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Catalog Description Also known as ESS 14 Advisory: Eligibility for ENGL C1000 Hours: 108 (54 lecture, 54 laboratory) Description: Introduction to the study of biology and ecology of organisms and ecosystems of the world, with an emphasis on California. Special focus on significance of functioning ecosystems and human influence on the environment. May include field trips during or in lieu of lab time. (CSU, UC) Course Student Learning Outcomes CSLO #1: Evaluate and assess the biophysiographic characteristics and limiting factors of the major ecosystems of California. CSLO #2: Evaluate the impacts of humans on the environment. CSLO #3: Judge the effects of geology, climate, weather and ecological interactions on the natural history of organisms and environments. CSLO #4: Justify the role that evolution plays in the natural history and conservation of organisms. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Lecture Objectives: 1. Compare the definitions of natural history and conservation and evaluate the use of each in biology and environmental studies. (Outline Ia, Ib) 2. Explain the importance of biodiversity to ecosystems and humans. (Outline Ia, Ib, Ic, Id) 3. Evaluate the anthropomorphic threats to biodiversity and propose ways to combat those threats. (Outline Ia, Ib, Ic, Id) 4. Use the major lines of evidence for evolution to defend the theory. (Outline Ie) 5. Draw correlations to illustrate the relationships between evolutionary history, natural history, and ecology. (Outline Ie) 6. Evaluate the contributions of the people who shaped early view points regarding the environment, the land ethic, forestry practices, conservation and preservationist movements. (Outline If) 7. Compare the processes used to do conservation of land and species and discuss the efficacy of each. (Outline Ig) 8. Explain the role that geological processes play in the building of ecosystems and in defining the boundaries of the same. (Outline IIa, IIb) 9. Judge the geological factors, limiting factors, major ecological services provided, threats to, indicator species of and geographical regions where found in the major ecological regions of California: coastal environments, coastal forests, Central Valley, Sierra Nevada, aquatic systems, and deserts. (Outline IIc, IIIa, IIIb, IIIc, IIId, IIIe, IIIf, IIIg, IIIh) 10. Evaluate the impacts of the Gold Rush on California. (Outline IIId) 11. Evaluate the politics of water reclamation and utilization efforts by humans in the west. (Outline IIIe) 12. Diagnose the effects of urbanization and how this process has changed over the last 50 years. (Outline IVa, IVb, IVc) 13. Evaluate the global and regional processes that affect the climate and how those processes are affected by climate change. (Outline IIb) 14. Evaluate the effects of climate change on the natural and human built world and living things. (Outline Ic, IIb) 15. Identify on a map the major geographical features of California. (Outline IIc) Laboratory Objectives: 1. Identify groups (family, genera, species) using taxonomic keys and field guides. (Lab Outline III) 2. Develop, implement and test a scientific hypothesis. (Lab Outline I) 3. Apply the major ecological principles and the biotic and abiotic factors that regulate natural ecosystems. (Lab Outline II) 4. Analyze the macroinvertebrate fauna of a freshwater ecosystem and use those data to determine the relative health of the system. (Lab Outline XIII) 5. Utilize specimens in the museum to demonstrate evidence of evolution. (Lab Outline IV) 6. Evaluate the adaptations of plants, birds and mammals that enable them to fulfill their niche and the evolutionary processes that led to those adaptations. (Lab Outline X, XI, XII) 7. Design a preserve for the conservation of a species. (Lab Outline VI, IX, XIV) 8. Develop a conservation area considering the interests of all stakeholders involved. (Lab Outline XVII) 9. Demonstrate the role that geological processes play in the building of ecosystems and in defining the boundaries of the same. (Lab Outline VII) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Find an example of a well-known conservationist. That person can be someone you are already familiar with or it can be someone you found through an internet search. What did that person do to become so well known? When you thought of your conservationist, were they white or were they a person of color? If you did a search for conservationists, were the people you read about mostly white? Why do you suppose that is? If conservation work is being done by western agencies in other countries, how important is it to have conservationists from that country working on or leading the project? How common is it to actually have local people's heading up projects in other countries? For your original post, select one of the topics above. Do some research on that topic. Post what you learned. Please include the links to any of the sites that you used. Your post should be written in a way as to educate the other people in this class about your selected topic. For your reply, select a post by another student who selected a topic different than