Record Welcome to EEOB 3410 Ecology Dr. Marta Jarzyna Office hours: Tuesday 3:50-4:50 PM and by appointment Dr. Libby Marschall Office hours: Tuesday 10-11:00 AM and by appointment Record Graduate Teaching Associates Laboratory Instructors Xinzhu Zhang. Tuesday AM lab Isabella Bettinger. Wednesday AM lab Xinzhu Zhang. Wednesday PM lab Anna Starkey. Thursday AM lab Anna Starkey. Friday AM lab Isabella Bettinger. Friday PM lab Graders Macie Benincasa Kyle Sozanski Welcome to EEOB 3410 Ecology Outline for today’s class 1. Introduction to course • Instructors • Learning objectives • SimUText • Syllabus review 2. Introduction to Ecology 3. Evolution in Ecology COVID‐19 considerations Overview of EEOB 3410 LEARNING OBJECTIVES The student who successfully completes this course should be able to: 1. Understand how ecologists think 2. Understand how ecology is done 3. Have knowledge of ecological concepts and connections 4. Appreciate linkages between human actions and the environment 1. Understand How Ecologists Think Understand how evolutionary principles apply to ecological problems. Appreciate the importance of systems thinking in ecology. Appreciate the need to consider scale when trying to interpret spatial and temporal patterns in nature. Appreciate the importance of change in ecology. 2. Understand How Ecology Is Done Understand how ecologists use the scientific method. Understand the difference between using observational and experimental approaches to understanding nature. Appreciate how models are used to understand nature. Learn the need for, meaning of, and use of statistics as a tool to understand nature. 3. Have Knowledge of Ecological Concepts & Connections Understand the ecology of the individual organism. Understand what factors and processes affect population size, structure, and growth rate. Understand how interactions among species and among species and the environment affect community structure and function. Understand the flow of energy and nutrients through ecosystems. Appreciate the role of global processes in ecology. 4. Appreciate Linkages Between Human Actions And The Environment Understand what types of careers are available in ecology. Appreciate the existence of a basic‐to‐applied continuum in ecology. Understand and value the difference between appraisals based upon the scientific method and values‐based appraisals. Be able to “think outside the box” and realize that understanding ecology involves transdisciplinary thinking, including disciplines such as economics, sociology, environmental chemistry, toxicology, and ethics. Achieving the learning objectives for EEOB 3410 is built upon a set of activities accomplished during and outside of the lecture and laboratory sessions. Required Text SimUText for Ecology at Ohio State University. You must subscribe to SimUText. Follow the instructions in your syllabus or in the Before the First Day of Class module of Carmen. All Course Information is on Carmen Lecture slides Laboratory Materials Assignments, Announcements, General Course Information, etc. SimUText readings and questions Prior to each lecture you must read the assigned chapter sections and submit answers to the questions that appear throughout each section. Your answers must be submitted the night before the lecture to receive any points. Pre‐lecture SimUText assignments are worth 10 points: 6 points for working through the chapters and 4 points for getting the final questions correct. The total points for pre‐lecture SimUText questions = 240. • Please take advantage of the ‘Question Your Instructor’ box at the end of each section! • We will make use of these in class. Smartphones registered with Top Hat will be used often in EEOB 3410. To help us ascertain that your smartphone is properly registered, answer this question: Q1. My Lab Section is: Log onto Top Hat A. B. C. D. E. F. G. Our join code: 068929 Tuesday AM Wednesday AM Wednesday PM Thursday AM Friday AM Friday PM I forget HOW THIS COURSE WORKS MODE OF DELIVERY: This course is taught in person. Students and instructors meet for all lectures and exams in 1000 McPherson Lab and for labs in 130 Jennings Hall, labs unless indicated otherwise. Lecture for EEOB 3410 will be used in a number of ways • Quick summary of SimUText, but not a review of all of the material • Focus on concepts from SimUText that yielded poor scores on the graded questions • Respond to student questions from SimUText • New applications of concepts introduced in SimUText • New concepts beyond those presented in SimUText • Interactive polling in TopHat • Total points for lecture TopHat = 125 (12.5% of total) Laboratory Activities • Most labs will include