E-Book #12:

Education of Biology Human Behavioral Ecology Download

Education of Biology Nature General Conference 2001 Edition, Ecology Download

Education of Biology Colleges of the Arts & Sciences – Biological Sciences Evolution & Ecology Download

Education of Biology Ecosystems and Human Health: some findings from the Millennium Ecosystem Assessment Download

Education of Biology Biology 215 General Ecology Download

Education of Biology General Ecology Lab Download

Education of Biology Introduction to Ecology/General Ecology Assignment #3: Due at the beginning of class, Tuesday 9/16/08 You will need to do this quiz with internet access Download

Education of Biology The China Papers, July 2004, Strategies of teaching and learning in General Ecology, Download

Education of Biology MANCHESTER METROPOLITAN UNIVERSITY, DEPARTMENT OF BIOLOGICAL SCIENCES, University Foundation Year 2004/2005, UNIT 61BL0022 BIODIVERSITY AND ECOLOGY, Unit Handbook Download

Education of Biology LIBRARIES REFERENCE GUIDE, General Ecology,Washington State University Download

Education of Biology DEPARTMENT OF FOREST ECOLOGY AND MANAGEMENT UNDERGRADUATE STUDENT HANDBOOK 2005 Download

Education of Biology LECTURE NOTES ON MODULE M1 ”GENERAL ECOLOGY“, 3RD EDITION OCTOBER 2006, PROF. G. WIEGLEB Download

E-Book #11:

Education of Biology Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration? Download

Education of Biology Insight Lessons From the Physics-Education Reform Effort1 Richard R. Hake
__________________________________________________________
Indiana University Download

Education of Biology Ecology Connections University of Calgary Kananaskis Field Stations Alberta Innovation & Science ISRIP Science Awareness & Promotion Program 2 Adapted Primary Literature Download

Education of Biology Cooperative Learning* Richard M. Felder1, and Rebecca Brent2 1Department of Chemical Engineering, N.C. State University, Raleigh, NC 27695-7905 2Education Designs, Inc., Cary, NC 27518 Download

Education of Biology Fomenting Metacognitive Skills through Cooperative Learning in a Scientific Concept-Learning Task using Hypermedia Download

Education of Biology First Year Experience Forum Presentation UniServe Science Teaching and Learning Research Proceedings 126 Group work: horses for courses in first year biology Gary Ellem, School of Environmental and Life Sciences, University of Newcastle, Australia Gary.Ellem@newcastle.edu.au Download

E-Book #10:

Education of Biology climate change Figure Set 1: Cultivation and Soil Carbon Losses Download

Education of Biology What does agriculture have to do with climate change? Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 RESEARCH Evaluating course impact on student environmental values in undergraduate ecology with a novel survey instrument. Robert Humston Download

Education of Biology Ecology education publications ● April 1, 2005 Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 6, February 2009 RESEARCH Assessment of the teaching of evolution by natural selection through a hands-on simulation Lori H. Spindler Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 RESEARCH Evaluating the impact of TIEE activities on student learning: lessons for the instructor. Jaclyn Schnurr Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 6, February 2009 RESEARCH Evaluating a Multi-Component Assessment Framework for Biodiversity Education Hagenbuch, Brian E. Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 6, February 2009 RESEARCH Enhancing science teachers’ understanding of ecosystem interactions with qualitative conceptual models Marion Dresner Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 The TIEE Research Practitioners Project: Faculty investigating active teaching and student learning Deborah A. Morris Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 RESEARCH Assessing gains in undergraduate students’ abilities to analyze graphical data Chris Picone Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 RESEARCH Data-rich case studies improve students’ abilities to interpret graphs in a large non-majors course Judith Bramble Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 RESEARCH Semester-long engagement in science inquiry improves students’ understanding of experimental design Alan B. Griffith Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 5, July 2007 RESEARCH Use of an inquiry-based approach to teaching experimental design concepts in a general ecology course Elizabeth N. Hane Download

Education of Biology Teaching International Students Strategies to enhance learning Sophie Arkoudis Download

Education of Biology Teaching Mathematical Biology in a Summer School for Undergraduates Gerda de Vries and Thomas Hillen Download

Education of Biology IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION, VOL. 49, NO. 4, DECEMBER 2006 Building Science-Relevant Literacy With Technical Writing in High School Tutorial Download

Education of Biology Symposium Presentation UniServe Science Teaching and Learning Research Proceedings 70 Using intervention strategies to engage tertiary biology students in their development of numeric skills Download

