Download 2. Course Title: Marine Ecology

University of Belize
Natural Resources Management Program
NRMP105 Marine Ecology
Wet Season Semester, August to December 2004
Meeting time: 8:00-9:15 M/W
Instructor:
Phone:
Ed Boles, Ph. D. (e-mail- ubboles @yahoo.com)
602-5823 (cell), 822-3733 (home)
Office: NRMP Office, Hummingbird Bld.
Office hours: ________________________
DEPARTMENTAL INFORMATION
Department/ Program:
Course Title:
Required for Degree:
Repeatability Status:
Repeatability Limit:
Prerequisites:
Corequisites:
Advisories:
Faculty of Science and Technology/ Natural Resources Management Program
NRMP 105 Marine Ecology
(X) yes ( ) no ( ) elective
Repeatable
2 times
(X) yes ( ) no _NRMP 101 Environmental Conservation and Development________
( ) yes (X) no ________________________________________
(X) yes ( ) no _Must have good writing skills_______________
SECTION I
1. Subject Area and Course Number:
2. Course Title:
3. Catalogue Course Description:
NRMP 105
Marine Ecology
Structure, function and dynamics of marine ecosystems, from coastal zones to deep oceans, are described.
The biological components of marine ecosystems, including neuston, plankton, nekton and benthic organisms,
are emphasized and the roles played by these organisms within global ecosytems and Belize in particular
examined.
Detailed Course Description:
Marine Ecosystems is a systems ecology course that surveys the rich and complex composition, structure,
functions and dynamics of Earth’s saltwater ecosystems from brackish lagoons and mangal forests deep ocean
benthic communities. We begin a sixteen-week survey of marine ecosystems with the vast open epipelgic zone
that covers 70% of the Earth’s surface. The surface film of the marine waters functions as a membrane for the
exchange water vapor, particulates and energy between the water and the atmosphere, having a great effect on
global climatic patterns. Marine ecosystem epipelagic zones are the source for 80% of the Earth’s
photosynthesis, most of which is produced by nanophytoplankton that have only recently been seriously
investigated. The marine vast plankton resources form the major trophic base of Earth’s largest food webs.
Besides feeding plankton feeding nekton, an incredible diversity of deep ocean organisms depend on a continual
rain of organic particles, formed mainly by the epipelagic plankton and nekton communities, each particle
becoming coated with microbial communities that enrich their food value.
Our course shall cover those highly productive habitats within the coastal zones of the world. We shall
probe into the ecology of coral reefs, grassbeds and estuaries. We shall compare polar, temperate and tropical
oceans and coastal zones, noting similarities and differences. We shall also take a close look at symbiotic
relationships within the marine ecosystems and the important roles these associations have played in the
evolution of life in the sea. Finally we shall critically examine the human impact on marine ecosystems,
particularly within Belize, and discuss possible solutions to these environmental abuses we, as a society,
perpetuate.
The objective of this course is to equip you with a general understanding to the ecological patterns of our
global and local marine ecosystems, environmental issues affecting these ecosystems and the range of ideas,
organizations and experts confronting these issues. It is hoped that you gain both a theoretical and practical
background to this wide ranging field and that you come away with a deeper understanding of the importance of
marine conservation now and in the future.
4. Hours: 3 semester hours, with scheduled lectures and field activities to be planned as a class.
5. Prerequisites, Co-requisites, Advisories:
Faculty at UB recognizes the importance of requiring students to practice high quality written
communications skills. All answers to discussion and short answer questions, field trip reports and project
reports must be submitted using complete sentence structure and correct grammar, punctuation and spelling. It
is essential that you take notes during lectures, seminars and field trips. The note book is where you write down
important information and concepts discussed in class, record any questions or comments that you or fellow
students may have, make field sketches, record observations during field trips and place any other course related
material. Take home essay questions may be included in some tests, constituting up to 25% of that grade.
Answers should be short and concise, with an introduction paragraph, support paragraphs and a conclusion
paragraph. Each paragraph should be structured with a topic sentence and support sentences in typical essay
style. It is strongly recommended that students signing up for this course commit to:
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reading all handouts and assigned electronic materials, including this syllabus
taking good notes in class
attending lectures and planning sessions
initiating job duties as a member of the class team on a timely basis
taking tests on scheduled times
committing to work together as a team and to achieve our common objectives
submitting assignments on time
using your best writing skills
communicating your ideas, insights, questions, answers, concerns, observations, experiences, etc. effectively
consulting with the instructor as necessary
6. Course Objectives/ Student Benefits
Objectives
Benefits
Present the theories concerning formation and
evolution of Earth’s oceans, seas and coastal
zones.
