Biology/Environmental Studies 260: Environment and Living Systems
Spring 2007
Instructor: Dr. Robert Pillsbury
Office: Halsey 41
Phone: 424-3069
email: pillsbur@uwosh.edu
Office Hours:? TBA
Texts: Ambrose et al. A Handbook of Biological Investigation (6th ed.)
Van Dyke. Conservation Biology, Foundations, Concepts, Applications
Goals: The broadest goal of this course is to help people make better decisions
concerning environmental issues in their backyard, community and nation. This should
be one of the missions of any liberal arts college. To accomplish this I hope to take a
closer look at: how we build a framework for our knowledge, how to interpret statistics,
the organization of living systems and the basic concepts that structure them , what
happens when these systems are impacted, what can we do about it?
Topics:
Reading
1. How do we know what we know?
Jan 29
Introduction
Pick local topics for first group projects.
Handouts
Jan 31
What is Science?
Ambrose-Ch.1
Feb 2
What is Science?
Ambrose-Ch. 2 and Ch. 9
Feb 5
What is conservation Biology?
Van Dyke –Ch 2
Feb 7
Types of data
Ambrose-Ch 3 and 4
Feb 9
Statistics-how to analyze data
Ambrose-Ch 5 and 6
Feb 12
Library tour
Feb 14
Statistics
Ambrose-Ch 7
2. Ecosystems and Biodiversity
Feb 16
Global biodiversity
Van Dyke – Ch 4
Feb 19
Library tour
Feb 21
Global biodiversity
Feb 23
Patterns of biodiversity
Ambrose-Ch. 3, 4
Feb 26
Threats to biodiversity
Ambrose- Ch. 5, 6
Feb 28
Local group presentations and reports due.
March 2
Local presentations
March 5
Exam I
March 7
Conservation values and ethics
Van Dyke-Ch. 3
Pick Regional Topics for group projects
March 9
Economics and Ecology
Van Dyke-Ch. 12
3. Impacted Ecosystems
March 12
Habitat degradation
Van Dyke-Ch-8
March 14
Habitat degradation
Van Dyke-Ch. 9
March 16
Habitat fragmentation
SPRING BREAK!
March 26
Overexploitation
March 28
Invasive species
March 30
Invasive species
April 2
Invasive species
April 4
Pest control
April 6
Climate change
April 9
Genetic biodiversity
4.
What can we do?
April 11
Wetlands
April 13
Case study: Everglades
April 16
Population biology
April 18
Landscape ecology
April 20
Ecosystems
April 23
Protected areas
April 25
Exam II
April 27
Restoration ecology
April 30
Sustainable Development
May 2
Science and policy
May 4
The future
May 7
Human populations
May 9
Review
May 11
Final
Van Dyke-Ch. 6
Van Dyke-Ch. 7
Van Dyke-Ch. 8
Van Dyke-Ch. 10
Van Dyke-Ch. 11
Van Dyke-Ch. 12
Assignments and Evaluation
Exams (3) at 15% each
Presentations and reports
Stats Exercises
Participation
Total
45%
35%
10%
10%
100%
Grades
93-100%
88-92%
83-87%
78-82%
72-77%
68-72%
60-67%
59-0%
A
AB
B
BC
C
CD
D
F
Exams will be largely in essay format. Plan to bring a calculator.
Presentation and report
The group presentations and reports will be a study of conservation issues. The
topic should have a strong scientific basis, but other aspects (e.g., social, ethical,
aesthetic) should be considered. Research will include description of the problem,
comparison with similar cases reported in the literature, and possible courses of action.
Proposals for original solutions are encouraged, but must be accompanied by through
research into solutions proposed for, or attempted in, similar situations (i.e., good ideas
must accompany, not substitute for, solid research).
Group project grades will be based on both the presentation and report. Since
individuals within a group will be responsible for specific questions, individual
assessment is possible.
Reports will be submitted as a paper copy typed (12-point), double spaced, with
1-inch margins. There should be substantial library research for background material,
based on the primary scientific literature (we will define this in class). You can also use
government documents, personal interviews, and to a limited extent, web resources.
Length for each individual question will be 2-3 pages long. Make two copies: one for
submitting, the second for reference during your presentation. Clarity, brevity, grammar,
and spelling always count in communication. Improving clarity and brevity in your
writing usually requires editing and rewriting. If you cannot critique your own writing,
then find a peer who will. To improve grammar and spelling in your writing, you can use
the old-fashioned methods of using style books and dictionaries, or you will find
grammar and spell checkers on the word processing software provided by the university
for your use.
Exercises will be assigned mostly from the McConnell and Able workbook.
Exercises are due in class on the Friday of the week assigned. Exercises will consist of
answering all of the questions in the order presented.
Participation will be based primarily on your contribution to class discussions
and debates. From your readings, come prepared with several questions.
Makeup Policy: In general, there are no makeups. under extreme circumstances, a test
or an equivalent assignment can be made up. Exercises and term papers will be accepted
late but points will be taken off (10% per day).
Cheating Policy: Cheating on exams, plagiarizing material, or other academic
misconduct described in the. UWO Student Discipline Code could result in an F for the
course and other disciplinary action.