Tuesday, July 27, 2010

Weeks 3 and 4- Plant Competition in Terrestrial Ecosystems


Today we move from talking about abiotic factors to examining how biotic interactions affect community structure. We will start by examining how competition for resources has influenced population and community structure in temperate deserts and grasslands.

Powerpoint Presentation

Plant Competition in Temperate Regions
http://www.slideshare.net/secret/oDCwnUzckOmSna


Readings

Community Ecology from the Ecology Reader (EoE)
http://www.eoearth.org/article/Ecology_Reader-_Ecology_for_Teachers#Competition

Expected Learning Outcomes

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

1) discuss, in general, the possible influences of competition on population and community structure

2) discuss the role of competition among desert shrubs in determing patterns of spatial dispersion

3) describe Tilman's R* model of competition

4) discuss the experiments in which Tilman and Wedin tested the R* model

Wednesday, July 14, 2010

Week 2: Ecology- The Importance of Abiotic Factors


Lecture Date: Wednesday July 21, 2010

***REMEMBER- your first assignment is due!!

Slideshare:

Deserts, prairies, and forests- http://www.slideshare.net/secret/aVrFdv9S7038HJ

To learn more about the organisms that live in deserts, the ecosystem that is most different from those you have in Malaysia, look at- Intro to Desert Flora and Fauna
http://www.slideshare.net/secret/pw2UrKumkR7KRT

Readings

From the Ecology Reader on the EoE

Adaptations to Desert Environments

http://www.eoearth.org/article/Ecology_Reader-_Ecology_for_Teachers#Adaptations_to_desert_environments

Expected Learning Outcomes

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

1) define "primary production" ("primary productivity")

2) discuss the factors that can limit productivity in different parts of the world

3) discuss how temperature and precipitation interact to influence biome type

4) discuss strategies for plants to grow in desert ecosystems (xerophytes, phreatophytes, and ephemerals)

5) discuss the adaptation of temperate plants being "cold decidious"

6) differentiate between apical and intercalary meristems

7) discuss why intercalary meristems located at, or below, ground level are good adaptations for prairie plants

8) discuss why plants have to grow taller in order to compete for light.

Tuesday, July 13, 2010

Lecture Schedule


SESI 2009/2010
KOD / TAJUK KURSUS : SHE3388 Special Topics in Ecology and Biodiversity
SEMESTER (SESI AKADEMIK) : 1 / 2 / 3 ( 1 ) HARI: SELESA & KHAMIS (day) MASA : 12.00 – 12.50 PG


Internet addresses for the Powerpoint presentations on Slideshare and online readings can be found on course blog
http://umspecialtopics.blogspot.com/

14/7 K1: Introduction
Ecoregions of Texas and Malaysia
Slideshare: Introduction and Ecoregions
Reading: EoE: Ecoregions- Texas and Malaysia

21/7 K2: Ecology- Importance of abiotic factors
***Assignment 1 Due- 6.6% final grade
Slideshare: Importance of abiotic factors
Readings: ER: Adaptations to desert environments:

28/7 K3: Ecology- Competition
Slideshare: Competition 1
Readings: ER: Competition

4/8 K4: Ecology- Competition
***Assignment 2- 6.6% of final grade
Slideshare: Competition 2
Readings: from literature TBA

11/8 K5: Ecology- Predation
Slideshare: Predation 1
Readings: ER- Predation

18/8 K6: Ecology- Predation
***Assignment 3- 6.6% of final grade
Slideshare: Predation 2
Readings: from literature TBA

25/8 K7: Ecology- Disturbance
Slideshare: Disturbance 1
Readings: Willig and McGinley

1/9 K8: Ecology- Disturbance
***Assignment 4- 6.6% of final grade
Slideshare: Disturbance 2
Readings: from literature TBA

22/9 K9: Biodiversity- Terrestrial
Slideshare: Terrestrial Biodiversity
Readings: ER: Biodiversity
Biodiversity in Malaysia

