Overcoming Ecological Misconceptions

8/13/2019 Overcoming Ecological Misconceptions

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OVERCOMING ECOLOGICAL MISCONCEPTIONSUsing the power of story

About Misoneptions

Reg!r"#ess of the !ge !n" b!$groun" of peop#e% they wi## h!&e 'isoneptions inbio#ogy ()% *)% *+% *,% -.% -/01 Misoneptions !re sientifi!##y in!ur!te !ssu'ptions!n" e2p#!n!tions of pheno'en!% whih !re onstrute" by !n in"i&i"u!# through his3here2perienes (4%*)% *,01 Misoneptions h!&e !#so been !##e" 5preoneptions6 (*70%5!#tern!ti&e fr!'ewor$s6 (**0% 5!#tern!ti&e i"e!s6 (80% !n" 5hi#"ren6s siene6 (*801

Litt#e is $nown !bout 'isoneptions th!t e2ist in the fie#" of eo#ogy1 In f!t% re#!ti&e#yfew p!pers h!&e been pub#ishe" th!t o&er gener!# pe"!gogi!# issues in eo#ogy1 9ore2!'p#e% :6A&!n;o sur&eye" !rti#es pub#ishe" in the


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&iew% the proportion of stu"ents !b#e to use siene oneptions to e2p#!in pheno'en!inre!ses signifi!nt#y ()01 9in" out 'ore !t Fow to o&ero'e 'isoneptions1

One of the best w!ys th!t stu"ents !n #e!rn ourse '!teri!# is by p#!ing the oneptsinto ! fr!'ewor$ th!t te##s ! story1 hen instrutors present eo#ogi!# onepts in the

onte2t of ! #!rger piture% stu"ents !re 'ore #i$e#y to #e!rn !n" ret!in the infor'!tionpresente" (-)01 Le!rn 'ore !bout !n" &iew ourse '!teri!#s for the Power of Story1

SELF TEST: Choose the best !nswer

uestion H*

Varying the size of a population of a species:

A) affects only other populations that are directly connected to it through a food chain.B) affects the entire ecosystem to some degree.C) does not affect the entire ecosystem because some organisms are not

important.) !ill affect all other organisms !ithin the ecosystem to the same degree.

uestion H-

Of the energy gained by any trophic level (i.e. producer, primary consumer, secondaryconsumer, etc.), what percentage is typically transferred to the next trophic level

A) "#$ %##&B) '#$(#&C) #$*#&) %#$+#&

uestion H8

!hat causes the seasons

A) ,otation of the Earth on its a-is.B) arying distance of the Earth from the Sun.C) Tilt of the Earth in relation to the Sun.) Tilt and cur/ature of the Earth.

uestion H)

!here do plants get their food

A) They ma0e their o!n food internally1 mainly from a gas.B) They absorb it from the soil /ia the roots.C) They get it from ground !ater.) They get it from the air !hich diffuses into pores in their lea/es.

uestion H/

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Organisms higher in a food web:

A) eat e/erything that is lo!er on the food !eb.B) ha/e more energy !ithin them than those lo!er in the food chain.C) are no more efficient in har/esting energy than those lo!er in the food chain.) accumulate all of the energy that e-ists in the organisms that are lo!er in the

food chain.

uestion H+

!hich of the following statements about adaptation is true

A) Traits are de/eloped by indi/iduals in response to the needs of the indi/idual.B) Traits de/elop because they are part of a pre$determined plan.C) Traits are de/eloped across generations in response to en/ironmental demands.) Traits are passed on by the bigger1 stronger indi/iduals that replace the smaller1 !ea0er ones.

uestion H,

!hich of the following statements about tropical rainforests is accurate

A) They ha/e soils that are rich in nutrients.B) They ha/e an impenetrable understory.C) They are particularly noisy !ith animal sounds.) They ha/e !et and dry seasons.

uestion H7

!hich of the following statements regarding predator"prey relationships is accurate

A) The relati/e si2es of predator and prey populations ha/e no bearing on the populationsi2e of the other.B) Both predator and prey ha/e e/ol/ed in response to selecti/e pressure from theother.C) 3redator$prey relationships center around a carni/ore eating a defenselessherbi/ore.) 4f a prey species is depleted1 the predator !ill automatically s!itch to anotherprey species.

uestion H4

#opulations exist in states of:

A) Either constant gro!th or decline1 depending on their position in the food chain.B) Constant gro!th.C) Constant e5uilibrium.) Fluctuation around an a/erage si2e.

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Answer

* b Popu#!tion si;e of ! speies h!s "iret !n" in"iret effets on both other speiespopu#!tions !n" the en&iron'ent% whih in turn !ffets yet other speies1 9ro' Munson*44)J K111peop#e shou#" un"erst!n" th!t !## org!nis's #i&e in ! syste' !n" th!t !##h!nges !re i'port!nt !n" h!&e effets on the syste'1K

- " Eo#ogi!# effiieny of tr!nsfer of energy is re#!ti&e#y #ow1 9or e2!'p#e% not !## th!t !n

!ni'!# e!ts !n be !ssi'i#!te"18 " Fow 'uh ! be!' of sun#ight is spre!" when it hits ! surf!e "eter'ines the he!t per

unit !re!1 Therefore% both ti#t of the E!rth on its !2is !n" the E!rth !s ! sphere !ffethe!ting of !n !re!% whih in turn !ffets win" !n" preipit!tion p!tterns1

) ! P#!nts !pture sun#ight% whih pro&i"es energy th!t the p#!nts use to on&ert !rbon"io2i"e fro' the !ir into si'p#e !rbohy"r!tes sug!r% whih in turn is use" to '!$eo'p#e2 !rbohy"r!tes !n" other p#!nt pro"uts1

/ Eo#ogi!# effiieny of tr!nsfer of energy is #ow reg!r"#ess of trophi #e&e#1+ Tr!its !re geneti!##y b!se" !n" !ppe!r in in"i&i"u!#s !s ! resu#t of r!n"o' proesses1

N!tur!# se#etion inf#uenes the inre!sing or "ere!sing pre&!#ene of tr!its in !popu#!tion1 So the "egree !n" type of "e&e#op'ent of ! tr!it "epen"s on the geneti'!teri!# !&!i#!b#e !n" the se#eti&e pressures in the en&iron'ent o&er ti'e1

, " Tropi!# forests h!&e wetter !n" "rier se!sons% "ue to the E!rths ti#t on its !2is !using!nnu!# shift in where sunbe!' strength is 'ost intense% whih in turn !ffets win" !n"preipit!tion p!tterns1

7 b Speies inter!tions !t !s se#eti&e pressures on both p#!yers1

4 " Popu#!tion si;e n!tur!##y f#utu!tes !roun" the !rrying !p!ity of the en&iron'ent forth!t speies% !n" !rrying !p!ity of the en&iron'ent for ! speies is not onst!nt1 Sopopu#!tion si;e '!y o&er=shoot or un"er=shoot urrent !rrying !p!ity of theen&iron'ent% be!use !"ust'ents in repro"ution in response to resoures !re notinst!nt!neous

Common Ecological 6isconceptionsC#i$ on the #in$s be#ow to &iew 'isoneptions !bout th!t topi1 Sine '!ny of the'isoneptions o&er 'ore th!n one topi% there is so'e o&er#!p in the #ists of 'isoneptionsfor the fo##owing topis1

CA,,7489 CA3AC4T7

Misoneption Referene

Speies oe2ist in !n eo#ogi!# syste' be!use of their o'p!tib#e nee"s !n"beh!&iorsJ they nee" to get !#ong1

Munson *44*

Popu#!tions e2ist in st!tes of either onst!nt growth or "e#ine "epen"ing upontheir position in ! foo" h!in1

Munson *44*

So'e eosyste's !re #i'it#ess resoures !n" pro&i"e !n opportunity for#i'it#ess growth of ! popu#!tion1

Munson *44*

The re#!ti&e si;es of prey !n" pre"!tor popu#!tions h!&e no be!ring on the si;eof the other1

G!##egos et !#1*44)

:ensity="epen"ent f!tors !re bioti% !n" "ensity=in"epen"ent f!tors !re!bioti1

L!&oie *44,


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Popu#!tions inre!se unti# #i'its !re re!he"% then they r!sh !n" go e2tint1 MCo'!s -..-

More herbi&ores th!n !rni&ores be!use peop#e $eep !n" bree" herbi&ores1 Le!h et !#1*44+

C63ET4T48Misoneption Referene

Speies oe2ist in !n eo#ogi!# syste' be!use of theiro'p!tib#e nee"s !n" beh!&iorsJ they nee" to get !#ong1

Munson *44*

The nee"s !n" ro#es of ! speies !re gener!# !n" typi!# ofspeies1

Munson *44*

Tr!its !re p!sse" on by the bigger% stronger org!nis's th!trep#!e the s'!##er% we!$er ones1

Munson *44*

ECOLOGICAL A:APTATION


Tr!its !re "e&e#ope" by in"i&i"u!#s in response to the nee"s ofthe in"i&i"u!#1

@ishop An"erson*44.% C#ough oo"=Robinson*47/

Tr!its "e&e#op be!use they !re p!rt of ! pre"eter'ine" p#!n1 C#ough oo"Robinson *47/

Tr!its !re properties of popu#!tions !n"3or speies1 @ishop An"erson*44.

Tr!its !re p!sse" on by the bigger% stronger org!nis's th!trep#!e the s'!##er% we!$er ones1

Munson *44*

A speies h!nges be!use the org!nis's use or f!i# to usep!rtiu#!r bo"y p!rts or !bi#ities1

@ishop An"erson*44.

A"!pt!tion eu!#s e&o#ution :A&!n;o -..8

TFE ECOS>STEM


V!rying the popu#!tion si;e of ! speies wi## on#y !ffet theothers th!t !re "iret#y onnete" through ! foo" h!in1

Griffiths Gr!nt*47/% Munson *44*

V!rying the popu#!tion si;e of ! speies '!y not !ffet !n Munson *44*


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eosyste'% be!use so'e org!nis's !re not i'port!nt1

V!rying the popu#!tion si;e of ! speies wi## !ffet !## otherorg!nis's to the s!'e "egree1

Griffiths Gr!nt*47/

Org!nis's higher in ! foo" web e!t e&erything th!t is #ower in

the foo" web1

Griffiths Gr!nt

*47/The top of the foo" h!in h!s the 'ost energybe!use it !u'u#!tes up the h!in1

A"eniyi *47/

Popu#!tions higher on ! foo" web inre!se in nu'berbe!use they "ep#ete those #ower in the web1

Munson *44*

Tot!# bio'!ss for ! trophi #e&e# is gre!test !t the top of the foo" web be!use the org!nis's !re #!rger1

@reh' et !#1 *47+

Eosyste's !re not ! funtioning who#e% but si'p#y ! o##etionof org!nis's1

@reh' et !#1 *47+

Co''unities h!nge #itt#e o&er ti'e1 :A&!n;o -..8

More herbi&ores th!n !rni&ores be!use peop#e $eep !n"bree" herbi&ores1

Le!h et !#1 *44+

:eo'posers re#e!se so'e energy th!t is y#e" b!$ top#!nts1

L!&oie *44,

The nitrogen y#e is use" to pro&i"e energy for the !rbony#e1

L!&oie *44,

The !rbon y#e onsists of photosynthesis !n" respir!tion1 L!&oie *44,

The nu'ber of pro"uers is high to s!tisfy onsu'ers1 Le!h et !#1 *44+

P#!nts "o not #i&e in w!ter1 A"eniyi *47/

P#!nts !re "epen"ent on peop#e% not &ie &ers!1 Eisen !n" St!&y*44-

Energy is not #ost in trophi tr!nsfer1 :A&!n;o -..8

An org!nis' !nnot h!nge trophi #e&e#s1 L!&oie *44,

Fu'!ns pro&i"e foo" for other org!nis's1 Le!h et !#1 *44+

ENERG> 9LO


P#!nts t!$e in foo" fro' the outsi"e en&iron'ent% !n"3or p#!ntsget their foo" fro' the soi# &i! roots1

@e## *47/% S'ith An"erson *47)

