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Catalog Description Also known as ESS 0012 Advisory: Completion of BIOL 0014 or ESS 0014 strongly recommended Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to methods for sampling and studying environmental parameters of ecosystems and organisms. Provides experience with quantitative and qualitative field research techniques and procedures applicable to environmental assessment and population monitoring and proper reporting methods. Field trips required. Students may be required to provide their own transportation. (CSU) Course Student Learning Outcomes CSLO #1: Synthesize data to critique, develop and evaluate a scientific hypothesis. CSLO #2: Evaluate the current standards and methods used to do field studies and determine which methods are best applied to different situations following proper ethical considerations as well as State and Federal regulations. CSLO #3: Synthesize ecological information and utilize the same to evaluate biological systems and populations. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Students will demonstrate acquired knowledge and skills via their performance on lecture exams, laboratory/field practicums, laboratory/field reports/write-ups, quizzes, research reports, projects, identifications and problem calculations. Lecture Objectives: 1. Judge the differences between a null and alternative hypothesis (Lecture Outline Ia,b). 2. Evaluate the feasibility of a scientific hypothesis for scientific effectiveness and cost effectiveness (Lecture Outline Ic,d,e). 3. Discuss legal and ethical issues regarding field ecology (Lecture Outline If,g). 4. Describe ecological factors related to population growth and interactions between species (Lecture Outline IIa,b). 5. Identify ecological units and subunits (Lecture Outline IIa,b, IIIa,b,c,d). 6. Determine which statistical tests are best applicable to different types of ecological field studies (Lecture Outline IIIa,b,c,d). a 7. Write a scientific proposal and a scientific paper based upon data collected doing research (Lecture Outline Ia,b,c,d,e,f,g; IIIa,b,c,d; IVa; VIa,b,c). 8. Locate and analyze a scientific paper written on original research from a primary source journal (Lecture Outline IVa,b,c). 9. Analyze charts and graphs as part of an analysis of the results of a research study (Lecture Outline IVc; VIc). 10. Explain the use of maps for the identification of home range units, vegetation characteristics and management plans. (Lecture Outline VIIa,b,c,d). 11. Analyze the efficacy of the standards and methods utilized to research plants and animals (Lecture Outline VIII a,b,c,d,e,f). 12. Determine the best standards and methods for assessing plants and animals (Lecture Outline VIII a,b,c,d,e,f). Laboratory Objectives: 1. Develop and implement a research project utilizing the methods described in the course (Lab Outline Ia). 2. Utilize a t-test, Mann Whitney U, Chi-square test, ANOVA, regression analysis, and population estimators in a statistical analysis of data provided and collected in the field (Lab Outine IIIa,b,c,d). 3. Develop graphs and charts to display data in a meaningful way (Lab Outline Ia; IIIa,b,c,d). 4. Complete an application for a scientific collecting permit and discuss the legal issues surrounding the restrictions of that permit (Lab Outline Ia). 5. Maintain a field journal and/or data sheets for the collection of field observations and the collection of data (Lab Outline Ia, VIa,b,c,d,e,f). 6. Utilize taxonomic keys and field guides for the identification of species (Lab Outline Va). 7. Write a taxonomic key (Lab Outline Va). 8. Implement a scientific research project based upon a written proposal (Lab Outline Ia; IIb, IIIa,b,c,d; IVa,b,c,d;V; VIa,b,c,d,e,f). 9. Use a map and compass in the field to determine a location on a map and to find a mapped location in the field (Lab Outline Va). 10. Use maps to map telemetry data, home ranges, and vegetation(Lab Outline IV ,b,c,d). 11. Analyze the efficacy of the standards and methods utilized to research plants and animals (Lab Outline VIa,b,c,d,e,f). 12. Determine the best standards and methods for assessing plants and animals (Lab Outline VIa,b,c,d,e,f). 13. Utilize techniques for the sampling of plants and animals in the field for data collection related to field study (Lab Outline VIa,b,c,d,e,f).   General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Lecture Objective #2 Evaluate the feasibility of a scientific hypothesis for scientific effectiveness and cost effectiveness. Students will present the scientific hypothesis they would like to test for their term project. Through discussion directed by the instructor the students in the class will discuss the feasibility of the project and help to brainstorm methods by which the work could be completed. Essay Examinations Example: Lecture Objective #3 Discuss legal and ethical issues regarding field ecology. Essay Question: Your manager has informed you that they would like you to conduct a mark/recapture survey on the local white footed woodrat population but anecdotal information suggests that this population of organisms is sensitive to certain to certain types of handling techniques. Propose a method for the assessment of the size of this population that is mindful of the needs of the population. Objective Examinations Example: Lecture Objective #6 Determine which statistical tests are best applicable to different types of ecological field studies. Objective Question: Which of the following statistical tests would be best for determining potential selection of habitat? a. Mann-Whitney Test b. Chi-square