Diagram the ecological zones of the marine
ecosystem complex.
Compare the composition, structure, function and
dynamics of marine and terrestrial ecosystems and
the global roles of each.
Describe the composition and ecology of marine
plankton.
You shall realize that the present day marine ecosystems have a long
and dynamic geological and biological history.
Describe the significance of nanophytoplankton
and protozoan herbivores in global energetics
systems.
Collect and observe plankton community samples
from Belizean waters.
Examine the oceanic nekton communities and
their ecological roles
Discuss the microbial loop, the importance of
marine snow and other organic particles in marine
systems
Describe deep ocean pelagic and benthic
communities, tracing the energetics components.
Compare the ecology of polar, temperate and
tropical oceans.
Compare the ecology of estuaries, mangal forests,
seagrass beds and coral reefs
Appreciate the importance of commencial and
mutualistic
relationships
in
the
marine
environment
You shall be introduced to the present day understanding of marine
systems and familiar with their descriptive terminologies.
A global scale perspective of Earth’s two main ecosystem complexes
and the main ecological differences between them will help you
better appreciate the importance and interconnectivity of each.
You shall have an understanding of the importance of plankton in the
marine realm and become familiar with the organisms found in
plankton from Belizean waters.
Understanding the productivity of marine systems and the many
different micro organisms that are responsible for feeding most of
Earth’s herbivores helps to better understand the complex trophic
systems of marine systems.
Hands on experience with collecting and identifying plankton is an
important skill in many marine ecology professions.
Nekton is both an important ecological component of marine systems
and provides much protein for human populations. Understanding
their roles is important in helping to conserve these organisms.
You shall develop a greater understanding of the importance of
bacteria in sequestering and recycling organic carbon from ocean
waters.
Roles of deep sea fauna in cycling of global nutrients is an important
aspect of ocean ecology.
A global perspective of oceanic energetics is important in
appreciating the differences, similarities and interconnectivity of all
Earth’s ocean regions.
You shall gain an appreciation of the importance of each of these
marine systems as collectors and processors of nutrients and
consumers and producers of energy.
You shall be aware of the intricate and complex associations among
many different co-evolved organisms within the marine realm.
Examine global, regional and local environmental
concerns and conservation issues affecting marine
ecosystems.
Identify on-going marine research activities in
Belize and potential future research areas.
Having a global, regional and local understanding of human impacts
prepares you with a better understand of the interconnectedness of
these impacts where Belize stands compared with the world in
general and the Caribbean in particular.
Being familiar with research activities and shall allow you to explore
job and career opportunities.
SECTION II
7. Course Content and Scope
7.1. Outline of Topics
The following topics are included within the framework of the course but are not intended as limits to
content. The order of topic presentation is subject to change and new topics may be introduced relative to
situations and opportunities encountered during the semester. We also hope to offer several seminars by
visiting professionals throughout the semester. We will also be involved in a few field trips. The schedule
will be modified to accommodate such opportunities.
