Wednesday, December 4, 2013
Final Exam- Updated
Yeb Sano, a representative to COP 19 from the Philippines, made the following statement.
"In Doha (COP 18), we asked “If not us then who? If not now, then when? If not here, then where? It may have fell on deaf ears. But here in Warsaw, we may very well ask these same forthright questions. “If not us, then who? If not now, then when? If not here in Warsaw, where?"
Mr. Sano's comments were specifically aimed at climate change, but I think that they could apply equally well to many other environmental issues. After this class you should have some background in ecology and you have the set of experiences you have gained through life and your other studies at TTU.
Exam Question 1- 75 % of the exam
Comment on Mr. Sano's statement. In particular, I would like you to discuss "the who", "the when" and most importantly, "the how" and "the what" of how you think that you/we (as individuals and as a society) should address environmental issues.
Exam Question 2- 25% of the exam
Discuss one specific example where your understanding of an environmental issue was informed by your knowledge of ecological principles.
Due: Because of potential changes in final exam schedules due to bad weather, I must receive an emailed copy of your final exam by 12 noon on Sunday December 8th. (of course you are welcome to turn it in any time before then).
Good luck
Thursday, November 21, 2013
Wednesday, November 13, 2013
Some Quasi-final Thoughts From McG
Here are links to the articles that propose a new way to think about conservation and environmentalism.
Time to reboot: towards a new Environmentalism. by Joe Zammit-Lucia
http://www.iucn.org/knowledge/focus/nature_for_all/?9493/Time-to-Re-Boot-Towards-a-New-Environmentalism
Conservation is not about nature. by Joe Zammit-Lucia
http://www.iucn.org/involved/opinion/?8195/Conservation-is-not-about-nature
These articles are posted on the IUCN's website http://www.iucn.org/.
They regularly post interesting articles on their Facebook page, http://www.facebook.com/iucn.org, so you might want to "like" them so you can receive the regular updates.
Who is Conservation For? http://chronicle.com/article/Who-Is-Conservation-For-/142853/
Tuesday, November 12, 2013
COP 19: Speach from Phillipines Delegate
The Philippines chief negotiator, Yeb Sano, opened the UN climate talks with an impassioned plea for urgent action, and announcing a hunger strike in solidarity for the victims of Typhoon Haiyan.
Must watch: Philippines speech moves COP19 plenary to tears
http://tcktcktck.org/2013/11/cop19-philippines-speech-moves-plenary-tears/58705
(this video lasts about 17 minutes. I suggest that you at least start at the 12 minute point where he starts to talk about the impact that the recent Typhoon has had on his family.)
Exerpts-
"To anyone who continues to deny the reality that is climate change, I dare you to get off your ivory tower and away from the comfort of you armchair. I dare you to go to the islands of the Pacific, the islands of the Caribbean and the islands of the Indian ocean and see the impacts of rising sea levels; to the mountainous regions of the Himalayas and the Andes to see communities confronting glacial floods, to the Arctic where communities grapple with the fast dwindling polar ice caps, to the large deltas of the Mekong, the Ganges, the Amazon, and the Nile where lives and livelihoods are drowned, to the hills of Central America that confronts similar monstrous hurricanes, to the vast savannas of Africa where climate change has likewise become a matter of life and death as food and water becomes scarce.
Not to forget the massive hurricanes in the Gulf of Mexico and the eastern seaboard of North America. And if that is not enough, you may want to pay a visit to the Philippines right now."
His Call to Action-
"In Doha (COP 18), we asked “If not us then who? If not now, then when? If not here, then where? It may have fell on deaf ears. But here in Warsaw, we may very well ask these same forthright questions. “If not us, then who? If not now, then when? If not here in Warsaw, where?
What my country is going through as a result of this extreme climate event is madness. The climate crisis is madness. We can stop this madness. Right here in Warsaw."
COP 19
United Nations Framework Convention on Climate Change
UNFCCC- http://unfccc.int/2860.php
COP 19
COP 19- http://www.cop19.gov.pl/
COP 19 Starts in Warsaw- http://www.pv-magazine.com/news/details/beitrag/cop-19-starts-in-warsaw_100013393/#axzz2kLbOb1MO
COP 19 What to Watch Out For in Warsaw- http://reneweconomy.com.au/2013/cop-19-what-to-watch-out-for-in-warsaw-17059
US Goals for COP 19- http://fpc.state.gov/217311.htm
5 Issues to Watch at COP 19- http://www.wri.org/blog/5-issues-watch-cop-19-%E2%80%9Cconstruction-cop%E2%80%9D
Kyoto Protocol
Kyoto Protocol- http://unfccc.int/kyoto_protocol/items/2830.php
Text of the Kyoto Protocol- http://unfccc.int/resource/docs/convkp/kpeng.pdf
Kyoto Protocol- http://en.wikipedia.org/wiki/Kyoto_Protocol
PowerPoint Presentation- http://www.slideshare.net/MarkMcGinley/cop-19
Daily Press Updates From COP 19
http://unfccc.int/press/news_room/items/2768.php?topic=all
Monday, November 11, 2013
Friday, November 8, 2013
Environmental Issues in China
Environmental Problems in China- WWF. http://wwf.panda.org/who_we_are/wwf_offices/china/environmental_problems_china/
Environmental Concern on the Rise in China
http://www.pewglobal.org/2013/09/19/environmental-concerns-on-the-rise-in-china/
Choking on Growth- New York Times
http://www.nytimes.com/interactive/2007/12/29/world/asia/choking_on_growth_10.html?_r=0
Severe Air Pollution Hits Shanghai (South China Morning Post. November 7, 2013)
http://www.scmp.com/news/china-insider/article/1349626/severe-air-pollution-hits-shanghai
Video
The Daily Show's Take on Air Pollution in China
http://www.thedailyshow.com/watch/thu-january-24-2013/things-may-be-bad--but-at-least-we-can-t-chew-our-air
The Devastating Effects of Pollution in China (part 1)
http://www.youtube.com/watch?v=q4DtOhe2LfQ
part 2
http://www.youtube.com/watch?v=_d-Ky7Se-v8
Presentation Schedule
Monday, November 4, 2013
Sustainable Use of Tropical Rainforests
Temengor- Biodiversity in the Face of Danger
http://www.youtube.com/watch?annotation_id=annotation_788801&feature=iv&src_vid=dBN7RGa9-f0&v=kBUyCAg2XrI
Sustainable Use of Tropical Rainforests
http://www.slideshare.net/MarkMcGinley/sustainable-use-of-tropical-rainforests
Interesting Articles
Sustainable Palm Oil: Rainforest Savior or Fig Leaf?