test. c. t-test. d. ANOVA Projects Example: Laboratory Objective #1 Develop and implement a research project utilizing the methods described in the course. Students will develop an original research paper based upon a hypothesis they developed. They will present the data they collected and analyzed in the proper scientific format. Papers will be evaluated on content, structure, readability, level of communication and peer review. Reports Example: Lab Objective #1: Develop and implement a research project utilizing the methods described in the course. Students will develop a hypothesis that they will spend the semester testing. Students will summarize their experience in a report presented at the end of the term. This report will be presented in standard scientific journaling format: abstract, introduction, materials and methods, results, discussion, literature cited. The report will be graded using a rubric and assigned points. Skill Demonstrations Example: Laboratory Objective #9 Use a map and compass in the field to determine a location on a map and to find a mapped location in the field. Students will be provided with maps marked with locations in the field. The students will then navigate to those locations using the map and a compass. Students will then be taken to a location not previously utilized. At that location, the students will be asked to identify their location on a map using local landmarks and features. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Laboratory Objective #9: Use a map and compass in the field to determine a location on a map and to find a mapped location in the field. Students will travel to the field and be given a map of the area. Students will use landmarks in the area to triangulate their position. Once their position on the map has been determined, they will calculate the UTM coordinates of that location. During this process the instructor will guide students through their calculations and the identification of useful landmarks. Instructor will also discuss the importance of being able to locate your position of a map in the field. Safety issues and protocols will also be discussed. Lecture: Lecture Objective #3: Discuss legal and ethical issues regarding field ecology. Students will be presented with a case study by the instructor for analysis. Legal and ethical issues of the study will be discussed. Students will later design a field project that considers the legal and ethical issues surrounding that project. Instructor will facilitate the peer review of each other’s projects. Projects will be revised accordingly. Distance Learning Lecture Objective #9: Analyze charts and graphs as part of an analysis of the results of a research study. Instruction will be given regarding the interpretation of graphs and tables for the presentation of data. The instructor will present well constructed and poorly constructed tables and graphs and identify the differences between the two. Students will then visit the website "The World in Data". They will select a graph and a chart to analyze from the site. In the discussion board the students will present the graph and chart they selected and identify the main components of each. The students will then discuss the efficacy of how the data was presented. Typical Out of Class Assignments Reading Assignments 1. Review a selected scientific article from a peer reviewed journal. Be able to identify the hypothesis that was tested, whether or not the hypothesis was supported, and the methodology used to test the hypothesis. Demonstrate knowledge of the basic structure of a scientific paper by listing the type of information contained within each section. 2. Critically analyze and edit a proposal submitted by another student in class. Provide useful corrections and guidance to that student that will aid in the further development of their proposal. Writing, Problem Solving or Performance 1. Complete an application for a Scientific Collecting Permit from the California Department of Fish and Game. 2. Write a scientific proposal for original research to be conducted during the course of the semester. The proposal must contain sections relatable to a scientific paper. The proposal must outline a project that can be conducted by the student. The proposal also must contain primary source articles for background and support. Other (Term projects, research papers, portfolios, etc.) 1. Conduct original research in Field Ecology and write a scientific paper based upon that research. The paper must contain primary source articles for background and support. Required Materials Practical Field Ecology: A Project Guide Author: Philip Wheater, James Bell and Penny Cook Publisher: Wiley Publication Date: 2020 Text Edition: 2nd Classic Textbook?: OER Link: OER: Practical Statistics for Field Biology Author: Fowler, Cohen and Jarvis Publisher: Wiley Publication Date: 1998 Text Edition: 2nd Classic Textbook?: OER Link: OER: Writing Papers in the Biological Sciences Author: McMillan Publisher: Bedford/St. Martin's Publication Date: 2020 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as BIOL 13A Advisory: Completion of BIOL/ESS 14, ESS 1 or ESS 10 with grade of "C" or better Hours: 18 lecture Description: Survey of major California environmental regulations and relevant federal regulations. Designed using case study analyses to explore environmental laws applicable to water, land and air resources. (CSU) Course Student Learning Outcomes CSLO #1: Outline the role of each of the regulatory agencies that enforce environmental policy. CSLO #2: Evaluate the function and effectiveness of the major pieces of Federal and State environmental legislation. CSLO #3: Describe environmental racism and justice and the resulting unequal application of environmental policy. CSLO #4: Evaluate environmental issues needing the greatest attention in the future and propose regulatory solutions to those problems. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives 1. Analyze and evaluate data from a case study - present findings to class; 2. Identify the acronyms for major environmental regulations; 3. Identify the natural resources affected by specific types of chemical releases/spills or physical impacts to the environment; 4. Identify the acronyms for regional, state, and federal regulatory agencies responsible for enforcing environmental laws; 5. Differentiate the environmental laws that apply to specific examples or case studies; 6. Analyze the legislative background of major environmental laws; 7. Categorize the appropriate regulatory agencies responsible for responding to specific types of chemical releases/spills or physical impacts to the environment; 8. Identify appropriate pollution standards or action levels for air and water pollutants. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: Students will read and summarize the important aspects of a case study. To earn full credit, the student must thoroughly, critically and concisely answer the following questions in 1-2 paragraphs (Rubric Grading): A. What environmental regulations apply to this case or project? B. What regulatory agencies are involved in the project? C. What other parties are involved (e.g., who are the "stakeholders")? D. What are the primary concerns regarding the environment? E. How are the environmental concerns/problems being addressed or solved? Projects Example: Students will complete a group project, including paper and presentation. Each group will read a public document (or portion thereof) regarding an environmental case or project (e.g., an Environmental Impact Report). Each group will critically analyze the document and answer questions similar to those for the short reading assignments (see above). Each group will provide a written report of their findings (approx. 5 pages) and give a presentation of their evaluation to the class. In order to effectively answer the required questions, a thorough understanding of the regulations, issues and stakeholders must be demonstrated and critical thinking must be applied. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will guide students through a Case Study: Residents located downstream from a wastewater treatment plant notice dead fish floating in the creek near their houses. There is also an odor coming from the creek. Instructor will lecture and guide students through web activities in order to determine which environmental laws are applicable and describe and/or draw a diagram showing the possible chemical releases that might be taking place. Instructor or guest lecturer will conduct a lecture on water quality regulations, differentiating between the Federal and State Clean Water Acts and the Safe Drinking Water Act. Instructor will then provide students with a current events topic that relates to water quality and will facilitate a discussion where students will be challenged to relate the current events to course topics. Distance Learning Following an online lecture on Clean Water Acts, students will conduct an online discussion about the State and Federal Clean Water Acts authority over a case-study. Typical Out of Class Assignments Reading Assignments 1. Identify and read a newspaper article regarding environmental regulation and be prepared to discuss in class. 2. Read a local environmental impact report for a proposed development and be prepared to discuss. Writing, Problem Solving or Performance 1. Analyze a local case study and determine the validity of the document as it applies to environmental regulation. 2. Write a letter to a political official regarding validity of the environmental regulation in a local environmental impact report. Other (Term projects, research papers, portfolios, etc.) Group project: Each group will read a public document (or portion thereof) regarding an environmental case or project (e.g., an Environmental Impact Report). Each group will analyze the document and answer questions similar to those for the short reading assignments. Each group will provide a written report of their findings (approx. 5 pages) and give a presentation of their evaluation to the class. Most of this assignment will be performed outside of class. The groups will be constructed in one of two ways: A. Each group reads the same public document and takes on the role of one of the involved parties ("stakeholders") in its report and presentation. B. Each group reads a different public document and summarizes its evaluation in the report and presentation. Required Materials Environmental Regulation: Law, Science, and Policy Author: Schroeder, Christopher H.; Alan S. Miller; James P. Leape; Robert V. Percival Publisher: Wolters Kluwer Law & Business Publication Date: 2013 Text Edition: 7th Classic Textbook?: OER Link: OER: Understanding Environmental Policy Author: Steven Cohen Publisher: Columbia University Press Publication Date: 2006 Text Edition: 1st Classic Textbook?: OER Link: OER: The New Environmental Regulation Author: Daniel J. Fiorino Publisher: The MIT Press Publication Date: 2006 Text Edition: 1st Classic Textbook?: OER Link: OER: Selected Environmental Law Statutes, 2018-2019 Educational Edition Author: Robin Craig Publisher: West Academic Publishing Publication Date: 2018 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.