Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Anoxic event wikipedia , lookup
Soundscape ecology wikipedia , lookup
Ecological resilience wikipedia , lookup
Cultural ecology wikipedia , lookup
Deep ecology wikipedia , lookup
Human impact on the nitrogen cycle wikipedia , lookup
Marine protected area wikipedia , lookup
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: 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 Course introduction, discussion of syllabus Field trip planning Define the scope of marine ecology Earth divided into two great ecosystem complexes Terrestrial ecosystems Oceanic ecosystems The coastal zone ecotone Reading 1- Introduction to Marine Ecosystems divisions of the marine ecosystem complex from coastal zone to deep ocean general marine ecology concepts comparison of terrestrial and marine ecology properties of water and basic oceanography general marine energetics marine larvae and larval ecology Assignment 1 Topic 2- Marine Plankton Importance of plankton within marine ecosystems Plankton and oceanic interconnections Reading 2- Marine Plankton description of plankton communities roles of plankton trophic ecology of marine plankton distribution of marine plankton open water vs lagoon plankton meroplankton holoplankton bacterioplankton phytoplankton net phyto- verses nanophytoplankton zooplankton global patterns of plankton ecology ocean neuston daily migration patterns of plankton deep scattering layers and meroplankton Assignment 2 Lab- Examination of plankton samples Topic 3- Continental/Marine Connectivity Influence of terrestrial ecosystems on marine ecosystems Reading 3- Watershed and Coastal Zone Interconnections salinity gradients sedimentation patterns nutrients energetics estuaries marshes mangroves Assignment 3 Topic 4- Closer Look at Estuaries Estuaries and global productivity Reading 4 Types of estuaries Physical characteristics of estuaries Biota of estuaries Adaptation of estuarine organisms Ecology of estuaries Assignment 4 Topic 5- Interstitial Ecology Reading 5- Interstitial Ecology and Meiofauna defining the interstitial systems Interconnectivity of hyporheic systems with overlying waters collection and examination of interstitial fauna energetics of hyperheic zones problems studying hyperheic zones Assignment 5 TEST 1 Topic 6-Mangroves Reading 6- Mangrove Ecology structure and adaptation distribution zonation energetics organisms associated with mangroves succession and mortality Assignment 6 Topic 7- Shallow Water Communities Reading 7- Shallow Water Communities shallow-water subtidal benthic associations epifauna infauna burrowers tube builders bioturbation vs stabiliation low productivity communities high productivity communities seagrass communities Assignment 7 Reading 8- Sea Grasses and Grassbed Ecology Structure and composition Distribution Environmental conditions Productivity and energetics Associated organisms Succession and mortality Assignment 8 Topic 9- Coral Reefs Reading 9- Coral Reef Ecology general biodiversity and energetics reef morphology and zonation reef communities general coral reef energetics coral reefs of Belize Indo Pacific vs Atlantic reefs diel patterns of reef systems producers and consumers in reef systems symbiotic associations on coral reefs competition and predation patterns reef bacteria Assignment 9 Reading 10- Symbiosis symbiotic relationships in terrestrial and marine systems phylogenetic range of symbiotic associations ecological significance of symbiotic associations Reading 12- Deep Ocean meropelagic ecology vertical migration of plankton and lantern fishes bioluminescence bathypelagic ecology deep sea benthic ecology deep oceans as detritus/microbial based systems ocean oozes Assignment 12 Topic 13- Marine Research and Monitoring TEST 2 Topic 10- Symbiosis Reading 12- Oceanic Nekton description of the oceanic epipelagic environment taxonomy of nektonic organisms adaptation of nekton to the oceanic epipelagic environment trophic ecology of oceanic nekton Assignment 11 Topic 12- Deep Ocean Ecology Topic 8- Grassbeds Assignment 10 Topic 11- Oceanic Nekton Reading 10- Coastal Marine Research and Monitoring Methods surveying coastal habitats coastal mapping water quality assessment measuring currents transects in reefs and grass beds mangrove studies mapping (GPS, habitat description) of system plankton collections fish surveys macroinvertebrate ecology collection Identification curation methods use of macroinvertebrates as ecological indicators. 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. 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