http://e360.yale.edu/feature/sustainable_palm_oil_rainforest_savior_or_fig_leaf/2345/
Will REDD preserve forests or Merely Provide a Fig Leaf?
http://e360.yale.edu/feature/will_redd_preserve_forests_or_merely_provide_a_fig_leaf/2277/
No REDD platform issues wakeup call to funders.
http://www.redd-monitor.org/2011/09/22/no-redd-platform-issues-wakeup-call-to-funders/
Videos
Forest Stewardship Council
http://video.answers.com/forest-stewardship-council-certificate-process-part-1-2-416309188
Sustainable Palm Oil - WWF
http://www.youtube.com/watch?v=7BRGj0DwYwA
Sustainable Palm Oil- Johnson and Johnson
http://www.youtube.com/watch?v=eHhLiXn_DiQ
Roundtable on Sustainable Palm Oil
http://wn.com/roundtable_on_sustainable_palm_oil
Expanding the Palm Oil Industry in Malaysia
http://www.youtube.com/watch?feature=player_embedded&v=zqAWkul3E_E
REDD the New Green?
http://www.youtube.com/watch?v=MiybUJE2TRo
Exposing REDD: The False Climate Solution
http://www.youtube.com/watch?v=7OzB-WBuwgk
Two Conflicting Views of the Harapan Rainforest Project, Sumatra, Indonesia
http://www.redd-monitor.org/2013/03/12/two-contrasting-views-of-the-harapan-rainforest-project-sumatra-indonesia/
Thursday, October 31, 2013
Tuesday, October 29, 2013
Ecology in the News: Overfishing
Appears some room for both optimism and pessimism here.
The End of Fish in One Chart
http://www.washingtonpost.com/blogs/wonkblog/post/the-end-of-fish-in-one-chart/2012/05/19/gIQAgcIBbU_blog.html
Can the US win the battle against overfishing?-http://www.washingtonpost.com/blogs/wonkblog/wp/2012/09/23/can-the-u-s-win-the-battle-against-overfishing/?fb_action_ids=10101862231455198&fb_action_types=og.likes
Just how badly are we overfishing the oceans?
http://www.washingtonpost.com/blogs/wonkblog/wp/2013/10/29/just-how-badly-are-we-overfishing-the-ocean/?fb_action_ids=10101862222602938&fb_action_types=og.likes
Invasive Species
Invasive species are an important threat to biodiversity and can be very costly to humans.
Further Reading
1) Invasive Species- http://www.eoearth.org/article/Invasive_species
2) Marine Invasive species - http://www.eoearth.org/article/Marine_invasive_species
3) Aquatic Invasive Species- http://www.eoearth.org/article/Aquatic_invasive_species
4) Invasion Fact Sheet- http://www.eoearth.org/article/Invasion_fact_sheet
Powerpoint Presentation
Invasive Species Slideshow- http://www.slideshare.net/secret/bL1TCLiLtoH5Np
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss threats caused by invasive species
- discuss strategies to exclude or eliminate invasive species
- discuss some invasive species in Texas
- discuss factors that allow species to invade new communities
Friday, October 25, 2013
The Dust Bowl
The Dust Bowl was an environmental catastrophe, a natural hazard (multiannual drought) in the 1930s in the Southern Great Plains of the USA, resulting in the activation of a geomorphic process (intense wind erosion) which, when human society could not adapt to it, cascaded into unprecedented agricultural, economic, and societal collapse in its core region. Over the years, the cause of the Dust Bowl has been variably ascribed to specific climatic or meteorological phenomena or land management practices. Drought and wind erosion have been notable phenomena in the Southern Great Plains throughout the Holocene, occurring long before conversion of the land to agricultural use, and still continue today. (Gill and Lee 2006)
Further Readings
Dust Bowl http://www.eoearth.org/article/Dust_Bowl
The Dust Bowl http://www.u-s-history.com/pages/h1583.html
On the cause of the 1930s Dust Bowl. Science 2004 http://www.sciencemag.org/content/303/5665/1855.abstract
NASA explains the Dust Bowl Drought http://www.nasa.gov/centers/goddard/news/topstory/2004/0319dustbowl.html
A critical evlauation of the Dust Bowl and its causes. Gill and Lee. 2006
http://adsabs.harvard.edu/abs/2006AGUFM.A44C..06G
What America Looked Like: The Dust Bowl (2012 in The Atlantic. lots of good photos)
http://m.theatlantic.com/national/archive/2012/02/what-america-looked-like-the-dust-bowl/253220/#slide3
Misery on a Grand Scale: The Drought of today and Yesteryear. Wynan Meinzer is a photographer who teachers photography at Tech. He teaches Wildlife Photography at Junction during Intersession which would be a great experience for all budding photographers.
