LBYBIOH – General and Applied Ecology Laboratory
Prerequisite: BOTANNY, LBYHUM1, LBYHUMA, ZOOLOGY	Prerequisite to: 

Instructor:_______________________
Consultation Hours:_______________
Contact details:__________________
Class Schedule and Room:_________

Course Description 		
This is an introductory laboratory course designed to supplement concepts learned in ECOLAPP. Particular emphasis is given to methodologies concerning the design of ecological sampling regimes and experiments, and the analysis of status and health of ecological populations, communities, and systems.	

Learning Outcomes	
On completion of this course, the student is expected to present the following learning outcomes in line with the Expected Lasallian Graduate Attributes (ELGA)
ELGA	
Learning Outcome	

Critical and Creative Thinker

Responsible, driven, and a cooperative team-player

Socially responsible, intellectually honest, and a morally up-right scientist

Lifelong Learner and an effective Communicator

	
Be able to design ecological sampling regimes and experiments.

Be able conduct laboratory experiments with a different set of team members for every experiment. This entails identifying one’s tasks and dividing the work fairly among other team members.

Be able to organize and conduct field sampling with the class to a selected location.

Be able to apply basic analytical techniques for assessing of status and health of ecological populations, communities and systems.

Be able to formulate hypothesis and come-up with recommendations for future work of other groups who might work on the same topic or area.

Be able to keep a complete and detailed record of experimental procedures, and their outcomes. 

This is expected to be in the form of a written group laboratory report and an oral presentation showing the findings and explanations for such findings.

Be able to form a group discussion at the end of every experiment. This entails delivery of a scientific presentation after every experiment. The oral presentation will also entail questioning/ peer-review of their experimental results.

Be able to come-up with a creative presentation of a published journal in ecology in the form of a scientific poster.

Be able to come-up with relevant questions and constructive criticism of published studies, documentaries, class experiments, and poster presentations.

 	

Final Course Output	
As evidence of attaining the above learning outcomes, the student is required to submit the following during the indicated dates of the term.

Learning Outcome	
Required Output	
Due Date	

The student is expected to be able to design ecological sampling regimes and experiments. This is so that the student will be able to conduct a guided field work where the application of methods and experimental procedure learned in the laboratory will be observed. The student is also expected to be able to present data and results in an organized and scholarly fashion. In addition, the student is also expected to be able to formulate hypotheses that spring from observations and test them in accordance with the scientific method.	
Worksheets	
Due after every experiment	

Laboratory journals (scientific paper format)	
Due for certain exercises only	

Oral presentations	
Presented a meeting after conducting an experiment	

Poster presentation	
Weeks 10-12	

Field trip paper and oral presentation	
Weeks 10-12	

Rubric for assessment	
Rubrics for written reports:

Introduction (10 points)
•	The introduction should contain the background of the study. It should state why the experiment is being 
•	The objectives of the experiment should be written in this part. It should be stated clearly as an investigator and should not be directly lifted from the hand-out. Statements with the likes of “to understand the concepts of… “ or “to apply the principles of…” or “to learn how to use the instruments properly…” will not be accepted. 
•	This is the part where the hypothesis and or the predictions are stated.
•	ISI Journal publications and websites that end with .edu or .gov are the only acceptable scholarly publications.
	
0	
1	
2	

Objectives	
Was not able to identify any objective that is relevant to the experiment.

Vague general statements that obscure the objectives. Contains “cheesy” statements such as:
•	“to understand the concept of accuracy and precision” or
•	“to apply the basic principles of quadrat sampling” or
•	“ to learn how to use the instruments”	
Was able to identify only 1 relevant objective. 

Objectives stated quite clear but lack pertinent information and substance. Quite general as it’s not very much applicable for the experiment.	
Identified 2 or more relevant objectives.