Org!nis's higher in ! foo" web e!t e&erything th!t is #ower inthe foo" web1

Griffiths Gr!nt*47/


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The top of the foo" h!in h!s the 'ost energy be!use it!u'u#!tes up the h!in1

A"eniyi *47/

Popu#!tions higher on ! foo" web inre!se in si;ebe!use they "ep#ete those #ower in the web1

Munson *44*% *44)

More herbi&ores th!n !rni&ores be!use peop#e $eep !n"bree" herbi&ores1 Le!h et !#1 *44+


L!&oie *44,



P#!nts !re "epen"ent on hu'!ns% not &ie &ers!1 Eisen !n" St!&y*44-

C!rbon "io2i"e is ! soure of energy for p#!nts1 L!&oie *44,

Energy is not #ost in trophi tr!nsfer1 :A&!n;o -..8

9OO: E@S


V!rying the popu#!tion si;e of speies wi## on#y !ffet the othersth!t !re "iret#y onnete" through ! foo" h!in1


Green p#!nts !re the on#y pro"uers of !rbohy"r!tes ineosyste's1

Storey *474



9oo" webs !re interprete" !s si'p#e foo" h!ins1 Munson *44*%Griffiths Gr!nt*47/


Griffiths Gr!nt*47/

The top of the foo" h!in h!s the 'ost energy be!use it!u'u#!tes up the h!in1

A"eniyi *47/

Popu#!tions higher on ! foo" web inre!se in si;e% be!use

they "ep#ete those #ower in the web1

Munson *44*% *44)

The re#!ti&e si;es of prey !n" pre"!tor popu#!tions h!&e nobe!ring on the si;e of other1

G!##egos et !#1 *44)

In ! foo" web% ! h!nge in si;e in one popu#!tion wi## on#y !ffet!nother popu#!tion if the two popu#!tions !re "iret#y re#!te" !spre"!tor !n" prey1

G!##egos et !#1 *44)


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Le!h et !#1*44+


An org!nis' !nnot h!nge trophi #e&e#s1 L!&oie *44,Fu'!ns pro&i"e foo" for other org!nis's1 Le!h et !#1 *44+

9oo" h!ins in&o#&e pre"!tor !n" prey% but not pro"uers1 G!##egos et !#1 *44)

C!rni&ores !re big !n"3or feroious1 Ferbi&ores !re p!ssi&e!n"3or s'!##er1

G!##egos et !#1 *44)

C!rni&ores h!&e 'ore energy or power th!n herbi&ores "o1 A"eniyi *47/

LIMITING 9ACTORS


A## f!tors !re #i'iting% e2ept the 'ost !bun"!nt one1 Eyster T!shiro*44,

The 'ost #i'iting f!tor is the #e!st !bun"!nt one1 Eyster T!shiro*44,

NICFE


The nee"s !n" ro#es of ! speies !re gener!# !n" typi!# of

speies1

Munson *44*

Speies oe2ist in !n eo#ogi!# syste' be!use of theiro'p!tib#e nee"s !n" beh!&iorsJ they get !#ong1D

Munson *44*

PLANT=FER@IVORE INTERACTIONS


P#!nts !nnot "efen" the'se#&es !g!inst herbi&ores1 St!'p -..)

Spies "ont h!&e !ny p!rtiu#!r funtion in p#!nts1 St!'p -..)

So'e p#!nts pro"ue !ffeine be!use they nee" it for theirown 'et!bo#is'1

St!'p -..)

P#!nts !nnot "efen" the'se#&es !g!inst p!thogens1 St!'p -..)

E2ept for p#!nt to2ins% the u!#ity of foo" for herbi&ores is thes!'e !s th!t for !rni&ores1

St!'p -..)

Most inset herbi&ores wi## e!t ! &!riety of p#!nt speies1 St!'p -..)


9/50

POPULATIONS


Popu#!tions oe2ist in !n eo#ogi!# syste' be!use of theiro'p!tib#e nee"s !n" beh!&iorsJ they nee" to get !#ong1

Munson *44*

Popu#!tions e2ist in st!tes of either onst!nt growth or "e#ine"epen"ing upon their position in ! foo" h!in1

Munson *44*

So'e eosyste's !re #i'it#ess resoures !n" pro&i"e !nopportunity for #i'it#ess growth of ! popu#!tion1

Munson *44*

Popu#!tions higher on ! foo" web inre!se in si;e be!use they"ep#ete those #ower in the web1

Munson *44*% *44)

The re#!ti&e si;es of prey !n" pre"!tor popu#!tions h!&e nobe!ring on the si;e of the other1

G!##egos et !#1 *44)

In ! foo" web% ! h!nge of si;e in one popu#!tion wi## on#y !ffet

!nother popu#!tion if the two popu#!tions !re "iret#y re#!te" !spre"!tor !n" prey1

G!##egos et !#1 *44)

The nu'ber of pro"uers is high to s!tisfy onsu'ers1 L!&oie *44,

:ensity="epen"ent f!tors !re bioti% !n" "ensity=in"epen"entf!tors !re !bioti1

L!&oie *44,

Popu#!tions inre!se unti# #i'its !re re!he"% then they r!sh!n" go e2tint1

MCo'!s -..-

V!rying the popu#!tion si;e of ! speies wi## on#y !ffet theothers th!t !re "iret#y onnete" through ! foo" h!in1


V!rying the popu#!tion si;e of !n org!nis' wi## !ffet !## otherorg!nis's to the s!'e "egree1

Munson *44*

Nu'ber of pro"uers or p#!nts is #!rge so to s!tisfy onsu'ers!ni'!#s1

Le!h et !#1 *44+


Le!h et !#1 *44+

PRE:ATOR>=PRE> INTERACTION


The re#!ti&e si;es of prey !n" pre"!tor popu#!tions h!&e no

be!ring on the si;e of the other1

G!##egos et !#1 *44)

In ! foo" web% ! h!nge in si;e in one popu#!tion wi## on#y !ffet!nother popu#!tion if the two popu#!tions !re "iret#y re#!te" !spre"!tor !n" prey1

G!##egos et !#1 *44)


Griffiths Gr!nt*47/


10/50

Popu#!tions higher on ! foo" web inre!se in nu'ber% be!usethey "ep#ete those #ower in the web1

Munson *44*% *44)


K@!#!ne of n!tureK refers to popu#!tions of pre"!tors !n" prey

being si'i#!r in si;e1

@reh' et !#1 *47+

9oo" h!ins in&o#&e pre"!tor !n" prey% but not pro"uers1 G!##egos et !#1 *44)

C!rni&ores !re big !n"3or feroious1 Ferbi&ores !re p!ssi&e!n"3or s'!##er1

G!##egos et !#1 *44)

C!rni&ores h!&e 'ore energy or power th!n herbi&ores "o1 A"eniyi *47/

P#!nts !re we!$ !n" !nnot "efen" the'se#&es1 :A&!n;o -..8

PRO:UCERS 9or the 'ost p!rt Q p#!nts




C!rbon "io2i"e is ! soure of energy for p#!nts1 L!&oie *44,

The proess of photosynthesis pro&i"es p#!nts with their energy1 L!&oie *44,

Energy !n be use" o&er !n" o&er !g!in to power the C!#&iny#e1

L!&oie *44,

Photosynthesis ours in p#!nts !n" respir!tion ours in!ni'!#s1

L!&oie *44,

Respir!tion is the re&erse of photosynthesis1 L!&oie *44,


L!&oie *44,




SUCCESSION


Suession in&o#&es sep!r!te st!ges #e!"ing u#ti'!te#y to !"eter'inisti #i'!21

Gibson *44+%L!&oie *44,


11/50

Co''unities h!nge #itt#e o&er ti'e1 :A&!n;o -..8

ithout hu'!n inter&ention% o#" fie#"s either re'!in #!rge#yb!rren or in ! perpetu!# st!te of wee"y growth1

@reh' et !#1 *47+

Soi# "ere!ses in ferti#ity o&er ti'e1 @reh' et !#1 *47+

Soi# is ferti#e on#y if hu'!ns inter&ene1 @reh' et !#1 *47+

As suession progresses% o''unity is h!r!teri;e" bybigger p#!nts !n" bigger !ni'!#s1

@reh' et !#1 *47+

The #i'!2 o''unity is usu!##y the fin!# st!ge% #ong=#!sting%!n" se#f=perpetu!ting1

Gibson *44+

RE9ERENCES AN: RESOURCES

Referenes

%. Ange#o TA% Cross P *448 C#!ssroo' Assess'ent TehniuesJ A F!n"boo$ for Co##egeTe!hers% -n" e"1


12/50

stu"ent !ept!ne of e&o#ution1 A'eri!n @io#ogy Te!her )4J48=4+%'. h!#i" T -..- Pre=ser&ie te!hers6 'isoneptions reg!r"ing three en&iron'ent!#issues1 C!n!"i!n


13/50

St!'p NE *44+ Getting the 'ess!ges of eo#ogy !ross to un"ergr!"u!tes1 @u##etin of theEo#ogi!# Soiety of A'eri! ,,J 7+=7,1

St!'p NE *44+ Cooper!ti&e #e!rning e2erises in eo#ogy for un"ergr!"u!tes1 @u##etin of theEo#ogi!# Soiety of A'eri! ,,J */-=*/81

St!'p N -..) Misoneptions !bout p#!nt=herbi&ore inter!tions% espei!##y p#!nt "efenses1@u##etin of the Eo#ogi!# Soiety of A'eri! 7/)J -.*=-./1

St!'p N% O@rien T -../ G*- p!rtnershipJ ! 'o"e# to !"&!ne h!nge in siene e"u!tion1@ioSiene //J ,.=,,1

St!'p N -../ The prob#e' with the 'ess!ges of p#!nt=herbi&ore inter!tions in eo#ogyte2tboo$s1 @u##etin of the Eo#ogi!# Soiety of A'eri! 7+ *J -,=8*1

St!'p N% Ar'strong M% @iger < -..+ Eo#ogi!# 'isoneptions% sur&ey IIIJ The h!##enge ofi"entifying sophisti!te" un"erst!n"ing1 @u##etin of the Eo#ogi!# Soiety of A'eri! 7,-J*+7=*,/1

Lin$s

6isconceptions

@!$er V -..) @eyon" !ppe!r!neJ Stu"ents 'isoneptions !bout b!si he'i!#i"e!sJ A report prep!re" for the Roy!# Soiety of Che'istryhttp:!!!.chemsoc.orgpdfLearn8etrscmiscon.pdf

:uit R -..+ @ib#iogr!phy STCSE !t Leibni; Institute for Siene E"u!tionhttpJ33www1ipn1uni=$ie#1"e3!$tue##3stse3stse1ht'#

Mise##!neous soure '!teri!# on 'isoneptionshttpJ33"ep!rt'ents1weber1e"u3sieneenter3h ttpJ33www1newyor$sienete!her1o'3"ef!u#t3N>ST3Site3Misoneptions1ht'httpJ33www1en1org3fous3'isoneptionshttpJ33www1hunte#1net3rsweet#!n"3siene3'isoneptions httpJ33en1wi$ipe"i!1org3wi$i3Sientifi'isoneptions

/E Te!hing Cy#ehttpJ33bio#ogy1bingh!'ton1e"u3nsf$*-httpJ33'!n;!no1!ps1e"u3siene3urriu#u'3p#!nning1sht'#httpJ33www1bss1org3#ibr!ry3@SCS/EInstrution!#Appro!h