your own. Review their post and any associated links. Construct a reply based upon what you learned from that post. Your reply should add substance to the conversation or your reply can be a question based upon what you learned but if you post a question, you will need to spend a little bit of time researching the answer. Please provide the answer in your post. Either way, your post should work to move the conversation forward. Essay Examinations Example: Why do floods typically follow fires in the redwood forest? How do these trees cope with the floods? Objective Examinations Example: Sandy soils, out of reach of sea spray, in areas which are prone to fire and flood, which receive large amounts of precipitation, would be perfect for which type of community? A. closed-cone forest B. redwood forest C. grasslands D. chaparral Projects Example: Students will visit a local, natural environment and record, with a photograph or a drawing, 5 plants and 5 animals of the region. The students will provide both the scientific and common names for each species identified. Students will need to annotate each image, providing information on what characteristics that they used to help in their identification of that species. Additionally, students will need to record basic behavioral information for animals and basic location information for plants. Reports Example: For a taxonomy lab students will need to go outside and identify 5 organisms. They can all be plants or they can all be animals. Where they locate these organisms is totally up to them and they do not need to all be from the same location. Students will need to submit the images they took of the organisms they find or draw out pictures of what they saw. Those images will need to be annotated. Each image needs to also be accompanied by the common and scientific name for each species. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: To address lab objective #6, "Utilize specimens in the museum to demonstrate evidence of evolution", the instructor might show students (either in person or via video) specimens that demonstrate changes in a lineage over time, such as the evolution of modern cetaceans from four-legged terrestrial ancestors, the change in body size and number of digits seen in the horse family, etc. Alternatively, the instructor could develop an assignment that asks students to find such evidence in the Museum, and then guide students in this activity. Lecture: To address lecture objective #8, "Explain the role that geological processes play in the building of ecosystems and in defining the boundaries of the same", the instructor might provide background information on basic geological processes in a lecture setting, and then facilitate a discussion that applies those basic principles to a particular location (such as the Sierra Nevada or Point Reyes). Distance Learning To address lecture objective #1, "Compare the definitions of natural history and conservation and evaluate the use of each in biology and environmental studies", the instructor might prepare an online lecture providing an overview of the fields of natural history and conservation, providing pertinent examples illustrating the connection of these fields to basic concepts covered in biology and environmental studies courses. This lecture could involve a slide presentation and pertinent video or audio material. Students will evaluate and then discuss (in an online discussion board) the principles that effect the ecosystem and environment where they live. Typical Out of Class Assignments Reading Assignments 1. Read the provided State Park proposal for the development of a new state park and be prepared to debate the merits of the proposal. 2. Read "Thinking Like a Mountain" by Aldo Leopold. Evaluate how Leopold's own feelings about the environment were shaped by his experiences. Writing, Problem Solving or Performance 1. Visit the CIA Factbook website and collect the data found there on the 20 countries provided in lab. Use these data to determine if a relationship exists between education level, GDP, and age at reproduction and overall population size. 2. Evaluate how necessary it is to have a connection to nature in order to take part in conservation. If a connection is needed, how can conservation happen without the buy in of all parties? Write an argumentative essay discussing how to get buy in from those connected to nature and those who do not feel a connection to nature in order to do conservation. Other (Term projects, research papers, portfolios, etc.) Term project: Visit at least 2 ecosystems. Evaluate and compare each based upon the biodiversity of the area, the abiotic factors and management of each in a field notebook. Required Materials A Primer of Conservation Biology Author: Primack Publisher: Sinauer and Associates Publication Date: 2012 Text Edition: 5th Classic Textbook?: OER Link: OER: A Natural History of California Author: Schoenherr Publisher: University of California Press Publication Date: 2017 Text Edition: 3rd Classic Textbook?: OER Link: OER: A Field Guide to Sierra Nevada Author: Laws Publisher: California Academy of Sciences Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

