Wednesday, November 13, 2013

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.

Tuesday, November 12, 2013

COP 19



COP 19, a meeting sponsored by the United Nations Framework Convention on Climate Change, is currently taking place in Warsaw, Poland.  One of the main goals of this conference is to start building towards an agreement, scheduled to be completed in 2015) under which all nations in the world agree on actions they will take to attempt to decrease carbon emissions enough to limit future temperature increase to less than 2 degrees C.

So far this meeting has not gotten a lot of attention in the news in the US.

Here is a link to a PowerPoint Presentation I prepared about COP 19 for another class (this info is for your information only.... not required for this class)

http://www.slideshare.net/MarkMcGinley/cop-19


Daily Press Updates From COP 19

http://unfccc.int/press/news_room/items/2768.php?topic=all

This site will post links to articles written about  COP 19 from around the world.  It will be interesting to see how different countries discuss this information.

Monday, November 11, 2013

Population Ecology: 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 expect them to decrease in size until 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 insights 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

- 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: 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 because 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.

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 assumption.

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 graph that shows how population size change over time in exponential growth

- explain why exponential growth is an unrealistic pattern of growth for most species

- define and explain the carrying capacity

Killifish in Africa



http://www.youtube.com/watch?v=4sy3R3f_GCY

Thursday, November 7, 2013

Presentaion Schedule



November

15- Grace,
       Sarah M.
       Ashleigh

18- Taylor
      Taylor
       Natalie

20- Kelsey
      Kenneth
      Brenna

22- Madison
      Bee
      Vince

25- Sarah F.
      Maggie
      Kaila

December

2- Harrison
    Dawson
    Brian

4- Savanna
    Brooke
    Isaac

Monday, November 4, 2013

Sneaky Sea Lion Steals Trophy Fish


http://www.usatoday.com/story/news/nation/2013/11/03/sea-lion-steals-fish/3424277/

Tech Professor Receives Death Threats Over Climate Change



Here is a link to a couple of articles about Tech Political Science Professor Katharine Hayhoe. Dr. Hayhoe is a climate scientist whose research supports the conclusion that human activity have helped to cause global climate change. Dr. Hayhoe is perhaps unique in the debate about climate change because she is an evangelical Christian and she and her husband, a pastor, have written a book about climate change from an evangelical perspective.

http://www.katharinehayhoe.com/

I was quite disturbed to learn that her views have led to her receiving death threats!! If you would like to know more about this then please take a look at the following articles. I think these articles show how misunderstood the process of science is by many Americans!

Texas Tech scientist sees intimidation effort behind barrage of hate mail. http://texasclimatenews.org/wp/?p=4153

Newt Dumps Christian Climate Scientist
http://motherjones.com/environment/2012/01/newt-dumps-leading-climate-scientist

Climate Change Deniers and IPCC Report


 
 
Here is my (incomplete and poorly organized attempt) to try to gather additional useful and interesting information about climate change.  First, I will post the "Summary for Policy Makers" recently released by the IPCC and a recent USA Today article expressing and opposite viewpoint.
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".

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)

Tuesday, October 29, 2013

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

Brief Intro to 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 energy and the cycling of nutrients through the ecosystem.

Further Readings

Ecosystems- http://www.eoearth.org/view/article/51cbed8c7896bb431f692c46/

Ecological energetics- http://www.eoearth.org/view/article/51cbed787896bb431f692661/

Nitrogen cycle- http://www.eoearth.org/view/article/51cbee847896bb431f69869c/

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 nitrogen cycle within an ecosystem

Tuesday, October 22, 2013

Interesting Article: The Ocean is Broken

Here is a link to an news article about changes to the marine environment they noticed in their experience of sailing across the sea.

http://www.theherald.com.au/story/1848433/the-ocean-is-broken/

"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.  This is an example of the kind of essays that he writes.

http://www.orionmagazine.org/index.php/articles/article/91/

If you are interested you can check out his website to find links to his other writing.  Enjoy.

http://www.barrylopez.com/

Wednesday, October 16, 2013

Thought Provoking Article: Welcome Freshmen, You Do Not Deserve to be Here



Here is an interesting article, that I think contains some good advice for incoming Freshmen.  Make the most of the incredible opportunity you have in front of you.

http://chronicle.com/article/Welcome-Freshmen-You-Do-Not/142285/

Tuesday, October 15, 2013

Writing Assignment #3


If you went to the South Plains Mall in Lubbock, TX then you would probably not have to search too hard to find someone who identified themselves as a Young Earth Creationist, that is someone who thought that the world was only 6000 to 10,000 years old. 

