Vertebrate Biology BIO366, 3 cr.

Fall 2009 Tentative Schedule

Lecture:  MW 2–2:50, CBLS 10

Professor: Dr. Cheryl Wilga, cwilga@uri.edu, CBLS 183, x9020

Office Hours:  M 4-5, W3-4, or by appointment

Laboratory:  Thursday 9:30–12:15 and 12–3:15, BISC B111

Teaching Assistant: Jason Ramsay, jasonramsay@mail.uri.edu, CBLS 190, x7442,

Required Texts: 1) Pough, H.F., C.M. Janis, and J.B. Heiser. 2004. Vertebrate Life. 8^th ed.

2) National Audubon Society Regional Guide to New England. 1998.

Lecture: This course is designed to explore the biology of vertebrate animals:  we will survey the diversity of vertebrate animals and their characteristics, and in the process introduce you to the classification, evolution and ecology of the major vertebrate taxa.  We will make a brief comparative survey of the major vertebrate groups.  This survey will take place within an evolutionary framework, and we will examine hypotheses to explain patterns in their morphological, ecological, physiological, and behavioral diversity.  We will use the principles of systematic phylogeny throughout the course as a conceptual and interpretive tool to define the relationships between the many species of vertebrates.  Using the phylogenetic approach, we will trace each group of vertebrates from its origins, outlining the major changes associated with its evolution, and reviewing selected elements of its current diversity.  You will be introduced to important ideas about the biology of vertebrates, and we will critically examine how these hypotheses were conceived, tested, and modified.

Study Tips: Most students find vertebrate biology to be a very challenging subject. In order to do well in this course, you must make a serious commitment to practice good study techniques. Here are some study suggestions that will help you to do well in this course.

1 – Read the chapter before class. This way you are familiar with the material and hearing the main points presented in lecture reinforces your understanding and facilitates note taking.

2 – Take notes during class and lab. Students that do well find that rewriting their lecture notes after each class is not only a good review but increases their understanding of the material.

3 - After each chapter, write a paragraph explaining the function, ecology, behavior and or evolution of the vertebrates discussed for practice essay questions.

4 – If you learn the Latin and Greek word roots, then you will be able deduce the meaning of most terminology as we encounter them repeatedly (i.e. suaria means lizard).

5 – On average, you should devote 2-3 hours of study time per 1 hour of lecture.

Laboratory: The lab will complement the material covered in lecture. The labs are designed to study the shared and unique characters of the vertebrate groups, examining the form and function of general and specialized structures, and learning about major taxonomic groups.  Field exercises will focus on the ecology and behavior of vertebrates. 

1. Be prepared for lab by reading the material covered in lecture. The lecture text is also your lab text so bring it to class as well as lab.

2. Some labs will involve studying preserved specimens. You must wear gloves when handling these specimens. Typically, you will be expected to learn no more than 20 species and their taxonomic grouping per major vertebrate group studied in each lab period (20 each for FW fishes, SW fishes, amphibians, reptiles, birds, mammals).

3. Dress appropriately for the field exercises; those in flip flops will not be allowed to participate in the field trip and will get a zero for that lab and exercise. We will go out regardless of the weather conditions.

4. Non-field labs will begin with a Quiz (including specimen ID) on the TA lecture and material covered in the previous laboratory exercise. After the quiz, your TA will present a short lecture on the material to be studied for that session.

5. Make sure that your table is clean at the end of the lab session. Field gear must be cleaned and put back in their appropriate place. Students in the last lab of the day must put their chairs on top of the table at the end of lab for the cleaning crew.

Journal Paper Presentation: In lab and working in pairs, you will select a topic in vertebrate biology and give an oral presentation of a journal paper related to that topic to the class during the laboratory period on October 22^nd. The time limit of your presentation will be determined by September 23^rd (~5-7 minutes with 2 minutes for questions). The paper must be selected from recent issues (1980 to current) of a peer-reviewed journal and must be on vertebrate biology. I must approve the paper and you should provide me with a copy by September 23^rd. You will be graded on your oral presentation and a single spaced, typed critique (2 page limit) of the paper to be turned in at the time of the oral presentation, both of which should address the goals of the research, the methods employed to carry out those goals, what was learned from the study and how might the study be improved or expanded in the future.  Oral presentations must be in powerpoint. I will grade your critique and myself, the TA and classmates will grade your presentation according to scientific standards. The presentation evaluations will be averaged and a summary sheet given to the presenters. Extra credit points will be given for those in the audience who ask a question of the presenter.

Grades: The standard grading system will be used, unless I see fit to scale, 360 points possible:

            Lecture Exams @ 50 points each                           150 points

            6 Laboratory Quizzes                                               60 points

            5 Field Exercises                                                       50 points

            Journal article and presentation                            50 points

            Attendance and participation                                 50 points

Make-up Policy: Please give us advanced notice if you expect to miss a lecture exam or laboratory session, or inform us as soon as possible after if advanced notice is impossible. You must have an approved university excuse to make up an exam.  Make-up lecture exams are all essay and make-up quizzes are oral.

Cheating: Have respect for yourself and your fellow students and do not cheat. Cheating will not be tolerated and will be dealt with according to university regulations. The university has a formally policy against cheating and plagiarism that is defined in the university manual, and it is part of our job to enforce this policy.  Please read the relevant parts of the university manual (http://www.uri.edu/facsen/8.20-8.27.html).

Slides of lecture and laboratory materials, study guide, and grades are on Sakai

The Academic Enhancement Center. Success in this course requires that you keep up with the class work and study the course materials effectively. The Academic Enhancement Center (www.uri.edu/aec) can help.  Their friendly staff of learning specialists and student tutors can help you find an approach to studying that suits your needs and schedule, develop effective study strategies, understand course concepts and practice productively.  The center is also a great place to go and study on your own, with space available for individuals or groups.  

Disability Services. Any student with a documented disability is welcome to contact me early in the semester so that we may work out reasonable accommodations to support your success in this course.  Students should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union, 874-2098.

FALL 2009 VERTEBRATE BIOLOGY

EVALUATION FORM FOR ORAL PRESENTATIONS

Presenters _____________________________________________

Topic _______________________________________________

Date__________________ Reviewer_______________________

Please rate each presenter on a scale from 0 – 10 as follows (whole numbers only):

Outstanding 10      Excellent 9     Very Good 8     Good 7    Fair 6     Poor 5    Did not address 0

Presenter Name                                                                                ______

PAPER CONTENT (50%)

Goals of research                                                                              ______          

Method and appropriateness                                                           ______          

Interpretation of results (What was learned)                             ______

Appropriateness and plausibility of conclusions                           ______

Limitations, improvements, or expansion of research                   ______

Answering questions                                                                         ______

PRESENTATION (50%)

Clarity of research statements and purpose                                 ______

Quality of visual aids or graphic design                                         ______

(can you read the text and see the figures?)                              

Presentation style and ability to communicate                             ______

Organization and timing                                                                   ______

Class comments:                                                                    Total   ______

Dr. Wilga and Mr. Ramsay comments: