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Ecology Lab Report, Lab Reports of Biology

Course project, policies and expectation of ecology lab. Biology 204, Spring 2017

Typology: Lab Reports

2020/2021

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Biology 204 Ecology Lab 1 Spring 2017
Ecology Lab (Biology 204)
Spring 2017
(T 2:30 pm 5:20 pm ISC 107)
The ecology laboratory is designed to complement the second-year ecology course, Principles of
Ecology (Biology 203). Laboratories will consist of research projects that address questions at
each level of ecological organization, from organisms to populations, communities, and
ecosystems. Emphasis is placed on the types of research questions and designs used by a variety
of sub-disciplines of ecology to expose students to the diverse nature of this field. Students will
be engaged in all aspects of the development of an ecological study: making observations,
formulating hypotheses and predictions, designing experiments and strategies for data collection,
statistical and graphical analysis, interpreting results, and reporting findings in written and oral
formats.
Instructor: Dr. Jennifer L. Apple Office: ISC 258 Phone: 245-5442
e-mail: applej@geneseo.edu Lab: ISC 340
Office hours: MW 10 am 11:30 am, R 11:30 am 12:30 pm
(I am also available to meet with students by appointment outside of office hours.)
Course website: canvas.geneseo.edu
Required text: A Field Guide to Eastern Forests by John Kricher (Houghton Mifflin, 1998)
Learning Outcomes
Successful students will be able to:
make observations, generate hypotheses, and carry out simple experiments and/or collect
field data to answer questions from different sub-disciplines in ecology
collect, organize, analyze, and present ecological data using appropriate sampling
methods and instrumentation and quantitative statistical and graphical analyses
explore and evaluate the primary ecological literature to provide background information
for their studies as well as to help put their results into the context of other ecological
research
communicate their findings using the conventions of scientific writing in reports which
include: 1) an introduction which identifies the context for the work, citing previous
research; 2) a description of methods; 3) results including figures, tables, and statistics;
and 4) a discussion which identifies and explains the key results and their significance
Course Organization
Working in groups of four, students will cooperate to set up and run experiments or make
observations, collect data, and prepare a formal lab report for each of the four projects done over
the course of the semester. Because some projects require more time and steps than others, we
may be engaged in several projects at one time.
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Ecology Lab (Biology 204)

Spring 2017

(T 2:30 pm – 5:20 pm ISC 107)

The ecology laboratory is designed to complement the second-year ecology course, Principles of Ecology (Biology 203). Laboratories will consist of research projects that address questions at each level of ecological organization, from organisms to populations, communities, and ecosystems. Emphasis is placed on the types of research questions and designs used by a variety of sub-disciplines of ecology to expose students to the diverse nature of this field. Students will be engaged in all aspects of the development of an ecological study: making observations, formulating hypotheses and predictions, designing experiments and strategies for data collection, statistical and graphical analysis, interpreting results, and reporting findings in written and oral formats.

Instructor: Dr. Jennifer L. Apple Office: ISC 258 Phone: 245- e-mail: applej@geneseo.edu Lab: ISC 340 Office hours: MW 10 am – 11:30 am, R 11:30 am – 12:30 pm (I am also available to meet with students by appointment outside of office hours.)

Course website: canvas.geneseo.edu Required text: A Field Guide to Eastern Forests by John Kricher (Houghton Mifflin, 1998)

Learning Outcomes

Successful students will be able to:

 make observations, generate hypotheses, and carry out simple experiments and/or collect field data to answer questions from different sub-disciplines in ecology  collect, organize, analyze, and present ecological data using appropriate sampling methods and instrumentation and quantitative statistical and graphical analyses  explore and evaluate the primary ecological literature to provide background information for their studies as well as to help put their results into the context of other ecological research  communicate their findings using the conventions of scientific writing in reports which include: 1) an introduction which identifies the context for the work, citing previous research; 2) a description of methods; 3) results including figures, tables, and statistics; and 4) a discussion which identifies and explains the key results and their significance

Course Organization

Working in groups of four, students will cooperate to set up and run experiments or make observations, collect data, and prepare a formal lab report for each of the four projects done over the course of the semester. Because some projects require more time and steps than others, we may be engaged in several projects at one time.