What would you tell him/her about the reasons that scientists conclude that the world is much older?

2 pages max. double spaced

First draft due October 21st
Final draft due October 28th

Major Earthquake Strikes the Philippines


One of the next topics we will examine in this course is Plate Tectonics.  An understanding of  this topic will help us understand the cause and locations of earthquakes.

Last night there was a strong, 7.2 on the Richter Scale, earthquake in Bohol Island in the Philippines.  The latest reports suggest that least 90 people have died in this quake (http://www.cbsnews.com/8301-202_162-57607496/philippines-earthquake-leaves-scores-dead/)

Here is a link to an article with many photos showing the devastating power of earthquakes.
http://twitchy.com/2013/10/15/major-earthquake-strikes-the-philippines-photos/

Cool Stuff: 18-foot Oarfish Found on Catalina Coast


Catalina Island is a small island located off of coast near Los Angeles.  Several of my friends have worked at this camp where they found this fish.  Pretty cool!!

http://ktla.com/2013/10/14/18-foot-oarfish-found-on-catalina-amazes-scientists-campers/#axzz2hkK1qM83

Thursday, October 10, 2013

Conducting Statistical Tests on Excell







Chapter 4. Comparing Means

The link below contains the Smart Board notes from a graduate course I taught to high school teachers covering this topic.  I hope these notes are helpful.

http://www.slideshare.net/MarkMcGinley/lecture-statistical-tests

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

1) determine when you need to use a t-test to help you test your hypothesis

2) determine which type of t-ttest you should use (i.e., one-tailed vs two-tailed test, paired vs unpaired test)

3) use Excel to perform a t-test on the computer

4) use the output of the statistical tests to correctly draw conclusions


Chapter 5. Correlations between quantifiable variables.

Here is a link to the Smart Board Notes from my other class.

http://www.slideshare.net/MarkMcGinley/smart-board-notes-617



Expected Learning Outcomes


By the end of this course a fully engaged student should be able to

1) determine when you need to use regression to help you test your hypothesis

2) use Excel to conduct regression analysis

3) interpret the outcome of this test to correctly draw conclusions


Chapter 6. Associations Between Categorical Variables

Expected Learning Outcomes


By the end of this course a fully engaged student should be able to

1) determine when you need to use a chi square test of association or a chi square goodness of fit test to test your hypotheses

2) calculate the expected values in the chi square test of association or chi square goodness of fit test

3) use Excel to conduct the Chi Squre test

4) interpret the results to correctly draw conclusions


Appendix 1.

I added Appendix 1 to the lab manual for students that might have been a little bit less math phobic and who might actually benefit from understanding a bit more about how the math of the statistical tests work. Because you are all comfortable with math, I hope you take a look at this short section.

Process of Science- Final Thoughts

After you have finished reading the entire book, don't forget that the three most important summaries are found on pages 30 - 32. Enjoy.

Here is a link to the Smart Board Notes from last year.

http://www.slideshare.net/MarkMcGinley/smart-board-notes-617

Sunday, October 6, 2013

How Old is Stuff?



Readings

James Hutton http://www.eoearth.org/article/Hutton,_James

Uniformitarianism http://www.eoearth.org/article/Uniformitarianism

Charles Lyell http://www.eoearth.org/article/Lyell,_Charles

Law of Superposition http://imnh.isu.edu/exhibits/online/geo_time/geo_principles.htm#super

Age of the Earth http://pubs.usgs.gov/gip/geotime/age.html

How Do We Know The Age of the Earth http://geomaps.wr.usgs.gov/parks/gtime/ageofearth.html#age

Radiometric Dating http://www.tulane.edu/~sanelson/eens211/radiometric_dating.htm

How Old is the Universe http://map.gsfc.nasa.gov/universe/uni_age.html

WMAP http://map.gsfc.nasa.gov/

Video

Radioactive Dating http://www.youtube.com/watch?v=1920gi3swe4

Cool Interactive Website

Clocks in Rocks http://www.sciencecourseware.org/VirtualDating/files/1.0_ClocksInRocks.html

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/how-old-is-stuff

Expected Learning Outcomes

By the end of this course a fully engaged student will be able to

- discuss the contributions of Hutton and Lyell to the development of the field of geology

