This course will fill a major gap in the Ecology specialty area by introducing you to important new developments in areas such as:
- Life-history evolution
- Evolution of sexual reproduction
- Evolution of aging
- Population genetics
- Conservation biology
- The structure will be in a lecture/discussion format. We will concentrate on understanding important ecological and evolutionary concepts, and will not be emphasizing the memorization of biological factoids. If you consider yourself an ecologist, the information in this course is imperative for you to understand. If you are not in the ecology specialty, and are just interested in having a better understanding of why animals and plants function the way they do, this would also be a valuable course for you.
- Any further questions: Please call Dr. Steve Weeks 972-7156
Course Syllabus Population Biology 3100:423/523
| Date | Week | Day |
Topic |
Reading | Computer Files |
| 8/30/2004 | 1 | M | Introduction | Ayala handout | LEC1 |
| 9/1/2004 | W | Natural Selection | LEC2 | ||
| 9/3/2004 | F | Natural Selection | |||
| 9/6/2004 | 2 | M | Holiday | ||
| 9/8/2004 | W | Group vs. Individual selection | LEC3 | ||
| 9/10/2004 | F | Describing populations | Chap 1 – BMT | LEC4 | |
| 9/13/2004 | 3 | M | Describing populations | ||
| 9/15/2004 | W | Fitness | LEC5 | ||
| 9/17/2004 | F | Life Tables | |||
| 9/20/2004 | 4 | M | Intraspecific competition | Chap 2 – BMT | LEC6 |
| 9/22/2004 | W | Modeling populations | Chap 3 – BMT | LEC7 | |
| 9/24/2004 | F | Modeling populations | |||
| 9/27/2004 | 5 | M | Life Histories | Chap 6 – BMT (Old) | LEC8 |
| 9/29/2004 | W | Life Histories | |||
| 10/1/2004 | F | Reproductive value | |||
| 10/4/2004 | 6 | M | Timing of reproduction | ||
| 10/6/2004 | W | Trade-offs | LEC9 | ||
| 10/8/2004 | F | Costs of reproduction; Paper 1 – 1st draft due | |||
| 10/11/2004 | 7 | M | Phenotypic plasticity | LEC10 | |
| 10/13/2004 | W | Evolution of senescence | |||
| 10/15/2004fkf | F | Evolution of sex; Paper 1 Due | Williams, Chap. 1 | LEC11 | |
| 10/18/2004 | 8 | M | Introduction to Population Genetics | Pp. 1-20 – H | LEC12 |
| 10/20/2004 | W | Genetic Variation | Pp. 20-26 – H | LEC13 | |
| 10/22/2004 | F | Midterm | |||
| 10/25/2004 | 9 | M | Hardy-Weinberg | Pp. 26-41 – H | LEC14 |
| 10/27/2004 | W | Hardy-Weinberg | |||
| 10/29/2004 | F | Deviations from Hardy-Weinberg | Pp. 59-74 – H | LEC15 | |
| 11/1/2004 | 10 | M | Genetic drift | LEC16 | |
| 11/3/2004 | W | Bottlenecks | LEC17 | ||
| 11/5/2004 | F | Founder effects | |||
| 11/8/2004 | 11 | M | Selection | Pp. 74-98 – H | LEC18 |
| 11/10/2004 | W | Selection | LEC19 | ||
| 11/12/2004 | F | Inbreeding | Pp. 41-52 – H | LEC20 | |
| 11/15/2004 | 12 | M | Inbreeding | ||
| 11/17/2004 | W | Molecular Population Genetics | Chap. 3 – H | LEC21 | |
| 11/19/2004 | F | Molecular Population Genetics | |||
| 11/22/2004 | 13 | M | Selectionists vs. neutralists | LEC22 | |
| 11/24/2004 | W | Quantitative Genetics | Chap 4 – H | LEC23 | |
| 11/26/2004 | F | Thanksgiving Holiday | |||
| 11/29/2004 | 14 | M | Components of variation | ||
| 12/1/2004 | W | Nature vs. Nurture | |||
| 12/3/2004 | F | Measures of Va; Paper 2 – 1st draft due | |||
| 12/6/2004 | 15 | M | Conservation Genetics | LEC24 | |
| 12/8/2004 | W | Memes | |||
| 12/10/2004 | F | Memes; Paper 2 due |
BMT = Begon, Mortimer and Thompson, Population Ecology
H = Hartl, A Primer of Population Genetics
Other Pertinent Information
Course Grade
The course is divided into two major sections: Population Ecology and Population Genetics. Therefore, the course grading will parallel these emphases. The course grade is based on a combination of two exams (midterm and final = 25% ea. for undergraduates and 20% ea. for graduate students) and two papers (25% ea.), and a number of homework assignments (extra credit for undergraduates and 10% of grade for graduate students). The two exams will cover the two sections of the course listed above, and will not be comprehensive.