14/50

FO TO OVERCOME MISCONCEPTIONSOVERVIETe!hers '!y fin" it "iffiu#t to o&ero'e stu"ent 'isoneptions% sine stu"ents often try to fitnew i"e!s into the f!u#ty fr!'ewor$ they possess% whih is !use" by the persistene of'isoneptions1 In or"er to effeti&e#y te!h stu"ents% e"u!tors 'ust he#p stu"ents too&ero'e their 'isoneptions by "i!gnosing the 'isoneptions% re!ting "iss!tisf!tion with

the 'isoneptions% !n" pro&i"ing opportunities to pr!tie the go!# oneptions (/01 Tr!"ition!#'etho"s of instrution eg1 #!ss=#ong #eturing !re not suffiient in o&ero'ing stu"ent'isoneptions (*4%-*%-801Most siene f!u#ty t!$e their te!hing serious#y but h!&e #itt#e or no b!$groun" in thepe"!gogi!# issues of siene e"u!tion !t the uni&ersity #e&e#1 This prob#e' is o'poun"e" bythe #i'ite" ti'e th!t 'ost f!u#ty !n "e&ote to e2p#or!tion of the siene e"u!tion #iter!ture fornew !ppro!hes to te!hing1 In !""ition% f!u#ty often "o not h!&e ti'e to ferret out the'isoneptions of stu"ents !n" "e&e#op w!ys to h!##enge those% both of whih !re uite ti'e=onsu'ing t!s$s1 Conseuent#y% few f!u#ty "e#iber!te#y i"entify !n" h!##enge suh'isoneptions% e&en though there is ! pro&en fr!'ewor$ for th!t1 Th!t fr!'ewor$ is the /Ete!hing y#e (+01

/E Metho" of instrutionJ

In *474 the @io#ogi!# Siene Curriu#u' Stu"y @SCS group "e&e#ope" the /E Mo"e# ofinstrution1 The /E y#e * fouses on '!or 'isoneptions% - begins with !n 5eng!ge6 ph!seth!t reuires !ti&e p!rtiip!tion by stu"ents% 8 'o&es to !""ition!# ph!ses th!t "e&e#op !n"e2p!n" the infor'!tion !n" i"e!s% ) but with 'uh of the !rtiu#!tion "one by the stu"ents% !n"/ en"s with !n 5e&!#u!te6 ph!se th!t e'ph!si;es stu"ent synthesis !n"3or !pp#i!tion% p#usse#f=!ssess'ent% 'ore th!n gr!"e reports1The /E #e!rning3te!hing y#e is b!se" on the inter!ti&e e2p#or!tion of ! onept1 :uring thisin&estig!tion% stu"ents bui#" on for'er onepts in or"er to p#!e the new i"e!s into their

wor$ing fr!'ewor$ of $now#e"ge1 The y#e p!rt of this 'etho" refers to the nee" to re&isit'isoneptions !n" reinfore oneptions within ! ourse !n" !ross ourses or gr!"e #e&e#s%

whih is neessit!te" by the "iffiu#ty in "isp#!ing 'isoneptions1 One the new onept is inp#!e% it !n then be use" !s the foun"!tion for #e!rning new onepts1 Gi&en this ontinu!#bui#"ing of the $now#e"ge fr!'ewor$% the prob#e' of persisting 'isoneptions beo'es &ery#e!r1 If ! stu"ent6s $now#e"ge !n" future #e!rning is b!se" on the &!#i"ity of their pre&ious#e!rne" onepts% !n" one or 'ore of those onepts is f!u#ty% then the stu"ent '!y h!&e"iffiu#ty #e!rning new infor'!tion1

The ; Es of the model are: Engage1 E-plore1 E-plain1 Elaborate1 and E/aluate1ENGAGEJ:uring this st!ge% the instrutor piues the stu"ent6s interest in the subet '!tter by !s$inguestions% pro&i"ing !n interesting or unusu!# e&ent% !n"3or pro&i"ing "isrep!nt e&ents1 This isnot the ti'e to e2p#!in or "efine onepts% pro&i"e !nswers% or #eture1 The point of this st!ge is

to gener!te enough interest in the subet !t h!n" to prope# the stu"ent into the #e!rningproess% whih fo##ows with the re'!ining st!ges1 A $ey to suessfu# /E y#es is the 5eng!ge6ph!se% whih whene&er possib#e '!$es use of 5"isrep!nt e&ents61 9or #!rge enro##'ent #etureourses% it is 'uh e!sier to on"ut #!ssroo' "e'onstr!tions th!t pro&i"e h!##enges to'isoneptions in physis !n" he'istry th!n it is in bio#ogy% espei!##y in eo#ogy !n"e&o#ution1 Fowe&er% "isrep!nt e&ents !n be "one &i! !n!#ogies th!t '!$e use of si'p#e%ine2pensi&e '!nipu#!ti&e (*-%--0% or !n!#ogies or re!# e&ents th!t !n be shown in -=/ 'inute&i"eo=#ips1


15/50

EPLOREJIn the e2p#ore st!ge% stu"ents h!&e !n opportunity to wor$ through the prob#e' to beo'ef!'i#i!r with it by using so'e h!n"s=on 'o"e#% "isussion% or #ogi!# thought proesses1Instrutors here !n !s$ "ireting uestions% pro&i"e 'ini'!# onsu#t!tion% !n" obser&e !n"#isten to stu"ent inter!tions1Instrutors shou#" not pro&i"e !nswers% ritiue stu"ents% or #eture e2tensi&e#y1 The fous of

this o'ponent is for the stu"ent to beo'e f!'i#i!r with the wor$ings of the prob#e' !n"gener!te further interest in the subet1

EPLAINJ:uring the e2p#!ining st!ge% stu"ents wi## begin to use !n" un"erst!n" the orret ter'ino#ogysurroun"ing the subet1 Stu"ents !re for'!##y pro&i"e" with "efinitions% e2p#!n!tions% !n"re#!tionships !s they pert!in to the onept1 Stu"ents '!y sti## be enour!ge" to wor$ withh!n"s=on '!teri!#s% !n" p!rtiip!te in group wor$ !n" #!ss "isussions1 Instrutors shou#" notintro"ue unre#!te" '!teri!#% but shou#" orret 'isoneptions !#tern!ti&e oneptions1

ELA@ORATEJIn this st!ge% stu"ents use wh!t they h!&e #e!rne" to so#&e the initi!# uestion% !s we## !s others

th!t !re si'i#!r in n!ture1 :uring this st!ge% stu"ents shou#" be !b#e to use the oneptsintro"ue" "uring the E2p#!in st!ge to so#&e new prob#e's1 Instrutors shou#" #isten for theorret onept !n" &o!bu#!ry us!ge% !n" pro&i"e "ireti&e uestions1

EVALUATEJ:uring this st!ge% instrutors !n !ssess their stu"ents6 !bi#ity to use the onepts orret#y1This '!y be "one through ! &!riety of proesses e1g1 tests% inter&iews% obser&!tions% !pstoneproets% et11 A#tern!ti&e#y% stu"ents !n !ssess their own progress &i! ! se#f=e&!#u!tion1Te!hers shou#" !&oi" testing for iso#!te" f!ts% but r!ther they shou#" !s$ uestions th!t"eter'ine if stu"ents !n "isuss !n" !pp#y the onepts o&ere"1


16/50

OUR RESEARCFThe go!#s of this proet !re to "e&e#op te!hing units for #!rge enro##'ent ourses th!t !""ress'isoneptions in eo#ogy !n" e&o#ution !n"% thus% "e&e#op ! new prototype of ! pr!tie !n"pro"ut for suh ourses1 The oneptu!# fous of this proet is !pp#i!tion of the /E y#e of

instrution% whih refers to #essons bui#t on y#es of eng!ge% e2p#ore% e2p#!in% e#!bor!te !n"e&!#u!teD1 I'p#iit in the /E y#e is i"entifi!tion of !n" h!##enge to 'isoneptions1 9ore2!'p#e% the 5eng!ge6 ph!se typi!##y in#u"es ! "isrep!nt e&ent to h!##enge ! 'isoneption1The ter' 5y#e6 refers to the nee" to re=!tt!$ 'isoneptions in subseuent y#es but notneess!ri#y in the s!'e unit or ourse be!use they !re so resist!nt to h!nge1

St!'p N% Ar'strong M -../ Using KThe Power of StoryK to o&ero'e eo#og!#'isoneptions !n" bui#" sophisti!te" un"erst!n"ing1 @u##etin of the Eo#ogi!# Soiety ofA'eri! 7+ 8J *,,=*781St!'p N% Ar'strong M% @iger < -..+ Eo#ogi!# 'isoneptions% sur&ey IIIJ The h!##enge ofi"entifying sophisti!te" un"erst!n"ing1 @u##etin of the Eo#ogi!# Soiety of A'eri! 7,-J*+7=*,/1

St!'p N% Robinson :% Urb!n R -.., The E&erg#!"es power=of=story /E=te!hing unit1 @u##etinof the Eo#ogi!# Soiety of A'eri!% in press

EDA63LE F > T 463LE6E8T $ 48T,CT48TE 3>E, F ST,7

The power of storyD refers to using non=fition!# !ounts of siene on&eye" !s storyD toeng!ge stu"ents6 e'otion !n" i'!gin!tion1 Rese!rh in ognition shows th!t% Storyte##ing is notso'ething we ust h!ppen to "o1 It is so'ething we &irtu!##y h!&e to "o if we w!nt to re'e'ber!nything !t !##1D (*.0 hether in ! te2tboo$ or in ! #eture ourse% ! few stories th!t !represente" in "et!i#% tying together eo#ogi!# onepts !n" fr!'e" #e!r#y !s e2!'p#es th!ti##ustr!te o''on the'es% wou#" be 'ore effeti&e then short e2!'p#es for e!h onept1 Suh

stories !n better "e'onstr!te the inre!sing#y sophisti!te" un"erst!n"ing th!t we h!&e !bouteo#ogy% for e2!'p#e% !s out#ine" by O"u' (**0 !n" Sin#!ir (*-0% but se#"o' !pp!rent tostu"ents using the urrent eo#ogy te2tboo$s1 9urther'ore% suh stories '!y inspire stu"ents tosee$ ! !reer in eo#ogy !n" with ! better un"erst!n"ing of the ontributions nee"e"1 Suhstories !n be "e&e#ope" fro' the we!#th of rese!rh th!t h!s been on"ute" on p!rtiu#!rsyste's1 @e#ow !re so'e e2!'p#es1 E!h e2!'p#e h!s ! brief synopsis of the story% whih isentere" on p#!nt=herbi&ore inter!tions !n" with !n e'ph!sis on #ong=ter'% o'p#e2eosyste'=#e&e# onseuenes1 None of the stories !re 'e!nt to be o'p#ete i1e1% in#u"e !##th!t is $nown !bout the syste' or !$now#e"ge the '!ny peop#e who ontribute" to the urrentun"erst!n"ing% !n" on#y so'e referenes !n be pro&i"e"1

E2!'p#e of how to i'p#e'ent

ObjectiveJ The obeti&e is to go we## beyon" the si'p#isti present!tion in te2tboo$s ofeosyste's !n" foo" webs1 Co##ege stu"ents !re fu##y !p!b#e of re!"ing the te2tboo$1Re&iewing th!t or presenting 'ore e2!'p#es in #eture "oes not 'o&e the' tow!r" thesophisti!te" #e&e# of un"erst!n"ing th!t we eo#ogists h!&e1 Te##ing the' !bout the o'p#e2ityis not suffiient1 Stu"ents h!&e to gr!pp#e with it 'ent!##y% !n" this !n be !o'p#ishe" in#!ssroo's by h!&ing stu"ents the'se#&es on&ert the f!ts to oneptu!# re#!tionships1 Anintegr!# p!rt of this is stu"ents !rtiu#!ting their thoughts to others1 One the stu"ents h!&e beenthrough one e2!'p#e of this% they un"erst!n" how to !tt!$ !nother e2!'p#e% !n" so itproee"s 'ore r!pi"#y1

http://www.esapubs.org/bulletin/backissues/086-3/websectionpdfs/ecol101_pp177-183.pdfhttp://www.esapubs.org/bulletin/backissues/087-2/pdfweb87_2/ecol101_misconceptions.pdfhttp://www.esapubs.org/bulletin/backissues/087-2/pdfweb87_2/ecol101_misconceptions.pdfhttp://www.esapubs.org/bulletin/backissues/086-3/websectionpdfs/ecol101_pp177-183.pdfhttp://www.esapubs.org/bulletin/backissues/087-2/pdfweb87_2/ecol101_misconceptions.pdfhttp://www.esapubs.org/bulletin/backissues/087-2/pdfweb87_2/ecol101_misconceptions.pdf