29/9 K9: Biodiversity- Marine
***Assignment 5- 6.6% of final grade
Slideshare: Marine Biodiversity
Readings: EoE: Marine Biodiversity; Global marine biodiversity trends

6/10 Student Presentations- count for 33.3% of final grade
Readings assigned by presenters

13/10 Student Presentations- count for 33.3% of final grade
Readings assigned by presenters

20/10 Student Presentations- count for 33.3% of final grade
Readings assigned by presenters

27/10 Student Presentations- count for 33.3% of final grade
Readings assigned by presenters

8/11 Final Papers Due- count for 33% of final grade
Due by 5:00 PM on Monday

DIPERAKUKAN KELAS PENGAJARAN DI ATAS TELAH DILAKSANAKAN KECUALI YANG TELAH DIPINDA DENGAN KELULUSAN (Rujuk Semua Borang Terlampir : Borang Permohonan Pindaan Kelas Pengajaran Yang Telah Dijadualkan)

NAMA / TANDATANGAN : ____________________________________________ TARIKH :_______________

Monday, July 12, 2010

Week 1. Introduction




I will only have to show you a few photos for you to see that there are very big differences between ecological comunities in Texas (a temperate region) and Malaysia (a tropical region). There are corresponding differences in the traits of organisms, the organizing ecological interactions, and patterns of biodiversity. We will start to examine these differences by comparing the WWF Ecoregions found in Texas with those found in Malaysia. Trying to understand these differences will be the purpose of this course.

Powerpoint Presentations

I will try to make all of the powerpoint presentations available to you on Slideshare. You should be able to view all of the presentations by clicking on the appropriate link.

Introduction- http://www.slideshare.net/secret/DIdjlCfDtKCqLm

WWF Ecoregions of Texas and Malaysia- http://www.slideshare.net/MarkMcGinley/wwf-ecoregions-of-texas-and-malaysia

Readings

I don't expect you to be experts on all of the characteristics of all of the ecosystems. But I would like you to browse through these links so that you have a better idea about some of the systems that we will be talking about in the US and how they differ from Malaysia.

Ecoregions of Texas

Sierra Madre Occidental pine-oak forests
http://www.eoearth.org/article/Sierra_Madre_Occidental_pine-oak_forests
East central Texas forests
http://www.eoearth.org/article/East_Central_Texas_forests
Arizona Mountains forest
http://www.eoearth.org/article/Arizona_Mountains_forests
Piney Woods forests
http://www.eoearth.org/article/Piney_Woods_forests
West Gulf coast grasslands
http://www.eoearth.org/article/Gulf_coast_grasslands
Central and Southern mixed grasslands
http://www.eoearth.org/article/Central_and_Southern_mixed_grasslands
Central forest-grassland transition
http://www.eoearth.org/article/Central_forest-grasslands_transition
Edwards Plateau savanna
http://www.eoearth.org/article/Edwards_Plateau_savanna
Texas Blackland Prairies
http://www.eoearth.org/article/Texas_blackland_prairies
Western short grasslands
http://www.eoearth.org/article/Western_short_grasslands
Chihuahuandeseret
http://www.eoearth.org/article/Chihuahuan_desert
Tamaulipanmezquital
http://www.eoearth.org/article/Tamaulipan_mezquital

Ecoregions of Malaysia

Borneo Lowland Rain Forests
http://www.eoearth.org/article/Borneo_lowland_rain_forests
Borneo Montane Rain Forests
http://www.eoearth.org/article/Borneo_montane_rain_forests
Borneo Peat Swamp Forests
http://www.eoearth.org/article/Borneo_peat_swamp_forests
KinabaluMontane Alpine Meadows
http://www.eoearth.org/article/Kinabalu_montane_alpine_meadows
Myanmar Coast Mangroves
http://www.eoearth.org/article/Myanmar_Coast_mangroves
Peninsular Malaysian Montane Rain Forests
http://www.eoearth.org/article/Peninsular_Malaysian_rain_forests
Peninsular Malaysian Peat Swamp Forests
http://www.eoearth.org/article/Peninsular_Malaysian_peat_swamp_forests
Peninsular Malaysian Rain Forests
http://www.eoearth.org/article/Peninsular_Malaysian_rain_forests
South China Sea Islands
http://www.eoearth.org/article/South_China_Sea_Islands
Sunda Shelf Mangroves
http://www.eoearth.org/article/Sunda_Shelf_mangroves
Tenasserim-South Thailand Semi-evergreen Rain Forests
http://www.eoearth.org/article/Tenasserim-South_Thailand_semi-evergreen_rain_forests

