked me questions either in my office or via email. Also, only a relatively small number of people have attended my Group Office Hours (I hope that Group OH regulars found that attending was helpful). Please come and see me if you have any questions. I encourage all of you to take advantage of SI. I know that Jeffrey and Suzanne are working hard to help you learn the material.

Thursday, February 16, 2012

"Shallow Thinking" Mistakes on the First Midterm


After reading all of the comments submitted to the BAC and talking to many students about the exam, it is clear that not all of you have achieved the "deep" level of mastery of material required to succeed in BIOL 1404, your upper division biology courses, and ultimately in graduate or professional school. Fortunately, BIOL 1404 is an introductory course and you have just taken the first of four midterms in the course so you still have a long way to go in your academic career. I urge you to take a look at your exam to see whether you are convinced that you study techniques are allowing you to gain the deeper level of understanding required for success in this class or whether you are merely obtaining a shallow level of understanding that fools you into thinking that you understand the material well when in fact you don't!

I would like to look at three questions from the exam where students with apparently shallow levels of understanding about the material chose the wrong answer. The correct answer for each question is shown in bold.

Example 1
Male fiddler crabs from Australia have one small claw and one giant claw. They wave their giant claws to get the attention of females. These giant claws are so large that moving them requires a significant input of energy and their movement may attract the attention of nearby predators. Female fiddler crabs are attracted to males with a faster waving rate, males that wave more than other males, and males with bigger claws (size matters). Which of the following hypotheses best explains selection for large claws in male fiddler crabs?
(a) the sexy sons hypothesis
(b) female choice
(c) the handicap principle
(d) male-male competition
(e) altruism

This question is clearly asking why females choose a particular mate, so you know that this question is about female choice. Because nothing in the questions suggests that the large claw show the male is better at finding food, resisting disease, etc. then then we obviously need to think about the sexy sons hypothesis and the handicap principle. A "shallow thinking" student might read that the females prefer males with large claws and immediately consider sexy sons hypothesis. A "deeper thinking" student would think "both the sexy sons hypothesis and the handicap principle are hypotheses to explain why males prefer mates with extreme traits, thus the fact that the female chooses the male with largest claw does not tell me anything about why the female is making the choice. After carefully reviewing the question the would notice that producing the claw requires a large investment in resources and waving the claw attracts the attention of predators and thus increases their predation risk. Thus, they would conclude that the large claws act as a "handicap" making (c) the handicap principle the best answer."

Example 2
Which of the following are true of populations at their carrying capacity?
(a) B/N = d
(b) r = 0
(c) dN/dt = 0
(d) b and c are true
(e) a, b, and c are true

A "shallow thinking" student might look at answer (a) and think "I memorized that b = B/N" so answer a is wrong and I will not consider it further" leading them to choose answer (d). A "deeper thinking" student would think about the context of the questions. "I know that the carrying capacity is the population size at which the population growth rate equals zero. What is true then?" When considering answer (a) they would think "I know that per capita birth rates equal per capita death rates when the population growth rate equals zeros. Because B/N is the formula for calculating the per capita death rate, it is true that B/N = d when populations are at the carrying capacity so answer (a) is correct. Thus, the best answer is option (e).

Example 3
Individuals reproducing asexually
(a) create gametes by the process of mitosis
(b) are genetically identical to their offspring
(c) pass on half as many genes to their offspring as individuals reproducing sexually
(d) a and b
(e) none of the above

A "shallow thinking" student will remember that mitosis is the process associated with asexual reproduction and thus add answer (a) to their list of answers to consider. A "deeper thinking" student recognizes that although it is true that mitosis is the genetic mechanism involved in asexual reproduction, mitosis does not produce gametes! Gametes are only produced by meiosis and only used in sexual reproduction so they would know that answer (a) is incorrect".

Final Thoughts
If you find yourself consistently making the same mistakes as the "shallow thinking" student then that suggests that you have room for improvement in both your test taking and studying styles.

When you try to answer a question in the multiple choice exam, first I advise you to read the question and then, before looking at the answer choices, take a minute to think about what you know about the subject. Doing this will give you some idea of the information that you should be looking for in the answer choices.

It is very important to realize that just because a potential answer contains a true statement, that does not mean that the true statement is part of the "best answer". For example, it is true that Tommy Tuberville is the Head Football Coach at Texas Tech, but it does not mean that "(a) Tommy Tuberville coaches football at Texas Tech" is a possible part of the best answer the the question "What color is a mitochondria?" Although this might sound like a silly example, it is quite common for "shallow thinking" students to make answer choices that are almost as inappropriate on multiple choice exams.

