BOT 330
Biodiversity and Ecosystem Function of the Algae
Course Syllabus - Winter 2009
Department of Biological Sciences
University of Alberta
Lecturer: Mark Graham
Office: Freshwater Biodiversity Laboratory, B518/B526
Tel: 492-9850
E-Mail: mdgraham@ualberta.ca
Laboratory Technician: Karen Romanyk
Office: B325
Tel: 492-3410
E-Mail: romanyk@ualberta.ca
Lectures: MWF 12 – 12:50 pm in G114
Laboratory: M 2 – 4:50 pm in B521
BOT 330 (SECOND TERM, 0-3-3) COURSE DESCRIPTION
The remarkable biodiversity of algae provides the foundation for most aquatic
ecosystems around the world. This course emphasizes the ecology, evolution, and
morphological diversity of major groups of algae to illustrate relationships between their
form and function in pristine and polluted environments. Laboratories will focus on the
ecological function and taxonomy of algae using experiments and our extensive culture
collection of freshwater genera. Prerequisites: BOT 205 and BIOL 208 are
recommended.
Note: This course falls under the Academic Regulations of the University of Alberta
and the Faculty of Science (see General Calender, pages 63-72). Students with special
learning needs should discuss these matters with the instructor and phone Special
Needs Services at 492-3381.
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COURSE TEXT
Lecture text: Graham, Linda & Lee Wilcox. 2000. Prentice-Hall, Inc.
Lab manual: Prescott, G.W. 1978. How to know the freshwater algae. 3 rd edition.
WCB McGraw-Hill Publishers.
COURSE GRADING SCHEME
A. Lecture: 60% of final course grade
1. Research Presentation (10%): 15-min oral presentation of a recently
published paper dealing with any aspect of algal biology  Fridays,
February 6 – March 20.
2. Research Proposal (20%): 7-page (~1400 words; double-spaced) proposal
of research that investigates any aspect of algal ecology  Due February
13th.
3. Final Exam (30%)  2:00 pm April 17th, Friday
B. Laboratory: 40% of final course grade:
1. Biodiversity-Function Experiment and Report (20%): 5-page report of the
findings from a 3-person experiment  Due March 2nd.
2. Taxonomic Exercises (20%): Weekly identification of mystery taxa and a
short 10-min presentation of your cultured alga  Due Mondays, Feb 23rd –
Mar 23rd.
Required statements:
"Policy about course outlines can be found in §23.4(2) of the University Calendar."
"The University of Alberta is committed to the highest standards of academic integrity
and honesty. Students are expected to be familiar with these standards regarding
academic honesty and to uphold the policies of the University in this respect. Students
are particularly urged to familiarize themselves with the provisions of the Code of Student
Behavior [sic] (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any
behavior which could potentially result in suspicions of cheating, plagiarism,
misrepresentation of facts and/or participation in an offence. Academic dishonesty is a
serious offence and can result in suspension or expulsion from the University."
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LECTURE OUTLINE
Week 1 (Jan 5 – 9): What are algae? (Chapters 1- 3)
Week 2 (Jan 12 – 16): Applied phycology (Chapter 4)
Week 3 (Jan 19 – 23): Phytoplankton ecology (Chapter 22)
Week 4 (Jan 26 – Jan 30): Phytobenthos ecology (Chapter 23)
Week 5 (Feb 2 – 6): Algae vs Plants (Chapter 3)
Week 6 (Feb 9 – 13): Intertidal ecology (Chapter 23)
Week 7 (Feb 16 – 20): Reading week.
Week 8 (Feb 23 – Feb 27): Cyanobacteria – Pioneers! (Chapter 6)
Week 9 (Mar 2 – 6): Phytoflagellates – Animal or plant? (Chapters 7-11)
Week 10 (Mar 9 – 13): Ochrophytes – Naked to glass-coated (Chapters 12 - 15)
Week 11 (Mar 16 – 20): Chlorophytes I (Chapter 17)
Week 12 (Mar 23 – 27): Chlorophytes II (Chapter 21)
Week 13 (Mar 30 – Apr 3): Marine Algae (Chapters 15, 16)
LABORATORY OUTLINE
Week 1 (Jan 5): No lab
Week 2 (Jan 12): Pigments and high pressure liquid chromatography
Week 3 (Jan 19): Isolation and culturing
Week 4 (Jan 26): Biodiversity-Ecosystem Function Experiment
Week 5 (Feb 2): Experiment – species analysis
Week 6 (Feb 9): Experiment – chlorophyll analysis
Week 7 (Feb 16): No lab
Week 8 (Feb 23): Cyanobacteria
Week 9 (Mar 2): Phytoflagellates
Week 10 (Mar 9): Chrysophytes and diatoms
Week 11 (Mar 16): Green algae I
Week 12 (Mar 23): Green algae II
Week 13 (Mar 30): Marine algae
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BOT 330: ORAL PRESENTATION GUIDELINES
This assignment consists of a 15-minute presentation of a published scientific
paper. You will have the opportunity to choose and sign up for a paper from a list of
publications (see page 5) that were chosen from the scientific journals Ecology,
Limnology and Oceanography, Nature or Science. Each paper is intended to function
as a “jump-start” for a particular topic in phycology. You can choose to present either
this paper or another paper that is cited therein. Then you should be prepared to give a
conference-style presentation of the paper as if you were one of its authors. Obviously,
this will require that you become very familiar with the study and its concepts. A week
prior to your presentation, you must distribute a copy of the paper to the class so that
they can ask informed questions at the end of your presentation. Therefore, once you
have presented the highlights of the paper for a total of 15 minutes, be prepared to
accept questions from the audience for an additional 5 minutes. Oral presentations will
take place throughout the lecture series. The presentation is worth 10% of your final
course grade. Information that is conveyed in the paper and by the presenter will
be valid material for the final exam.