Education of Biology HEADS OF UNIVERSITY BIOLOGICAL SCIENCES (HUBS) 27-28 March 2006, University of Exeter Curriculum and the Benchmark/Teaching Field Biology Download

Education of Biology LEARNING AND TEACHING STRATEGY 2002-2005 Download

Education of Biology KURIKULUM 2004 STANDAR KOMPETENSI Mata Pelajaran BIOLOGI SEKOLAH MENENGAH ATAS dan MADRASAH ALIYAH Download

Education of Biology MSU TA A Handbook for MSU Teaching Assistants 2008 – 2009 Fifth Edition Download

Education of Biology Insight, part of Special Feature on Interactive Science Education Lessons from the Physics Education Reform Effort Richard Hake Indiana University Download

Education of Biology Teaching and Learning Engaging Students in Problem-Based Learning MARIA HARPER-MARINICK, PH.D. Download

Education of Biology Balancing assessment of and assessment for learning Enhancement Themes Guides to Integrative Assessment, no 2 Download

Education of Biology Standards for Science Teacher Preparation National Science Teachers Association Revised 2003 Download

Education of Biology The Influence of Cooperative Learning on the Academic Achievement of Chinese Middle School Students Download

Education of Biology Overview of Problem-based Learning: Definitions and Distinctions John R. Savery Download

Education of Biology Cooperative Learning 1 Running head: ASSESSMENT IN THE COLLABORATIVE CLASSROOM Download

Education of Biology Bronson, P. et al., Design and Implementation of a Peer Assessment Tool for Problem Based Learning in Engineering Design and Implementation of a peer assessment tool for Problem Based Learning in Engineering Download

Education of Biology Paper published in Assessment and Evaluation in Higher Education, 24, 4, 413-426 Peer learning and assessment David Boud, Ruth Cohen and Jane Sampson University of Technology, Sydney Download

E-Book #9:

Education of Biology The Alignment of the PLATO Learning Curricula to Praxis II Biology: Content Knowledge (0231, 0232, 0233, 0235) 31971001 31971001.pkg 1/29/2004 Copyright© Download

Education of Biology Increasing learner success with technology supported assessment: findings from the REAP project Catherine Owen, Project Manager www.reap.ac.uk (ms Power Point) Download

Education of Biology Vita Dr. George LaRue Patmor II Murray State University College of Education 3103 Alexander Hall Murray, KY 42071-3340 (Office) 270-809-7042 (Fax) 270-809-3889 (Home) 270-759-8694 george.patmor@coe.murraystate.edu Download

Education of Biology Student Handout 5: Population Growth Rates of the Invasive Lespedeza cuneata in different clipping treatments Download Link : http://www.ziddu.com/download/4248102/Handout5.doc.html Student Handout 6: Elasticity Analysis of Population Growth Rate of the Invasive Lespedeza cuneata Download

Education of Biology Student Handout 3: Population Growth Rate of the Invasive Lespedeza cuneata Download Link : http://www.ziddu.com/download/4248099/Handout3.doc.html Student Handout 4: Instructions for Changing Data in R Program Download

Education of Biology Student Handout 1: Putting Transition Probabilities into a Matrix Download

Education of Biology Student Handout 2: Instructions for using the R Program 'Lespedeza' to calculate population growth rate (λ) Download

Education of Biology Surprises and lessons from the 1988 Yellowstone fires Monica G Turner1, William H Romme2, and Daniel B Tinker3 Download

Education of Biology Teaching Issues and Experiments in Ecology - Volume 3, April 2005 ISSUES : FRONTIERS ISSUE TO TEACH ECOLOGY Landscape Ecology of Large, Infrequent Fires in Yellowstone Park Download

Education of Biology Biocontrol Figure Set 2: What are the effects of herbivory on population growth rate? Download

Education of Biology Biocontrol Figure Set 1: What are the effects of herbivory on individual plant survival and growth? Download

Education of Biology When Biocontrol Isn’t Effective: Making Predictions and Understanding Consequences Download

Education of Biology Title: Figure Set 4: How do wolves impact elk and elk browsing, if not by direct population control? Download

Education of Biology Title: Figure Set 3: Causes of intense elk browsing on cottonwoods and willows during the 20th century. Download

Education of Biology Title: Figure Set 2: Factors influencing suppression and recrutiment of woody riparian vegetation. Download