Expected Learning Outcomes

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

1) Discuss ways in which ecosystems in West Texas are different from those in Malaysia.

2) Discuss differences in the physical environment (particulalry precipitation and temperature) between West Texas and Malaysia.

3) Compare and contrast climate graphs of Lubbock and Kuala Lumpur.

4) Define an ecoregion.

5) Discuss the types of ecoregions found in Texas and in Malaysia

6) Contrast the dominant plant growth forms found in ecoregions in Texas with those found in Malaysia.

First Assignment (due next week- July 21)

In one page, double spaced, written in English (I am sorry, but that is the only language that I understand) address the following issues. Because you have only one page, you might not be able to address all of the points. I just want to see that you have thought about the material and to determine if there are any areas of misunderstanding.

What was the most important point/points of the previous lecture? How would you explain this point to your friends or family (I am assuming that your friends and family are intelligent people who are not experts in ecology and biodiversity). Why is important for a member of the general public to be aware of these concepts? What questions do you have about the topic?

Format as follows- At the top of the page

Your Name Assignment #1 Date

Sunday, July 4, 2010

My Story

I am Dr. Mark McGinley a Visiting Fulbright Scholar from the Honors College and Department of Biological Sciences at Texas Tech University in Lubbock, Texas, USA.

The Fulbright Program
I am currently visiting Malaysia as a Fulbright Visiting Scholar. The Fulbright Program, sponsored by the U.S. government, is designed to “increase mutual understanding between the people of the United States and the people of other countries.” I will be taking a Development Leave from my position as an Associate Professor in the Honors College and Department of Biological Sciences at Texas Tech University in Lubbock, TX (http://www.ttu.edu/) while I am away.

While I am in Malaysia I will be hosted by the Program in Ecology and Biodiversity in the Institute of Biological Sciences at UM. I arrived in Malaysia on June 6th, 2010 and I will remain here until April, 2011. If you want to learn more about my adventures in Malaysia you can check out my blog http://markinmalaysia.blogspot.com/.

So you can learn a little bit more about me- here is my life story.

The Formative Years
I was born in Corpus Christi, Texas and after a couple of moves we ended up in Rosenberg, Texas (near Houston) where I attended grade school. I was interested in biology from an early age; I watched Marlin Perkins (he had a nature show called "Wild Kingdom") and Jacque Cousteau (a famous French marine biologist- do you know of him?) and I spent a lot of time outdoors on family camping and fishing trips. Even though I grew up near Houston, the home of the US space program, during the Apollo years, I always thought that it would be much cooler to be a biologist than an astronaut.

When I was in the sixth grade my family moved to Australia for four years. We spent two years living in Melbourne and two years living in Sydney. This was an amazing life change for a kid who thought that the annual trip to my grandparents’ house in Oklahoma was a big deal. I had the incomparable experience of living in another country and experiencing a whole new way of life. Probably the biggest difference between Australia and the U.S. was the schools. I went to an all-boys English-style, private school where we had to wear uniforms (suits and ties) and straw boater hats to class everyday. I still do not like wearing neck ties to this day.