Overview of Projects

Project 1 Mimicry and predation risk (Behavior/evolutionary ecology) – In this experiment, we will observe and quantify the responses of local birds to the availability of artificial prey that vary in appearance and palatability. Through this study we will investigate factors that influence the effectiveness of Batesian mimicry as an anti-predator strategy and document patterns in bird foraging behavior.

Project 2 Goldenrods and insect galls (Population ecology) – In this project we will sample stems of goldenrod plants in the field to measure the incidence of galls caused by various gall- forming insects. In the lab, we will dissect galls and identify their inhabitants. Data collected may include the spatial distribution of galls within and between patches of plants, attributes of plants with and without galls, and predation and/or parasitism rates on galling insects.

Project 3 Forest communities (Community ecology) – We will learn how to quantitatively describe a forest community using plot and plotless sampling techniques. We will calculate diversity indices and standard measures of plant community structure to compare forest composition and structure in at least two contrasting environments in a local forest stand.

Project 4 Soil CO 2 emission (Ecosystem ecology) – In a forested ecosystem, we will investigate factors that affect soil CO 2 emission, a process that results from both root respiration and decomposition of organic matter in soils. Using the soda-lime method we will determine the effects of particular microclimate or soil characteristics on the rate of CO 2 emission in a field incubation experiment.

Expectations

Your group will write a formal lab report for each of the projects described above. These reports should include the following components:

  1. Introduction
  2. Methods
    1. Results
    2. Discussion

Your report should also include a descriptive title, list of authors, and a literature cited section.

For each group lab report, one person will serve in each of the capacities listed below. These tasks should be rotated among students so that each plays each role once.

  1. Coordinator – Assembles the contributions of all group members, writes the discussion section, and is responsible for the final editing and formatting of the report.
  2. Researcher – Reviews the literature for background information and relevant results from other studies (and provides properly formatted citations to coordinator), helps to establish the context in which the research is done, and writes the introduction.
  3. Collector – Organizes the data and provides them to the analyst in a compact form, takes careful notes of procedures followed by the group, and writes the methods section.
  4. Analyst – Prepares final graphs and tables to present the data, performs statistical analyses, and writes the results section. All group members should cooperate in deciding how to analyze the data and which data to present and are encouraged to discuss their analyses with the instructor early in the process of preparing the report.

Group dynamics. Success in this course depends to a great degree on effective collaboration with your group members. If your group is having any problems working together, please alert me as soon as possible in the semester so that we can come up with a solution.

Plagiarism and academic dishonesty. Plagiarism and other forms of academic dishonesty (e.g., copying work from another student) will not be tolerated. According to the Student Code of Conduct (http://www.geneseo.edu/dean_office/dishonesty), “plagiarism shall be considered to be deliberate representation of someone else’s words or ideas as one’s own or the deliberate arrangement of someone else’s material(s) as one’s own.” Read this code to understand the consequences of all forms of academic dishonesty. Take care to properly cite sources of ideas, figures, data, etc. (including internet sources) in your writing and presentations. Even if you properly cite your source, when you borrow wording and sentence structure from the original source and pass it off as your own (i.e., by not using quotation marks), you are guilty of plagiarism. Learn how to paraphrase in your own words information from the original source.

Accommodations

SUNY Geneseo will make reasonable accommodations for persons with documented physical, emotional, or cognitive disabilities. Accommodations will also be made for medical conditions related to pregnancy or parenting. Students should contact Dean Buggie-Hunt in the Office of Disability Services (tbuggieh@geneseo.edu or 585-245-5112) and their instructor to discuss needed accommodations as early as possible in the semester.