an assignment that will be due at the end of class. • Exception to that will be data collection and writing for the semester‐long behavioral ecology experiment Semester‐long Behavioral Ecology Experiment • A major element of the laboratory is a field‐based research project. • Elements of this project include a research proposal, a first draft of your project report, peer edits of another research project, and a final draft and oral presentation of your research report. • These assignments generally are due before the beginning of lab periods. • Total laboratory points = 335 Exams • Three exams (100 points each) spread over the semester for a total of 300 points. • Exams will be in-person, closed book, during normal lecture time. Exam 3 will occur during finals week. Distribution of Points SimUText Exams TopHat Laboratory ABSENCES • All explanations for absences must be submitted to your laboratory GTA via the email function on Carmen ONLY. • You must indicate the date(s) when you missed or will miss class (or when your lack of class participation was recorded) AND provide an explanation in your email. • Absence explanations must be submitted as soon as humanly possible in every case: in advance is preferred, within 24 hours after any absence (later than 24 hours may not be accepted), or within 24 hours of your release from a hospital or return home following a true emergency. Documented absences that will be considered excused include the following: OSU sanctioned events, documented illnesses, religious observations, death in family, professional meeting presentations, professional conferences (presenting your work), professional / grad school interviews, required professional school exams (MCAT, etc.). ABSENCES (continued) Submission of an absence explanation to your lab GTA does NOT constitute acceptance of your absence as excused ‐ notification via a reply from your laboratory GTA will state if your absence has been accepted and what actions, if any, need to be taken. Documentation supporting excused absences will be required for the day of the absence in order for any make‐up work or score adjustment to be granted. You should attach images of original documents to your email. IMPORTANT: Laboratory Absences • Arrive on time to lab. If you arrive late to your lab (or Zoom connection, if relevant), you will lose 25% of the points for that lab up to being 15 minutes late. Unexcused arrival later than 15 minutes after that start of the lab will result in you being awarded no points for that lab. • Laboratory attendance is mandatory. Anyone with more than two unexcused absences from lab will be assigned a failing grade for the entire course, regardless of points accumulated. Arriving to the laboratory meeting more than 15 minutes late is considered an absence. Total points for the entire course = 1000 A = 93% A- = 90-92% B+ = 87-89% B = 83-86% B- = 80-82% C+ = 77-79% C = 73-76% C- = 70-72% D = 60-69% E ≤ 59% NOTE! Anyone having more than two unexcused laboratory absences will be assigned a grade of E for the entire course, regardless of points accumulated. Syllabus Quiz • Must get 100% before you can have access to next week’s materials on Carmen • Unlimited opportunities to retake it Credit hours, work expectations, and pace of online activities • 4‐credit‐hour course, two lectures and one lab meeting per week. • Each week: o Read and respond to SimUText for each of the two lectures (due the night before lecture) o Attend lecture and participate in TopHat polls o Complete in‐class assignments during the weekly laboratory meetings o Complete data collection, analyses, and some write‐ups outside of class As with typical courses at OSU you should expect to spend about two hours outside of class for each hour of lecture and each three hours of lab in order to earn a “C”. For this class that means spending about 8 h/wk outside of class and 6 h/wk in class, on average, to get a “C”. Clearly, this will be different for different students, and more time will be necessary to earn a higher grade; this is just an estimate to help you set expectations for your schedule. Welcome to EEOB 3410 Ecology Outline for today’s class 1. Introduction to course • Instructors • Learning objectives • SimUText • Syllabus review 2. Introduction to Ecology 3. Evolution in Ecology COVID-19 considerations In the classroom • Distance. 150 students in 350 seats: please leave at least one seat between you and the next student • Wearing masks. Masks should completely cover your mouth and nose. Even if you have a beard. And to cover your mouth, your mask really needs to be over your chin. No In the classroom • Distance. 