You should concentrate on the following areas to develop a strong presentation:
1) background information that places the study in its proper context, 2) rationale for the
design of the study (e.g., experimental design), 3) presentation and interpretation of key
findings, and 4) practice the presentation.
A talk is not a written paper. Your audience cannot go back and review what you
have presented. Therefore, you have to develop a logical train of thought that is
presented in a well-paced and concise manner. Remember that it is better to present a
little information clearly than it is to present too much information poorly. A minor point
left out of your presentation can always be addressed during the question period if
someone in the audience believes that it merits consideration. Strive for logic,
conciseness, and simplicity in your presentation (e.g., Dr. Spock-like). Here is a
checklist for an effective talk.
Clear Communication
__ State your guiding question or hypothesis at the beginning of your talk.
__ State why it is important.
__ State what the talk-home message will be in your talk.
__ Present a conceptual outline at the start of your talk to provide your audience with a
“road map” to your talk.
__ Put up “signposts” or “mileposts” during your talk to highlight and remind your
audience of important points.
__ Remember to define key terms that may not be familiar to your audience.
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Pace and Timing
__ Structure your talk to fit the specified time limit. Don’t try to cram a lot into a short
talk because you’ll feel pressured and start to race, or exceed your time limit and be cut
off by the convener. Leave yourself a buffer (~2 minutes) so you can relax.
__ Describe fully each image before you explain its significance.
__ Repeat key points throughout your talk. Repetition allows the audience to absorb an
idea if they didn’t catch its importance the first time you presented it.
Mechanics
__ Avoid reading from a prepared script.
__ Engage your audience by establishing eye contact with them
__ Speak clearly and loudly enough to be heard by the whole audience. Avoid saying
“um.”
__ Avoid distracting mannerisms, such as excessive use of a pointer, arm waving,
pacing, etc...
__ Avoid conservational or informal language.
Structure of Talk
__ Introduction should present the framework of the talk, including conceptual
background, objectives, and key terms. Don’t make it too long (e.g., > 3 minutes).
__ Methods should be condensed and dealt with quickly. Only basic design and
procedures need to be mentioned, but not fully described as they would be in a paper.
__ Results should be related back to the study objectives or hypothesis. Describe the
format of tables and graphs, and then describe the trends or differences.
__ Conclusions should be explicitly presented. Strive for conciseness and clarity so to
not lose the message with vague remarks. A talk needs an “opener” and a “closer.”
Image Quality (slides or transparencies)
__ Do not mix presentation media in a talk. Logistical problems are more likely to arise
with use of both slides and transparencies.
__ Text images should be concise. A maximum of three points can be covered with a
single image. Use phrases rather than whole sentences so that the audience is
attentive to what you have to say about the slide. Avoid “text heavy” images.
__ Text and figure images must be large enough to be seen by the whole audience.
Avoid excessive use of colours. Most scientific information is presented well using
black on white. Use of colour should be restricted to presentation of photographic
materials.
__ Text and data images should be designed specifically for an oral presentation. If the
material originated from a publication, then crop out all irrelevant information.
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BOT330: SUGGESTED “JUMP-START” RESEARCH PAPERS FOR ORAL PRESENTATIONS
Research Paper
Presentation Date
Finlay, B.J., and Clarke, K.J. 1999.
Ubiquitous dispersal of microbial species.
Nature 400:828.
Quigg A et al. 2003. Evolutionary
inheritance of elemental stoichiometry in
marine phytoplankton. Nature 425: 291294.
Bibby TS et al. 2003. Low-light adapted
Prochlorococcus species possess
specific antennae for each photosystem.
Nature 424: 1051-1054.
Karol KG et al. The closest living relatives
to land plants. Science 294: 2351-2353.
Sunda W et al. 2002. Antioxidant function
for DMSP and DMS in marine algae.
Nature 418:317-320.
O-Dowd CD et al. 2002. Marine aerosol
formation from biogenic iodine emissions.
Nature 417: 632-636.
Jordan P et al. 2001. Three-dimensional
structure of cyanobacterial photosystem I
at 2.5 angstrom resolution. Nature 411:
909-917.