The papers will be on a topic of the student’s choosing, with the stipulation that the first is on a topic related to Population Ecology and that the second relates to Population Genetics. Each paper should be typewritten or computer generated, and should be approximately 7-10 double-spaced pages long. The subject of each paper must be approved at least two weeks before its due dates, and it is advisable to turn in a rough draft a week before the due date if one wants constructive criticism of the paper. Graduate students MUST turn in a rough draft, but early submission is not required for undergraduates (but it is encouraged).
The topic of each paper should be an in-depth discussion of a topic that was covered in the course, or is directly related to topics covered in the course. Independent library research will be required to add a minimum of 3 references to research conducted on plants and/or animals that relates to the topic being discussed (theoretical research papers are also acceptable, if one wishes). Points will be allotted on the basis of the depth of discussion of the topic, and how well the research articles are incorporated into the discussion. Clarity of presentation is important, and therefore, poorly written text will earn a lower grade.
Graduate student will have 10% of their grade in the form of problem sets in the population genetics portion of the course. The problem sets do not require “higher math” skills. Problem sets will be assigned on a weekly basis during this section of the course. Each problem must be worked out completely to receive full credit. Undergraduate students can also do these problem sets for extra credit. It is advisable that all students study these problems, since ones like these will be on the course final.
Literature Searches
Both papers require references and discussion of 3 (or more) experimental papers related to the topic under discussion. This will require some level of literature search. The easiest ways to conduct this type of research are to use either the Science Citation Index or the Biological Abstracts (both are on the Ohio Link web site). Both are quite useful, with SCI allowing searches from an identified, informative paper, and both the SCI and Biological Abstracts for the search capabilities on keywords. For tutorials on the use of the Biological Abstracts and/or SCI, contact Christen Cardina (972-6192) in the Science Library on campus.
I will also be available to “consult” on a topic, and will gladly point you to one or more papers, if I know of them.
Computer Lab Access
All students in this course will be automatically assigned access to the Biology Department’s computer lab (ASC 282). If you are not signed up on the official class roster, make sure you get me your name and ID# so that I can sign you up on the computer list. Lab hours are M-F 8-5 pm. You can gain access to the facility using your Zip card. If your card is not correctly encoded, the computer lab door will not unlock. This means you need to go to the zip card office (in the Student Center) and check that your card is properly encoded (it takes about 30 seconds). If your card is encoded, but the locking systems people haven’t gotten your name on their list yet (they sometimes make mistakes), you need to speak with Dr. Peter Lavrentyev, and he will try to get the locking systems people to fix the problem.
Computer lab access will allow access to the multimedia presentations that you see in class. Thus, if you wish to review a lecture or two, or (heaven forbid) if you miss a lecture, you can see all of them in the lab.
Policy on Academic Dishonesty
Diana Hacker writes, “To borrow another writer’s language or ideas without proper acknowledgment is a form of dishonesty known as plagiarism” (1997. A Pocket Style Manual, 2ndEdition. Bedford Books, Boston, p. 91). The University of Akron regards plagiarism as a grave academic offense, and it will not be tolerated. You will be guilty of committing plagiarism if you use, without proper acknowledgment, paragraphs, single sentences, clauses, or ideas of others, regardless of the source (scientific publications, books, pamphlets, newspapers or newsletters, commercial “term paper” services, electronic media [such as information on the Internet, CD-ROM’s, commercial or non-commercial floppy disks, etc.], papers previous students have submitted for this or other courses, and the like). See the appendix at the end of this syllabus for examples of plagiarism and how to avoid such plagiarism. If you have any questions about what constitutes plagiarism, be sure to inquire before submitting your papers!
If you are found to have committed plagiarism or are caught cheating on any graded portion of this class, you will be reprimanded to the full extent outlined in the student handbook. This includes one of the following actions: reduction of course grade, disciplinary probation, suspension, or outright dismissal from the University.
Make-up Policy for Missing a Test
The University of Akron only allows make-ups on tests when a student is sick or has a major accident, or if there is a death in the immediate family. Under these circumstances, a make-up exam will be issued after the student is able to attend class again. For the make-up test to be issued, the student must have some documentation available to prove that one of the above misfortunes has occurred. No exceptions for making up tests will be allowed.
Other useful Population Biology Texts (all are available in the Sci. Library):
Population Ecology
Wohrmann, K. and S.K. Jain. 1990. Population biology : ecological and evolutionary viewpoints
Maynard Smith, J. 1989. Evolutionary Genetics.
Begon M., and M. Mortimer. 1981. Population ecology : a unified study of animals and plants.