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 Also known as BIOL 14 Advisory: Eligibility for ENGL C1000 Hours: 108 (54 lecture, 54 laboratory) Description: Introduction to the study of biology and ecology of organisms and ecosystems of the world, with an emphasis on California. Special focus on significance of functioning ecosystems and human influence on the environment. May include field trips during or in lieu of lab time. (CSU, UC) Course Student Learning Outcomes CSLO #1: Evaluate and assess the biophysiographic characteristics and limiting factors of the major ecosystems of California. CSLO #2: Evaluate the impacts of humans on the environment. CSLO #3: Judge the effects of geology, climate, weather and ecological interactions on the natural history of organisms and environments. CSLO #4: Justify the role that evolution plays in the natural history and conservation of organisms. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Lecture Objectives: 1. Compare the definitions of natural history and conservation and evaluate the use of each in biology and environmental studies. (Outline Ia, Ib) 2. Explain the importance of biodiversity to ecosystems and humans. (Outline Ia, Ib, Ic, Id) 3. Evaluate the anthropomorphic threats to biodiversity and propose ways to combat those threats. (Outline Ia, Ib, Ic, Id) 4. Use the major lines of evidence for evolution to defend the theory. (Outline Ie) 5. Draw correlations to illustrate the relationships between evolutionary history, natural history, and ecology. (Outline Ie) 6. Evaluate the contributions of the people who shaped early view points regarding the environment, the land ethic, forestry practices, conservation and preservationist movements. (Outline If) 7. Compare the processes used to do conservation of land and species and discuss the efficacy of each. (Outline Ig) 8. Explain the role that geological processes play in the building of ecosystems and in defining the boundaries of the same. (Outline IIa, IIb) 9. Judge the geological factors, limiting factors, major ecological services provided, threats to, indicator species of and geographical regions where found in the major ecological regions of California: coastal environments, coastal forests, Central Valley, Sierra Nevada, aquatic systems, and deserts. (Outline IIc, IIIa, IIIb, IIIc, IIId, IIIe, IIIf, IIIg, IIIh) 10. Evaluate the impacts of the Gold Rush on California. (Outline IIId) 11. Evaluate the politics of water reclamation and utilization efforts by humans in the west. (Outline IIIe) 12. Diagnose the effects of urbanization and how this process has changed over the last 50 years. (Outline IVa, IVb, IVc) 13. Evaluate the global and regional processes that affect the climate and how those processes are affected by climate change. (Outline IIb) 14. Evaluate the effects of climate change on the natural and human built world and living things. (Outline Ic, IIb) 15. Identify on a map the major geographical features of California. (Outline IIc) Laboratory Objectives: 1. Identify groups (family, genera, species) using taxonomic keys and field guides. (Lab Outline III) 2. Develop, implement and test a scientific hypothesis. (Lab Outline I) 3. Apply the major ecological principles and the biotic and abiotic factors that regulate natural ecosystems. (Lab Outline II) 4. Analyze the macroinvertebrate fauna of a freshwater ecosystem and use those data to determine the relative health of the system. (Lab Outline XIII) 5. Utilize specimens in the museum to demonstrate evidence of evolution. (Lab Outline IV) 6. Evaluate the adaptations of plants, birds and mammals that enable them to fulfill their niche and the evolutionary processes that led to those adaptations. (Lab Outline X, XI, XII) 7. Design a preserve for the conservation of a species. (Lab Outline VI, IX, XIV) 8. Develop a conservation area considering the interests of all stakeholders involved. (Lab Outline XVII) 9. Demonstrate the role that geological processes play in the building of ecosystems and in defining the boundaries of the same. (Lab Outline VII) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Find an example of a well-known conservationist. That person can be someone you are already familiar with or it can be someone you found through an internet search. What did that person do to become so well known? When you thought of your conservationist, were they white or were they a person of color? If you did a search for conservationists, were the people you read about mostly white? Why do you suppose that is? If conservation work is being done by western agencies in other countries, how important is it to have conservationists from that country working on or leading the project? How common is it to actually have local people's heading up projects in other countries? For your original post, select one of the topics above. Do some research on that topic. Post what you learned. Please include the links to any of the sites that you used. Your post should be written in a way as to educate the other people in this class about your selected topic. For your reply, select a post by another student who selected a topic different than your