150 students in 350 seats: please leave at least one seat between you and next student • Wearing masks. Masks should completely cover your mouth and nose. Even if you have a beard. And to cover your mouth, your mask really needs to be over your chin. Beards CDC. Updated Oct. 25, 2021 In the classroom • Distance. 150 students in 350 seats: please leave at least one seat between you and next student • Wear masks effectively. Masks should completely cover your mouth and nose. Even if you have a beard. And to cover your mouth, your mask really needs to be over your chin. • Choice of masks. or, disposable surgical mask with cloth mask on top or, KN95 If you are wearing a gaiter as a mask, it should fit tightly around your nose and be double layered Unless bandanas stop the flow of air from past your chin, they are not effective masks CDC. Updated Oct. 25, 2021 In the classroom • Distance. 150 students in 350 seats: please leave at least one seat between you and next student • Wear masks effectively. Masks should completely cover your mouth and nose. Even if you have a beard. And to cover your mouth, your mask really needs to be over your chin. • Choice of masks. COVID‐related absences • You should stay home if you are feeling sick. • If you are experiencing COVID‐19 symptoms, you should be tested. • Students who test positive should forward an “Approval for 2 Weeks of Supported Participation” for short‐term academic flexibility to your lab instructor. If you test at a university testing facility, you will automatically receive this statement. If you test positive at other testing facilities, you can work with Student Life Disability Services to acquire the statement of support. COVID‐related absences (continued) • You should stay home if you are feeling sick. • If you are experiencing COVID‐19 symptoms, you should be tested. • Students who test positive should forward an “Approval for 2 Weeks of Supported Participation” for short‐term academic flexibility to your lab instructor. If you test at a university testing facility, you will automatically receive this statement. If you test positive at other testing facilities, you can work with Student Life Disability Services to acquire the statement of support. • If you have an Approval of Supported Participation, you can join the lecture or lab by Zoom. (This option is only available to students with an excused absence, such as a statement of support forwarded from the university) • We will keep all other deadlines and requirements for you, assuming you are asymptomatic • If you become sick, we will treat it like any other illness and make accommodations as needed. Please check the Safe and Healthy Buckeyes website for guidance on COVID‐19 related issues. Free multilayer surgical masks are available for students, faculty and staff at a variety of campus locations including: all recreation facilities, most university libraries and the Ohio Union information desk. Welcome to EEOB 3410 Ecology Outline for today’s class 1. Introduction to course • Instructors • Learning objectives • SimUText • Syllabus review 2. Introduction to Ecology 3. Evolution in Ecology Questions about the course? Welcome to EEOB 3410 Ecology Outline for today’s class 1. Introduction to course • Instructors • Learning objectives • SimUText • Syllabus review 2. Introduction to Ecology 3. Evolution in Ecology What is Ecology? • Term coined in 1866 by Ernst Haeckel • Oikos = “house”, -logia or -logos = “study of” Study of the relationship between organisms and between organisms & their environment What is Ecology? Ecology is all about Interactions Among individuals within a species Among co-occurring species Between living things and non-living things Ecology is NOT: Environmental Advocacy Pollution Abatement Saving the Whales Recycling Controlling Population Growth Wetland Construction Knowing local bird calls What is Ecology? Ecology does provide a scientific framework for addressing environmental problems Conservation Biology: branch of biology that studies human impacts on the environment & seeks to protect biological diversity (i.e., mission-oriented) • Ecology used as a tool by conservation biologists • A conservation biologist can be an ecologist Scale and Hierarchy in the galaxy Biological Sciences solar system biosphere regions landscapes ecosystems communities populations organisms organs tissues ECOLOGY cells molecules atoms Scale and Hierarchy in the Biological Sciences (continued) biosphere regions (biomes) landscapes ecosystems communities populations individuals genes BEHAVIORAL ECOLOGY & PHYSIOLOGICAL ECOLOGY MOLECULAR ECOLOGY Individual Disciplines Within Ecology Welcome to EEOB 3410 Ecology Outline