When teachers write tests their goal is to distinguish between students with a deep and shallow level of understanding. Thus, they often include an answer that they know will appeal to students with shallow understanding yet be rejected by students with deep understanding. Some students claim that this is a teacher trying to be "tricky", but instead it is the teacher trying to identify and reward students with a deep understanding of the material.

If you have not watched the series of videos that are listed in the "Improving Your Study Techniques" on this blog, then I highly encourage you to do so. To be successful in the biological sciences you will have to develop deeper study skills. If the way that you have been studying in the past is not working then NOW is the time to try something new. This video makes good suggestions so give some of them a try.

I also urge everyone to take advantage of the great outside of class learning opportunities offered by BIOL 1404. I think that Jeffrey and Suzanne are doing a great job with SI. I don't think either Jeffrey or Suzanne have had formal educational training, but they are able to come up with activities to help you learn the material because those are the same techniques they have found to help them learn the material. Pay attention in SI to how Jeffrey and Suzanne are trying to get you to think about the material in addition to trying to learn the concepts. Once you learn some more effective study techniques you can apply them to all of your classes and should should find that your study time will become more efficient and effective.

Also please come to my Goup Office hours, visit me during my regularly scheduled office hours, or make an appointment to come and see me. The first midterm represents only 100 points out of a very large total so there are a lot more points to earn in the future and many opportunities to improve your performance. Good luck!!

Recent Article: The Usefulness of Sex



I added the "Benefits of Sex" as a topic to the BIOL 1404 syllabus because I think it is an interesting of example of how natural selection works and allows us to discuss an importat issue, the evolution of antibiotic microbes. I didn't know that it was going to become a political issue.

Here is a link to an article from today's Chronicle of Higher Education entitlted "The Usefulness of Sex"
http://chronicle.com/blogs/percolator/the-usefulness-of-sex/28670?sid=at&utm_source=at&utm_medium=en


Here's the first bit of the article-

Here’s what Rick Santorum said about contraception in an interview with a Christian news outlet:

It’s not okay because it’s a license to do things in the sexual realm that is counter to how things are supposed to be. They’re supposed to be within marriage, they are supposed to be for purposes that are, yes, conjugal, but also [inaudible], but also procreative. That’s the perfect way that a sexual union should happen. We take any part of that out, we diminish the act …

Santorum is part of a small slice of the American population who are against contraception. Even most Catholics (85 percent, according to Pew) don’t believe it’s morally wrong. Because it’s a view held by a relatively tiny minority no one usually bothers to make an argument for non-procreative sex. But because Santorum is a serious presidential contender, at least at this exact moment, maybe it’s worthwhile

Wednesday, February 15, 2012

First Midterm BAC Report and Answer Key


BAC Report

The BAC met this afternoon to review comments regarding the MC questions from the first midterm. The representatives of the BAC brought two questions to discuss with me.

Question 12, Form 1 (Blue)/ Question7, Form 2 (Green)

This question states that females prefer to mate with males that have the largest claw and wave their claw the fastest and longest. Thus, this question is clearly talking about a trait that has been produced by selection explained by the sexy sons hypothesis or the handicap principle. The question makes it clear that it is expensive for males to grow large claws and waving their claws exposes them to a greater risk of predation. Because these imply that males with larger claws are at a disadvantage, that indicates that the large claws are a handicap to the males. Thus, the best answer is handicap principle. The answer to this question remains (c) as posted on the answer key.

Question 25, Form 1 (Blue)/ Question 20, Form 2 (Blue)

On Form 1 I inadvertently left the letter "E", the correct answer for the problem at the end of the question (the letter was not present on Form 2). The BAC suggested that it was not fair that some students had access to the correct information while others did not. I agree with their assessment so the question will be omitted from the exam (meaning- everyone will receive credit for this question).

Thanks to the members of the BAC for their hard work.

Answer Key

Form 1

1. a
2. b
3. b
4. a
5. a
6. b
7. c
8. c
9. d
10. c
11. a
12. c
13. e
14. e
15. b
16. d
17. c
18. c
19. b
20. d
21. d
22. a
23. c
24. b
25. omit
26. e
27. a
28. a
29. d
30. a

Form 2

1. a
2. B
3. b
4. a
5. c
6. a
7. c
8. e
9. e
10. a
11. b
12. c
13. c
14. d
15. d
16. d
17. a
18. c
19. b
20. omit
21. e
22. a
23. a
24. d
25. a
26. b
27. d
28. c
29. c
30. b

Introduction to Energetics



Because we lost a day of class to the Great Snow Day of 2012, I am trying to figure out what is the best way to make sure that we cover all of the important topics for my portion of the course. I think that it is important for you to have a brief introduction to energetics before we start talking about photosynthesis and cellular respiration, but I think that I can present the relevant information to you in this blog post.