- define uniformitarianism

- discuss why early geologists concluded that the Earth had to be much older than 6000 years

- discuss how scientists use radioactive dating to determine age

- briefly discuss how scientists determined the age of the Universe

The Earth- Basic Intro Part II


Readings

Structure of the Earth http://www.eoearth.org/article/Structure_of_the_Earth

The Big Bang http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/

Composition of Rocks http://www.eoearth.org/article/Composition_of_rocks

Igneous Rock http://www.eoearth.org/article/Igneous_rock

Sedimentary Rock http://www.eoearth.org/article/Sedimentary_rock?topic=49478

Metamorphic Rock http://www.eoearth.org/article/Metamorphic_rock?topic=50013

Rock Cycle http://www.eoearth.org/article/Rock_cycle?topic=50013

Expected Learning Outcomes

By the end of this course a fully engaged student should  be able to

- briefly discuss the characteristics of the different layers of the earth

- briefly discuss the origin of the Universe by the Big Bang

- discuss the three different types of rocks

- briefly discuss the rock cycle






http://www.slideshare.net/MarkMcGinley/the-earth-part-ii

Monday, September 30, 2013

Coral Reefs

Background Readings

Coral reefs- http://www.eoearth.org/article/Coral_reef

Threats to Coral Reefs-
http://www.eoearth.org/article/Threats_to_coral_reefs

Cnidaria- http://www.eoearth.org/article/Cnidaria

Zooxanthellae- http://www.eoearth.org/article/Zooxanthellae

Global warming takes a toll on coral reefs
http://www.eoearth.org/article/Global_warming_takes_a_toll_on_coral_reefs

Patterns of Caribbean coral loss
http://www.eoearth.org/article/Patterns_of_Caribbean_coral_loss

Coral disease-
http://www.reef.crc.org.au/discover/coralreefs/Coraldisease.htm

Coral stress and disease
http://www.reefrelief.org/Image_archive/diseases/index.shtml

Powerpoint Presentation

http://www.slideshare.net/secret/MXAjnaF502X8PL

Great Online Resource


Expected Learning Outcomes

By the end of this course a fully engaged student will be able to

- discuss the characteristics or the cnidarian polyps and zooxanthellae that make up a corals

- discuss the "dilema of the inverteed trophic pyramid" and the role that the discovery of zooxanthellae played in solving that mystery

- discuss the mutualism between cnidarian polyps and zooxanthellae

- discuss some of the threats facing coral reefs

- discuss coral bleaching and some of the proposed mechanisms of bleaching

- discuss the characteristics of some of the important coral diseases

Additional Powerpoint Presentations


Intro to Oceans
http://www.slideshare.net/secret/3UkF9S2ALRGNMz

Intro to Coral Reefs
http://www.slideshare.net/MarkMcGinley/coral-reefs-1616280

Coral Reef Zonation
http://www.slideshare.net/MarkMcGinley/coral-reef-zonation

Coral Reef Interactions
http://www.slideshare.net/MarkMcGinley/coral-reef-interactions

Saturday, September 28, 2013

Grammar Quiz


Hey, some of my weird Facebook friends posted this Grammar Quiz.  The quiz contains questions that relate to some common errors so it might be worth a try.

http://m.staples.ca/skmobwidget/sbdca/en_CA/cre/programs/grammarquiz/index.html#.UkeIsz_ZG2d.facebook

BTW- I scored 97%... can you top that?

Friday, September 27, 2013

Mangroves


Mangroves form an important, yet poorly understood and greatly unappreciated tropical ecosystem. Mangroves include a number of tropical trees and shrubs that are able to live in the intertidal zone along tropical coastlines. Mangrove plants all have adaptations to allow them to live in periodically flooded regions with high salt content. Thus, mangrove plants are defined by their ecological niche rather than their taxonomy and the approximately 70 species of mangrove plants come from 20 different plant families. The mangrove ecosystem (sometimes referred to as the mangal) occurs along protected coastlines in the tropics where mangrove plants grow.

Mangroves are common in the protected coasts in Central America and the Caribbean(they are also found in Florida and other regions of the Gulf Coast in the US). However, mangrove ecosystems in the Caribbean contain many fewer species than mangrove ecosystems in the tropics. For example, there are three main species of mangroves found in the Caribbean region whereas there can be as many as 58 species of mangroves found in the Indo-Pacific region.

