ࡱ> kmj` 4bjbj ;P,'XXXXDDD8|,<\(+++$$$$E$@#\$"^h`G\'+G\XX\\@$@$@$X8$@$$@$@$@$ PQ̂D 0@$$r\0\@$4a!4a@$4a@$H+Lw6@$,)+++G\G\#^+++\@@XXXXXX ANIMAL BEHAVIOR, Biology 476 Fall, 2007, Dr. Christopher Chabot, Boyd 210, X 2864, 535-2864, chrisc@mail Office/Lab hours: M 905-1:15; Others: feel free to stop by anytime; I have an "open-door" policy. COURSE DESCRIPTION TEXTBOOK REQUIRED: Animal Behavior, 5th Edition, Drickamer, Vessey, Jakob, 2002, McGraw Hill. SUGGESTED BOOK: A Short Guide to Writing about Biology (6th Edition), 2007, Pechenik. COURSE FOCUS: In this course we'll become students of animal behavior. We will adopt a comparative approach with two goals: 1) an attempt to understand the ultimate (evolutionary, "why" questions) strategies which different organisms have developed which allow them to survive and propagate, and 2) an attempt to understand the proximate (mechanisms, "how" questions) of behaviors. We will focus on questions such as: How are animals behaviorally adapted to live in their specific environments? Could they survive elsewhere? Along the way we will discuss important concepts and principles which underlie their behavioral strategies. Thus, we will review and expand upon your knowledge of the many fundamental principles of biology - especially ecology and physiology that organisms exploit to their own advantage. Inherent in the structure of the course will be an exploration of classical and current techniques used to assay behavior. There will be numerous handouts throughout the semester. Because of this I strongly suggest that you purchase a 1.5" three ring binder to hold your notes and the handouts (I will generally three-hole punch the handouts). This will enable you to place your handouts in areas of supporting notes and to decrease the chance of losing them. This is a "W(riting)" course: The development of your writing skills will be an integral component of this course: "In order to communicate effectively, students need to learn the conventions of their own discipline or profession. They need to learn how to write like an educator, a social worker, a biologist, an historian, or a literary critic, for example. Students take a three-credit (minimum) Writing (W) course within their major that contains significant writing experiences appropriate to the discipline. These experiences should be based on Writing Across the Curriculum activities, for example, free-writing, outlining, writing multiple drafts, responding to feedback, and creating a finished product. In addition to extending the process of developing writing skills, W courses also emphasize writing to learn in the discipline." (Excerpted directly from the General Education Handbook) 1) The class examinations will be in short answer and essay format and will test your ability to construct logical arguments in a well-organized written format; 2) The laboratories will help you to develop the ability to write scientific papers as well as to strengthen your ability to write concisely and precisely (see below for additional information). 3) Importantly, while you are learning to write, you will also be writing to learn i.e. - as you grapple with how to best write up and support your position on a topic, you will find that the struggle is primarily in fully understanding the underlying content. 4) I may provide several handouts that will summarize what needs to be done in the specific parts of a scientific paper. However, you will want to have available to you the Pechenik book as there are more details and some great examples in that book. 5) Virtually all writers seek feedback on their works in progress. For PSU students, this kind of response is available on a walk-in basis at the Writing and Reading Center, located in the basement of the library (see http://www.plymouth.edu/wrc/ for hours, etc.). Besides offering feedback on drafts, the Center's writing consultants can show you effective ways to revise and edit. They can provide you with help in organization, development of ideas, proofreading, and research. You may drop by at any stage of your writing, even the planning stage. In addition, you must also seek feedback on your writing from your professor and from peers. EXAMS: Exams will be based primarily on classroom lectures and your readings. Generally, you should use the textbook to clarify and supplement lecture material. You are also responsible for assigned readings outside your textbook. All exams will include short answer and essay type questions that will test your ability to use the information that has been presented to you. Examples of past exams are available on line (http://oz.plymouth.edu/~chrisc/). You are responsible for taking the exams as they are scheduled; make-up exams are not allowed. If an emergency prevents you from attending an exam, you must notify the instructor as promptly as possible, otherwise you will receive a grade of zero for that exam. You must, in ALL cases notify the instructor BEFORE missing an exam. Exams can be picked up from the departmental administrative assistant (Shaughn Piper, 2nd floor): 9-11:30 am or 1-3 pm) on the days indicated below (subject to change). You will be able to take the exam in B117 at your convenience. You will be on your own honor not to use information other than what you have stored in the gray matter of your brain; please leave all books and notes at home bring only a couple of writing instruments. You will be required to sign an honor statement. ATTENDANCE Attendance is nearly mandatory and is strongly encouraged in any case. The classes are 3 hours during which we will mix both lab and lecture content on a regular basis. Missing one class would be like missing a whole week! There is virtually always a direct correlation between a students' attendance and their grade. Furthermore, class attendance and participation (especially - asking/answering questions included in your Lab notebook grade) will be taken into account in the case of borderline grades. CLASS GRADING: Class Participation and attendance 5% Exam I 5% Exam II 10% Exam III 10% Final Exam 10% Laboratory Assignments 60% Total: 100% Tentative Course Schedule: Intro: Monarch butterflies and Some History Chapt 1, 2 Sept. 3 Migration, Orientation, Navigation Chapt. 