The statements are specific as to what has to be achieved through the experiment not what concept the researchers or students want to know.	
-------	

0- 1	
2	
3	
4	

Substance	
Contains no scholarly sources and has less than 10 sentences. Background and relevance of the study are both obscure.	
Contains 2 relevant scholarly sources, which are relevant to the topic. Introduction was not so inviting to read and the background and relevance do not stand-out but are nevertheless stated.	
Contains 3 scholarly sources (highly relevant to the topic). Background and relevance was stated but the student was not able to fully cover or adequately show these two.	
Contains more than 3 scholarly sources (i.e. publications that are highly relevant to the topic). NOT PLAGIARIZED. Work is original. Was able to state the background of the study and the relevance of the study. Must contain at least 10 sentences and the introduction is inviting to read on to. 	

Coherence and Organization	
Paragraphs do not seem to be connected.  Ideas are scattered and jumps from one idea to the next without establishing connections. Grammar is bad and sentences are difficult to understand.	
Some organization is evident but ideas and concepts lack emphasis. Major grammatical errors are found.	
Organization is evident. Concepts and ideas are emphasized. Content is a little stale and not very interesting to read. Minor grammatical errors are found.	
Highly organized. Concepts and ideas are tied well together and effectively presented. They give relevance to the objectives and shows that the study has direction. Ideas are stated clearly and grammar is very good.	

Methodology (10 points)
•	 The methodology should include an illustration of each step of the procedure.
•	Should be in past tense and in passive voice. Words such as “I” or “we” should not appear in the text.
•	It should also include the method of randomization, and in some cases the stratification used for field experiments.
•	This is also the section to describe how the analyses were made. The formulae used to compute for certain values must also be included here.
	
0	
1	
2	

Photographs/ Maps	
No photographs.	
Photographs are present. Not labeled properly.	
Photographs are original and were not the same as another group’s method photos or taken from some internet source. Presented in an organized manner. Labeled properly as figures.	

1	
2	
3	

Coherence and organization	
Procedure not in past-tense. Steps are not the proper sequence or not even stated where the drawing appears. Grammar is bad.	
Procedure are not in past-tense but clearly stated, complete, and in proper sequence. 
Procedure may be in past tense but content may not be complete. Some grammatical errors and some minor organizational problems with how the procedure was stated.	
Procedure stated in past-tense. Clear, concise, but completely sated procedure. Grammar is very good and the organization of the procedure is evident.	

1-2	
3-4	
5	

Content	
Just made a re-hash of the manual. Lacks most of the details required and just wrote the procedure. 	
Lacks some of the details required (i.e method of sampling, formula etc.) but still written clearly.	
Contains all the necessary parts required for this part. It should be written clearly and effectively in paragraph form and in a chronological/ logical manner.	

Results (10 points)
•	Should contain a short paragraph describing your results fully supported by graphs and tables. The format should not be like an album or a collage of your graphs and tables preceded by the text. The text should come first and should mention the graph or table before the graph or table is presented.
•	Graphs and tables should indicate the proper units and captioned properly. Table captions appear before the table while graphs are captioned as figures right after the graph.
	
1-2	
3	
4	

Tables	
Raw data is disorganized. Tables don’t have the proper labels, captions, and units. Data inputs are also incorrect.	
Raw data pasted or written in table form complete with captions and proper labels. Units are specified for column entries. If calculated values are included then calculations should be correct.	
-	

Graphs	
Graphs don’t have captions. Axes are not labeled properly and units have not been specified. Graphs resulting from miscalculations.	
Graphs are in stock chart format (for most experiments unless specified) with each axis labeled properly with units included	
-	

Results	
Poorly written results, which is not paragraph form and does not have coherence.  Results explained are from wrong data inputs or miscalculations.	
Results are clear with a few details lacking. Minor mistakes in explanations and grammar.	
Short paragraph with findings explained clearly with coherence. Variables with highest and lowest values for that method, statistic, or graph or table may be highlighted. Anomalies in findings may also be included in the results part.	

Discussion (10 points)
•	Discussion should include the “why?” of the results.
•	Should contain all explanations for why the results are such. All possible explanations should be disproved to come up with the most plausible explanation.
•	Guide questions must be answered here.
	
1	
2	

Organization, clarity, and completeness	
Poorly written with no clarity and coherence. Wasn’t able to tie loose knots together and show what the results are actually telling the investigator.	
Results are discussed in a coherent manner in such a way that processes being explained make sense or are clear. 	