Education of Biology Title: Figure Set 1: Changes in cottonwood and willow abundance in the 20th century. Download

Education of Biology Title: Of wolves, elk and willows: how predation structures ecosystems Download

Education of Biology climate change Figure Set 5: Global Warming Potential – Temperate Agriculture Download

Education of Biology climate change Figure Set 4 homepage Carbon Sequestration in Agricultural Soils Download

Education of Biology climate change Figure Set 3: Nitrogen Fertilizers Increase Nitrous Oxide Emissions Download

Education of Biology climate change Figure Set 2: Methane Emissions from Agriculture Download

E-Book #8:

Education of Biology ECOLOGY, Tutorial 1 – Ecosystems and nutrient cycles St. John’s College, Geography Prelims, Physical Geography, Michaelmas Term, 2006, Weeks 2,4,6,8, Simon Dadson, simon.dadson@sjc.ox.ac.uk Download

Education of Biology ZO 260 Lab: Evolution, Behavior, and Ecology Section 201, Monday, 12:25-3:10pm Section 202, Monday, 3:35-6:20pm Instructor: Johnny Wilson Download

Education of Biology The Alignment of the PLATO Learning Curricula to Praxis II General Science (0430, 0431, 0432, 0435) 32339001 32339001.pkg 1/29/200 Download

Education of Biology The Alignment of the PLATO Learning Curricula to Praxis II General Science (0430, 0431, 0432, 0435) 32339001 32339001.pkg 1/29/200 Download

Education of Biology BIOL 478 Evolutionary Ecology, Course Outline 2008 Download

Education of Biology Tutorial: Behavior, Ecology & Natural Selection I. Conceptual Framework for Behavior Scientific Perspective - Tinbergen's 4 Question Download

Education of Biology Introductory Manual, 3rd year Zoology, Module ZO301, (comprising ZO313 & ZO314), 2008/2009 Download

Education of Biology ESS and Replicator Dynamics, Tutorial, Pierre Bernhard I3S, University of Nice-Sophia Antipolis and CNRS, France Seminar, march 6, 2008 Download

Education of Biology Module Name: Advanced Course in Biological Oceanography Download

Education of Biology Basic MATLAB tutorial for AKVAMOD partners, Anders Brodin Theoretical Ecology, Lund University Download

Education of Biology Stormwater Management and Site Development Manual External Stakeholder Process Kick-off Meeting Summary Download

E-Book #7:Frontiers Issues to Teach Ecology

Surprises and lessons from the 1988 Yellowstone fires

Monica G Turner1, William H Romme2, and Daniel B Tinker3
The size and severity of the fires in Yellowstone National Park in 1988 surprised ecologists and managers alike. Much has been learned about the causes and consequences of crown fires from studies of the Yellowstone fires, and some results were surprising. Plant cover in burned areas was restored rapidly by native species, making post-fire rehabilitation generally unnecessary and possibly even counterproductive. While 20th-century fire suppression has affected systems like Yellowstone far less than other ecosystems, managing forests, people, and property in wildfire areas is an ongoing challenge. Insights gained and lessons learned from the Yellowstone fires may be applied elsewhere and can help inform fire policy.

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Landscape Ecology of Large, Infrequent Fires in Yellowstone Park

Authored and edited by Charlene D'Avanzo, School of Natural Sciences, Hampshire College, Amherst, MA, 01002 cdavanzo@hampshire.edu

ARTICLE:
Turner, M.G., W.H. Romme, and D.B. Tinker. 2003. Surprises and lessons from the 1988 Yellowstone fires. Frontiers in Ecology and the Environment. 1 (7): 351-358.

ECOLOGICAL CONTENT:
landscape ecology, Yellowstone National Park, fire ecology, patch, disturbance, succession, regeneration, lodgepole pine

TEACHING FOCUS:
Landscape ecology is a relatively new aspect of ecology, and the first author of this paper, Monica Turner, is one of its strong proponents. This would be a good paper for discussion about what landscape ecology is and why it is interesting. The 1988 Yellowstone Fire made headline news and so the topic would draw in students. By working with the figures in this paper students will come to understand how fires produce a mosaic of plant communities and how different plants respond to fire. The Scientific

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E-Book #6:TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY

Title
When Biocontrol Isn’t Effective: Making Predictions and Understanding Consequences

ABSTRACT PAGE

The Issue
Invasive species cause significant ecological and economic harm, and therefore effective management strategies are of utmost importance. One common yet controversial method proposed to control invasive plant species is biological control. This issue explores how relatively short-term ecological research can be combined with matrix modeling to evaluate the likely success of biological control. Students will incorporate actual research data into a modeling program to determine the effects of biocontrol on the population growth rate of an invasive species. Further, they will explore the consequences of introducing an actual biological control agent and discuss the associated risks and benefits. This issue, particularly Figure Set 2, is most appropriate for use in an upper-level ecology or population ecology course.