13 Genes and Evolution Chapt 4 Sept. 10 Foraging Behavior Chapter 15 (Lab) Behavioral Genetics Chapt 5 Sept. 17 Control of Behavior Neural Mechanisms Chapt 7 Sept. 24 EXAM 1 Oct. 1-3 Biological Rhythms Chapt 9 (Lab) Behavioral Organization Neurons/Hormones Chapt 8 Oct. 15 EXAM II Nov. 1-3 Development and Learning Chapt 10, 11 Nov. 12 EXAM III Nov. 29-30 Habitat Selection Chapt 14 Nov. 26 Sexual Reproduction and Parental Care Chapt 17 Dec. 3 Final Exam Dec. 18-20 LABORATORY WORK: GOALS: While you are "doing science" this semester, you will develop skills such as those involved in: a) observation and hypothesis generating and testing, b) practical application of statistical methods (Chi-Square, t-Tests, ANOVA, and correlation), c) writing scientific papers (Introductions, Methods, Results and Discussions), d) presenting scientific results orally, and e) using several different software programs (StatView, Excel, PowerPoint, PowerLab Chart, Actimetrics (Activity Recording System), "Poster Making", and of course Word). In addition you will also be involved in a longer "lab" in which you will be asked to design and perform experiment(s), analyze the data, write up and present the results in both an oral and written forms. Additional goals achieved along the way: a) To become familiar with the history of animal behavior as well as several important concepts and principles. b) To gain familiarity with some technology used to measure behavior. c) To gain familiarity with computers and especially software programs used to run experiments, to manipulate data and to present the results. d) To learn about and to use statistics to analyze data e) To gain experience in the technique of writing scientific papers and presenting data orally. f) To gain experience in working with other people to accomplish goals. OVERVIEW The laboratory portion of the course is meant to support and supplement the material that we cover in class. This is not a separate part of the course. I expect that you will have a basic understanding of the information covered in class when you arrive at the beginning of the laboratory session. In general, I will provide background material for you to read and comprehend the week before the scheduled laboratory. Participation in laboratory activities once a week is required. Normally, laboratory exercises cannot be made up. Some laboratory activities will be experimental in nature, while others will be primarily concerned with writing, discussions, presentations, etc. Whenever instructions for each weeks laboratory exercise are handed out prior to laboratory, you will be expected to familiarize yourself with the exercise before you come to the laboratory. ATTENDANCE IS MANDATORY!!! LABORATORY GRADING: Grading will be based on the assignments listed below. In addition, effort, Punctuality, effective communication with professor and peers, and your lab notebook will be worth 40 points. This total (305) will count towards 60% of your total course grade. Be sure that you write in and sign the experimental logbooks that each group will be required to keep for the long term project. TENTATIVE LABORATORY SCHEDULE: ANIMAL BEHAVIOR, F'07 DATE TOPIC___________________________________________________________ Sep. 6 Introduction - Mechanics, Scientific Writing, Literature Searches Finding Food - "Trials of Life" video Field Study #1: Bees and Optimal Foraging Sep. 11 Field Study #1 (cont). Field Study #1- Short report 1st Draft Due 9/12, 10 AM (10) Sep. 13 Biological Rhythms Introduction to Biological Rhythms Introduction to Limulus and Lobster behavior Field Study #1 Short Report last Draft Due9/14, 10 AM (20) Sep. 20 Biological Rhythms (cont) Perform Expt Sep. 27 Biological Rhythms (cont) Continue Expt Methods Draft Due Today (10) Oct. 4 Biological Rhythms (cont) Continue Expt Introduction Draft Due Today (10) Oct. 11 Biological Rhythms (cont) Continue Expt Results and Discussion Draft Due Today (20) Oct. 18 Biological Rhythms (cont) Poster 1st Draft Due (all sections)- Group (10) Continue Expt Oral Presentations- Poster (5) Oct. 25 Biological Rhythms (cont) Poster 2nd Draft Due- Group (20) Oral Presentations- Poster (10) Nov. 1 Biological Rhythms (cont) Nov. 8 Poster - Final Draft to Megaprint by 3 pm (50) Nov. 9 Pick up Poster at MegaPrint Nov. 10 6th Annual Environmental Research Symposium, Bridgewater State College 645 AM-530PM (Leave( return Plymouth) Nov. 15 Sensory Control of Behavior - Lobster Heart rate as proxy Final (individual) Paper due (50) Nov. 29 Model Neuron Sensory report Due (10) Dec. 6 Frog Sciatic Nerve Model Neuron report Due (10) Dec. 13 Field Study #2: Foraging Behavior in Rodents Frog Sciatic Nerve report Due (10) Oral Report in class Dec. 20 Final EXAM time 11:00 am Field Study #2- Foraging Oral Report (20) Total 265     PAGE 1 PAGE 5    ? 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