http://www.wymanmeinzer.com/misery-on-a-grand-scale-the-drought-of-today-and-yesteryear/
Video
Surviving the Dust Bowl. PBS
http://video.pbs.org/video/1311363860/
Monday, October 21, 2013
"The Naturalist" by Barry Lopez
Here is a link to an article written by Barry Lopez, entitled "The Naturalist", that was published in Orion Magazine in 2001. Those of you in EVHM may have read this article in other classes, but even if you have read it before, it s worth keeping some of Barry's ideas in the back of your mind while you are taking an "Ecology" class.
http://www.orionmagazine.org/index.php/articles/article/91/
Here is a link to his website in case you are interested.
http://www.barrylopez.com/
Tuesday, October 15, 2013
Climate Change Deniers and IPCC Report
The I will list some links to some "climate change deniers" groups (this list is certainly not exhaustive). Finally I have included links to some interesting vides on both sides of the "climate debate". (Of course it is the coldest morning of the year when I post these!!!!!!)
IPCC Report
IPCC Summary for Policy Makers- http://www.climatechange2013.org/images/uploads/WGIAR5-SPM_Approved27Sep2013.pdf
IPCC Exaggerates Risks: Opposing View (USA Today October 14, 2013)- http://www.usatoday.com/story/opinion/2013/10/14/ipcc-climate-change-heartland-institute-editorials-debates/2983941/
The Science Fiction of IPCC Climate Models. (Heartland Institute, October 12, 2013)- http://news.heartland.org/editorial/2013/10/12/science-fiction-ipcc-climate-models
Some Climate Change Denial Groups
Heartland Institute- http://heartland.org/
Climate Change Dispatch- http://www.climatechangedispatch.com/
GlobalClimateScam.com- http://www.globalclimatescam.com/
Climate Change Denial-http://www.climatechangedispatch.com/
Friends of Science- http://www.friendsofscience.org/index.php?id=158
Heartland Institute and its NIPPC Report fails the credibility test- http://www.climatesciencewatch.org/2013/09/09/heartland-institute-nipcc-fail-the-credibility-test/
Videos
Rick Perry Debate- http://www.youtube.com/watch?v=qoPvxcwZ5xw
Global Warming Panic Explained- http://www.youtube.com/watch?v=cdxaxJNs15s&feature=player_embedded
Providing Insight into Climate Change- http://www.friendsofscience.org/index.php?id=394
The Truth About Global Warming- Stephen Schneider: http://www.youtube.com/watch?v=4_eJdX6y4hM
Bill Nye vs Marc Morano (CNN debate) http://www.youtube.com/watch?v=gWT-EWKIR3M
Koch Industries and Climate Denial - http://www.greenpeace.org/usa/en/campaigns/global-warming-and-energy/polluterwatch/koch-industries/
Climate Deniers: Bill Maher- http://www.youtube.com/watch?v=0OwFSLm4pII (careful, contains a few naughty words)
Friday, October 11, 2013
Sunday, October 6, 2013
Writing Assignment #2
Readings
Classic Paper
The value of the world’s ecosystem services and natural capital by Costanza et al.
NATURE |VOL 387 | 15 MAY 1997
http://www.esd.ornl.gov/benefits_conference/nature_paper.pdf
Other Suggested Readings
Biodiversity and ecosystem services- http://www.eoearth.org/article/Biodiversity_and_ecosystem_services
Marine ecosystem services- http://www.eoearth.org/article/Marine_ecosystem_services
Ecosystem services and human well-being synthesis: summary for decision-makers.
http://www.eoearth.org/article/Ecosystems_and_Human_Well-being_Synthesis:_Summary_for_Decision-makers
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define ecosystem services
- discuss the variety of services provided by the environment
- discuss how scientists have attempted to determine the monetary value of ecosystem services
Writing Assignment #2
After reading the materials on ecosystem services, write an article (3 page max, double spaced) discussing ecosystem services that could be published in the Lubbock Avalanche Journal.
Dates (note changes): First Draft due Monday October 14th. We will workshop the papers on Wednesday October 16th and the final papers will be due on Monday October 21st.
Global Carbon Cycle and Climate Change
Most of the slides from the global climate change portion of this presentation came from Katharine Hayhoe's website (she is a professor in the Tech Political Science Dept and the link to her website is listed on the presentation).
Global Carbon Cycle and Global Climate Change
http://www.slideshare.net/secret/C6iDTujQlIh73C
Further Reading
Climate Change FAQ- http://www.eoearth.org/article/Climate_change_FAQs
Causes of Climate Change- http://www.eoearth.org/article/Causes_of_climate_change
Global Warming- http://www.eoearth.org/article/Global_warming
Economics of Climate Change- http://www.eoearth.org/article/Economics_of_climate_change
Mauna Loa Curve- http://www.eoearth.org/article/Mauna_Loa_curve
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- identify the major reservoirs of carbon
- discuss the two most important biological processes that result in a movement of carbon from one reservoir to another
- discuss the three ways that human activity has altered the global carbon cycle
- explain the Mauna Loa Curve
- discuss why climate scientists have concluded that global temperatures have increased
- discuss why climate scientists have concluded that this increase in temperature is most likely caused by humans
- discuss some potential consequences of global climate change
In Case You Are Interested: Dead Zones
Eutrophication can affect marine ecosystems as well.