Naeem S et al. 2000. Producerdecomposer co-dependency influences
biodiversity effects. Nature 403: 762-764.
Klausmeier CA et al. 2004. Optimal
nitrogen-to-phosphorus stoichiometry of
phytoplankton. Nature 429:171-174.
Gustafson, D.E. et al. 2000. Crytophyte
algae are robbed of their organelles by
the marine ciliate Mesodinium rubrum.
Nature 405:1049-1053.
Strzepek RF & Harrison PJ. 2004.
Photosynthetic architecture differs in
coastal and oceanic diatoms. Nature 431:
689-692.
Wolfe, G.V. et al. 1997. Grazing-activated
chemical defence in a unicellular marine
alga. Nature 387:894-897.
Walker JJ et al. 2005. Geobiology of a
microbial endolithic community in the
Yellowstone geothermal environment.
Nature 434: 1011-1014.
Croft MT et al. 2005. Algae acquire
vitamin B-12 through a symbiotic
relationship with bacteria. Nature 438:90
– 93.
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Presenter
WRITING A RESEARCH PROPOSAL FOCUSING ON A CURRENT TOPIC IN ALGAL BIOLOGY
Research Proposal Format**
I. Introduction (~0.5 - 1 page)
A. Background literature
1. Brief outline of the literature that should lead to a question that is
addressed by the objectives.
B. Research Objectives
1. Concise one sentence statement that clearly illustrates the purpose of
the proposal.
C. Define the boundaries of the topic that will be addressed (ie, scope of
the paper).
C. State how the objective(s) will be examined (e.g., experimental, survey,
molecular).
II. Main Body (~5 pages)
A. Sequential presentation of evidence using discrete subsections and
paragraphs.
1. Each paragraph should lead with a topic sentence that supports the
thesis statement.
2. Body of each paragraph cites scientific evidence that supports the
topic sentence.
III. Conclusion (~0.5 - 1 page)
A. Reiteration of primary research objective
B. Summation of evidence presented.
C. Anticipated significance of your future findings.
Total essay length : 7± 1 double-spaced pages; 12pt font size; Arial Font Style;
Margins set at no less than 1-inch (approx. 1400 words)
**Note: Successfully funded research proposals typically follow the logical
framework that is presented on the next page.
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Figure 1: A framework for research programs in the ecological sciences (from
Underwood AJ. 1998. Experiments in Ecology, Cambridge University Press).
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MARKING ASSESSMENT OF THE RESEARCH PROPOSAL
I. Factual Knowledge (30%)
__ Background information reflects the current state of knowledge on the topic.
__ Primary literature (ie. peer-reviewed studies) is emphasized over secondary
literature (ie. non-peer-reviewed textbooks)
__ Study rationale and research objectives are stated clearly.
II. Critical Judgment and Interpretation (20%)
__ Proposal shows a critical perspective of the topic.
__ Data and/or evidence presented in the literature was challenged by the author.
__ Synthesis of the literature is original (e.g., avoid serial citings of a single reference,
or the “book report syndrome”)
__ Proposed objectives that would advance our current understanding of the topic.
III. Relevance (15%)
__ Application of fundamental ecological principles.
__ Focus on objective statement remained clear, and discussion did not become
tangential to the topic being addressed.
IV. Clarity and Logic (15%)
__ Sentence and/or paragraph structure followed an “evidence-leading-to-conclusion”
format, and was not awkwardly worded (i.e. active voice).
__ Key terms/phrases clearly defined in introduction.
__Objectives relate well to material covered in the Intro, and do not appear de nuovo.
V. Physical Structure (10%)
Layout
__ title is informative and accurately reflects the content of the review.
__ main text is visually well-structured (Hint: try using subtitles)
__ paper is too brief
__ paper is too long; exceeds word/page limit
__ excessive use of quotes
References
__ documentation of sources of information presented in main text was incomplete
__ citation format did not follow the parenthetical citation method.
VI. Overall Impression (10%)
__ effective execution of proposal-writing basics
__ informative, very readable writing style.
__ novel and innovative approach or topic
__ inspired presentation with compelling interpretation of the scientific literature.
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Final Mark =
/100
POTENTIAL RESEARCH QUESTIONS
1. What is the expected net impact of algae on global climate?
2. Can algae destroy the stratospheric ozone layer?
3. What are the causes of HNLC (High Nutrient Low Chlorophyll) regions in the world’s
oceans?
4. Is it possible for NASA to use algae to terraform other planets?
5. Are human activities or climate warming increasing the occurrence of toxic red
tides?
6. How are freshwater dinoflagellate blooms linked to super-farm operations?
7. What is the expected impact of a global stressor (e.g., acidification, climate
warming, eutrophication, or increased ultraviolet-B radiation) on freshwater or
marine algal communities?
8. Does the reported “killer” green seaweed Caulerpa taxifolia in the Mediterranean or
another invasive exotic alga pose a potential threat to aquatic ecosystems in North
America?
9. Dispersal potential and survival strategies of algae in stressful environments.
10. Evolutionary ecology of algae.
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