	
1	
2-3	
4	

Enumeration of plausible explanations	
Poorly written enumerated one or two.	
Enumerated a few explanations but was not able to exhaust all the possibilities.	
All possible explanations are taken into consideration. Explanations anchor on literature on the topic.	

Ability to deduce the most plausible explanation and convey the bigger picture	
	
Left some lose threads and some questions are unanswered or some facts of the matter were not acknowledged.	
Is able to tie-up concepts together to show a clear picture of what the data is saying.	

Conclusion (5 points)
•	Wraps the study. Must contain what the conclusion is and if the null hypothesis is rejected or accepted. It should also indicate which among the possibilities is the most possible.
•	Recommendations should indicate suggestions for further studies and future investigators working on the same field. 
	
1	
2	
3	

Organization	
Poorly written with no clear picture of what the results are showing.	
Minor mistakes in writing or grammar. Some recommendations but not very substantial. 	
Was able to wrap the discussion with the most plausible explanation for the results. Shows the flaw of the experiment and included recommendations for future study. Was able to reconcile with the initial expectations of the results.	

Recommendations	
Indicated less than 2 relevant recommendations. It could also be that the recommendations were not even related to sampling design.	
Indicated 2 or more relevant recommendations on SAMPLING DESIGN.	

Literature cited (10 points)

1	
2	
3	
4	

Quality	
Two or less than two high quality references (i.e scholarly journal publications and not just websites).	
Three high quality references (i.e scholarly journal publications and not just websites).	
Four high quality references (i.e scholarly journal publications and not just websites).	
Five or more high quality references (i.e scholarly journal publications and not just websites).	

Format	
Wrong format and information all incorrect.	
Information written is not all correct. Minor formatting errors.	
Format is correct with minor corrections.	
Format in correct APA style with complete information.	

Citations	
Literature cited in this section was not cited in the text.	
Literature cited in this section should have been cited in the text.	

Rubric for Poster Presentation

POSTER	

Required 
Elements	
Includes all required elements 
(abstract,methodology, results,
conclusion) (3 pts)	
A required element is missing 
on the poster (2 pts)	
Two required elements are 
missing on the poster (1 pt)	
Several required elements are 
missing (0 pts)	

Labels	
All elements are clearly 
labeled with labels that can be 
read from at least a meter 
away  (3 pts)	
Almost all elements are clearly
labeled with labels that can be
read from at least a meter 
away   (2 pts)	
Almost all elements are clearly 
labeled with labels that may 
not be  read from at least a 
meter away  (1 pt)	
Labels are too small to view or 
no important items were 
labeled (0 pts)	

Graphics	
Tables and figures summarize 
information needed for the 
presentation and can be easily 
read (3 pts)	
Tables and figures summarize
information needed for the 
presentation and may not be 
easily read (2 pts)

	
Includes tables and figures 
that do not summarize the 
information needed; cannot be 
easily read (1 pt)	
There are too many tables and 
figures included; cannot be 
easily read (0 pts)	

Layout	
The poster is exceptionally 
attractive in terms layout, and 
neatness (6 pts)	
The poster is attractive in 
terms of layout and neatness. 
(4 pts)	
The poster is acceptably 
attractive but some elements 
are cluttered (2 pts)	
The poster is not attractive 
and the elements are 
cluttered. (0 pts)	

Grammar	
There are no grammatical 
errors on the poster (3 pts)	
There are 1-2 grammatical 
errors on the poster.(2 pts)	
There are 3-4 grammatical 
errors on the poster (1 pt)	
There are more than 4 
grammatical errors the poster 
(0pts)	

ORAL PRESENTATION	

Organizati
on	
Presents information in logical, 
interesting sequence (3 pts)	
Presents information in logical 
sequence (2 pts)	
Presents some parts of the 
poster in a manner that may 
confuse the audience (1 pt)
	
Presentation is difficult to 
understand (0 pts)	