own. Review their post and any associated links. Construct a reply based upon what you learned from that post. Your reply should add substance to the conversation or your reply can be a question based upon what you learned but if you post a question, you will need to spend a little bit of time researching the answer. Please provide the answer in your post. Either way, your post should work to move the conversation forward. Essay Examinations Example: Why do floods typically follow fires in the redwood forest? How do these trees cope with the floods? Objective Examinations Example: Sandy soils, out of reach of sea spray, in areas which are prone to fire and flood, which receive large amounts of precipitation, would be perfect for which type of community? A. closed-cone forest B. redwood forest C. grasslands D. chaparral Projects Example: Students will visit a local, natural environment and record, with a photograph or a drawing, 5 plants and 5 animals of the region. The students will provide both the scientific and common names for each species identified. Students will need to annotate each image, providing information on what characteristics that they used to help in their identification of that species. Additionally, students will need to record basic behavioral information for animals and basic location information for plants. Reports Example: For a taxonomy lab students will need to go outside and identify 5 organisms. They can all be plants or they can all be animals. Where they locate these organisms is totally up to them and they do not need to all be from the same location. Students will need to submit the images they took of the organisms they find or draw out pictures of what they saw. Those images will need to be annotated. Each image needs to also be accompanied by the common and scientific name for each species. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: To address lab objective #6, "Utilize specimens in the museum to demonstrate evidence of evolution", the instructor might show students (either in person or via video) specimens that demonstrate changes in a lineage over time, such as the evolution of modern cetaceans from four-legged terrestrial ancestors, the change in body size and number of digits seen in the horse family, etc. Alternatively, the instructor could develop an assignment that asks students to find such evidence in the Museum, and then guide students in this activity. Lecture: To address lecture objective #8, "Explain the role that geological processes play in the building of ecosystems and in defining the boundaries of the same", the instructor might provide background information on basic geological processes in a lecture setting, and then facilitate a discussion that applies those basic principles to a particular location (such as the Sierra Nevada or Point Reyes). Distance Learning To address lecture objective #1, "Compare the definitions of natural history and conservation and evaluate the use of each in biology and environmental studies", the instructor might prepare an online lecture providing an overview of the fields of natural history and conservation, providing pertinent examples illustrating the connection of these fields to basic concepts covered in biology and environmental studies courses. This lecture could involve a slide presentation and pertinent video or audio material. Students will evaluate and then discuss (in an online discussion board) the principles that effect the ecosystem and environment where they live. Typical Out of Class Assignments Reading Assignments 1. Read the provided State Park proposal for the development of a new state park and be prepared to debate the merits of the proposal. 2. Read "Thinking Like a Mountain" by Aldo Leopold. Evaluate how Leopold's own feelings about the environment were shaped by his experiences. Writing, Problem Solving or Performance 1. Visit the CIA Factbook website and collect the data found there on the 20 countries provided in lab. Use these data to determine if a relationship exists between education level, GDP, and age at reproduction and overall population size. 2. Evaluate how necessary it is to have a connection to nature in order to take part in conservation. If a connection is needed, how can conservation happen without the buy in of all parties? Write an argumentative essay discussing how to get buy in from those connected to nature and those who do not feel a connection to nature in order to do conservation. Other (Term projects, research papers, portfolios, etc.) Term project: Visit at least 2 ecosystems. Evaluate and compare each based upon the biodiversity of the area, the abiotic factors and management of each in a field notebook. Required Materials A Primer of Conservation Biology Author: Primack Publisher: Sinauer and Associates Publication Date: 2012 Text Edition: 5th Classic Textbook?: OER Link: OER: A Natural History of California Author: Schoenherr Publisher: University of California Press Publication Date: 2017 Text Edition: 3rd Classic Textbook?: OER Link: OER: A Field Guide to Sierra Nevada Author: Laws Publisher: California Academy of Sciences Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.