Topic 1- Introduction
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Course introduction, discussion of syllabus
Field trip planning
Define the scope of marine ecology
Earth divided into two great ecosystem
complexes
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Terrestrial ecosystems
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Oceanic ecosystems
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The coastal zone ecotone
Reading 1- Introduction to Marine
Ecosystems
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divisions of the marine ecosystem
complex from coastal zone to deep ocean
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general marine ecology concepts
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comparison of terrestrial and marine
ecology
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properties of water and basic
oceanography
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general marine energetics
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marine larvae and larval ecology
Assignment 1
Topic 2- Marine Plankton
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Importance of plankton within marine
ecosystems
Plankton and oceanic interconnections
Reading 2- Marine Plankton
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description of plankton communities
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roles of plankton
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trophic ecology of marine plankton
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distribution of marine plankton
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open water vs lagoon plankton
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meroplankton
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holoplankton
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bacterioplankton
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phytoplankton
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net phyto- verses nanophytoplankton
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zooplankton
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global patterns of plankton ecology
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ocean neuston
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daily migration patterns of plankton
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deep scattering layers and meroplankton
Assignment 2
Lab- Examination of plankton samples
Topic 3- Continental/Marine Connectivity
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Influence of terrestrial ecosystems on
marine ecosystems
Reading 3- Watershed and Coastal Zone
Interconnections
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salinity gradients
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sedimentation patterns
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nutrients
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energetics
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estuaries
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marshes
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mangroves
Assignment 3
Topic 4- Closer Look at Estuaries
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Estuaries and global productivity
Reading 4
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Types of estuaries
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Physical characteristics of estuaries
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Biota of estuaries
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Adaptation of estuarine organisms
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Ecology of estuaries
Assignment 4
Topic 5- Interstitial Ecology
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Reading 5- Interstitial Ecology and
Meiofauna
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defining the interstitial systems
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Interconnectivity of hyporheic systems
with overlying waters
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collection and examination of
interstitial fauna
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energetics of hyperheic zones
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problems studying hyperheic zones
Assignment 5
TEST 1
Topic 6-Mangroves
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Reading 6- Mangrove Ecology
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structure and adaptation
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distribution
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zonation
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energetics
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organisms associated with mangroves
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succession and mortality
Assignment 6
Topic 7- Shallow Water Communities
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Reading 7- Shallow Water Communities
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shallow-water subtidal benthic
associations
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epifauna
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infauna
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burrowers
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tube builders
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bioturbation vs stabiliation
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low productivity communities
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high productivity communities
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seagrass communities
Assignment 7
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Reading 8- Sea Grasses and Grassbed
Ecology
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Structure and composition
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Distribution
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Environmental conditions
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Productivity and energetics
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Associated organisms
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Succession and mortality
Assignment 8
Topic 9- Coral Reefs
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Reading 9- Coral Reef Ecology
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general biodiversity and energetics
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reef morphology and zonation
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reef communities
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general coral reef energetics
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coral reefs of Belize
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Indo Pacific vs Atlantic reefs
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diel patterns of reef systems
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producers and consumers in reef systems
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symbiotic associations on coral reefs
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competition and predation patterns
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reef bacteria
Assignment 9
Reading 10- Symbiosis
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symbiotic relationships in terrestrial and
marine systems
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phylogenetic range of symbiotic
associations
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ecological significance of symbiotic
associations
Reading 12- Deep Ocean
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meropelagic ecology
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vertical migration of plankton and
lantern fishes
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bioluminescence
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bathypelagic ecology
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deep sea benthic ecology
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deep oceans as detritus/microbial
based systems
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ocean oozes
Assignment 12
Topic 13- Marine Research and Monitoring
TEST 2
Topic 10- Symbiosis
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Reading 12- Oceanic Nekton
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description of the oceanic epipelagic
environment
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taxonomy of nektonic organisms
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adaptation of nekton to the oceanic
epipelagic environment
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trophic ecology of oceanic nekton
Assignment 11
Topic 12- Deep Ocean Ecology
Topic 8- Grassbeds
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Assignment 10
Topic 11- Oceanic Nekton
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Reading 10- Coastal Marine Research
and Monitoring Methods
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surveying coastal habitats
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coastal mapping
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water quality assessment
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measuring currents
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transects in reefs and grass beds
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mangrove studies
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mapping (GPS, habitat description) of
system
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plankton collections
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fish surveys
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macroinvertebrate ecology
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collection
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Identification
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curation methods
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use of macroinvertebrates as
ecological indicators.
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the human component
Project wrap-up and field report
TEST 3
Presentation of project reports
FINAL EXAM
7.2 Text and Reference Materials:
There is a good text that accompanies this course and you will need to access a copy. Reading
assignments may also be taken from other key marine ecology texts, journal articles, internet sites and
specific marine management documents for Belize. You are expected to take notes in class, both from
lecture and from the board, as you will be responsible for this information on exams. Electronic
information will be made available and it is the responsibility of the student, not the instructor, to access
this material.
J. W. Nybakken. 1993. Marine Biology: An Ecological Approach, 3rd edition. Harper Collins
College Publishers
7.3 Lecture, Lab and Field Hours
45 contact hours per semester between instructor and students are required for a three-hour course.
These hours are divided among several areas as described below.
