Cornstalks Everywhere But Nothing Else, Not Even A Bee

"We'll start in a cornfield — we'll call it an Iowa cornfield in late summer — on a beautiful day. The corn is high. The air is shimmering. There's just one thing missing — and it's a big thing...

...a very big thing, but I won't tell you what, not yet."

Want to find out the VERY BIG THING?  Read more here.

Stats Concept Map

Need help thinking about what type of test you would use to analyze your data?  Check out the concept map below (note: this is NOT an exhaustive list of possible tests).

Stats concept map (1) from ilanasaxe

D period - Species Interactions

Today we used the PowerPoint below to talk about the interactions between species.

Homework: Take notes on Slides 12-16

Community Ecology from Stephen Taylor

Dandelion Sampling Lab

Today you sampled quadrats on the Circle and on the Flag Pole Green to look at population dispersion of dandelions.  After inputting all of your data to the google doc, you and your partner, AND ONLY working with your partner, will analyze the data.

How you analyze the data is up to you.  After completing your analysis, answer the following questions:

1. What type of tests did you conduct?
2. Why did you chose this type of analysis?
3. Is this test inferential or descriptive stats?
4. What are the limitations of the types of test that you conducted?

Penultimate Assignment #2 - Due Monday April 29th

Module 182 is describes the components of a life history strategy.  In this part of the Penultimate Assessment you need to discuss the life history strategies of your species.

To complete this task you should:

1.      Identify:

a.       The age at first reproduction

b.      Parity

c.       Fecundity

2.      Identify if the reproductive strategy is semelparity or iteroparity and explain why it falls into this classification.

3.      Describe the degree of parental behavior.  If your species does not demonstrate parental behavior explain how a lack of parental behavior could have arisen through evolution.

4.      Classify the species as either an r-strategist or a k-strategist. Explain why your species falls into this category.

5.      Identify and describe at least one trade-off your species reproductive strategies.

Provide an annotated bibliography that summarizes your research on the organism.

Note:   For this class and many scientific publications the American Psychological Association (APA) style of citation is appropriate.  You will find a full description of this style through the Bunn Library website directing you to: http://www.library.cornell.edu/resrch/citmanage/apa

An additional reminder: You must also include in-text citations that accompany your annotated bibliography.  In-text citations should include the author’s last name and date of publication.

1.      Submit your descriptions of adaptations and bibliography to your instructor via Blackboard as a “Turn-It-In” assignment and as a hard copy.

Homework from Monday's Class

C period: Finish reading Module 181 and read the first two pages of Module 182 as well as take notes on the survivorship curves on the third page of the module (there are notes telling you what to do).

D period: Read Module 181 - follow along with the annotations.  Be sure to complete the external links to the mark and recapture simulation as well as the life tables simulation.

Objectives for Populations

Objectives for Populations:

____P1. Define population

____P2. Describe methods for estimating population size and density.

____P3. Identify factors that influence the density and distribution of populations.

____P4. Explain how population size changes over time and identify causal factors.

____P5. Outline how population size is affected by natality, immigration, mortality and emigration.

____P6. Draw and label a graph showing a sigmoid (S-shaped) population growth curve.

____P7. Explain the reasons for the exponential growth phase, the plateau phase and the transitional phase between these two phases.

____P8. List three factors that set limits to population increase.

Populations

C period lab:
Today we spent the first half learning about populations and factors that can affect their size and distribution. You can download the PowerPoint from today's class here (because there are animations, it's not worth it to put it on slideshare).

We watched this TED talk from Hans Rosling.

In the second half of class, you worked on collecting data for Week 2 of the Eutrophication lab and read Module 181 (this module has been annotated for you).

Homework: Read Module 182.  This Module has NOT been annotated for you.

Quiz tomorrow!

Reminder: you have a quiz tomorrow (see side bar for details).

Simpson's Diversity Index

Today you learned about the Simpson's Diversity Index. You can find the sample problem we did in class in the PowerPoint below on slides 2-10.

 

Impacts of Humans on Ecosystems from Stephen Taylor

Biodiversity loss increases infectious diseases among humans

We are now transitioning from evolution to ecology.  To kick off this transition you read a literature review from Nature "Impacts of biodiversity on emergence and transmission of infectious disease." 


