Department: Biology
Course Number: BIO 623
Credit Hours: 3.0
Class Meeting Times: 9:00-9:50 M, 10:00-10:50 WF
Instructor: Dr. T. Derting
Physiological
ecology is an examination of physiological
diversity in relation to the environments in which organisms live or
have
lived. This encompasses aspects of
behavior, morphology, biochemistry, and evolutionary biology among
other fields. Problem-solving approaches
will be stressed
to promote the learning of strategies of scientific research. (3 hours lecture, Prerequisites
- BIO 330; BIO 322 is recommended)
The primary purpose
of the course is to help you develop
an integrated knowledge of the role of physiological mechanisms in
ecology. Physiology and ecology are
frequently regarded as separate areas of study while, in fact, neither
exists
in isolation from the other. Likewise,
plants and animals are often considered separately despite the fact
that both
are confronted with similar ecological challenges (e.g., acquisition of
sufficient food energy, predation, and access to mates).
Through an integrated approach to the study
of plants, animals, physiological processes, and ecology you can
achieve a more
comprehensive and realistic understanding of how organisms survive,
reproduce,
and co-exist. In addition, you gain
insight into the variety of physiological options available to
organisms,
similarities among organisms, both plant and animal, and the uniqueness
of
individual and groups of species.
Lastly, you will increase your understanding of physiological
and
ecological constraints associated with particular groups of organisms
and the
environment in which organismal characteristics have and are evolving.
The objectives of the course are four-fold. Students shall::
B. learn
similarities and differences in the strategies used by plant and animal
species
to "solve" ecological problems and to maximize their survival and
reproductive
success;
C. develop
your problem-solving
skills; and
D. develop
higher level cognitive skills through problems that focus on analysis,
synthesis, and evaluation of information.
A research-oriented approach will be followed throughout
the course. Discussions will be in the
format of developing questions that focus on physiological and
ecological
phenomena, followed by investigation and evaluation of potential and
actual
solutions to these questions. Discussion
sessions will include critical evaluation of published articles that
address
specific physiological and ecological topics.
VI.
Instructional Activities:
Basic concepts in the field of physiological
ecology will be presented
in a discussion format. The specific
topics covered may include energy acquisition and digestion strategies,
thermoregulation, osmoregulation and water conservation capabilities,
defense
mechanisms, body form, priorities among interacting physiological
systems, and
phenotypic plasticity and genetic correlation with respect to the
evolution of
physiology. Intra- and interspecific
interactions will be considered during investigation of these topics. You will use the information presented in
discussions as a basis for critically evaluating published papers and
grant
proposals. Each of you will make and
defend a recommendation for funding of the proposals.
There are three major resources for this course:
published articles which are provided for discussion, information provided by the professor, and simulation that you will purchase.
NOTE: Cell phones must be kept in your backpack, purse, or otherwise put away during scheduled class time. You will be asked to leave a class session if you violate this policy.
90 – 100%
A
80-89%
B
70-79%
C
60-69%
D
<60%
E
Final grades are based on:
• |
Your presentations: 18 pts. (3 x 6 pts.) |
|
I will grade what you prepared (2 pts. each) and presented (4 pts. each) on three of the course topics (PowerPoint slides). I expect you to help the class learn the key components of an assigned topic in a way that engages students in thinking about the topic. Your presentation will be graded based on the effectiveness of the teaching materials you develop, your effectiveness in presenting the material, and your ability to answer questions. You must meet with me to discussa presentation at least 3 days before you present. |
||
• |
Reading discussions: 18 pts. (3 x 6 pts.) |
|
You will earn 2 points for selecting a primary article that pertains to a topic discussed that week. You will earn up to 4 points for leading the discussion of that article and being able to answer questions about the article that you chose. |
||
• |
Test questions: 12 pts. (3 x 4 pts.) |
|
You will give me 5 test questions about each topic that you present, with complete answers. Questions can be any format but must involve some level of explanation (e.g., multiple choice + explanation for choice; true-false + correction and explanation; essay) and involve differing levels of cognition (see Bloom’s taxonomy) |
||
• |
Tests: 24 pts (3 x 8 pts.) |
|
There will be two tests and a final exam |
||
• |
Written assignments: 14 pts. (2 x 7 pts. + 4 SimBio pts.) |
|
You will write and discuss a review of two manuscripts using the guidelines for authors from specific scientific journals. Your review will be graded on your identification of strengths and weaknesses of a manuscript, explanations of weaknesses and recommendations for improvement, and quality of writing. The graded questions on the SimBio e-chapter are worth a total of 4 pts. |
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• |
Participation: 10 pts. |
|
I will keep track of how often and what you contribute to the class sessions. |
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Students are expected to participate actively in all
discussions and class activities. All
assignments must be turned in by the assigned due date.
Murray State University takes seriously its moral and educational obligation to maintain high standards of academic honesty and ethical behavior. Instructors are expected to evaluate students’ academic achievements accurately, as well as ascertain that work submitted by students is authentic and the result of their own efforts, and consistent with established academic standards. Students are obligated to respect and abide by the basic standards of personal and professional integrity.
Violations of Academic Honesty include:
Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic, online, or digital devices in any academic exercise; as well as unauthorized com¬munication of information by any means to or from others during any academic exercise.
Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification involves changing information whereas fabrication involves inventing or counterfeiting information.
Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more than once without authorization from the instructor.
Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any academic exercise, without due and proper acknowledgement.
Instructors should outline their expectations that may go beyond the scope of this policy at the beginning of each course and identify such expectations and restrictions in the course syllabus. When an instructor receives evidence, either directly or indirectly, of academic dishonesty, he or she should investigate the instance. The faculty member should then take appropriate disciplinary action.
Disciplinary action may include, but is not limited to the following:
1) Requiring the student(s) to repeat the exercise or do additional related exercise(s). 2) Lowering the grade or failing the student(s) on the particular exercise(s) involved. 3) Lowering the grade or failing the student(s) in the course. If the disciplinary action results in the awarding of a grade of E in the course, the student(s) may not drop the course.
Faculty reserve the right to invalidate any exercise or other evaluative measures if substantial evidence exists that the integ¬rity of the exercise has been compromised. Faculty also reserve the right to document in the course syllabi further academic honesty policy elements related to the individual disciplines.
A student may appeal the decision of the faculty member with the department chair in writing within five working days. Note: If, at any point in this process, the student alleges that actions have taken place that may be in violation of the Murray State University Non-Discrimination Statement, this process must be suspended and the matter be directed to the Office of Equal Opportunity. Any appeal will be forwarded to the appropriate university committee as determined by the Provost.
Required Texts: SimBio Interactive Chapter, Physiological Ecology ($9.00)
Recommended Journals:
American Journal of Physiology
Comparative Biochemistry and Physiology
Functional Ecology
Journal of Comparative Physiology
Journal of Experimental Biology
Journal of Thermal Biology
Physiological and Biochemical Zoology
Respiration Physiology
Trends in Ecology and Evolution
Taxonomic journals - e.g., Condor, Copeia
Ecological
journals - e.g., Ecology, Oecologia
Articles
in these journals are available in the MSU library,
on-line, or through inter-library loan.
XIII. Prerequisites:
BIO 330; BIO 322 is recommended