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Much of these contact hours will occur in a conventional lecture settings. You are expected to attend lectures and
participate in class discussions, debates, planning sessions and seminars.
Some of these contact hours may be in lab sessions. Setting up labs for large groups takes planning and effort.
We will plan from 1 to 3 labs during this semester as a group during which time we shall be viewing preserved
specimens of plankton and other marine organisms. Attendance is mandatory.
Field activities shall take up more than the remaining contact hours required. Students are expected to be involved
in proposing and planning field trips. Those who get involved in these efforts may be able to acquire assignment
or project credit. Several field trips of varying duration may be available through the semester. Our main effort
shall involve participation in an ecological activities at the UB Calabash Caye Marine Research Station. Several
field trips may be available to select students with various universities and field programs scheduled for this
semester. Interested students shall be responsible for applying to these courses in advance and each student shall
be expected to submit a 2-5 page printed field report.
7.4. Field Trips:
The field exercises are necessary components of the course. Trips may involve hiking, swimming,
snorkeling and travel by land and water. Health and safety concerns will over ride all other issues on field
trips and each participant is expected to abide by the policies of the university. The trip requires special
planning, with all documents being filed with the Dean three weeks prior to the trip. Your participation is
required and will affect your grade. During the planning, preparation and execution of field trips each
participant is expected to make observations, ask questions, take notes, record data, work instruments,
collect samples, document conditions and have fun.
Each student will be responsible for select tasks during each field trip and will be graded on amount
and quality of work conducted. Field trip destinations, activities, objectives and dates will be project
oriented and decided as a class during planning sessions. Objectives of field trips include providing
students with field experiences and gathering information (for example water quality, macroinvertebrates,
geographical information, sediments, photographs, sketches, surveys, etc.) Each participant is required to
fill out a field trip report (a standard form in your packet). Each field trip (including transportation,
accommodation, food, etc.) will be planned by a volunteer or appointed student committee. Field trip
planners receive credit for their investment. Expenses shall have to be born by the students.
7.6 Assignments
Four assignments will be expected from each student. Assignment Cards may be handed out during
certain classes, given at the end of reading assignments and listed on the Recreation Assignment Sheet
found in your electronic course package. A dozen or more assignments will be presented during the
semester and you are only expected to submit four of these. However, each assignment has a due date and
no assignment will be accepted after its due date. You are strongly advised to begin submitting
assignments early during the semester. Most assignment information will be found either on the internet or
through consultation with professionals in the field. Most questions involve acquiring statistics relevant to
topics covered.
7.7. Projects
A project is an activity focused on gathering data and/or other kinds of information, examine that
information and present an organized analysis in a short, concise, well-written standard report format and in
a Power-Point or similar presentation format. The idea is that you the student use this opportunity to
identify a specific area of interest within the course topic range, seek information about that subject area
through published and internet sources, interviews, personal observations, short experimental efforts or
whatever other information gathering process and ultimately make others (your classmates, instructors and
anyone else seeking information on your topic) aware of what you learn. Check out the project suggestion
list found in your electronic packet. A copy of each project report will be kept in an open file for public
access- so write a paper you will want others to read!
Project papers should be relatively short (three to eight pages), single-spaced, 10 to 12 font size and in
Times New Roman or similar font. The format and details of paper writing are given in the Project Paper
Outline provided in your electronic package. If you want to deviate from this format, then you must get the
approval of the instructor. Always use your own words unless those words are contained in quotation
marks. Plagiarism, such as downloading text from the web and claiming it as your own words, is not
tolerated and your grade will be seriously jeopardized or the paper rejected. Always give REFERENCES
for any work used, quoted or unquoted.
Project presentations will be given somewhere during the 13 th to 15th week of the semester.
Presentations should be power point or use overhead projections, posters or similar visual aids as may be
useful. Each student should keep presentations very short, about five to eight minutes. During the
presentation, you will want to state what you did, how you did it and what the most important results of
your efforts were. Practice delivery, speak clearly and give a professional sounding presentation. These
will be class-graded by each student using a standard project grading form.
8. Methods of Evaluation
This course involves instructor, pier and self-grading. The instructor will be responsible for grading essay
questions, assignments, project content and presentation and assignments. Your classmates will be grading you
on project presentation, using a standard form. You will be grading and/or keeping track of your grades your
entire performance throughout this course. You will use the standard Self-Grading Form found in your course
package. At the end of the semester, you will tally up your score, print out your completed Self-Grading Form,
sign it and submit it on or before the due date given.