for today’s class 1. Introduction to course • Instructors • Learning objectives • SimUText • Syllabus review 2. Introduction to Ecology 3. Evolution in Ecology SimUText Section 1 Summary • Evolution is a change in the genetic composition of a population from one generation to the next. • Evolution and ecology are intertwined. Evolution is often facilitated by ecological processes, and the resulting impacts can be ecologically important. • There are four mechanisms of evolution: mutation, natural selection, migration, and genetic drift. These mechanisms are not exclusive of each other and often act simultaneously. • Evolution by natural selection happens when individuals with certain traits survive and reproduce at higher rates than others. • Numerous examples from laboratories and natural populations demonstrate that substantial evolution in ecologically relevant traits can happen rapidly, sometimes in just a few generations. SimUText Section 2 Summary • The theory of evolution by natural selection consists of a set of three requirements for populations of organisms, and a consequence that automatically follows if the requirements are met. The requirements are that: o There is variation among individuals; o At least some of this variation is passed genetically from parents to offspring; o Some variants survive and reproduce at higher rates than others. • The automatic consequence is that the composition of the population changes from one generation to the next. Traits associated with high survival and reproduction become common; traits associated with early death and reproductive failure become rare. • The theory applies to any population in which the requirements are met. Evolution is a change in a population, not a change in individuals. During hurricanes Irma and Maria in 2017, some lizards on Pine Cay in the southern Bahamas got blown out of the trees and off the island, while others managed to hang on and survive. As shown in the histograms to the right, the lizards remaining on the island after the storms had larger toepads, on average, than the lizards that were on the island before the storms (see the black triangles). The researchers determined that lizards with larger toepads are better able to hang on to trees in extreme wind. Which of the requirements for evolution by natural selection are strongly supported by the data? • Requirement 1: individuals vary • Requirement 2: variation is heritable • Requirement 3: survival is selective (more than one may be supported) Imagine a stickleback population that is experiencing predation pressure from cutthroat trout that are equally successful at eating stickleback regardless of the amount of bony armor they have. Considering the trait of bony armor level, which requirement for evolution by natural selection is not present? • Requirement 1: individuals vary • Requirement 2: variation is heritable • Requirement 3: survival is selective In the stickleback population from the previous slide (variation exists in the amount of bony armor, but there is no selective advantage for bony armor), predict what will happen to bony armor in the population (and why). Imagine a population of bacteria that is resistant to an antibiotic. Which of the following scenarios is most likely to result in the population evolving back to a susceptible state? (A) Multiple antibiotics are applied to the bacterial population. (B) The population is exposed to a stronger dose of the antibiotic. (C) Resistance reduces fitness by a small amount in the absence of antibiotic, and the antibiotic is continually applied. (D) Resistance reduces fitness by a large amount in the absence of antibiotic, and the population is no longer exposed to the antibiotic for several generations. An antibiotic commonly prescribed to treat a bacterial infection (tuberculosis) becomes lethal to the bacteria only after one of the bacteria’s enzymes transforms it into a poison. Some of the bacteria do not have a functional copy of this enzyme and are therefore immune to the lethal effects of the antibiotic. However, these resistant individuals grow and metabolize nutrients more slowly. The observation that resistant individuals grow and metabolize nutrients more slowly than susceptible individuals is an example of what? (A) (B) (C) (D) An adaptation A fitness trade‐off The founder effect Mutation Questions for me Genetic Drift. There were quite a few questions about genetic drift. Because Section 3, for Thursday's lecture, spends quite a bit of time on genetic drift, mutation, and migration as mechanisms of evolution (in addition to evolution by natural selection), I will address these questions on Thursday.