Required Readings
http://www.mnn.com/earth-matters/translating-uncle-sam/stories/what-is-the-gulf-of-mexico-dead-zone
http://www.smm.org/deadzone/
http://serc.carleton.edu/microbelife/topics/deadzone/
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define "dead zones"
- discuss the causes of dead zones
- discuss some of the ecological and social problems associated with dead zones
In Case You Are Interested: Eutrophication
Eutrophication is a process that arises as the result of humans altering nutrient cycling in aquatic ecosystems.
Required Readings
http://www.eoearth.org/article/Eutrophication
http://www.eoearth.org/article/Hypoxia_fact_sheet
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define eutrophication
- discuss the causes of eutrophicationb
- discuss some ecological and social results of eutrophication
- discuss mitigation of eutrophication
Ecosystem Ecology
NOTE!!! By the end of this class you should be able to discuss what is wrong with the diagram shown above!!!!!
Ecosystem ecologists focus on the flow of enery and the cycling of nutrients through the ecosystem.
Further Readings
Ecosystems- http://www.eoearth.org/article/Ecosystem
Ecological energetics- http://www.eoearth.org/article/Ecological_energetics
Nitrogen cycle- http://www.eoearth.org/article/Nitrogen_cycle
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- diagram and discuss the flow of energy through an ecosystem
- diagram, discuss the causes of, and discuss some of the implications of the enegy pyramid
- diagram nitrogen cycle within an ecosystem
- discuss the factors that influence the rate of flow from dead bodies to the soil and discuss the implications of differences in this rate
In Case You Are Interested: Invasive Species
Invasive species are an important threat to biodiversity and can be very costly to humans. It is interesting to think about what allows and what are the consequences of adding a new species to a community.
Further Reading
1) Invasive Species- http://www.eoearth.org/article/Invasive_species
2) Marine Invasive species - http://www.eoearth.org/article/Marine_invasive_species
3) Aquatic Invasive Species- http://www.eoearth.org/article/Aquatic_invasive_species
4) Invasion Fact Sheet- http://www.eoearth.org/article/Invasion_fact_sheet
Powerpoint Presentation
Invasive Species Slideshow- http://www.slideshare.net/secret/bL1TCLiLtoH5Np
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss threats caused by invasive species
- discuss strategies to exclude or eliminate invasive species
- discuss some invasive species in Texas
- discuss factors that allow species to invade new communities
In Case You are Interested: Tilman's Model of Competition for 2 Limiting Resources
Slideshow
http://www.slideshare.net/MarkMcGinley/tilmans-model-of-competition-for-two-resources
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
1)define ZNGI, consumption vector, supply vector, resource supply point
2)determine the outcome of competition when provided with information about ZNGIs, consumption vectors, and resource supply point.
3) distinguish between a stable and unstable equilibrium and be able to discuss why stable equilibria are particularly important outcomes from these models.
Monday, September 30, 2013
Disturbance Ecology
The approach that community ecologists use to understand patterns of biodiversity depends on whether they think that communities are full (i.e., member of communities is limited by biotic interactions such as competition and predation) or whether communities are not full. The "equilibrial approach" to understanding community structure assumes that community membership is limited by competition. Thus, to understand the number of species in a community it will be necessary to understand the number of potential distinct niches. The "non-equilibrial approach" assumes that some procese or processes (such as predation or disturbance) have limited competitive exclusion.
Disturbance Ecology
Ecological disturbances are one example of a process that can limit competitive exclusion. If a disturbance disrupts population growth of a superior competitor, then the population size of the superior competitor may not get large enough to competitively exclude other species.
Powerpoint Presentation
http://www.slideshare.net/secret/GH30nvAxRaF4P
Further Reading
1) Here is a link to a chapter entitled - The response of animals to disturbance and their roles in patch generation. that Mike Willig and I wrote for a book Ecosystems of Disturbed Ground. The first portion of this chapter talks about our view of disturbance the second discusses some of my research in Texas.
http://hydrodictyon.eeb.uconn.edu/people/willig/Willig_pdf/094.Willig&McGinley.1999.pdf
2) The Fire Ecology Factsheet- http://www.eoearth.org/article/Fire_ecology_fact_sheet
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define disturbance
- list examples of disturbances
- distinguish between a disturbance and a disaster
- discuss the characteristics of a disturbance regime
- discuss some adaptations of organisms to disturbances
- discuss why disturbances are natural parts of many ecosystems
- discuss the intermediate disturbance hypothesis
Disturbance Ecology
Ecological disturbances are one example of a process that can limit competitive exclusion. If a disturbance disrupts population growth of a superior competitor, then the population size of the superior competitor may not get large enough to competitively exclude other species.