Mental health considerations

Diminished mental health, including significant stress, mood changes, excessive worry, or problems with eating and/or sleeping can interfere with optimal academic performance. The source of symptoms might be strictly related to your course work; if so, please speak with me. However, problems with relationships, family worries, loss, or a personal struggle or crisis can also contribute to decreased academic performance.

SUNY Geneseo provides mental health services to support the academic success of students. Counseling Services, a part of the Lauderdale Center for Student Health & Counseling, offers free, confidential psychological services to help you manage personal challenges that may threaten your well-being.

In the event I suspect you need additional support, I will express my concerns and the reasons for them, and remind you of resources (e.g., Counseling Services, Career Services, Dean of Students, etc.) that might be helpful to you. It is not my intention to know the details of what might be bothering you, but simply to let you know I am concerned and that help, if needed, is available. Getting help is a smart and courageous thing to do – for yourself and for those who care about you.

Course schedule

Since we have to depend on the weather and the schedules of living things to determine when and how to run our projects, the course schedule on the next page is subject to change, often. Welcome to the world of ecologists!

Tentative Course Schedule

Date Notes†^ Activity Assignments‡

Jan 17 FW

Introduction to course; introduce mimicry project & visit Arboretum; activity on generating ecological questions and hypotheses ( field trip )

Jan 24 comp

Plan mimicry project; start statistics tutorial and data analysis exercise 1 – data analysis & presentation

Do online quiz on lab report format;; install R and RStudio on your laptop and do pre-lab R exercise

Jan 31 comp Mimicry (run field experiment through Feb 7: prepare baits and start feeding trials)^ Data analysis exercise 1 due Thursday, Feb 2

Feb 7 comp Mimicry groups; complete statistics tutorial: practice data analysis; plan report in^ Read pp. 332 take online quiz - 341, 356 on reading-358, 442-450 &

Feb 14 comp

Goldenrod galls: introduction; discussion of primary literature, group presentations of research papers

Answer questions on research paper for Feb 14; Data analysis exercise 2 due Fri, Feb 1 7

Feb 21 FW Goldenrod galls measurements and collect insect galls:^ field trip^ to take plant^ Stats quiz due Thurs, Feb 2^ in lab;^ Mimicry lab draft 3

Feb 28 comp

Goldenrod galls: more gall dissection, organize data, plan report; discuss primary literature papers in groups

Primary literature summary due ; Final mimicry lab due Friday, Mar 3

Mar 7 FW

Forest communities: field trip to learn tree identification and forest sampling techniques and develop group project ideas

Read pp. 8-51, 58-70, 72-75, 77-85; take online quiz on reading

SPRING BREAK: Mar 13- 17

Mar 21 FW Forest communities projects :^ field trip^ to carry out group Tree ID quiz (in class, timed)

Mar 28 comp

Forest communities: data analysis, plan report; work on consensus analysis of primary literature reading with group

Primary literature analysis due by lab time; Goldenrod lab due Friday, Mar 31

Apr 4 FW

Soil CO 2 emission: field trip to locate sites for CO 2 emission study, understory sampling; weigh soil CO 2 sampling jars

Read pp. 415-436; take online quiz on reading

Apr 11 FW

Soil CO 2 emission: field trip to set up experiment and collect soil samples (retrieve jars 48 - 72 hrs later on your own, measure soil wet weight on your own) Apr 18 comp Soil CO 2 emission: Soil CO 2 lab measurements Forest communities lab due Thursday, Apr 20

Apr 25 No formal lab – GREAT Day

May 2 comp Wrap presentations - up soil CO on primary literature reading^2 emission lab;^ group^ oral^ Soil CO May 8 2 emission lab due Monday,

† (^) FW = field work: wear appropriate clothing & footwear for working outside – check weather; comp : bring your laptop computer to lab ‡ (^) Readings refer to A Field Guide to Eastern Forests by John Kricher; quizzes should be completed before lab period; writing assignments due by 11:59 pm of due date in Canvas unless otherwise indicated