17/50

Conceptual approachJ The #eture hourD struture is b!se" on the /=E #e!rning3te!hing y#e(*01 /E refers to fi&e ph!sesJ eng!ge% e2p#ore% e2p#!in% e#!bor!te !n" e&!#u!te1 Cy#eD refers tothe nee" to re&isit or reinfore onepts !n" re=h!##enge preoneptions !n" 'isoneptions1This powerfu# 'etho" is p!rtiu#!r#y usefu# for i"entifying% h!##enging !n" rep#!ing'isoneptions1 A#though it is usu!##y !pp#ie" to inuiry=b!se" !n" h!n"s=on !ti&ities% it is ust!s usefu# !n" !ppropri!te for 'in"s=on !ti&ities !n"% thus% for #!rge enro##'ent o##ege ourses1

The pri'!ry 'in"s=on !ti&ities use" here !re onept '!ps !n" p!ir=!n"=sh!re1 The &!#ue ofthese h!s been we## "e'onstr!te"% !n" &!rious suggestions for i'p#e'enting the' !re"esribe" e#sewhere (-% 8% )01Mechanics of course relative to this kind of exerciseJ Fow 'uh ti'e it t!$es for this e2erise"epen"s on the si;e of the #!ss% the b!$groun" of stu"ents% re!"ing !ssign'ents in support ofthe e2erise% how 'uh of the wor$ of the e2erise is "one outsi"e of the #!ssroo'% !n"interests of stu"ents or ti'e spent on "isussions !n"3or t!ngents1

e !ssign re!"ings for three purposesJ * !s re&iew usu!##y fro' ! te2tboo$ to '!$e suree&eryone in theory st!rts !t the s!'e p#!e e1g1% this e2erise is use" in ! sopho'ore ourse!n" sine !s fresh'en they h!" intro"utory bio#ogy with ! goo" foun"!tion of e&o#ution% thetopi of n!tur!# se#etionD is onsi"ere" re&iew% 'e!ning they !re responsib#e for the '!teri!# in

the te2tboo$ but we "on6t #eture !bout it per se% - eo#ogi!# oneptu!# "e&e#op'ent i1e1%stu"ents !re to re!" usu!##y speifi setions fro' ! te2tboo$ !bout onepts forun"erst!n"ing% !n" so 'ost of this re!"ing is !ssigne" !t the E2p#!in ph!se% !n" 8 eng!gingD!rti#es th!t show how eo#ogists thin$% wh!t they "o to !nswer uestions% how ourun"erst!n"ing of the biosphere h!s "e&e#ope"% wh!t we "on6t $now but nee" to fin" out% et1e h!&e stu"ents "o !s 'uh of the wor$ of the e2erise outsi"e of #!ss !s possib#e1 On=#ineourse '!n!ge'ent softw!re e1g1% @#!$bo!r" gre!t#y f!i#it!tes th!t1 e !i' for -1/ hours offouse" out=of=#!ss wor$ !n" re!"ing per re"it hour per wee$1 e e'ph!si;e ! ste!"y "ietDof wor$ !n" re!"ing to reinfore the 'ini=#eture="isussion for'!t of the #eture perio" r!therth!n 'e'ori;!tion !n" r!''ing before the e&!#u!tion ph!se1 e rew!r" #!ss !tten"!ne!n" p!rtiip!tion1 e "o not gr!"e on ! ur&e we gr!"e for '!stery of '!teri!# !n"o'petene in !pp#i!tion1 In theory% e&eryone !n get !n AD1 e set ! high st!n"!r"% !n"

either h!&e ! pr!tie e&!#u!tionD e2!' e!r#y in the ourse% or !##ow stu"ents to "rop the#owest e&!#u!tion3e2!' gr!"e1Setting the stageJ @egin by setting the st!ge for this type of e2erise1 9or inst!ne% we te## thestu"ents !t the outset of our eo#ogy ourse th!t the go!# of the ourse is to "eter'ine wh!t itt!$es to put together !n"3or sust!in ! he!#thy% funtion!# eosyste'1 If we !n un"erst!n" th!t%then we !n !s$ wh!t it t!$es to put together !n"3or sust!in ! he!#thy% funtion!# set ofeosyste's% or ! biosphere1 An" we $eep re'in"ing the stu"ents !bout this go!# throughout theourse1

E2!'p#es of how to i'p#e'ent the power of storyJE!stern "ei"uous forestJ Ly'e "ise!se% '!sting% !n" gypsy 'othsE!stern "ei"uous forestJ Mutu!#is's !n" nutrient y#ingOut#ines for E!stern "ei"uous forest '!teri!#

Referenes for Power of Story e2!'p#esS!'p#e onept '!ps

http://ecomisconceptions.binghamton.edu/poslymemastinggypsy.htmhttp://ecomisconceptions.binghamton.edu/posmutualismnutrient.htmhttp://ecomisconceptions.binghamton.edu/posoutlines.htmhttp://ecomisconceptions.binghamton.edu/posreferences.htmhttp://ecomisconceptions.binghamton.edu/listofmaps.htmhttp://ecomisconceptions.binghamton.edu/poslymemastinggypsy.htmhttp://ecomisconceptions.binghamton.edu/posmutualismnutrient.htmhttp://ecomisconceptions.binghamton.edu/posoutlines.htmhttp://ecomisconceptions.binghamton.edu/posreferences.htmhttp://ecomisconceptions.binghamton.edu/listofmaps.htm


18/50

EAMPLE O9 USING TFE POER O9 STOR> J EASTERN :ECI:UOUS 9OREST = L>ME:ISEASE% MASTING G>PS> MOTFS

E-ample of using the po!er of story: Eastern deciduous forest 9or stu"ents in !notherregion of the USA or wor#"% it 'ight be better to st!rt with the eosyste' for whih they!re 'ost f!'i#i!r1

3re$assessment: As$ stu"ents to "r!w #!be#e" bo2es !n" !rrows with !"!ent phr!ses toi##ustr!te the re#!tionship of these org!nis's fro' !n e!stern "ei"uous forest USAJgypsy 'oth% "eer% white=foote" 'ie% white o!$% re" o!$% re" '!p#e% e!rthwor'% thrushsongbir"1 The "r!wing is ! onept '!p of ! foo" web1 It wi## be r!ther sp!rse !t theoutset1 Stu"ents '!y !"" other entities if they wish1 They shou#" use #ines to #in$ entities%!n" !"" ! "esripti&e phr!se by the #in$1 The stu"ents shou#" $eep ! opy of e&ery '!pgener!te" in the ourse% !s ! reor" of their progress1 Stu"ent ref#etion !bout their '!ps

wi## be !n i'port!nt p!rt of their #e!rning1

;E cycle G%

6aor conceptsJ Popu#!tion growth% y#es !n" 'o"e#s

,unning themesJ e&o#ution of eosyste's% hu'!n i'p!t% intro"ue" speies% speiesinterspeifi inter!tions% #ife history tr!its

Engage phase1 part %J

Ly'e "ise!se !use" by ! spirohete w!s first "iso&ere" in *4,, in Connetiut1 Ly'e"ise!se is tr!ns'itte" by ti$s% whih nor'!##y use 'ie% s'!## bir"s !n" "eer !s hosts1

Ly'e "ise!se is now the 'ost i'port!nt &etor=tr!ns'itte" "ise!se in the USA1 h!te2p#!ins the su""en !ppe!r!ne of this "ise!se !n" its spre!"?

List i"e!s of stu"ents on bo!r" or o&erhe!" tr!nsp!reny1 A#tern!ti&e#y% post uestions on$lac%board for stu"ents to onsi"er before #!ss% !n" h!&e the' sub'it i"e!s% whih !rethen su''!ri;e" by instrutor1 Re=&isit these !fter 'ini=#eture1

Li$e#y i"e!s fro' stu"ents but "on6t "isuss !nswers yetJ "ise!se intro"ue" fro' !notherountry (no)% ti$ h!s h!nge" hosts or e2p!n"e" its use of hosts (no)% "eer popu#!tionh!s inre!se" !n" gre!ter proportion of "eer !rry ti$s (well yes, but morecomplicated than that), spirohete inre!se" its &iru#ene (no)1

Now pro&i"e ! 'ini=#eture puntu!te" by uestions !bout the re#!tionship of Ly'e "ise!se%'ie% "eer% o!$s% h!bit!t fr!g'ent!tion1 See the outline for Eastern eciduous Forest.

Re=&isit the uestion !n" their !nswers1 As$ stu"ents to !rtiu#!te new !nswers1 Then h!&ethe' "r!w ! onept '!p for spirohete re#!tionship with hosts !n" &etors1 @efore they"r!w% e2p#!in3re&iew b!sisD !bout "e&e#oping onept '!ps1 F!&e stu"ents p!ir=!n"=sh!re1) As$ for ! few p!irs to s!y wh!t they #e!rne" fro' the p!ir=!n"=sh!re1 Re=infore

http://ecomisconceptions.binghamton.edu/posoutlines.htmhttp://ecomisconceptions.binghamton.edu/posoutlines.htm


19/50

b!sis of "e&e#oping onept '!ps1 S!'p#e be#ow is ! oneptD te'p#!te fro'Inspir!tion Softw!re1

Tot!# #!ss ti'e -. 'inutes

Eng!ge ph!se% p!rt -J

Nut=pro"uing tree speies often pro"ue huge nu'bers of nuts perio"i!##y !n" then #itt#e or nonuts for se&er!# ye!rs !n"% often within !n" e&en !'ong speies to so'e e2tent% !resynhroni;e"1 h!t !re the !"&!nt!ges !n" "is!"&!nt!ges of these p!tterns for nut=pro"uing speies? An" wh!t !uses these p!tterns?

List i"e!s of stu"ents on bo!r" or o&erhe!" tr!nsp!reny1 A#tern!ti&e#y% post uestions on$lac%board for stu"ents to onsi"er before #!ss% !n" h!&e the' sub'it i"e!s% whih !rethe' su''!ri;e" by instrutor1 Re=&isit these !fter 'ini=#eture1

Li$e#y i"e!s fro' stu"ents but "on6t "isuss !nswers yetJ

A"&!nt!ges? S!ti!ting see" pre"!tors "uring '!sting !n" #i'iting pre"!tor popu#!tions "uringnon='!st ye!rs% '!sting for t!$ing !"&!nt!ge of f!&or!b#e growing3repro"uti&eon"itions% '!sting for !ttr!ting see" "ispersers &all may play a role'

:is!"&!nt!ges? Attr!ting pre"!tors with '!sting% ger'in!tion3est!b#ish'ent on"itions 'ightnot be f!&or!b#e !fter '!sting so #oss of '!ny offspring &all possible'


20/50

C!uses for p!tterns3synrhony? bui#" up of stores for repro"ution with we!ther both #i'iting!n" enh!ning bui#" up% !n" so triggering repro"ution &li%ely' "efo#i!tion y#es ofinsets &gypsy moth may have effect'

Now pro&i"e ! 'ini=#eture puntu!te" by uestions !bout the e&o#ution !n" eo#ogy of nuts!n" '!sting1 See outline for Eastern eciduous Forest1 Re=&isit the uestion !n" their

!nswers1 As$ stu"ents to !rtiu#!te new !nswers1

Then h!&e stu"ents "r!w ! 8=p!ne# onept '!p of the effet of '!sting !n" non='!sting ye!rson ris$ of Ly'e "ise!se% using the entities fro' the first '!p p#us the spirohete1Sub'!ps forJ ye!r * with '!sting in f!##% then ye!r - !n" ye!r 81 F!&e stu"ents p!ir=!n"=sh!re1 As$ for ! few p!irs to s!y wh!t they #e!rne" fro' the p!ir=!n"=sh!re1 A series ofy#es using y#esD te'p#!te in nspiration oftware wor$s we## for this1


E2p#ore ph!se% p!rt *J

Gypsy 'oth e2hibits popu#!tion y#e with pe!$ ,=*. ye!rs% !n go fro' * to /%... egg'!sses3het!re% e!t -..W woo"y speies but prefer o!$s% !t pe!$ "efo#i!tion wi"espre!"%!n" with suessi&e ye!rs of "efo#i!tion up to -.X of trees '!y "ie1 Not so 'uh !prob#e' in Europe !n" Asi!1 hy "o popu#!tions y#e to wi"espre!" "efo#i!tion #e&e#shere? An" wh!t !uses popu#!tion to "e#ine or r!sh?