The move also provided me with the opportunity to travel the world. During trips through Europe and Asia we saw many places of historical and cultural interest. Among my favorites were the Coliseum in Rome, the Tower of London, and Mt. Fuji in Japan. More importantly, my travels exposed me to many new biological experiences including seeing hippos, gazelles, elephants, and a cheetah in South Africa, snorkeling and beachcombing in Hawaii, Tahiti, Fiji, and the Great Barrier Reef, chasing emus through the Australian outback, watching a male lyrebird do his mating dance, watching fairy penguins come ashore for the night off of the coast of southern Australia, and many sightings of other Australian wildlife including kangaroos and koalas (how many people do you know that have ever seen a koala running along the ground?).

During the summer before my sophomore year in high school (grade 10) we moved to Thousand Oaks, California which is located very near to Los Angeles. I graduated from Thousand Oaks High School where I must admit I was a big science nerd. During my senior year I spent a week studying ecology and philosophy in Yosemite National Park and this trip confirmed by desire to be a biologist.

Education

I enrolled at the University of California, Santa Barbara to study biology. UCSB is an incredible place to go to school (I could see the ocean from my bedroom window three out of the four years that I was there) and it also happened to have one of the best ecology programs in the world at that time. Joe Connell (one of the most influential ecologist of our era) taught the ecology section of my intro biology course and also taught my first ecology course, so it is probably his fault that I am here today because after finishing his course I knew that I wanted to be an ecologist. Later, after taking courses from Steve Rothstein and Bob Warner, I became interested in behavioral and evolutionary ecology and I decided to go to grad school to study behavioral ecology. I went to Kansas State University in Manhattan, Kansas which was a pretty big change from UCSB. I enjoyed K-State and I was lucky to be able to spend summers working for my advisor Chris Smith at the Mountain Research Station in Colorado studying pollination in lodgepole pine. My Masters Thesis extended optimal foraging models to examine woodrats foraging for non-food items (sticks that they use to build their houses). I also did a theoretical study examining how food stress should affect sex ratios. I earned a Ph. D. at the University of Utah in Salt Lake City, Utah. For my Ph. D. thesis with Jon Seger, I developed models and conducted experiments to understand the causes of seed size variation in plants. During my little free time, I played volleyball with the U of U Volleyball Club team. I spent two years working as a post-doctoral researcher with Dave Tilman at the University of Minnesota in Minneapolis, Minnesota. Our research focused on succession in old fields at Cedar Creek Natural History Area just north of Minneapolis.

Life at Texas Tech
I started as an Assistant Professor in the Department of Biological Sciences at Texas Tech University in Lubbock, Texas in 1991. I am currently an Associate Professor with a joint position in the Honors College and the Department of Biological Sciences. In the Honors College I work closely with the Natural History and Humanities degree (http://www.depts.ttu.edu/honors/nhh/)

Teaching

I teach a wide variety of classes at Tech. Two of my favorite courses are Tropical Marine Biology (taught in Jamaica and Belize) and the Rio Grande Class (we take a week-long canoe trip through Big Bend over Spring Break). For the past 6 summers I have worked as a scuba instructor and marine biologist with Odyssey Expeditions (http://www.odysseyexpeditions.com/) leading sailing and scuba trips through the Caribbean (British Virgin Islands, Martinique, St. Lucia, and St. Vincent & the Grenadines).

Scholarship
For several years I conducted ecological research in the sand shinnery oak community in West Texas. My current interests are in science curriculum development, environmental education, and informatl science education. I serve as a member of the Stewardship Committee of the Environmental Information Coalition and as an Associate Editor for the Encyclopedia of the Earth (http://www.eoearth.org/). In the Malaysian Bat Education Adventure (http://www.ttu-mbea.org/) we are using the ecology of Malaysian Bats as the focus of an integrated science curriculum for students in Kindergarten through 8th grade for students in the United States.

Traveling

I enjoy traveling and I have been able to explore my passion for scuba diving on dive trips in Texas (San Solomon Springs in Balmorhea and the Flower Garden Banks) throughout the Caribbean as well as Yap, Palau, Solomon Islands, Fiji, Malaysia, Indonesia, and Galapagos Islands. My favorite marine critters include hammerhead sharks, pygmy sea horses, and “the pea”. I look forward to exploring as much of Peninsular and East Malaysia as I can while I am here. Where do you suggest that I go?