Subject 
Knowledge	
Demonstrates full knowledge 
by answering all questions 
with explanations and 
elaboration (6 pts)	
Student is at ease with 
expected answers to all 
questions, but fails to 
elaborate (4 pts)	
Student is uncomfortable with 
information and is able to 
answer only rudimentary 
questions (2 pts)	
Student does not have grasp 
of information; student cannot 
answer questions about 
subject (0 pts)	

Eye 
Contact	
Maintains eye contact with 
audience, seldom returns to 
poster (3 pts)	
Maintains eye contact most of 
the time but frequently returns 
to poster (2 pts	
Occasionally uses eye 
contact, but still reads most of 
the poster (1 pt)	
Student reads all of the poster 
with no eye contact (0 pts)	

QUESTIONING	

Questions	
Developed three thoughtful 
questions that demonstrated 
understanding 
of the presentation (3 pts)	
Developed two thoughtful 
questions that demonstrated 
understanding 
of the presentation (2 pts)	
Developed one thoughtful 
question that demonstrated 
understanding 
of the presentation (1 pt)	
Developed questions that are 
too general (0 pts)	

	

Additional Requirements	
The student is expected to :
•	take and pass all exams
•	ACTIVELY participate in ALL exercises
•	submit all requirements on time
•	not to incur more than 2.5 weeks of absences
2. Laboratory performance (see grading below) is evaluated on the basis of the following:
o	Journal 
o	Oral presentation (climate)
o	Group report (productivity)
o	Individual (Life table)	

Grading System	
Midterm			25%
Practical			20%
Finals				25%
Poster				10%
Laboratory Performance	             20% 
TOTAL:                                     100%
Passing Grade:                         60%
	Scale:
92-100%	4.0
86-91%	             3.5
80-85%	             3.0
75-79%	             2.5
70-74%	             2.0
65-69%	             1.5
60-64%	             1.0
<60%		 0.0	

Learning Plan	
 
LEARNING OUTCOME	
Laboratory Activities	
WEEK NO.	
Learning Activities	

On completion of these modules, the student is expected to be able to design ecological sampling regimes and experiments, and appreciate the importance of preliminary sampling, adequate sample size, random sampling, stratification, and careful selection of the instruments and methods to use in collecting data while working with a group.  The student is also expected to begin to learn how to keep a proper laboratory journal and make scientific presentations. Required output: A scientific presentation and subsequent discussion with the instructor and class, laboratory journal entries.	
Introduction, House Rules, Orientation on the requirements:
•	The Scientific Report (and Plagiarism),
•	The Scientific Poster,
•	The Laboratory Worksheets
•	Discussion on data collection for Life Tables for later processing.
Accuracy and Precision Exercise: Laboratory application and demonstration with the use of glassware
Introduction to Experimental and Sampling Designs.  Basic Statistics, Graphing, Significant Digits.  Take home problems.
 Accuracy and Precision: Field application through Transect and Quadrat Sampling
 Group Discussions on Accuracy and precision (Laboratory and Field applications)	
1-2	
Orientation to the course

Pre-laboratory lecture on the following: 
•	Review of basic statistics
•	Accuracy vs. precision
•	Scientific Method
•	Laboratory application of accuracy and precision
•	Introduction to the transect-quadrat method

Post-laboratory discussion and demonstration of the use of Microsoft Excel for data processing

 Group presentation

	
Meteorological Parameters and Ecological Scales and Sampling Design
Group Discussions on Meteorology Report	
2-3	
Pre-laboratory discussion

Sampling of meteorological conditions in selected locations in campus

Group presentation and Post-laboratory discussion	

Upon completion of the Predator-prey exercise, the student is expected to be able to understand how natural selection works in predator-prey systems.
	
 Predator-Prey/Selection Exercise
 Presentation and discussion; submission of predator-prey report	
3-4	
Pre-laboratory discussion

Simulation of predator-prey relationships in an outdoor and open space in campus

Group presentation and Post-laboratory discussion	

Upon completion of the series of exercises on aquatic systems, the student is expected to be able to use these techniques as experimentation tools hand-in-hand with what they learned in sampling design in the first module. The application of such shall be evaluated by taking the students to a river or an estuary where they will conduct their own experiment assessing nutrient budget and pollution in that body of water. The students are expected to demonstrate collaborative attitude and show initiative while working in the field. The students are expected to submit a written report and present orally on their findings.
	