Problems Facing Plants Licving in Intertidal Areas

Plants living in intertidal environments face a number of problems. First, because the soil is very fine and water logged, it is difficult for the root system to support the plant. Second, because the roots zone is waterlogged, plant roots are unable to pick up the oxygen they need through the woil. Finally, because they are living in the intertidal zone mangrove plants have to be able to live in water with high salt concentrations.

Mangrove Roots

Because mangroves live in waterlogged, unconsolidated soil, they have to have specialized root systems to support themselves.

Trees that live on land usually have a number of roots below ground that join into a single trunk that extends above ground. As you can see from these photos, the growth form of mangrove plants is very different. A large number of roots branch off from the trunk and then grown down into the soil. These roots, known as prop roots, help to stabilize the trees.


Some mangrove trees produce "aerial roots" that drop down from branches until they reach the soil. One they reach the soil they help to support the tree.





Adaptations For Picking Up Oxygen

Remember that, unlike us, plants don't breathe. Plant leaves produce the oxygen they need as a byproduct of photosynthesis. However, because they are underground and not exposed to light, plant roots are unable to conduct photosynthesis so they have to rely on picking up oxygen from the surrounding soil by diffusion. On land the air spaces between soil particles provides the oxygen that the plant needs. However, in waterlogged soils, water replaces the air in the spaces between the soil particles so there is no oxygen available to the plant roots. Because plants don't have a circulatory system, there is no way for them to quickly move oxygen from the leaves to the roots. Thus, mangroves have evolved interesting adaptations to provide oxygen to their roots.

Some mangrove plants produce interesting structures known as pneumatophores. Pneumatophores are structure that grow up out of the soil high. These pneumatophores allow the plants to pick up oxygen from the air that can be used by the roots.


The shapes of pneumatophores differs between species.


The white blotches on the prop roots are structures known as lenticels. The lenticels are connected to the underwater roots by a spongy tissues that allow oxygent that diffuses into the prop roots through the lenticels to diffuse easily to the roots where it is needed.


Importance of Mangroves

Mangroves are being destroyed around the world at a rapid rate. Mangroves are destroyed to allow for coastal development or aquaculture. Mangroves are very important ecosystems for two reasons. First, they serve as nurseries for a number of marine fish and invertebrates. The juveniles of many species hide out among the mangrove roots until they are large enough to move out to the reef. Second, the mangrove roots protects the shore from the effects of storms and tsunamis. It was well documented that regions that were protected by mangroves were much less negatively affected by the big tsunami than those regions where the mangroves have been removed.

Readings

http://www.eoearth.org/article/Mangrove_ecology?topic=49514

http://www.eoearth.org/article/Mangrove_swamp?topic=58071

Expected Learning Outcomes

By the end of this  class a fully engaged student should be able to

- define "mangrove"
- discuss the problems facing plants living in the estuarine environment
- discuss adaptations of mangove plants to deal with the abiotic environment


Coastal Habitats


Readings

General
http://en.wikipedia.org/wiki/Marine_habitats
http://en.wikipedia.org/wiki/Intertidal_zone

Rocky Shore
http://www.marinebio.net/marinescience/03ecology/tptales.htm
http://ceres.ca.gov/ceres/calweb/coastal/rocky.html
http://en.wikipedia.org/wiki/Rocky_shore

Sandy Shore
http://ecology.hku.hk/jupas/sandy%20shore/Sandy%20shores%20main.htm
http://www.botany.uwc.ac.za/envfacts/facts/sandy_shores.htm
http://www.bbc.co.uk/nature/blueplanet/infobursts/sandy_shore_bg.shtml

Mudflats
http://en.wikipedia.org/wiki/Mudflat
http://www.marinebio.net/marinescience/03ecology/mfindex.htm

Salt Marsh
http://www.eoearth.org/article/Salt_marsh

Mangroves
http://www.eoearth.org/article/Mangrove_swamp?topic=58071
http://www.eoearth.org/article/Mangrove_ecology?topic=49514

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/coastal-ecosystems

Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- discuss the relationship between wave force and particle size
- discuss important abiotic gradients that occur in intertidal habitats
- briefly discuss rocky shores, sandy shores, mudflats, salt marshes, and mangroves
- compare and contrast ecological communities in the various intertidal habitats
- discuss how ecologists have used manipulative experiments to be study the factors that influence the    distribution of organisms
- design manipulative experiments to study the factors limiting the distribution of an organism


Wednesday, September 25, 2013

Writing Assignment #2


Now that you are experts on natural selection it is time for you to show off.