Other Hobbies

Besides travelling, sports and music are my main hobbies. I enjoy playing the guitar and listening to music. Folk-rock music from the 60s and 70s is my favorite style, but I also like rock and blues.

My favorite sport to play is volleyball, but I have not played seriously for over two years. My favorite sport as a spectator is American Football. My favorite professional team is the Dallas Cowboys. Of course, my most favorite team are the Texas Tech University Red Raiders. The Red Raiders play their first game on September 5th which is less than two months away! Go Tech!!

Introduction to Special Topics in Ecology and Biodiversity- SHES 3388

Hello Everyone,

Welcome to Special Topics in Ecology and Biodiversity (SHES 3388)! In this course we will compare the ecology and biodiversity of tropical Malaysia with that of the temperate regions of the United States. Because I have worked on a variety of systems in temperate ecosystems and you have grown up and are learning ecology in a tropical country, this course offers an opportunity for us learn a great deal by working together and sharing our knowledge.

Instructor: Dr. Mark McGinley, Visiting Fulbright Scholar from the Honors College and Department of Biological Sciences at Texas Tech University in Lubbock, Texas, USA. You can learn more about me in the next post on this blog.

How Can You Contact Me?

The most reliable way to contact me is to either talk to me before or after class or to send me an email at mark.mcginley@ttu.edu.

If you have questions we can try to address them (1) either before or after lecture each week, (2) via email, or (3) by making an appointment to visit with me in my office. I am happy to meet with you to discuss lecture material, your group projects, your written assignments, life in the USA, American Football etc. To set up an appointment please send me a list of times when you are free to meet and I will let you know they best time for us to meet.

PLEASE INTERACT WITH ME! I have come to Malaysia from half way around the world to get to know Malaysians, and especially Malaysian college students. I will be disappointed if at the end of the term the only interaction I have had with you is watching your face during lectures!

Important Information About the Class

Class Time and Place
The class will meet on Wednesdays from 12:00 - 12:50 PM in room SA2.

Lecture Schedule: posted as separate post

Required Readings

There are no required textbooks on this course. Instead we will rely heavily on material from the internet. The readings will come from three main sources.

1. Ecology Reader: Ecology for Teachers (in the lecture schedule the readings from the Ecology Reader are noted as ER).
http://www.eoearth.org/article/Ecology_Reader-_Ecology_for_Teachers

This is an online textbook in Ecology that I developed for a class I taught to practicing school teachers. Most of this information is quite basic, but it should provide a reivew of important material and make sure that we are all at the same level of understanding.

2. Encyclopedia of Earth- (in the lecture schedule the readings from the Encyclopedia of Earth are noted as EoE.
http://www.eoearth.org/

3. Other locations on the internet.

Grading

Your performance in this class will be continously assessed throughout the term.

Your final grade will be determined as follows-

Assignments- 33.3%
Presentation- 33.3%
Writing Assignment- 33.3%

Assignments
There will be an assignment due every two weeks throughout the lecture portion of the course.

Maximum length. 1 typed page, double spaced.

Topic. What was the most important point/points of the previous lecture? How would you explain this point to your friends or family (I am assuming that your friends and family are intelligent people who are not experts in ecology and biodiversity). Why is important for a member of the general public to be aware of these concepts? What questions do you hae about the topic?

Presentations
You will work in small groups to prepare and deliver a short presentation (approx 15 minutes) to the class on a topic of your choice that relates to the material that we have addressed in class. I will provide more information about these presentations as these terms progress.

Written Assignment
You will participate in the Student Science Communication Project to allow you to write articles that could potentially be published in the Encyclopedia of Earth (and you would then be published authors!!).

The subject of these written assignments will be related to the subject of your class presentation. I will provide much more information and feedback about this written assignment as the term progresses.