List i"e!s fro' stu"ents on bro!" or o&erhe!" tr!nsp!reny1 A#tern!ti&e#y% post uestions on$lac%board for stu"ents to onsi"er before #!ss% !n" h!&e the' sub'it i"e!s% whih !rethe' su''!ri;e" by instrutor1 Re=&isit !fter 'ini=#eture1

Li$e#y i"e!s fro' stu"entsJ not right $in" of pre"!tors !n"3or p!r!sites here to ontro# gypsy'oth (no)% gypsy 'oth "estroys its foo"% so foo" nee"s ti'e to reo&er (no)% !bun"!ne



21/50

of su' of pre"!tors !n" p!r!sites out of sin$ with !bun"!ne of gypsy 'oth (not really,different predators*parasites provide control at low vs high densities of gypsymoth)% y#i #i'!te p!tterns (no)% so'e o'bin!tion of these (not really)

Now pro&i"e ! 'ini=#eture puntu!te" by uestions !bout the re#!tionship of gypsy 'oths% theirhostp#!nts in#u"ing foo" u!#ity !n" '!sting% their pre"!tors% their p!r!sites% #i'!te1

See outline for Eastern eciduous Forest1

Re=&isit the uestion !n" their !nswers1 As$ stu"ents to !rtiu#!te new !nswers1 Then h!&ethe' "r!w ! ti'e #ine of effets of gypsy 'oth popu#!tion on popu#!tions of o''unityDof first '!p1


E2p#ore ph!se% p!rt -J

@esi"es gypsy 'oths% there !re '!ny other !i"ent!##y intro"ue" inset herbi&ores in North

A'eri!n forests1 Th!t Europe !n" North A'eri! were one oine" pre"isposes the' tosuessfu# interh!nge of inset herbi&ores1 @ut why h!&e Europe!n insets been *..ti'es 'ore suessfu# !t in&!sion into North A'eri! th!n &ie &ers!?

List i"e!s fro' stu"ents on bro!" or o&erhe!" tr!nsp!reny1 A#tern!ti&e#y% post uestions on$lac%board for stu"ents to onsi"er before #!ss% !n" h!&e the' sub'it i"e!s% whih !rethe' su''!ri;e" by instrutor1 Re=&isit !fter 'ini=#eture1

Li$e#y i"e!s fro' stu"entsJ 'is'!th between insets !n" their ene'ies gre!ter in NorthA'eri! (no)% 'is'!th between insets !n" hostp#!nts gre!ter in Europe (o%ay, butwhy), 'is'!th between insets !n" #i'!te gre!ter in Europe (o%ay, but why)%insets fro' Europe !re better o'petitors (o%ay, but why)

Now pro&i"e ! 'ini=#eture puntu!te" by uestions1 List hypotheses% !n" e&i"ene for e!h1 In! h!rt% !ssign ! prob!bi#ity or perent for e!h hypothesis3e2p#!n!tion6s ontribution tothe s$ewe" proportion of in&!sion into North A'eri!1 Ref#eting on the prob!bi#ity h!rt%"isuss whether this is sti## ! onern !n"% if so% wh!t is3!re the 'ost re!son!b#e oursesof !tion? As$ stu"ents how they thin$ this 'ight p#!y out for entire foo" web to "egree"e&e#ope" !t this point1 Loo$ing for re!son!b#e !rgu'ents1 List !""ition!# eo#ogi!#onepts to "!te1 As$ for #!rifi!tions !n"3or e2!'p#es1

(FypothesesJ/

+eneral category : -umber invaders going in any direction proportional to size of

conduits of passage can/t examine because not enough 0uality data but probablynot ma1or factor

+eneral category 2: -umber invaders reflects fundamental differences in numberspecies available for dispersal from donor continent insect fauna estimated to besame size, so not factor



22/50

+eneral category 3: -umber successful invaders determined by ecological opportunitiesat arrival ma1or factor

a) #otential host plant species (taxonomically or chemically related), theirabundance, morphological, ecological and phenological similarity to native hosts

b) n -4, larger number of potential host plants (north of 35o, 2x more tree speciesdue to less extinction during glaciation due to north"south mountains rather thaneast"west), greater abundance (tree abundance 2x greater), less fragmenteddistribution than in 6urope (with longer and intense disturbance by humans)

c) 4bundant alien plants from 6urope (37"879 during early succession) facilitatesestablishment by 6uropean insects

+eneral category : nvaders are intrinsically competitively superior than natives ma1orfactor a) ince 4lps, 6uropean biota more severely impacted than any other by cyclical

severe climate changes driven by 6arth/s orbital fluctuations (e.g., glaciation fromnorth and glaciers in east"west mountains left little refuge for plants and animals,and created aridity in southern 6urope

b) ince last 7,777 years humans with invention of agriculture disrupted and evenwholly eliminated many ecosystems in 6urope

c) elects for suite of traits that facilitate survival in patchy, fragmented, impoverishedforests: high behavioral, morphological and physiological plasticity; uniparentalreproduction (parthenogenesis) (79 of intro insects on woody plants compared to9 native insects), large reproductive potential, auto" and alloploidy, strongdispersal capability, efficacy in dealing with competitiors, predators and parasites,special stress tolerance such as extended dormancy

d) here is no one or right answer. ?apping shows individual perception.


23/50

!hat is important is that students have this practice and develop reasonablelin%ing and sufficient complexity.0

E2p#!in how to use st!n"!r" riteri! for e&!#u!ting suh ! '!pD1 F!&e stu"ents either se#f=e&!#u!te or !s p!irs e&!#u!te e!h others6 '!ps1 @rief#y "isuss the e&!#u!tion wh!tstu"ents #e!rne" fro' it% wh!t wor$e" we##% wh!t "i"n6t1 This is ! tr!ining session% so

worth so'e ti'e to ensure th!t stu"ents "o it we##1

Tot!# #!ss ti'e // 'inutes

E#!bor!te ph!seJ

Pre=o#oni!# northe!stern forests were "o'in!te" by o!$s !n" hestnut1 Chestnut w!s wipe"out by !n Asi!n b#ight% !n" so the o!$s h!&e "o'in!te" unti# reent#y1 Now re" '!p#e ist!$ing o&er !s ! "o'in!nt1 h!t e2p#!ins this h!nge?

List i"e!s fro' stu"ents on bro!" or o&erhe!" tr!nsp!reny1 A#tern!ti&e#y% post uestions on

$lac%board for stu"ents to onsi"er before #!ss% !n" h!&e the' sub'it i"e!s% whih !rethen su''!ri;e" by instrutor1 Re=&isit !fter 'ini=#eture1

Li$e#y i"e!s fro' stu"ents% but "o not o''ent on theseJ o!$s "ying fro' intro"ue" insetpests !n"3or "ise!se no% o!$s #ogge" preferenti!##y no% !b!n"one" !griu#tur!# #!n"o#oni;e" by re" '!p#e before o!$s in part yes% gypsy 'oths "efo#i!ting o!$s in part

yes% #i'!te h!nge may be

Now pro&i"e ! 'ini=#eture puntu!te" by uestions !bout the e&o#ution of e!stern "ei"uousforest "uring P#eistoene to present% ro#e of see" pre"!tors% fire% gypsy 'oths% #i'!teh!nge1

Re=&isit the uestion !n" their !nswers1 As$ stu"ents to !rtiu#!te new !nswers1 List newonepts1 Then h!&e the' "r!w ! ti'e #ine showing the "o'in!nt &eget!tion for the !re!th!t is now e!stern "ei"uous forest% fro' *+%... ye!rs !go through present to *.. ye!rsinto future1 F!&e stu"ents p!ir=!n"=sh!re1 As$ for ! few p!irs to s!y wh!t they #e!rne"fro' the p!ir=!n"=sh!re1

Tot!# #!ss ti'e -/ 'inutes

E&!#u!tion ph!seJ

@ir"s re"ue "ensities of #e!f=e!ting inset herbi&ores in forests1 @ir"s by e!ting #e!f=fee"inginset herbi&ores inre!se growth of trees1 Songbir"s '!ny of whih !re inseti&ores !re

&!nishing fro' North A'eri!1 hy?

Options for e&!#u!tionJ Post=!ssess'ent% p#us H* or H* -

Stu"ents re!" Terborgh+ !rti#e on reser&e our #ibr!ry h!s e#etroni reser&eD1

* App#i!tion &i! i"entifi!tion of hypotheses% !n!#yses !n" on#usions1


24/50

! Answer set of uestions% !s p!ir=!n"=sh!re% ho'ewor$ or ess!y e2!'J Conise#y st!te e!hhypothesis gi&en for why songbir"s !re &!nishing fro' North A'eri!1 Su''!ri;e theriti!# e&i"ene for the hypothesis1 Conise#y st!te the on#usion "r!wn by the !uthor forthe #i$e#ihoo" of th!t hypothesis e2p#!ining why songbir"s !re &!nishing1 In ! h!rt% !ssign! prob!bi#ity or perent for e!h hypothesis3e2p#!n!tion6s ontribution to the &!nishing ofsongbir"s1 @!se" on your prob!bi#ity h!rt% wh!t is3!re the 'ost re!son!b#e ourses of

!tion? :oes your !n!#ysis !gree with the !uthor6s? E2p#!in why or why not? List threethings you wou#" !s$ the !uthor if you h!" the opportunity1

b A#tern!ti&e#y% this wor$ !n be "one by onstruting ! onept '!p prob#e' so#&ingDte'p#!te fro' Inspir!tion Softw!re wor$s we## in #!ss or outsi"e #!ss% or fi##ing out !onept '!p for' on ! 'u#tip#e hoie e2!'1

&>he article provides several hypotheses and outlines the evidence. >he author provideshis conclusions but does not ran% the hypotheses or give percent contribution tothe problem. o students will have to assess that and sufficient information is

provided for that. heauthor provides some ideas about course of action; again students need to

articulate well an appropriate rationale with sufficient and well"chosen detail. >helist of 0uestions for the author should reflect a clear and sophisticatedunderstanding of the problem. t is appropriate to tell students these things beforethis assignment.'

- ui; or e2!' on onepts !n" !pp#i!tion3i"entifi!tion of e2!'p#es1 I"entify eo#ogi!#onepts !#re!"y "isusse" !n" pro&i"e !n e2!'p#e fro' the !rti#e for e!h1 In"i&i"u!#


25/50

or in"i&i"u!#=then=group ui; the #!tter is ! pro&en 'etho" th!t pro'otes both in"i&i"u!##e!rning !n" te!'wor$1,

Tot!# #!ss ti'eJ typi!##y ! fu## #!ss perio"

Post=!ssess'entJ

Outsi"e of #!ss% h!&e stu"ents re="r!w their onept '!p=foo" web for e!stern "ei"uousforest1 It wi## be uite o'p#i!te" now1 Stu"ents shou#" use sub='!ps e1g1% spiroheteson '!or '!p shou#" refer to ! sub'!p to show host=&etor y#e1 There is no best w!yto "o this !n" stu"ents !n !n" shou#" use their re!ti&ity e1g1% using o#ors to"istinguish onepts fro' f!ts% tr!nsp!rent o&er#!ys% the'!ti series of '!ps% powerpointfe!tures1 The instrutor% !n"3or stu"ent se#f=e&!#u!tion !n"3or stu"ent group !ne&!#u!te using st!n"!r" riteri!18 Stu"ents shou#" $eep the set of '!ps "e&e#ope" in thisseries fro' beginning to en" in ! portfo#io !n" !s$e" to ref#et on these either !t thisti'e or !t en" of ourse1

Tot!# ourse ti'e for this /E y#eJ two wee$s

========

EAMPLE O9 USING TFE POER O9 STOR> J EASTERN :ECI:UOUS 9OREST =MUTUALISMS AN: NUTRIENT C>CLING

/E y#e H- Mutu!#is's !n" Nutrient Cy#ing

This ne2t y#e ontinues with e!stern "ei"uous forest% by !""ing the 'utu!#is's of'yorrhi;!e !n" p#!nts% !nts "ispersing herb!eous see"s% bir"s !n" s'!## '!''!#s !sfrugi&ores% !n" nutrient y#ing with e2!'p#es of pit=!n"='oun"ing effets on un"erstory%

effets of #ogging% effets of !i" r!in in#u"ing !#iu' "ep#etion !n" nitrogen s!tur!tion%!n" effets of e!rthwor' in&!sion1 The 'utu!#is's !n" nutrient y#ing !re togetherbe!use these 'utu!#is's ref#et response to nutrient poor en&iron'ents1 Thus% thisy#e fouses on nutrient y#ing but !#so reinfores onepts of popu#!tion "yn!'is !n"speies inter!tions1

6aor concept: Nutrient y#ing

,unning themesJ e&o#ution of eosyste's% hu'!n i'p!t% intro"ue" speies% speiesinterspeifi inter!tions% #ife history tr!its

Eng!ge ph!se% p!rt *J

If you were to r!$e !w!y the #e!&es on the forest f#oor% you wou#" see th!t the forest f#oor is notf#!t1 >ou wou#" fin" th!t 'uh of the surf!e onsists of pits !n" 'oun"s% e&en in the!re!s th!t were o&ere" by g#!i!# ie sheet1 Fow "o you e2p#!in th!t?