Powerpoint Presentation
http://www.slideshare.net/secret/GH30nvAxRaF4P
Further Reading
1) Here is a link to a chapter entitled - The response of animals to disturbance and their roles in patch generation. that Mike Willig and I wrote for a book Ecosystems of Disturbed Ground. The first portion of this chapter talks about our view of disturbance the second discusses some of my research in Texas.
http://hydrodictyon.eeb.uconn.edu/people/willig/Willig_pdf/094.Willig&McGinley.1999.pdf
2) The Fire Ecology Factsheet- http://www.eoearth.org/article/Fire_ecology_fact_sheet
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define disturbance
- list examples of disturbances
- distinguish between a disturbance and a disaster
- discuss the characteristics of a disturbance regime
- discuss some adaptations of organisms to disturbances
- discuss why disturbances are natural parts of many ecosystems
- discuss the intermediate disturbance hypothesis
Sunday, September 22, 2013
Competition in Animals and Plants
Readings
Competitive Exclusion Principle http://www.eoearth.org/article/Competitive_exclusion_principle
Resource Partitioning and Why It Matters
http://www.nature.com/scitable/knowledge/library/resource-partitioning-and-why-it-matters-17362658
Slideshow
http://www.slideshare.net/MarkMcGinley/competition-in-animals-and-plants
Expected Learning Outcomes
By the end of this course a full engaged student should be able to
1) discuss the relationship between the fundamental and realized niche
2) discuss some ways animals can partition niches
3) define and describe character displacement
4) discuss why plants and animals may not be able to partition niches in the same way
5) explain Tilman's R* model
Community Ecology: Coolest Video Ever?
A past Biology student sent me a link to this video. It seems like almost everything that we will talk about this semester is going on in this video. The highlight of my biology life was visiting Kruger Park when I was about 13 (how sad to peak so young). I saw lots of amazing animals, but I didn't see anything like this. This video keeps getting better so make sure you watch it all the way to the end. Enjoy!!
http://www.youtube.com/watch?v=LU8DDYz68kM
Community Ecology
Suggested Readings
Community Ecology- http://www.eoearth.org/article/Community_ecology
Competition- http://www.eoearth.org/article/Competition
Interspecific Competition- http://www.eoearth.org/article/Interspecific_competition
Exploitative Competition- http://www.eoearth.org/article/Exploitative_competition
Predation- http://www.eoearth.org/article/Predation
Mutualism- http://www.eoearth.org/article/Mutualism
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- define competition, exploitative competition and interference competition
- identify and explain examples of exploitative and interference competition from a variety of environments
- define predation (narrow and broad sense), herbivory, and parasitms
- identify and explain examples of predation, herbivory, and parasitism from a variety of environments
- identify examples of morphological and behavioral adaptations that animals have to help capture their food
- identify examples of morphological, biochemical, or behavioral adaptations that animals have to protect them from predators
- identify and explain examples of mutualisms from a variety of habitats
- define a keystone species and an ecosystem engineer and provide examples of each.
Friday, September 20, 2013
Wednesday, September 18, 2013
Tuesday, September 17, 2013
Writing Assignment #1
As you have probably figured out by now, I think that human population growth is one of the most interesting and most important topics that we will cover this semester. I am pleased the the rest of the scientific community shares my views. In 2011 Science magazine (one of the most respected and influential scientific journals in the world) contains a special section on Population. This section contains 9 news articles and 8 review and analysis papers. You can find all of these articles online at http://www.sciencemag.org/site/special/population.
Writing Assignment
For this assignment I would like you to choose an audience (parents or other family members, a friend or a group of friends, co-workers. fellow classmates, a ex or current teacher, readers of the Lubbock Avalanche Journal, random people that you meet in the mall, etc.) and then explain your views on human population growth.
These papers should have three parts.
1. A short paragraph describing the audience you have chosen to write for. Provide some background about their current knowledge and attitude about the topic and why you chose to communicate to this audience.
2. The main body of the paper where you should explain your views of human population growth to your audience.
3. References that you used to develop your ideas.
Length: The first two sections should be limited to a maximum of three double-spaced pages. I suggest that you use Times New Roman 12 point font and normal margins. You may include your references on a separate page.
Rough draft of the papers are due on Monday September 23rd and we will workshop the papers on the following Wednesday.
Human Population Growth
I have spent a lot of time telling you that exponential growth is an unrealistic model of population growth. Interestingly, human populations have experienced exponential-like growth. How can this be?
What makes humans different from other species?
In other species per capita birth rates and per capita deaths rates are density dependent. However, as human populations have increased there has been no corresponding decline in per capita birth rates or increase in per capita death rates. What makes humans different from other species?
Humans have the ability to alter their environment so that they can avoid the density dependent effects on birth and death rates. 1) Humans have increased food production by improvements in agriculture (e.g., irrigation, fertilization, mechanized farming, genetically improved crops). 2) Humans have been able to decrease death rates by improvements in medicine and public health (things as simple as not pooping in the water you drink helps a lot!). 3) Humans have elimnated most human predators (ocassionally, someone gets killed by a shark or a mountain lion).
Where is human population growth occuring?
The rates of human population growth are not the same in all regions. Today, human populations are increasing in size much faster in developing countries (e.g., Mexico, other countries in Central America, Africa, and Southeast Asia) than they are in developed countries (e.g, USA, Canda, Western Europe). The figure at the top of this post shows the patterns of population growth in developed and developing nations.
Thus we see that populations are increasing most rapidly in the countries that are least able to deal with a rapidly increasing population. See "Population Challenges-The Basics" that can be downloaded from the Population Institute's website.
http://www.populationinstitute.org/population-issues/index.php
Human Population Growth Problem?