In order to understand the two important energetic processes taking place in living organims (photosynthesis and cellular respiration) it is useful to understand some basics of energetics.From a physics perspective, energy is required to do work. Because this is a biology class, we will focus on biological work. The three main types of biological work are (1) active transport, (2) biosynthesis, and (3) movement. The key point for this class is to realize that organisms require energy to do the biological work required to keep them alive.

Energetic processes follow the laws of physics. The two most important laws of physics that relate to energy are the First and Second Laws of Thermodynamics.

First Law of Thermodynamics

The total amount of energy in the universe is constant. Energy can not be created and existing energy can not be destroyed. Energy can only undergo conversion from one form to another.

Biological relevance- No living organisms are capable of creating their own energy so they must get it from another source.

Second Law of Thermodynamics

Left to itself, any system undergoes energy conversion to less organized form. Each time this happens some energy becomes so disorganized that it is no longer available to do work.

Entropy is a measure of the amount of energy that is so disorganized so that it can no longer do work. A simpler way of stating the Second Law of Thermodynamics is that entropy increases over time.

What does it mean when energy becomes disorganized? Another term for "organized energy" is "concentrated energy". Energy is only able to do work when it is concentrated enough to power a particular process.

Apparent Problem

The Second Law of Thermodynamics states that entropy should increase over time, yet life contains highly concentrated energy. How can this be?? They key phrase in the definition is "left to itself". It turns out that energetically, the earth is not left to itself; the earth receives a constant input of energy from the sun and it is this energy that is used to fight entropy.

Light

Light energy from the sun reaches the earth. Light is part of the electromagnetic spectrum. Different portions of the electromagnetic spectrum vary in their wave lengths. Forms of electromagnetic energy with shorter wavelengths (e.g., x rays and gamma rays) contain more energy than forms of energy with longer wave lengths (e.g, radio waves). Interestingly, light falls within the middle of the spectrum with wavelengths from about 400 - 700 nm. Different wavelengths of light have different colors. Ranging from the longest to the shortest wavelengths the colors are red, orange, yellow, blue, green, indigo, violet (some people remember this using ROY G BIV).

As you might recall from your physics class, light has characteristics of waves and of particles. Light energy is "packaged" in units known as photons and the amount of energy in a photon depends of the wavelength of that light.

Fusion reactions on the sun convert nuclear energy in to electromagnetic energy. The electromagnetic energy travels through outer space until reaches the earth. Unfortunately, we,and all other organisms can not directly use light energy to do biological work. Instead light energy must be converted into potential energy stored in the chemical bonds of molecules. This potential (stored) energy can then be used to power biological work.

What Happens When a Photon of Light Hits a Molecule?

Three things can happen when a photon of light hits a molecule- (1) the light can be transmitted (passed through), (2) the light can be reflected, or (3) the photon of light can be absorbed.

When a molecule absorbs a photon of light energy, the electromagnetic energy of light excites an electron in the molecule to a higher energy level (thus, giving the electron potential energy). The excited electron almost immediately falls back to resting stage and the potential energy in the electron is converted into heat (a form of electromagnetic energy) which is released to the atmosphere.

Pigments

When we think of pigments, we think of color. What determines an objects color? The color of an object depends on the wavelengths of light that are reflected back to our eyes. Thus, when you see red you are seeing the red wavelengths that have been reflected from the object that you are looking at. What happens to the other wavelength? They have been absorbed.

Different molecules absorb and reflect different wavelengths of light. A pigment is defined as a molecule that absorbs particular wavelengths of light. What is important to remember is that the color of a pigment is the color of light it reflects.

Absorption Spectrum

An absorption spectrum is a graph that plots how much light energy is absorbed (y-axis, usually measured as intensity or as a percentage) versus the wavelength of the ligh (x-axis, measured in nm). Take a look at the absorption spectrum shown below. You can see that this pigment absorbs mostly green wavelengths and reflects the red and violet wavelengths. When the red and violet wavelengths reach your eye it would appear to you as purple.

Can you draw the absorption spectrum for a red, green and blue pigment?