In #!ss% #ist i"e!s fro' stu"ents% or post uestions on $lac%board for stu"ents to onsi"erbefore #!ss1 Re=&isit !fter 'ini #eture1


26/50


27/50

F!&e stu"ents p!ir=!n"=sh!re i"e!s !bout wh!t $in" of en&iron'ent!# on"itions pro'ote this$in" of 'utu!#is'% then h!&e the' "esribe !n" "r!w the see" sh!"ow for fruiting p#!ntsth!t pro"ue fruits inJ * su''er% - f!## with fruits e!ten then% !n" 8 f!## with fruits he#" onp#!nts through winter1

List i"e!s on o&erhe!"1

Ti'e -. 'inutes

E2p#ore ph!se% p!rt *J

h!t !re 'yorrhi;!e? Fow wi"e spre!" !re 'yorrhi;!e? h!t $in" of p#!nts h!&e !n!ssoi!tion with the'? h!t e2!t#y "o p#!nts g!in by the !ssoi!tion? h!t h!ppens top#!nts th!t "on6t h!&e the !ssoi!tion? C!n 'yorrhi;!e e&er be h!r'fu# to p#!nts? h!te2!t#y "o 'yorrhi;!e get fro' p#!nts? C!n 'yorrhi;!e e2ist without p#!nts? :o!griu#tur!# pr!ties enh!ne or "isour!ge 'yorrhi;!#=p#!nt !ssoi!tions? :oes#ogging !ffet 'yorrhi;!# o''unity !n"% thus% the 'yorrhi;!#=see"#ing inter!tions?:oes !i" r!in !ffet 'yorrhi;!#=p#!nt !ssoi!tions? h!t wou#" the wor#" be #i$e without'yorrhi;!e? Nee" !t #e!st ! sentene e2p#!n!tion for e!h1

Post uestions on $lac%board !n" h!&e stu"ents rese!rh their !nswers before #!ss1

In #!ss% p#!y h!##engeD g!'e1 Nee" ! b!g of !n"y1 E2p#!in g!'e to stu"ents1 Instrutor !s$sfirst uestion1 9irst person with h!n" up gets to !nswer uestion1 Answer 'ust be one#e!r !n" onise sentene not ! p!r!gr!ph senteneD1 If so'eone h!##enges th!the3she !n !nswer it better% then puts h!n" up1 If !nswer is better !s u"ge" by instrutoror ! p!ne# of stu"ents thu'bs up or "ownD% then instrutor !nnounes th!t it is better1 Ifso'eone e#se w!nts to h!##enge% then ontinue1 Instrutor "ei"es how f!r to #et this go1C!n"y gi&en to winners1 Then go to ne2t uestion1 Instrutor shou#" '!$e this fun !n"

$eep ! f!st p!e1 Obeti&eJ Stu"ents "o so'e rese!rh on their own1 Co&ers topi withstu"ents eng!ge"1 Stu"ents h!&e to #isten to !nswers to !sert!in whether they !n!nswer better% !n" it fores the' to !rtiu#!te #e!r#y !n" onise#y1 This is ! goo" g!'eto p#!y e!r#y in ourse1 Stu"ents then ne&er $now when you 'ight pro&i"e ! #itt#e 'orerew!r" for the' o'ing prep!re" to #!ssY

As$ stu"ents to post to $lac%board J 9ro' ! p#!nt6s perspeti&e% "r!w ! onept '!pinorpor!ting the ter'sJ pits% 'oun"s% !nts% e#!ioso'es% frugi&ory% 'yorrhi;!e1 h!t !rethe org!ni;ing prinip#es !n" the'es th!t you use"?

Ti'e -. 'inutes

E2p#ore ph!se% p!rt -J

h!t h!ppens to the nutrients #o$e" up in ! forest if the p#!nts !re $i##e"? Post ! 'u#tip#ehoie on o&erhe!"1 ChoiesJ ! #ost through physi!# "eo'position% b #ost through'irobi!# "eo'position% !bsorbe" by soi#% " !rrie" off by w!ter into stre!' syste'%e !bout eu!##y by !## of !bo&e% f "on6t $now

Get ! h!n" t!##y !n" write nu'bers by e!h hoie1


28/50

:esribe !n" "isuss the stu"y "one on Fubb!r" @roo$ E2peri'ent!# 9orest "esribe" in 'osteo#ogy te2tboo$s1 Pose 'ore uestions throughout1 Re=&isit the 'u#tip#e hoie uestion!n" t!$e !nother h!n" t!##y1 Reor" the nu'bers1 (?ost of the loss is via water runoff;

plants aren/t present to hold nutrients in system.0 As$ where the nutrients th!t !re!rrie" off by w!ter to the stre!' syste' en" up1 List i"e!s on o&erhe!"1 Is '!ssi&etr!nsport of nutrients fro' one eosyste' to !nother ! goo" thing? ( ?ost ecosystems

are naturally nutrient"poor so the point is that there is massive transport to anotherecosystem (e.g., la%e), which usually originally was naturally in balance as anutrient"poor system and, thus, now balance is upset (unnatural eutrophication).0

Ti'e -. 'inutes

E2p#!in ph!seJ

@rief#y "isuss3re&iew wh!t soi# is% how #ong it t!$es to "e&e#op% soi# #!yers% !n" how !tione2h!nge !p!ity wor$s !n" why it is i'port!nt1 @rief#y "isuss or re&iew wh!t !ne#e'ent y#e is% why we use the wor" y#eD% !n" i##ustr!te with the nitrogen y#e1 As$stu"ents to re&iew their onept '!ps for this /E unit H- to i"entify piees of nutrienty#ing in forest1 (t is everywhere, but students need to explain.0 :isuss the effets of"ifferent org!nis's on nutrient y#ing for the forest1

As$ stu"ents to #ist other eo#ogi!# onepts in&o#&e" so f!r in this storyD !s$ for "efinition!n" e2!'p#e1 Then h!&e the' "r!w ! onept '!p of the hier!rhy of !## of theseonepts1 (>here is no one or right answer. ?apping shows individual perception.!hat is important is that students have this practice and develop reasonablelin%ing and sufficient complexity 10

Re'in" stu"ents how to use st!n"!r" riteri! for e&!#u!ting suh ! '!pD1 F!&e stu"ents eitherse#f=e&!#u!te or !s p!irs e&!#u!te e!h others6 '!ps1 @rief#y "isuss the e&!#u!tion wh!tstu"ents #e!rne" fro' it1 Ag!in% stu"ents shou#" $eep opies of !## '!ps they pro"ue in! ourse portfo#io1

Ti'e // 'inutes

E#!bor!te ph!seJ

The prob#e' with !i" r!in is the su#furi !i" re!te"1 >es% be!useZ1? or No% be!useZ1?e h!&e so#&e" the !i" r!in prob#e' with the reent C#e!n Air Ats1 >es% be!useZ1 orNo% be!useZ1?

F!&e stu"ents "isuss !s p!ir=!n"=sh!re1 List su''!ry of opposing i"e!s on o&erhe!"1

Mini=#eture on !i" r!in% !#iu' "ep#etion !n" nitrogen s!tur!tion1 Re&isit the uestions pose"!t the outset1 F!&e p!ir=!n"=sh!re groups re="isuss !n" offer !nswers1 List su''!ry ofi"e!s on o&erhe!"1 St!te'ent H*J The prob#e' with !i" r!in is the su#furi !i" re!te"1(>he problem is not 1ust with sulfuric acid. ?ore complicated@@ 0 St!te'ent H-J eh!&e so#&e" the !i" r!in prob#e' with the reent C#e!n Air Ats1 ($ecause of thecomplications, the problem persists and will continue to do so for some time@@0

Ti'e -. 'inutes


29/50

E&!#u!te ph!seJ

N!ti&e e!rthwor's "on6t usu!##y our in northe!stern forests1 These forests !re now beingin&!"e" by e2oti e!rthwor's1 hy !re there not n!ti&e e!rthwor's in northe!sternforests? hy is there ! onern !bout e2oti e!rthwor's in northe!stern forests? h!t#ong=ter' effets 'ight e2oti e!rthwor's h!&e on these forests?

Application:! 9irst% h!&e stu"ents reor" their !nswers to the uestions !bo&e1 Li$e#y i"e!s fro'stu"entsJ no n!ti&es be!use too o#" no% no n!ti&es be!use too '!ny pre"!tors no,not stopping exotics% e2otis e!t "ifferent foo" no% e2otis h!&e nopre"!tors3p!r!sites here no onern !bout e2otis be!use not p!rt of forest sowhat% onern be!use !using prob#e' such as% "isrupting foo" web how so1Then out=of=#!ss% stu"ents re!" !n !rti#e or poste" su''!ry on reserve; our libraryhas Aelectronic reserveB% or in=#!ss h!&e stu"ents re!" ! short "esription1

ample reading assignment: Of !## the !ni'!#s th!t #i&e in soi#% e!rthwor's !re the best$nown !n" usu!##y the 'ost i'port!nt1 The gener!# &iew is th!t e!rthwor's !re benefii!#!n"% other th!n o##eting the' for fishing% peop#e "o not "e#iber!te#y $i## the'1E!rthwor's onsu'e "e!" p#!nt '!tter wh!t they !n6t !ssi'i#!te is "eposite" !s !sts! 'i2 of org!ni !n" 'iner!# "ebris1 P#eistoene g#!i!tions e#i'in!te" e!rthwor's fro''ost of C!n!"! !n" northern ontinent!# Unite" St!tes !n" prob!b#y to the e"ge ofper'!frost i1e1% so'e "ist!ne south beyon" the e"ge of the ie sheet1 Re=o#oni;!tionh!s been s#ow% so n!ti&e e!rthwor's !re not usu!##y foun" in the "eg#!i!te" !re!s1 Atpresent through !i"ent!# !n" purposefu# intro"ution% there !re )/ e2oti e!rthwor'speies in North A'eri!% !#ong with the *..W n!ti&e speies1 M!ny of the e2oti speiesh!&e suessfu##y est!b#ishe" in the northern forests1 ithin h!bit!ts% e!rthwor's on#your where the &eget!tion% soi# te2ture% org!ni ontent !n" 'oisture !re f!&or!b#e1 At!ny gi&en p#!e !s '!ny !s ! h!#f "o;en e!rthwor' speies '!y o=e2ist be!useresoures !re p!rtitione" through "ifferent fee"ing str!tegies ref#eting "ifferent

beh!&ior!#% 'orpho#ogi!# !n" physio#ogi!# !"!pt!tions1 9or e2!'p#e% so'e inh!bit !n"fee" on p#!nt #itter !n" others inh!bit the 'iner!# soi# within the rhi;osphere1 Rese!rhfro' !griu#tur!# syste's shows th!t e!rthwor's !n i'pro&e soi# &i! inre!sing r!tes ofp#!nt #itter "eo'position% inre!sing nutrient tr!nsfor'!tion !n" p#!nt upt!$e of nutrients%i'pro&ing soi# porosity% !n" enh!ning w!ter infi#tr!tion !n" so#ute tr!nsport1 Fowe&er%stu"ies in forest in"i!te th!t e!rthwor's '!y !#so h!&e neg!ti&e effets on soi# &i!'o&ing or burying surf!e '!teri!#s th!t wou#" protet soi# surf!e fro' erosion%"epositing !sts th!t se!# surf!es% inre!se o'p!tion of soi# surf!e% "ispersing wee"see"s !n" p!thogens e1g1% foot=!n"='outh "ise!se in Europe% inre!sing #osses of soi#nitrogen through #e!hing !n" "enitrifi!tion% !n" inre!sing #oss of soi# !rbon throughenh!ne'ent of 'irobi!# respir!tion1 E!rthwor's !n e#i'in!te the forest f#oor org!ni#!yer% whih is the $ey o'ponent to st!bi#ity of forests e1g1% protets !g!inst erosion%

protets see"s fro' pre"!tors% f!i#it!tes forest regener!tion !fter "isturb!ne1 Oneforest proet showe" th!t presene of e!rthwor's re"ue" fine root bio'!ss% soi#nitrogen ontent !#so nitrogen 'iner!#i;!tion !n" nitrifi!tion r!tes% soi# phosphorus%'yorrhi;!e r!te of infetion of p#!nts% !n" soi#D respir!tion1 Another stu"y showe" th!t

when "eer "ensity !n" e!rthwor' "ensities were both high% there w!s ! "e#ine in n!ti&eun"erstory e1g1% #i#y !n" orhi" popu#!tions !n" inre!se in e2oti p#!nt speies e1g1%gr!sses1