There is a great deal of debate about whether increasing human populations are a problem or not, and if they are what should be done about it. Unfortunately, we don't have time to discuss this issue in very much detail in class. My personal opinion is that we have too many people consuming too many resources and the last thing that we need are billions more people living on the planet. This is an issue that I am always intersted in talking more about if you would like to chat.
Further Reading
"Human Population Explostion" from the EoE.
http://www.eoearth.org/article/Human_population_explosion
Website
World Population Clock (and other interesting info)
http://www.worldometers.info/population/
Really Cool Video
Here is a link to a YouTube video on "World Population" The first minute and a half or so is a little boring, so you can skip over it if you wish. However, I think the animation showing when and where human population growth has been occuring is really cool.
http://www.youtube.com/watch?v=4BbkQiQyaYc
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- describe patterns of human population growth in developed and developing nations
- discuss some reasons why the pattern of population growth in humans is so different from that in other species
- describe the demographic transition
- discuss their own personal view of human population growth.
Monday, September 16, 2013
Wednesday, September 11, 2013
Cool Stuff: Lizards Walking on Water
It turns out that some lizards are able to walk on water as well.
The basilik lizard from Central America is sometimes known as the "Jesus Lizard" for its ability to run on the water. The pygmy gecko is so small that it is able to "float" on the water.
Interesting article
http://news.bbc.co.uk/earth/hi/earth_news/newsid_8304000/8304139.stm
Video of basilik lizard from National Geographic.
http://www.youtube.com/watch?v=45yabrnryXk
Video of pygmy gecko from the BBC.
http://www.bbc.co.uk/nature/life/Gecko#p004rqsj
Population Ecology 3- Logistic Growth
We are trying to develop a mathematical model that helps us to understand patterns of population growth. So far our first attempt, the exponential growth model, did not help us to understand population growth (for reasons that I hope that you understand by now).
The "Real" world
In our attempt to think about population growth in the real world, we attempted to examine how per capita birth rates and per capita death rates should vary as population size varies. The model that describes this pattern of growth is known as the logistic growth model. It is important to realize that although this model is much more realistic, and therefore useful to us, than the exponential growth model, the logistic growth model still only examines what I call "the theoretical real world". That is, this model applies to our ideas about how populations should generally behave and do not thus relate directly to studying the population sizes of white tailed deer in central Texas or parrot fish on a coral reef in Fiji.
Logistic Growth
We have discussed why, in the real world, r should decrease as population sizes increase. If this is the case then there is a population size at which the per capita birth rate equals the per capita death rate. We call this population size the carrying capacity.
1) When populations are smaller than the carrying capacity we expect them to increase in size until they reach the carrying capacity.
2) When populations are larger than carrying capacity we espect them to decrease in size untile they reach the carrying capacity.
3) When the population size equals the carrying capacity we expect no change in the size of the population.
The logistic growth equation is a mathematical equation developed by biologists to describe patterns of population growth consistent with the ideas above. Before focusing on the biological isights that we can gain from the logistic growth model (the real purpose of everything we have been doing) it is important to really understand patterns of logistic growth. Hopefully, this powerpoint presentation will help you understand these patterns better.
Powerpoint Presentation
Click here for a powerpoint presentation entitled "Fun With Graphs- Logistic Growth"
http://www.slideshare.net/secret/gyB3cjnSplLw41
NOTE: THERE IS AN ERROR ON SLIDE 16 OF THIS PRESENTATION!!!
The title of the graph on slide 16 should read "Logistic Growth: dN/dt vs t (Not N), N initially << k"
The x-axis of the graph is TIME (please ignore the values of K on the x-axis because K does not belong on the time axis). The shape of the graph is correct. Make sure you change the x-axis to Time rather than Population Size.
Expected Learning Outcomes
By the end of this course a fully engaged students should be able to
- define the carrying capacity
- draw, and interpret the following graphs associated with logistic growth
a) how population size changes over time in logistic growth when the initial population size is much smaller than the carrying capacity
b) how population growth rate changes over time in logistic growth when the initial population size is much smaller than the carrying capacity
c) how the per capita growth rate varies over time in logistic growth
- discuss the causes for the shape of the s-curve (this answer will need to include a discussion of both math and biology)
- discuss the factors that regulate population size, be able to distinguish between density dependent and density independent factors that regulate population growth and give examples
Population Ecology 2- Exponential Growth
From the first lesson on Population Ecology we learned that the population growth rate (dN/dt) can be calculated as the product of the per capita growth rate (r) and the population size (N).
dN/dt = rN
This is the fundamental equation describing population growth and this equation is always true.
If we want to use this equation to analyze how population sizes change over time, then it makes sense to start by examining the simplest formulation of this equation which occurs when the per capita growth rate is constant. The equation dN/dt = rN when r is constant is known as the exponential growth equation and this equation describes a patter on growth known as exponential growth.
The graph plotting how population size changes over time is shown in the Exponential Growth article. This graph shows an exponential growth curve (sometimes known as the "j-curve"). If you have questions about why the graph has this shape let me know and I will try to explain it more thoroughly.
It is important that you are able to look at this graph and determine all of the information held in the graph. The exponential growth curve allows us to discuss how two parameters change over time- 1) the population size (shown by the x-axis) and 2) the population growth rate (shown by the slope of the line). I find that it is easier to discuss only one parameter at a time so let's start with the population size.
1) Over time, the population size increases (we know this because the line has a positive slope).
Now let's think about the population growth rate.
2) Over time, the population growth rate increases (we know this becasue the line gets steeper over time.