Expected Learning Outcomes

By the end of the course a fully engaged student should be able to

- give examples of biological work
- list different forms of energy, give examples of the different forms, and give examples of energy conversions
- define the First and Second Laws of Thermodynamics and discuss why these laws are important for biologists
- discuss electromagnetic energy, including the wavelengths associated with different forms of electromagnetic energy and the relationship between wavelength and energy
- define a photon
- discuss the three things that can happen when a photon of light hits a molecule
- define a pigment
- draw and interpret an absorption spectrum

Further Reading

Electromagnetic radiation- http://www.eoearth.org/article/Electromagnetic_radiation

Global Carbon Cycle and Climate Change




Lecture Video- http://mediacast.ttu.edu/Mediasite/Play/e5678c707c1f40ab94f033dafe9f8ecf1d?catalog=4dc7289a-d3e0-4ae5-8fdc-5b86c027a06b


Human activity, including burning fossil fuels, deforestation, and buring trees, has altered the global carbon cycle. This alternation of the global carbon cycle is the proposed cause of global climate change (global warming).

Obviously, global climate change is a very imporant issue facing us today. If you are alive and paying any attention, then you probably know that there is some disgreement out there about (1) whether global warming is occuring, (2) if it is occuring is it a natural occurence or is it caused by humans, and (3)what should we as individuals and a society do about these issues. As I mentioned in class, it is very important that you understand what components of the debate are facts and what components of the debate are based on mathematical models or other forms of argument. I think that it is important that you should be able to explain to other people why scientists will never be able to conduct the experiment that will nail down whether or not humans are causing global warming (we have only one earth).

I think that it is important for you to have access to good information. Here are some links to what I consider to be some of the best and most reliable sources of information about this topic. Although some of these articles go into much more detail than are required for this class you should know where to find reliable information about this topic.

Further Reading

Carbon cycle- http://www.eoearth.org/article/Carbon_cycle

Global warming- http://www.eoearth.org/article/Global_warming

Global warming Frequenty Asked Questions- http://www.eoearth.org/article/Global_warming_frequently_asked_questions

Climate change FAQ- http://www.eoearth.org/article/Climate_change_FAQs

Intergovenmental Panel on Climate Change- http://www.eoearth.org/article/Intergovernmental_Panel_on_Climate_Change_%28IPCC%29

IPCC Assessment for Policymakers- http://www.eoearth.org/article/IPCC_Fourth_Assessment_Report%2C_Working_Group_I%3A_Summary_for_Policymakers

If you would like additional information about global climate change then you can take a look at a presentation I developed for another class.

Global Carbon Cycle and Global Climate Change
http://www.slideshare.net/secret/C6iDTujQlIh73C

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- diagram the global carbon cycle
- discuss how humans have altered the global carbon cycle
- discuss how the atmospheric concentration of carbon dioxide varies annually
- discuss the proposed relationship between human caused changes in the global carbon cycle and global warming
- discuss alternative causes of global warming
- discuss the experiment that would be required to determine whether or not human activity is the cause of global warming
- articulate and defend their own personal view of how they intend to deal with the global warming issue

Ecosystem Ecology




Lecture Video- Second portion of http://mediacast.ttu.edu/Mediasite/Play/38cd875f3d88448792890a483a258cbc1d?catalog=4dc7289a-d3e0-4ae5-8fdc-5b86c027a06b


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

Sunday, February 12, 2012

SNOW DAY and Effect on Midterm Exam



UPDATE- Monday Morning

It must be bad out on the roads because Tech has cancelled classes until noon today. See you tonight at Group OH or tomorrow evening at the exam.

Original Post
AS I am sure you all have heard, the start of classes will be delayed until 10 AM tomorrow (Monday) morning. Generally, I don't mind the extra couple of hours of sleep, but because there are BIOL 1404 lectures at 9 and 10 and the test is Tuesday night, the delay of school is kind of a PIA for me.

Here is the plan. I will not lecture about Community Ecology during the 10 AM lecture period. Instead, I will make the class period an additional opportunity to ask questions about the exam. I will lecture about Community Ecology in both the 9 and 10 AM lectures on Wednesday. I will lecture as planned in the Honors section.

Because we will not have the second lecture on Community Ecology before the exam, I will modify the exam to remove questions on that topic. Thus, for the test on Tuesday you are responsible only through the material covered in class last Friday. Thus, you are not responsible for the material on the Portal Experiment on this midterm.

Be careful getting to campus tomorrow. I will see some of you in Group OH on Monday night and all of you our Valentine Day Party (Midterm at 6 PM).

Saturday, February 11, 2012

Community Ecology- The Portal Experiment






Lecture Video- http://mediacast.ttu.edu/Mediasite/Play/7feddd71db3e46eaa48d3bd62f4b50e71d?catalog=4dc7289a-d3e0-4ae5-8fdc-5b86c027a06b and first part of http://mediacast.ttu.edu/Mediasite/Play/38cd875f3d88448792890a483a258cbc1d?catalog=4dc7289a-d3e0-4ae5-8fdc-5b86c027a06b




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"