30/50

Soures for re!"ing '!teri!#17 On#ine soures th!t h!&e photogr!phs or i##ustr!tions of soi# without wor's &ersus with wor's14

b Co'p!re !n" ontr!st 'o&e'ent of nutrient !to' e.g., nitrogen through forest eosyste'in e!rthwor'=free &ersus e!rthwor'=in&!"e" situ!tion1 Stu"ents shou#" in"i!te where'o&e'ent of !to' is s#owe" "own or spe" up i.e., loc%ed up for some period versus

freed sooner in the e!rthwor'=in&!"e" situ!tion o'p!re" to the e!rthwor'=freesitu!tion1 This t!s$ !n be "one by onstruting ! onept '!p in #!ss or outsi"e #!ss%or fi##ing out ! onept '!p for' on ! 'u#tip#e hoie e2!'1 Another 'etho" is thein"i&i"u!#=then=group ui; a proven method that promotes both individual learningand teamwor% 1,

Tot!# #!ss ti'eJ typi!##y ! fu## #!ss perio" /. 'inutes

Post=!ssess'entJ

Outsi"e of #!ss% h!&e stu"ents re="r!w their onept '!p=foo" web for e!stern "ei"uousforest1 It wi## be uite o'p#i!te" now1 Stu"ents shou#" use sub='!ps e1g1% e!rthwor'son '!or '!p shou#" refer to ! sub'!p to show e!rthwor' effets on forest1 There is nobest w!y to "o this !n" stu"ents !n !n" shou#" use their re!ti&ity e1g1% using o#ors to"istinguish onepts fro' f!ts% tr!nsp!rent o&er#!ys% the'!ti series of '!ps% powerpointfe!tures1 The instrutor% !n"3or stu"ent se#f=e&!#u!tion !n"3or stu"ent group !ne&!#u!te using st!n"!r" riteri!18 Stu"ents shou#" $eep the set of '!ps "e&e#ope" in thisseries fro' beginning to en" in ! portfo#io !n" !s$e" to ref#et on these either !t thisti'e or !t en" of ourse1

Tot!# ourse ti'e for this /E y#eJ two wee$s

EDA63LE TL48E $ EASTE,8 EC4S F,EST

E!stern "ei"uous forest USA

Cocal species: oa%s, maples, deer, gypsy moth, mice, tic%s, Dyme disease (spirochete),songbirds, earthworms, mycorrhizae, ants

Key topics: plant-herbivore interactions (seed predation !asting plant defense" prey-predatorinteractions (gypsy !oth pupae-!ice and insect herbivores-songbirds" host-parasiteinteractions (!ice#deer#hu!ans-ticks and gypsy !oth-virus" !utualis!s (!ycorrhi$aeant-seed frugivore" population dyna!ics episodic events eastern deciduous forest in

%orth &!erica glaciation forest frag!entation ne' diseases nutrient cycling nitrogencycle

u!an interest: glaciation gypsy !oth )y!e disease extinction of do!inant species global'ar!ing acid rain

Nuts %


31/50

• Nut=pro"uing tree speies e&o#&e" tr!its th!t f!i#it!te nut see" e'bryo p#us foo"

"ispers!# by ert!in ro"ents !n" or&i"s whi#e re"uing nut pre"!tion by others• L!rge nutrient reser&e !ttr!ts "ispersers !n" f!i#it!tes ui$ est!b#ish'ent with #!rge

photosyntheti surf!e !n" e2tensi&e roots ounters '!or 'ort!#ity f!tors [ "rought%insuffiient on forest f#oor% browsing by herbi&ores% o'petition with p#!nts

• Aorns ont!in t!nnins% t!nnins !n bin" with nutrients pre&enting !ssi'i#!tion !rossgut w!## of see" pre"!tor !n" h!&e to2i effets on e##s of gut #ining

• Aorns of b#!$ o!$D group in#u"es re" o!$s h!&e higher t!nnin #e&e#s th!n white

o!$D group

• hite o!$ !orns ger'in!te in f!## of pro"ution% where!s others ger'in!te !fter

o&erwintering

• Consu'ers e1g1% suirre#s% gr!$#es% b#ue !ys usu!##y on#y e!t !p=en" of !orn whih

h!s #ess t!nnins% p#!nt e'bryo is in other en" so ger'in!tion sti## possib#e -

• Ro"ents "isperse nuts up to *.. ' *

• So'e onsu'ers bury !orns% if s!tter ho!r"ers !n" not retrie&e" #!ter% then p#!ntingD

the'% usu!##y in f!&or!b#e ger'in!tion sites

• Most nuts #!$ #ong=ter' "or'!ny% e1g1% white o!$ !orns h!&e no "or'!ny% !n" so

ger'in!te within "!ys of '!turing in f!##

• :ispersers e2hibit 'orpho#ogi!# !n" beh!&ior!# !"!pt!tions % e1g1% gr!y suirre#s often

e2ise e'bryo of white o!$ !orn before buri!# but "on6t "o th!t with re" o!$ !orns whih o&erwinter !s !orns

M!sting 1*

• M!ny o!$ speies pro"ue ! #!rge see" !orn rop e&ery -=+ ye!rs% with #ow or no

pro"ution in between• M!sting ref#ets intern!# inter!tion of !rbon stor!ge !n" !##o!tion p!tterns to growth

&ersus repro"ution in o!$s% with we!ther inf#uening ti'e between '!sting

• M!sting '!y be !"&!nt!geous by s!ti!ting see" pre"!tors !n" thus so'e see"s sur&i&e

• Most !"&!nt!geous if '!sting ours in ye!rs when other nut=pro"uing speies !re not

'!sting

• So'e other '!or onsu'ersJ white=foote" 'ie% e!stern hip'un$s% white=t!i#e" "eer

• These three !re !#so '!or hosts for "eer ti$s

• Mie !#so i'port!nt pre"!tors of other tree see"s '!p#e !n" gypsy 'oth pup!e

• :eer !#so browse un"erstory woo"y !n" herb!eous p#!nts

• :eer browsing !n" gypsy 'oth "efo#i!tion of trees re"ues songbir" !bun"!ne

• M!sting in f!## orre#!te" to inre!se" 'ouse "ensity fo##owing su''er


32/50

• Figh 'ouse "ensity orre#!te" to high pre"!tion on gypsy 'oth pup!e

• M!st rop f!i#ure in f!## orre#!te" to #ow 'ouse "ensity !n" #ow gypsy 'oth pup!#

pre"!tion fo##owing su''er

• Figh !orn "ensity orre#!te" to !ttr!ting "eer% resu#ting in high "ensity of ti$s

Gypsy 'oth 1*

• Gypsy 'oth Ly'!ntri! "isp!r is n!ti&e to Europe !n" Asi!% not !s 'uh prob#e' there

• :e#iber!te#y brought to USA by 9renh !rtist in #!te *7+.s for purpose of "e&e#oping !

si#$ pro"uer by hybri"i;ing with n!ti&e 'oths

• Ai"ent!##y es!pe"% spre!" through New Eng#!n"% now throughout northe!stern USA

• Prefer o!$ #e!&es but wi## e!t #e!&es of '!ny other woo"y speies% '!in#y o#"er #!r&!e

th!t uti#i;e other woo"y speies

•

Gypsy 'oth #!r&!e h!&e !n e#e&!te" 'i"gut pF whih wou#" "issoi!te #e!f protein fro'#e!f t!nnins o'p#e2es for'e" un"er !i" on"itions of '!er!ting #e!f tissue whih isf!ir#y !i" -8 tree speies with pF r!nging fro' )1. to +1- !n" we## buffere" resist!ntto h!nge /

o Energeti ost to '!int!ining !#$!#ine gut t!$ing in !i"i #e!f '!teri!#

o O#"er #!r&!e h!&e 'ore !#$!#ine 'i"gut so !n e2p#oit wi"er r!nge of tree

speies

o A#$!#ine 'i"gut !#so f!i#it!tes surf!t!nt properties of ingeste" #ipi"s so

inre!ses upt!$e !n" inhibit t!nnin=protein bin"ing

o A#$!#ine 'i"gut f!i#it!tes epo2i"!se !ti&ity% whih "eto2ifies terpene="eri&e"to2ins

o A#so% infeting st!ge of NP &irus !n" to2in of @!i##us thuringiensis b!teri! use"

!s bioontro# reuire !#$!#ine on"itions% so ost to gypsy 'oth #!r&!e of h!&ing!#$!#ine gut

• Egg '!sses o&erwinter% h!th in spring% #!r&!e 'o&e to top of trees% spin "own on si#$

thre!"s !n" "isperse by win"% #!r&!e e!t #e!&es% pup!te in e!r#y su''er% !"u#ts '!te insu''er% fe'!#es f#ight#ess% !ttr!t '!#es with phero'one #!y one #!rge b!th of eggs

• Popu#!tion pe!$s !bout e&ery 4=*. ye!rs% outbre!$ #e&e#s resu#t in wi"e=spre!"