Harper, J. L. 1977. Population biology of plants
Population Genetics
Real, L. A. 1994. Ecological genetics.
Hartl, D. L. and A. G. Clark. 1989. Principles of population genetics.
Maynard Smith, J. 1989. Evolutionary Genetics
Spiess, E. B. 1989. Genes in populations.
Mettler, L. E., T. G. Gregg, and H. E. Schaffer. 1988. Population genetics and evolution.
Wallace, B. 1981. Basic population genetics.
Instructor: Dr. Steve Weeks, Professor. Office hrs: M/W 11:00 – 12:00 in Auburn Rm. 581. If you cannot make either of the above times, you may be able to schedule an alternate time by appointment. Phone: 972-7156.
Final is on Wednesday, Dec. 15, 2004 from 12:00pm-1:55pm
APPENDIX A – PLAGIARISM
We investigated the dynamics of adaptation of the unicellular chlorophyte Chlamydomonas reinhardtii to new and hostile conditions of growth provided by novel carbon substrates in the dark. The experiment was designed to contrast perennially asexual lines with lines that had experienced one or more sexual episodes. All lines were capable of adapting to the novel environment. The sexual lines, however, showed greater adaptation over the course of the experiment, especially in more complex environments. Moreover, the effect of sex on adaptation increased with the number of successive sexual episodes.
Oliver & Graham, 2002, pg. 1743
Good Summary in One’s Own Words (i.e., NO plagiarism):
In asexual and sexual lines of a green alga (Chlamydomonas reinhardtii), sexual reproduction was found to increase the ability of the unicellular alga to adapt to a novel environment, relative to the asexual forms (Oliver and Graham, 2002). The relative benefits of sexual reproduction were more evident in more complex environments.
Plagiarism 1 – Completely taking another’s writing word-for-word (Outlined in underline above):
Oliver & Graham (2002) investigated the dynamics of adaptation of the unicellular chlorophyte Chlamydomonas reinhardtii to new and hostile conditions of growth provided by novel carbon substrates in the dark. The experiment was designed to contrast perennially asexual lines with lines that had experienced one or more sexual episodes. All lines were capable of adapting to the novel environment. The sexual lines, however, showed greater adaptation over the course of the experiment, especially in more complex environments. Moreover, the effect of sex on adaptation increased with the number of successive sexual episodes.
To make this non-plaigerized
Oliver & Graham (2002) investigated the dynamics of adaptation of the unicellular chlorophyte Chlamydomonas reinhardtii to new and hostile conditions of growth provided by novel carbon substrates in the dark. The experiment was designed to contrast perennially asexual lines with lines that had experienced one or more sexual episodes. All lines were capable of adapting to the novel environment. The sexual lines, however, showed greater adaptation over the course of the experiment, especially in more complex environments. Moreover, the effect of sex on adaptation increased with the number of successive sexual episodes (pg. 1743).
Plagiarism 2 – Cutting and pasting large sections of other’s work (Outlined in bold above):
Oliver and Graham (2002) investigated the dynamics of adaptation of the unicellular chlorophyte Chlamydomonas reinhardtii to new and hostile conditions to contrast perennially asexual lines with lines that had experienced one or more sexual episodes.
To make this non-plagiarized
Oliver and Graham (2002) investigated the dynamics of adaptation of the unicellular chlorophyte Chlamydomonas reinhardtii to new and hostile conditions to contrast perennially asexual lines with lines that had experienced one or more sexual episodes (pg. 1743).
Plagiarism 3 – Mixing other’s work in between one’s own words (Outlined in italics above):
In asexual and sexual lines of a green alga (Chlamydomonas reinhardtii), the sexual lines showed greater adaptation over the course of the experiment, being able to adapt to a novel environment, relative to the asexual forms (Oliver and Graham, 2002). The relative benefits of sexual reproduction increased with the number of successive sexual episodes, especially in more complex environments.
To make this non-plagiarized
In asexual and sexual lines of a green alga (Chlamydomonas reinhardtii), the sexual linesshowed greater adaptation over the course of the experiment (Oliver and Graham, 2002, pg. 1743), being able to adapt to a novel environment, relative to the asexual forms. The relative benefits of sexual reproduction increased with the number of successive sexual episodes (Oliver and Graham, 2002, pg. 1743), especially in more complex environments (Oliver and Graham, 2002, pg. 1743).
The BEST of the above cases is the summary in one’s own words! If you can’t do that, then the various non-plagiarized versions MUST BE STRICTLY ADHERED TO! If not, you will be caught and you will receive a score of ZERO on your paper, as a MINIMUM punishment for the plagiarism. More serious cases will be referred to the University’s student conduct board for possible additional punishment (which could include expulsion from the University).