Three tests are scheduled for this course. Tests are based on reading material and your notes. You are
encouraged to take all three tests and the lowest grade shall be dropped. No make-up test will be given except
in extreme circumstances. Should you miss a test, that test shall be counted as your dropped grade. If you miss
a second test, you will get 0 points for that test. Tests may have fill-in-the-blank, true/false, matching and
diagram labeling sections. Each test may also have a take-home or in-class essay section that must be submitted
on test day. Once you complete your in-class test in ink, you will submit it to your instructor who will check off
the blank spaces left, circle the white-out patches used, tear off the essay question portion, sign the remaining
portion and hand it back to you. You will then be responsible for grading the rest of the test using an available
test key that will be kept in the office and turning it in by the following school day. You will quickly find out
what you know and the answers to questions you missed. The instructor will grade the essay portion, attach it
to the rest of the test, record both grades and return the entire test to you within a reasonable amount of time.
Small projects will be required of each student whereby information will be gathered about a specific topic,
with information drawn from the internet, newspapers, technical journals, interviews or other sources. Project
topics should be selected early in the semester and the project proposal submitted on time. Projects are graded
on four components- the project proposal, the writing quality, the report content and the presentation. Note that
plagiarism, such as downloading text from the web and claiming it as your own words, is not tolerated and
your grade will be seriously jeopardized or the paper rejected. Assignments must be typed and submitted on
time and will be evaluated on a five point scale based on content and presentation. Evaluations will be based on
the following:
First TestSecond TestFinal Exam
15%
15%
20%
ProjectAssignments
20%
10%
Field participation- 15%
Field reports5%
9. Methods of Instruction:
Various methods of instruction will be used throughout the course. Conventional lectures and class
discussions will provide a primary mode of information transfer during the first part of the course and during
opportunities throughout the course time. A total of 16 topics will be covered, as outlined above. Some topics
will be covered in a single session while other topics will require more time. Hands-on demonstration in the
field and laboratory shall be conducted in small groups. Use of aerial photographs, charts and maps shall give
visual perspectives of the extent and location of geological sites of interest and issues within Belize, the region
and the world. Field activities shall include demonstrations, lectures and discoveries as small groups. We will
be collecting data and recording observations that will be analyzed and discussed in class or lab settings.
10. Required Supplies and Additional Expenses
You will need a notebook for taking notes in class and the field. You will also need at least one computer
disk and access to a computer and the Internet. For the field trip, you may need tennis shoes or boots for the
“bush”, swim ware, a changing of cloths, a tooth brush, food and water depending on where we go and how
long we stay there. A more complete list shall be given prior to departure. Students will be involved in helping
to plan and set up field trips, identify costs and gather funds for covering trip costs where necessary.
11. Attendance
Students are required to attend a minimum of 80% of the course. A sign-in sheet will be circulated during meetings.
Eight absences constitute an automatic drop of one letter grade. Two late arrivals to class count as one absence. You are
responsible for all information presented on the day of your absence and any work assigned. Handouts must be picked up
from the instructor during regular office hours or before or after class. Those who attend 100% of the classes and field trips
shall receive an additional 2 points on their overall score.
12. Consultation
As a faculty member of UB, the instructor shall be available for consultation concerning materials covered in
this course of other related business before and after classes. During posted consultation hours, the instructor may
be found in the office of the outdoor lab/classroom area. Although the instructor may be engaged in other activities
during these posted hours, time will be made to talk with any student seeking consultation. Arrangements can also
be made to consult with the instructor during non-posted hours if necessary. Consultation can also be conduced by
way of phone, e-mail or outside of the office, if appropriate.
13. Course Evaluations
During this course, you shall be asked to evaluate the course content, delivery, instructor’s performance
and other aspects. This is not just a privilege- it is a responsibility. Such feedback from students helps the
instructor to make adjustments where required as the course evolves. Your input (comments, suggestions,
criticisms, insights, collections, maps, charts reports and other project deliverables) shall help make this a better
course in its aim to more effectively meet the needs of the students, university and nation. Take time to fill out
evaluations completely- not just checking off boxes, but also writing down your comments.
Take an active role in helping build quality into the University of Belize