C period - Today you collected your first round of data for the eutrophication lab and started to read the article.  For homework, finish reading the article and be prepared to discuss what you read.  Please also bring a device that gets internet (you can use your phone).

D period - To you wrapped worked in expert groups on the domain presentations.  If you are a slow reader you should read 2-3 pages of the Nature article tonight.  You will have 45 minutes in class tomorrow to work on the article finish collecting your first round of eutrophication lab data.

From Mr.T's site: www.i-biology.net.  Click the picture to link to the PowerPoint

D Period Domain Presentations

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Three Domain Presentations - C Period

Bacteria

Penultimate Assignment #1

As your first assignment related to the organism you have chosen, you will investigate the adaptations that characterize your organisms unique design for survival.

To complete this task you should:

1.     Respond to the survey request reserving your species as unique among the classes.

2.     Discuss three different adaptations for your species.

a.     Describe the adaptation

b.     Classify these adaptations as physiological, morphological, or behavioral. 

c.     Explain how the adaptation has improved upon the fitness of the organism.

d.     Relate at least one of the adaptations to a “theme of biology” that is not connected to evolution.  In other words, do not use either the unity or diversity of life as your theme.

3.     Provide an annotated bibliography that summarizes your research on the organism.

Note:      For this class and many scientific publications the American Psychological Association (APA) style of citation is appropriate.  You will find a full description of this style through the Bunn Library website directing you to: http://www.library.cornell.edu/resrch/citmanage/apa

For the annotated bibliography, include two sentences describing the source and the information you used in your PA#1.  For more information on citations, check out the very helpful Bunn Library Website here.

4.     Submit your descriptions of adaptations and bibliography to your instructor via Blackboard as a “Turn-It-In” assignment and as a hard copy.

Three domain presentations

Today in class you worked on your three domain presentations.  You will present these in class on Wednesday.

Oral Presentation Component:

Ñ       Each person must speak for an equal amount of time.

Ñ       Presentations are to be 12 to 15 minutes long.  Points will be deducted if you are under or over time.  Be sure to practice your presentation!

Ñ       Do not read from the PowerPoint!  You may show a video clip, but videos cannot account for more than two minutes of your presentation.

Content of the Presentation:

Ñ       Include an overview of what distinguishes your domain from the other two domains.

Ñ       Include approximately when at least three phyla appeared in the grand scheme of evolution.

Ñ       Include and explain a phylogeny that shows the relationships between various organisms in this domain and how that fits with the other two domains.  

Ñ       Additional information: This will vary depending on which domain you are researching.

Handout

Ñ       One page, can be double sided.

Ñ       Must include citations.

Ñ       You may use the handout template or create your own.

Ñ       Must include a phylogeny.

Ñ       May leave space for your peers to take notes or may be a summary of your talk.

Ñ       Printing out the slides from your presentation is not an acceptable handout.

Ñ       Handouts do not need to be in color (nor is extra credit given for printing in color, not everyone has access to color printers/paper).

Here are some sites to get you started:

http://www.biology.iupui.edu/biocourses/N100/2k23domain.html

http://faculty.ccbcmd.edu/courses/bio141/lecguide/unit1/3domain/3domain.html

http://www.ucmp.berkeley.edu/help/taxaform.html

I will be posting your presentations on the blog, so make sure that you have properly cited all of your work (including images!!)

Phylogeny & Cladistics

This has been a busy week!  We tried a new lab and started transitioning from 'cookbook' labs to investigations where you need to work as a group to develop the procedure.  We will continue doing this for the remainder of the term.

I will be away on Friday and Saturday, but Mr. Hansen and Mr. Jordan are covering your classes.  Your assignment for class is posted below:

In class you will be given a handout on constructing cladograms.  You were told to bring your computer so you can look up information about the species in the activity.  If you need a tutorial on phylogeny click here! 

By the end of this week and this activity in particular, you should be able to do the following:

Objectives for Week 3:

·         Connect the process of evolution with the structure of a phylogeny.

·         Compare relatedness of organisms using a phylogeny.

·         Recognize the applications of phylogenetic information across biological disciplines.

·         Construct a cladogram for a given group of organisms that reflects the most likely shared ancestry.