"efo#i!tion% whih !n !ffet '!sting y#e% we!$en or $i## trees% !n" inre!seo'petition !'ong woo"y speies for resoures by inre!sing #ight to un"erstory

woo"y speies

• :e#ine fro' pe!$ popu#!tion #e&e#s ref#ets #i'ite" foo" u!ntity% effets of poor foo"

u!#ity inre!se" p#!nt "efenses% 'ort!#ity "ue to p!r!sitoi"s% &ir!# !n" fung!#p!thogens% !n" pre"!tion by 'ie

• 9ee"ing !ffets fo#i!ge u!#ity t!nnins inre!se but h!nges "on6t see' to "ri&e

popu#!tion y#es +


33/50

• Nu#e!r Po#yhe"rosis &irus NPV [ 'ost inset speies not !ffete"% high onentr!tion

of t!nnins !n inhibit NPV whih '!y ontribute to &!ri!tion in outbre!$ p!tterns% yet !thigh popu#!tion "ensity of gypsy 'oths #!rgest !n" 'ost i'port!nt soure of 'ort!#ity%often !uses o##!pse of popu#!tion

• 9ungus Ento'oph!g! '!i'!ig! [ !i"ent!##y intro"ue"% so'e other insets '!y be

!ffete"

• P!r!sitoi" r!tes gener!##y re#!ti&e#y #ow

• e!ther p!tterns we!$#y orre#!te" with popu#!tion p!tterns% in"iret effet by

ontributing to '!sting p!ttern% "iret effet if &ery o#" winter or oo# spring

• Europe!n &ersion in North A'eri! = fe'!#e "oes not f#y so "ispers!# re"ue"% but

hybri"i;es with Asi!n &ersion !i"ent!##y intro"ue" in e!r#y *44.s whih "oes f#y

• Te'por!# !n" sp!ti!# p!tterns of '!st pro"ution '!y be responsib#e for the episo"i

!n" sp!ti!##y synhronous beh!&ior of gypsy 'oth outbre!$s in North A'eri!1D +

o :ensity="epen"ent 'ort!#ity #i'its high="ensity popu#!tions

o Litt#e e&i"ene for strong regu#!tion !t #ow "ensity% s'!## '!''!#s '!or soure

of 'ort!#ity but gener!#ists !n" not prefer gypsy 'oths% pre"!tion #e&e#s ref#ets'!## '!''!# !bun"!ne% whih is #in$e" to '!sting p!tterns !n" #!gs '!stingp!ttern

o M!sting h!s onsi"er!b#e sp!ti!# synhrony o&er #!rge geogr!phi !re!s% thus

gypy 'oth outbre!$ o&er #!rge geogr!phi !re!s ref#ets '!sting effet on s'!##'!''!#s !bun"!ne

o This 'u#titrophi re#!tionship !'ong '!st% pre"!tors% !n" gypsy 'oths

represents ! &ery "ifferent e2p#!n!tion of forest inset outbre!$ "yn!'is th!nthe 'ore wi"e#y !pp#ie" theories b!se" upon pre"!tor=prey y#es or fee"b!$ with host fo#i!ge u!#ity1D +

Ly'e "ise!se 1*1;

• Ly'e "ise!se w!s n!'e" in *4,, when !rthritis oint !hes w!s obser&e" in ! nu'ber

of hi#"ren in the !re! of Ly'e% CT• Sy'pto'sJ bu##6s=eyeD erythe'!% !n" non=speifis suh !s fe&er% f!tigue% he!"!he%

'us#e !n" oint !hes 7

• Ly'e "ise!se !use" by spirohete @orre#i! burg"orferi% tr!ns'itte" by bite of ti$

&etor I2o"es sp1

• Ti$s h!&e ) st!gesJ egg% #!r&!% ny'ph !n" !"u#t #!r&!% ny'ph !n" !"u#t e!h t!$e one

b#oo" 'e!#% then "rop off host% #!r&! !n" ny'ph 'o#t then fin" new host% !"u#ts '!te onhost so ) st!ges% 8 b#oo" 'e!#s% - ye!rs for #ife y#e fro' egg to !"u#t

• I''!ture ti$s nor'!##y fee" on s'!## &ertebr!tes bir"s% 'ie% #i;!r"s !n" !"u#t ti$s

on "eer


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• M!ny ti$s ne&er infete" be!use '!ny host speies not effiient for tr!ns'ission%

'ost o'petentD tr!ns'ission is in white=foote" 'ie ).=7.X tr!ns'ission% so white=foote" 'ie !re '!or reser&oir

• 9e'!#e ti$ repro"ues one "ies% spirohete r!re#y tr!ns'itte" fro' 'other to eggs%

thus tr!ns'ission on#y fro' reser&oir hostD to i''!ture ti$ !n" not &ie &ers!

• A"u#t ti$s fee" on "eer% "eer !ttr!te" to !orn=rih o!$ !re!s% !"u#t ti$s '!te on "eer

"rop off there o&erwintering fe'!#es "eposit eggs there eggs h!th in spring% #!r&!efee" on bir"s !n" s'!## '!''!#s !n" 'o#t to ny'ph in #!te su''er% o&erwinter thenfee" fo##owing spring3su''er% hu'!ns 'ost #i$e#y infete" by ny'phs *'' in si;e% soLy'e "ise!se shows up in hu'!ns in #!te spring=su''er *=- wee$ inub!tion%ny'phs 'o#t to !"u#t% !"u#ts fee" on "eer !n" '!te !n" "rop off in f!##

• Corre#!tion between nu'ber of !orns !n" nu'ber potenti!##y infete" ti$ ny'phsJ -=

ye!r #!g '!sting !ttr!ts "eer% #ots of ti$ eggs "eposite" to those sites% 'ie popu#!tioninre!ses there o&erwinter better "ue to '!sting% ti$s h!&e !bun"!nt supp#y of 'iehosts% 'ie best spirohete reser&oir% -n" su''er !fter '!st wi## be high ris$ ti'e !n"

p#!e high "ensity ti$ ny'phs h!&ing fe" on 'ie for Ly'e "ise!se

• Are!s in e!stern USA where resi"enti!# !re! !"!ent to forest inre!sing "r!'!ti!##y

• Popu#!tion "ensity of white=foote" "eer 'ie !n" "eer is high in forest fr!g'ents%

pre"!tor popu#!tions in gener!# re"ue" by hu'!ns ,

• Ly'e "ise!se ris$ is *.2 gre!ter in s'!## forest fr!g'ents th!n #!rger fr!g'ents% s'!##

forest fr!g'ents ne!r hu'!n "we##ings !n" !ti&ity

P!st !n" future forest

• :r!'!ti h!nges sine g#!i!tion "r!'!ti h!nges pre"ite" with g#ob!# w!r'ing

o About -.%... ye!rs !go% ie or tun"r! where northe!stern US forests !re now 4

o 9orest tree speies !re sti## 'igr!ting into pre&ious#y "eg#!i!te" !re!s% !&er!ge

interg#!i!# perio" too short for f#oristi eui#ibriu' to be obt!ine"

o Se#etion through P#eistoene pro"ue" speies suessfu# in in&!"ing

o''unities% "ei"uous trees !n" he'#o$ 'igr!te re#!ti&e#y r!pi"#y

o About *+%... ye!rs !go pe!$ of #!st g#!i!tion% nut=pro"uing trees o!$s%

beeh% hi$ories restrite" to southe!stern US *

o Re!he" northern e"ge of urrent r!nges between *.%... !n" *-%... ye!rs !go

reo#oni;!tion r!te &!rie" with speies% but !s f!st or f!ster th!n win"="isperse"tree speies '!p#es% firs% he'#o$% sprues

o 9oo"=!hing ro"ents !n" !ys h!" '!or ro#e !s see" "ispersers

o One ne!r#y ontinuous forest now fr!g'ente" by !griu#tur!#% superhighw!ys%

ities !n" suburbs


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o ith g#ob!# w!r'ing% "ei"uous forest shou#" e2p!n" northw!r"% but onern

!bout o#oni;!tion r!te "ue to fr!g'ent!tion #i'iting "ispers!# !gents?

• Co'position of e!stern "ei"uous forest w!s "ifferent prior to o#oni;!tion of North

A'eri! by Europe!ns *.

o hite o!$ r!ther th!n re" o!$ w!s ! "o'in!nt then

o hite o!$ !orns ger'in!te in f!##% re" o!$ !orns "on6t ger'in!te unti# spring

o Fuge nu'bers of p!ssenger pigeons 8=/ bi##ion% eu!# to urrent nu'ber of

bir"s of !## speies o&erwintering in USA% hunte" to e2tintion by #!te *7..s

o M!or !orn e!ters espei!##y in spring when nesting% prob!b#y to "etri'ent of

re" o!$

• Co'position ontinues to h!nge

o Re" '!p#e now "o'in!tes un"erstory of '!ny o!$% pine !n" northern=h!r"woo"

forests% !n" so inre!se in o&erstory "o'in!ne "uring this entury **

Low resoure reuire'ents !n" supergener!#istD so h!r!teristis ofboth e!r#y !n" #!te suession!# speies

Thri&es in '!ny #!n"s!pes% "ifferent soi# on"itions !n" #ight regi'es

@enefits fro' fire suppression% o!$s wou#" benefit if fire freuent

Figh popu#!tions of see"=e!ting !n" s!p#ing=browsing "eer prob!b#y hurto!$ 'ore th!n '!p#e% whih h!&e !#$!#oi"s !s he'i!# "efense

See"s ger'in!te soon !fter pro"ution in spring% e!r#y repro"uti&e

'!turity !t )=*. ye!rs% '!2i'u' #onge&ity -.. ye!rs

• Other intro"ue" inset herbi&ores to North A'eri!n forests% NA forests suseptib#e to

intro"ue" speies but why? *8

o Th!t Europe !n" North A'eri! one oine" pre"isposes the' to suessfu#

interh!nge of inset herbi&ores% but why h!&e Europe!n insets been *..2'ore suessfu# !t in&!sion into North A'eri! th!n &ie &ers!?

o Nu'ber of suessfu# in&!"ers "eter'ine" by eo#ogi!# opportunities upon

!rri&!#

Potenti!# host p#!nt speies t!2ono'i!##y or he'i!##y re#!te"% !n"

their !bun"!ne% 'orpho#ogi!#% eo#ogi!# !n" pheno#ogi!# si'i#!rity ton!ti&e hosts

In NA #!rger nu'ber of potenti!# host p#!nts north of 8/o% -2 'ore treespeies "ue to #ess e2tintion "uring g#!i!tion "ue to north=south'ount!ins r!ther th!n e!st=west !s in Europe% gre!ter !bun"!ne tree!bun"!ne -2 gre!ter% #ess fr!g'ente" "istribution th!n in Europe with#onger !n" intense "isturb!ne by hu'!ns


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Abun"!nt !#ien p#!nts fro' Europe 8.=+.X "uring e!r#y suession inNA f!i#it!tes est!b#ish'ent by Europe!n insets

o In&!"ers !re intrinsi!##y o'petiti&e#y superior th!n n!ti&es

Sine A#ps "e&e#ope"% Europe!n biot! 'ore se&ere#y i'p!te" th!n !ny

other by y#i!# se&ere #i'!te h!nges "ri&en by E!rth6s orbit!#f#utu!tions e1g1% g#!i!tion fro' north !n" g#!iers in e!st=west'ount!ins #eft #itt#e refuge for p#!nts !n" !ni'!#s% !n" re!te" !ri"ity insouthern Europe

Sine #!st *.%... ye!rs hu'!ns with in&ention of !griu#ture "isrupte"!n" e&en who##y e#i'in!te" '!ny eosyste's in Europe

Se#ets for suite of tr!its th!t f!i#it!te sur&i&!# in p!thy% fr!g'ente"%i'po&erishe" forestsJ high beh!&ior!#% 'orpho#ogi!# !n" physio#ogi!#p#!stiity unip!rent!# repro"ution p!rthenogenesis ).X of intro"ue"insets on woo"y p#!nts o'p!re" to **X n!ti&e insets% #!rgerepro"uti&e potenti!#% !uto= !n" !##op#oi"y% strong "ispers!# !p!bi#ity%

effi!y in "e!#ing with o'petitiors% pre"!tors !n" p!r!sites% spei!#stress to#er!ne suh !s e2ten"e" "or'!ny

R!pi" !n" perfet synhroni;!tion of in&!"er6s #ife y#e to th!t of newen&iron'ent !n" hosts% insets o'ing fro' /.o to ).o #!titu"e northernEurope to New Eng#!n" no prob#e'% but other "iretion is prob#e'be!use su''er "!y #ength in northern Europe too #ong to trigger"i!p!use for ! New Eng#!n" !"!pte" inset

o Ris$ of ontinue" i''igr!tion of inset speies into NA is high

• 9orest songbir"s

o Effets on o''unity

@ir"s #e!rn how to fin" inset prey !'ong tree speies *)

@ir"s re"ue "ensities of #e!f=e!ting inset herbi&ores in forests */

@ir"s by e!ting #e!f=fee"ing inset herbi&ores inre!se growth of trees *+

o North A'eri!n songbir"s "e#iningJ &!rious hypotheses *,

Si;e of forests fr!g'ent!tion% s'!## p#ots% fewer speies

E"ge effet forest '!rgins "ifferent h!bit!t

Migr!ting bir"s #ess #i$e#y to fin" s'!## p#ots

Tropi!# "eforest!tion !ffet 'igr!nts o&erwinter in tropis but nest inNorth A'eri!

Long="ist!ne 'igr!nts 'ore &u#ner!b#e !rri&e #!ter on bree"ing sites%n!rrower win"ow% "isturb!ne bigger i'p!t


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Overcoming Ecological Misconceptions

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