Dissolved Oxygen and Aquatic Productivity: Light and Dark Bottle Method.
Group discussions on results	
4-5	
Pre-laboratory discussion

Processing of water samples from aquarium

Group presentation and Post-laboratory discussion	

Nutrients :  Phosphate, Silicate	
5-6	
Pre-laboratory discussion

Preparation of standards for the spectrophotometry of Phosphate and Silicate

Demonstration of the use of Microsoft Excel for Linear Regression	

Group discussion on results
Lecture on Productivity, Discharge Rate Computations, and Linear regression.
 Practical Exam
Written Exam
 Group Planning for Productivity.  Field Trip	
6-8	
Group presentation and Post-laboratory discussion

	
 Processing of fieldtrip samples
 Data analysis from productivity field trip
 Free day from field trip	
8-9	
Guided processing of fieldtrip samples	

Upon completion of these activities, the student is expected to be able to understand how systems work in the community. The student is expected to be able to show and explain trends in the life history of the population. 	
Life Table Exercise
 Group discussion on Life Tables	
9-10	
Lecture and Microsoft Excel demonstration of the computing for life tables

Self-computation of  female and male life tables

Group presentation and Post-laboratory discussion	

Stella Exercise :  Population Growth and Biogeochemical Cycles (CDs available for independent work)	
10	
Pre-laboratory discussion and demonstration of the program

Upon completion of these activities, the student is expected to able to deliver his/her scientific work to an audience in the way presentations are made during scientific conferences. They are also expected to be able to criticize the soundness of the methodology of published works assigned to them.	
Poster Session :  Current Contents Journal Topics as selected by instructor
 Field trip reporting	
10-12	
Oral presentations of field trip findings 

Oral presentation of the scientific poster 	

	Finals	
13	
Written comprehensive final exam	

References	

Brower, J.E. and Zar, J.H.  (1977) Field and laboratory methods for general ecology. Iowa: W. C. Brown Co.

Krebs, C.J. (1999). Ecological Methodology. (2nd Ed.) Addison-Wesley Educational Publishers Inc.

Krohne DT (2012). General Ecology. 2nd Edition. Cengage Learning Asia Pte.

Miller GT and Spoolman SE. (2010). Environmental science 13th edition. Belmont, California: Brooks Cole Cengage Learning

Richter M, U Weiland (eds.) (2012). Applied urban ecology : a global framework. Wiley-Blackwell.
Townsend CR (2008) Ecological applications : Toward a sustainable world. Blackwell Pub.

van Woesik R., J. Gilner, and AJ Hooten (2009) Standard operating procedures for repeated measures of process and state variables of coral reef environments. World Bank-Global Environment Facility Coral Reef Targeted Research and Capacity Building for Management Program.  The University of Queensland, St Lucia, Qld 4072, Australia. 35 pp. (available at www.gefcoral.org)	

Online Resources	

Isee systems. (2012). STELLA. Available from: http://www.iseesystems.com/softwares/Education/StellaSoftware.aspx

van Woesik R., J. Gilner, and AJ Hooten. 2009. Standard operating procedures for repeated measures of process and state variables of coral reef environments (available at www.gefcoral.org)	

Class Policies	
•	Wear laboratory gown at all times.
•	Abide by the institutionalized laboratory house rules.
•	Honesty must be practiced in the laboratory especially in reporting data, observations, and interpreting results. 
•	Absences and tardiness are not accepted.
•	The policies on academic honesty, attendance, and behavior, as stipulated in your Student Handbook, are honored in this course.
•	Proper decorum is to be observed among peers in all activities.
•	Show of initiative and participation is a big plus. 
•	The use of mobile phones and other electronic devices is not allowed during class hours, unless necessary or upon the teacher’s approval.	

Approved by:

Dr. Mary Jane C. Flores
Chair, Department of Biology