Assignment: choose a phenotype (morphology, phyiological, behavior, reproductive) for any organism in any location.  In two pages, discuss this adaptation.  Be sure to discuss how this trait came to be and how this trait influences the survival and reproduction of these individuals in their environment.

Two pages max.  Rough draft due. Wednesday October 2nd, workshop papers Friday October 4th, Final draft due Monday October 7th,

Friday, September 20, 2013

Cool Stuff: Dolphins Force Fish on Land to Feed


http://news.yahoo.com/video/dolphins-force-fish-land-eat-033707518.html

Natural Selection


An understanding of the process of natural selection helps us to understand the amazing diversity of life on the earth.

Expected Learning Outcomes

By the end of the course a fully engaged students should be able to

1) define the process of natural selection

2) distinguish between the patterns of stabilizing, disruptive, and directional selection and provide examples of each pattern

3) describe how the process of natural selection has produced a trait that is an adaptation to a particular environmental condition.

4) explain why organisms are not expected to be perfectly adapted to their environments

5) discuss the conditions that would cause natural selection to stop

6) explain why natural selection is expected to produce selfish traits

Readings

Natural selection http://www.eoearth.org/article/Natural_selection

Here is a link to a website from UC Berkeley that might be useful to take a look at-

http://evolution.berkeley.edu/evolibrary/article/evo_25

Wednesday, September 11, 2013

Tides




Readings

http://oceanservice.noaa.gov/education/tutorial_tides/welcome.html

http://oceanmotion.org/html/background/tides-forces.htm

http://www.eoearth.org/article/Tide

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/tides-14203963

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the effect the size and distance on gravitational pull
- describe role that the sun and the moon play in causing tides
- explain the cause of the daily, monthly, and annual patterns of tides

Waves





Readings

http://www.seafriends.org.nz/oceano/waves.htm

http://hyperphysics.phy-astr.gsu.edu/hbase/waves/watwav2.html

http://geography.about.com/od/physicalgeography/a/waves.htm

http://www.ehow.com/info_8785171_difference-between-currents-waves-tides.html

http://oceana.org/en/explore/marine-science/ocean-waves


Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/waves-14235223

Videos

http://www.youtube.com/watch?v=MXWpmY86lHk

http://www.youtube.com/watch?v=bQrj0DNXjMY

http://www.youtube.com/watch?v=8y1MkFZSwIs&feature=related


Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- define characteristics of an ocean waves
- discuss the causes of ocean waves
- describe the movement of energy, surface water, and subsurface water in an open ocean wave
- describe what happens in a breaking wave
- discuss possible uses of waves as a source of renewable energy.

Cool Stuff: Lizards Walking on Water

 
 
When we were discussing the unique properties of water, I mentioned that the hydrogen bonds that occur within between water molecules makes water "sticky".  I showed you a picture of some insects (water striders) who were able to "walk" on water due to the surface tension. 

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

Tuesday, September 10, 2013

The Physical Environment: Global Patterns


Introduction

The physical environment can have a profound influence on ecology at a variety of levels. For example, the physical environment can act as a strong selective presssure to produce adaptations or can influence the rates of nutrient cycling through an ecosystem. For our simple purposes here, the two most important components of the physical environment are temperature and precipitation. I suggest that we can predict a lot about what is going on ecologically in an environment if we know something about temperature and precipitation patterns.

From watching the nightly news we all know how difficult it is for the local weatherperson to accurately predict what the weather is going to be like tomorrow. Fortunately, it is much easier to understand broad patterns of variation in temperature and precipitation.

Temperature



The dominant global temperature pattern is that it tends to get cooler as you move away from the poles. The cause of this is relatively simple. Because the earth is so far from the sun, the light rays hitting the earth are basically paralell to each other. Because of the curvature of the earth, sunlight hitting the earth near the equator falls over a smaller area than sunlight hitting near the poles. Because the same amount of light energy is hitting a smaller area near the equator, the concentration of energy/area is greater near the equator than the pole thus resulting in higher temperatures.

Elevation is another factor that influences global temperatures. Because there is less insulating atmosphere above areas of high elevation temperatures tend to decrease as you go up in elevation.

Large bodies of water can mediate temperature variations. For example, seasonal and daily variation in temperatures are much lower in areas near the ocean (maritime climates) than they are in areas far from the ocean (continental climates).

Global temperature patterns can also be affected by patterns of ocean circulation. For example, the west coast of continents are often cooled by cool water flowing from the poles to the tropics while the east coasts of continents can be warmed by warmer water from the tropics to the poles (e.g., the Gulf Stream). If you have ever been to the beach in southern California you surely noticed how cold the water was; east coast beaches at similar latitudes have much warmer water.

Precipitation

In order to understand global precipitation patterns you need to understand global patterns of atmospheric circulation. Hopefully, after studying the article on atmospheric circulation you will be able to explain-

1. why there tends to be high precipitation in tropical regions and

2. why precipitation tends to be low at 30 degrees North and South of the equator.

Patterns of precipitation can also be influenced by the presence of mountains. As air masses containing moisture hit a mountain they are forced upward. Because rising air cools and cool air







holds less moisture, precipitation occurs on the windward side of mountains. Once the air mass has passed over the mountain in falls to lower elevations and gets warmer. Because most of the moisture has been lost as precipitation on the windward side of the mountain and the warmer air holds more moisture there is very little precipitation on the leward side of the mountain resulting in a "rainshadow desert".

Let's think about Lubbock!

Let's see if we can use our newfound understanding of some of the factors influencing temperature and precipitation to make predictions about what the climate should be like in Lubbock. What information do we need about the geographic location of Lubbock to help us understand the climate? First, we need to know the latitude; Lubbock is located approximately 33 degrees north. Second we need to know something about the proximity to the ocean. As an old beach boy, I can guarantee you that we are a long, long way from the ocean in Lubbock. Third, where is Lubbock in relation to mountains? Lubbock is located to the east of the southern extension of the Rockies.

Why is all of this important?

1. What can we learn from the latitude of 33 degrees North? This latitude is still close enough to the equator to be warm so we expect relatively high temperatures. Because Lubbock lies near the 30 degree zone of low precipitation we would predict relatively low precipitation. At 30 degrees North we would predict that Lubbock would receive predominately winds from the west.

2. From the continental location of Lubbock we would predict fairly extreme daily and seasonal fluctuations of temperatures.

3. Because Lubbock lies in the Westerlies most of the precipitation that is arriving in Lubbock comes from the Pacific Ocean. Because these winds have passed over the Rockies we would predict that Lubbock would lie in a rainshadow, again causing low precipitation.

How did we do. If anyone has ever been in Lubbock (especially in the spring time) you would know that the wind almost always blows in from the west. Temperatures are relatively warm but there is fairly large seasonal and daily variations in temperature. Lubbock has a semi-arid climate and receives on average about 18 inches of precipitation per year. Thus, with just a little bit of knowlege about the factors that influence global patterns of temperature and precipitation we were able to fairly accurately the climate in Lubbock. Thus, I would expect that organisms native to Lubbock should be well adapted to the low precipitation, continental climate of the region (the short grass prairie was the dominant vegetation type presettlement).

See use these patterns to understand climate in your town (note climate patterns in Texas are complicated in central and eastern Texas becasue of the influence of air masses coming up from the Gulf). Compare the temperature and precipitation of your town with that if very divergent locations around the globe.


Further Reading

If you would like some more detailed information about factors affecting climate and the atmosphere you can check out the Atmosphere Chapter in Michael Pidwirny's online Physical Geography textbook http://www.physicalgeography.net/fundamentals/contents.html.

Powerpoint Presentation

Click here to see the powerpoint presentation "Factors Influencing the Physical Environment".
http://www.slideshare.net/secret/EaVq4nm5KuSsBI

Cool Video

Why Does the Earth Have Deserts?

http://www.youtube.com/watch?v=T6Us1sPXBfA
Expected Learning Outcomes
At the end of this course a fully engaged student should be able to

- describe global patterns of variation in temperature and precipitation and be able to explain the causes of these patterns

- for any location in the world, use your knowledge of the factors that affect global patterns to preict the local climate

Cool Stuff: Bobbit Worms

 
 
 
 

http://www.wired.com/wiredscience/2013/09/absurd-creature-of-the-week-bobbit-worm/

Enjoy

Friday, September 6, 2013

Writing Assignment #1



Topic.  The state of Texas requires all students enrolled in state-funded universities to take two courses in the physical/life sciences.  Should students at Texas Tech University be required to take courses in physical/life sciences?

Please choose a specific audience for your essay.

2 pages max double spaced.  If you have references then you can add a 3rd page for your references.

Draft Due- Friday September 13th.  We will workshop these papers on Monday September 16th

Final Draft Due- Friday September 20th.