3) Over time, the rate at which the population growth rate increases over time, increases over time (we know this because the slope increases faster and faster over time).
Thus, if populations are growing exponentially then they keep increasing in size at an ever faster rate forever and ever.
Now try this-
Can you draw the following graphs?
1) plot how the population growth rate varies over time.
(hint- we have alredy described what this pattern will look like using words- just turn these words into pictures).
2) plot how the population growth rate depends on population size.
(hint- this graph is a little trickier, but we do have an equation that relates the two variables)
3) plot how the per capita growth rate varies over time.
(hint- think about what the basic assumption we made aboiut exponential growth)
4) plot how the per capita growth rate
(see the hint from number 3)
Exponential Growth is Unrealistic
Because population sizes keep increasing at ever faster rates for ever, exponential growth does not seem to be an accurate description of population growth in most animals, plants, and microbes. If this is an unrealistic model then why did I teach it to you? I started with exponential growth becasue it is the simplest model of population growth and scientists always like to describe the world using the simplest models that they can.
Obviously, in this case we have started with a model that is too simple to realistically describe the world. What is wrong with the exponential growth model? The fundamental assumption we made about exponential growth is that the per capita growth rate is constant. This must not be a realistic assumtpion.
It is important that you understand, and are able to explain, both the mathematical reasons and biological reasons that exponential growth is an unreasonable model of population growth. I tried to explain biologically why exponential growth is unrealistic in the "Exponential Growth" article and the attached Powerpoint presentation so take a look at those.
Suggested Readings
Here are some articles you should look at from the Encyclopedia of the Earth. I wrote these so they are brilliant!!!
Population Ecology http://www.eoearth.org/article/Population_ecology
Exponential Growth http://www.eoearth.org/article/Exponential_growth
Logistic Growth http://www.eoearth.org/article/Logistic_growth
Carrying Capacity http://www.eoearth.org/article/Carrying_capacity
Intraspecific Competition http://www.eoearth.org/article/Intraspecific_competition
Powerpoint Presentation
Click here for the Powerpoint presentation "Why is Exponential Growth Unrealistic?"
http://www.slideshare.net/secret/IDPugQtl2wvONv
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- draw and interpret the following graphs associate with exponential growth
a) how population size change over time in exponential growth
b) how population growth rate varies over time in exponential growth
c) how per capita growth rate changes over time in exponential growth
e) how per capita growth rate depends on population size in exponential growth
- explain why exponential growth is an unrealistic pattern of growth for most species
- define and explain the carrying capacity
Population Ecology 1- Basic Parameters
Expected Learning Outcomes
By the end of this course, a fully engaged student should be able to
- define b, d, r, B, D, dN/dt.
- identify and use the proper units associated with each parameter
- use the correct algebraic equations to calculate each of these parameters
- be equally comfortable referring to these concepts verbally or via their algebraic symbols.
Basic Parameters of Population Ecology
Here is a brief introduction to some of the important parameters that we will need to understand to be able to study population ecology. For each of the parameters it is important that you know (1) the name of the parameter, (2) the algebraic symbol used to represent the parameter, (3) the units of measurement for the parameter, (4) how to calculate the parameter, and (5) how to describe (in words) what a particular value of that parameter means.
It is probably easiest for me to introduce these concepts using an example.
Imagine that in a population of 100 elephants that in one year 10 elephants are born and 5 elephants die.
1) Population Size (N) units- individuals. Measures the number of individuals in a population.
N = 100 individuals
In this population of elephants, there are 100 individuals.
2) Population Birth Rate (B) units- number of births per time. Measures the number of births per time that occur in a population.
B = 10 births/year
In this population, each year there are 10 births.
3) Population Death Rate (D) units- number of deaths per time. Measures the number of deaths per time that occur in a population.
D = 5 deaths/year
In this population, each year there are 5 deaths.
4) Population Growth Rate (dN/dt) units- number of idividuals per time. Measures the rate of change of the population size.
dN/dt = B - D
dN/dt = 10 births/year - 5 deaths/year = 5 individuals/year
In this population, the population size increases by 5 individuals each year.
5) Per Capita Birth Rate (b) units- births per time per individual. Measures the number of births per time averaged across all members of the population.
b = B/N
b = (10 births/year)/100 individuals = 0.10 births/year/individual
In this population, each year 0.10 babies are born for each individual in the population.
6) Per Capita Death Rate (d) units - deaths per time per individual. Measures the number of deaths per time averaged across all members of the population.
d = D/N
d = (5 deaths/year)/100 individuals = 0.05 deaths/year/individual
In this population, each year 0.005 individuals die for each individual in the population.
7) Per Capita Growth Rate (r) units = individuals/time/individual. Measure the rate of change in population size averaged across all individuals. The per capita growth rate can be calcuated two ways.
a) r = b - d
r = 0.10 births/year/individual - 0.05 deaths/year/individual = 0.05 ind/year/ind
b) r = (dN/dt)/N
r = (5 individuals/year)/100 individuals = 0.05 individuals/year/individual
In this population, each year 0.05 individuals are added for each individual in the population.
