Welcome to Ecology Lab!

On index card

• Name

• E-mail address

• Phone number

• Major & Year• Other science courses (relevant/helpful to 335)

• Allergy/health concerns?

• Your favorite animal or plant & why

Welcome to Ecology Lab!335L

TA: Alycia Reynolds LackeySpring 2010

About me . . .

Contact Alycia Reynolds Lackey• E-mail: reyno340@msu.edu• Office phone: 517-432-5555• Office: 305 Natural Science

Teaching & Research• 7th semester teaching• 4th year Ph.D. student in Zoology

Stickleback Research

• Two species differ in– Morphology– Diet– Behavior– Feeding habitat– Mating habitat

Loss of distinct species

Crayfish cause ecological disturbance– Remove vegetation– Increase turbidity– Change resource base?

How does this affect– Feeding? - Reproductive success?– Mating behavior? - Survival?

Office HoursIn this room

• TA: Grace– Mon 10:30-11:30a– Tue 3-4p

• TA: Alycia– Thu 12-1p– Fri 11a-12p– By appt.

Course Resources

• Course pack

• Syllabus

• Website: ANGEL

• TAs: Alycia & Grace

• Lab Coordinator– Stephen Thomas thoma549@msu.edu

Course Overview• Brief course description

– Ecology research (field component)– Scientific process, Scientific writing

• ExpectationsArrive on time & be prepared

Drinks OK, but no food

Course Overview

• Course Components (pgs 2-3)– 10 Lab Activities (10 pts each)– 4 Quizzes (10 pts each) – Group Project (230 pts overall)– TA Review – Participation (20 pts)– Plagiarism Activity (10 pts)– Stats exercise (10 pts)

TOTAL = 410pts

Course Overview

• Late work & absences

• Schedule (swap weeks 8 & 10)

Your Coursepack

- Labs- Group Research Project (pg 135)- Appendices

• Appendix 1 - Analyzing your data (pg 172)• Appendix 2 - Excel Data Analyses (pg 191)• Appendix 3 - Referencing Guidelines (pg 194) • Appendix 4 & 5 - Common species in woodlots (pg 197)

Getting to know you

As a class

- Share your name & fav animal/plant

In groups of 3-4- Introduce yourself- Develop working definition of ecology

(working definition = you can change it as you learn more)

- Come up with 4 examples of ecology- Elect 1 person to share with class

What is Ecology?

The study of organisms and their interactions with the environment

What “counts” as the environment?

What examples of ecology can you think of?

Bkgd knowledge

ObservationHypothesis Prediction

Test (Experiment)

Not consistent

Modify Hypothesis

Consistent

Theory

The Scientific Method

Today’s Lab

• Pose an ecological question

• How?– Observe surroundings

– Ask any question that comes to mind

• Why?– Questions drive science

– Basis for semester project

Forming Groups

Are you more interested to study . . .• Animals or Plants?

Behavior Insects Mammals

Birds Fungi Biodiversity

FlowersSoil Water

Erosion Human impacts River ecology

• Share your interests with > 6 classmates• Form groups of 3 with members that have similar

interests

Group Work• Exchange names & contact info

• Make group name

* List behaviors that- Benefit group work- Hinder group work

* Share your personal behaviors/skills that tend to benefit & hinder group work

* How can you work together to be most effective?

Developing Scientific Questions

• Good Scientific Questions

– Answered by experiment or observation

– Well-defined, measurable and controllable

– Answers benefit who? How much?

From Abedon, Ohio State University

– Ask something you don’t already know the answer to

– Look at multiple relationships

(multiple potentially contributing factors)

– Ask a wh- question• What, when, why

Tips to ask “good” questions

After the Question

• Form a hypothesis – An educated answer to the question posed

• Make some predictions– What do you expect? – Usually have direction/relationship (greater,

smaller, etc.)

• Develop Methods– How can you test your hypothesis – Use your predictions as a guide

Example

Question: What determines the height

of squirrel nests?

Hypothesis: Tree density determines height of squirrel nest

Prediction: The height of squirrel nests will vary with tree density.

If….(hypothesis)

Then….(prediction)

Example

Observation: Abundance of ladybugs on floweringgoldenrod plants.

Question: Why are ladybugs attracted to these plants?

Hypothesis: Goldenrod flowers are a food source for ladybugs

Prediction 1: Ladybugs will eat the flowers of goldenrod

Prediction 2: Ladybugs will not eat the stem of goldenrod

Prediction 3: Ladybugs are not as abundant on non-flowering goldenrod

What You’ll Do Today (pg 6)• Walk to Sanford Natural Area• Individually, write 3-5 questions• Return to class• In your groups,

– Discuss Questions– Develop hypotheses and

predictions – Share best with class

*Need Project Question (pg 138) by Jan 25 (Mon section)

or Jan 26 (Tue section)

Map

Group Discussion of QuestionsDiscuss questions

• Select top 3 questions based on – Interest & Importance– Connection to background knowledge

(i.e. does the question make sense/is it interesting based on what you already know?)

• Fill out pg. 8 (1 sheet per group)

• See pgs 6-7 for more guidance

Brainstorm Group Research Project Questions

• Does not have to be the same as 3 questions developed today

• Some examples:– Behaviors of squirrels, ducks, insects– Soil pH & plant abundance– Effect of river distance on plant diversity

• Next time, bring finalized group project question (typed)

Turn in pg 8 before you leave.

Write all names on sheet

Assignments due by Tue, Jan 26• No lab next week

• Complete plagiarism exercise on ANGEL

• Read Gall Lab

• Read over Group Research project

• Bring finalized group question to class next time we meet pg. 138 (please type)