Practice Problem
1. In a population of 50 tigers, in one year 10 tigers are born and 20 tigers die. What is B, D, dN/dt, b, d, r?
Tuesday, September 10, 2013
Monday, September 9, 2013
Elephant poachers poison hundreds of vultures to evade authorities
Here is an interesting and sad article from National Geographic.
http://newswatch.nationalgeographic.com/2013/08/29/elephant-poachers-poison-hundreds-of-vultures-to-evade-authorities/
Friday, September 6, 2013
Cool Stuff: Science Confirms That Politics Wrecks Your Ability to do Math
Here is a link to an interesting article, that was posted on Facebook by Dr. Jeff Lee a professor in the Geography Department at Tech. The article reports on the results of a study showing how a political beliefs can cloud a person's ability to think clearly about numbers.
http://www.motherjones.com/politics/2013/09/new-study-politics-makes-you-innumerate
Please read this article carefully over the weekend so that we can discuss it on Monday.
Here is an interesting follow up article in case you are interested.
The Science of Why We Don't Believe Science.
http://www.motherjones.com/politics/2011/03/denial-science-chris-mooney
Wednesday, September 4, 2013
Cool Stuff: Whales, Whalesharks, and Sea Lions
Photo: Chard Nelson
Here is a video shot by my friend Josh Jensen on his recent trip to Tonga where they snorkeled with humpback whales. Josh is an amazing videographer so there are some great scenes here. I was invited to go along on this trip but I lacked both the time and the cash... maybe someday!!
http://www.youtube.com/watch?v=aV7-iu8Wm1g&feature=youtu.be
For extra fun here is a photo of Josh filming a whale shark in the Galapagos Island (I was along for this trip.. what an amazing experience to see such a magnificent creature).
Photo: Liz Harlin
Here is a link to an interesting video (thanks Tailor) showing a cool interaction between a National Geographic photographer and a leopard seal. Can you try to explain why the sea lion might be behaving in this way?
http://www.youtube.com/watch?v=Zxa6P73Awcg
Using Natural Selection to Understand Adaptations
We can use the process of natural selection to help us understand variation in phenotypes of different organisms living in different environments.
Reading
Optimal Foraging Theory - http://en.wikipedia.org/wiki/Optimal_foraging_theory
Expected Learning Outcomes
By the end of this lesson a fully engaged student should be able to
1) discuss the importance of trade-offs
2) discuss why scientists use mathematical models to formulate arguments
3) briefly discuss the process of developing and optimality model
4) discuss the type of organisms whose foraging could be understood using the diet breadth model
5) derive the equation for the profitability of the generalist and specialist diet in the diet breadth model
6) discuss the predictions of the diet breadth model and discuss experiments designed to test these predictions.
Wednesday, August 28, 2013
The Evolution of Antibiotic Resistance
I think that the evolution of antibiotic resistance is an interesting and important issue. Below I has listed the expected learning outcomes for this topic in BIOL 1404. Because this topic has widespread medical relevance I have included a lot of additional readings and a powerpoint presentation that I developed for another class last semester. This info is not required, but is only intended to provide more info to interested students.
Expected Learning Outcomes
By the end of the course a fully engaged students should be able to
- discuss the causes of the development of antibiotic resistance
- discuss what we have learned from ecology and evolutionary biology about potentila problems associated with antibiotic use
- discuss what we have learned from evolutionary biology that should help us fight microbial diseases more effectively
Past Exam Questions (answers at the bottom of the post)
In the 1950s, Japanese physicians began to notice that some hospital patients suffering from bacterial dysentery, which produces severe diarrhea, did not respond to antibiotics that had generally been effective in the past.
1. In order for the result described above to have occurred, which of the following must have been true in the population of dysentery-causing bacteria?
(a) there was variation in the susceptibility of the bacteria to antibiotics
(b) antibiotic resistance was heritable
(c) bacteria that were more resistant to antibiotics had higher survival rates than less resistant bacteria
(d) a, b, and c
(e) neither a, b, or c was true
2. What can be done in future to limit the problem of antibiotic resistance in disease-causing microorganisms?
(a) Doctors should only describe antibiotics when appropriate
(b) Doctors should prescribe larger doses of antibiotics
(c) patients should make sure to take all of the pills when antibiotics are prescribed
(d) a and c
(d) a, b, and c
Answers 1. d 2. d
Further Reading
Evolution of Antibiotic Resistance-
http://www.pbs.org/wgbh/evolution/library/10/4/l_104_03.html
Antibiotic resistance: Questions and Answers- CDC
http://www.cdc.gov/getsmart/antibiotic-use/anitbiotic-resistance-faqs.html
Antibiotic resistance- delaying the inevitable (parts 1 and 2) UC Berkeley
http://evolution.berkeley.edu/evosite/relevance/IA1antibiotics2.shtml
HIV the ultimate evolver (parts 1-3) UC Berkeley
http://evolution.berkeley.edu/evosite/relevance/IA2HIV.shtml
When Penicillin Pays: Why China Loves Antibiotics a Little Too Much http://www.time.com/time/world/article/0,8599,2103733,00.html
The Super-Resistant Bacteria That Has India 'Hell Scared' http://www.theatlantic.com/international/archive/2012/01/the-super-resistant-bacteria-that-has-india-hell-scared/251731/
Antibiotic-Resistant Bacteria Found in 37 U.S. States
http://news.yahoo.com/antibiotic-resistant-bacteria-found-37-u-states-204438989.html
Superbugs: A Ticking Time Bonb
http://www.cbsnews.com/8301-3445_162-57566049/superbugs-a-ticking-time-bomb/
Powerpoint Presentation
Here is a link the the powerpoint presentation I used in another class.
http://www.slideshare.net/secret/rPekyBdLalUvFY
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