Ecological Content
biological control, demography, herbivory, indirect effects, invasive species, matrix modeling, population ecology, plant tolerance, trophic cascades

Student-active Approaches
think-pair-share, jigsaw

Student Assessments
essay quiz, one minute paper, concept map

Authors
Michele R. Schutzenhofer1 and Tiffany M. Knight2 Washington University in St. Louis, St. Louis, MO 63130

1- mrschutzenhofer@mckendree.edu
2- tknight@biology2.wustl.edu

Acknowledgements
The authors would like to thank E.A. Pardini and the students in the Population Ecology course at Washington University in St. Louis for encouraging the continued development of this activity and Washington University and the National Research Initiative of the USDA Cooperative State Research, Education and Extension Service, grant number #05-2290, for financial support.
Citation Schutzenhofer, M. R. and T. M. Knight. February 2009, posting date. When Biocontrol Isn’t Effective: Making Predictions and Understanding Consequences.

Teaching Issues and Experiments in Ecology, Vol. 6: Issues
Figure Set #1 [online]. http://tiee.ecoed.net/vol/v6/issues/figure_sets/biocontrol /abstract.html

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FIGURE SET HEADER for Set #1

Figure Set 1: What are the effects of herbivory on individual plant survival and growth?

Purpose: To interpret graphical results and to examine how herbivory affects individual plant survival and growth.
Teaching Approach: Think-pair-share
Cognitive Skills: (see Bloom's Taxonomy) -- Knowledge, Comprehension
Student Assessment: One minute paper

BACKGROUND for Set #1 (back1.html)

Invasive species are species that have been introduced from their native range into an area where they do not have an evolutionary history. Further, invasive species are categorized as highly problematic species, causing both economic and ecological harm (Pimentel et al 2005). There are numerous invasive plant species that have been introduced to the United States that are problematic and need to be managed, including bush honeysuckle (Lonicera maackii), garlic mustard (Alliaria petiolata), and spotted knapweed (Centaurea maculosa). Typical management strategies often include hand-pulling, mowing, chemical spray, or a combination thereof. For some species, these management strategies can be an effective means to reduce the abundance of invasive species, ultimately reducing the negative effects they have on native species and communities. In other cases, typical management strategies are not enough to reduce invasive species’ abundance or are too costly to employ. When such traditional management techniques prove inadequate (based on cost or effectiveness), biological control is often considered a feasible alternative. In plants, for instance, biological control consists of introducing enemies (herbivores), often referred to as biological control agents, from the plant’s native range. The herbivores are meant to “damage” the invasive plant species by consuming plant tissue, reducing plant resources, and therefore curbing its population growth.

One invasive species that is considered highly problematic is Lespedeza cuneata (common name: sericea lespedeza or Chinese lespedeza). Lespedeza cuneata is a perennial legume native to eastern Asia. It was introduced in to the United States in the 1930s to stabilize areas that had been strip mined. It was also recommended the Department of Transportation in many states to use for quickly stabilizing roadsides. While the plant grows quickly in poor soil and requires little maintenance, it is those same traits that also make it an invasive threat. Lespedeza cuneata does not stay put. From the initial plantings, L. cuneata has spread by the movement of animals, hay, and equipment used to cut hay, and through the blowing wind. It can now be found throughout the eastern and Midwestern United States. It encroaches on our native prairies, savannas, glades, woodlands and forests. Normal grassland management practices such as grazing and burning do not adequately control L. cuneata and can actually increase its spread.

Lespedeza cuneata produces prolific amounts of seed, and some of that seed can remain dormant in the soil and germinate at a later time, making it very difficult to eradicate the species once it establishes. Further, L. cuneata makes two different types of seeds: cleistogamous seeds

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FIGURE SET HEADER for Set #2

Figure Set 2: What are the effects of herbivory on population growth rate?

Purpose: To understand how a demographic matrix model works using a modeling program (R). To use demographic modeling to calculate population growth rate for control plants and then modify the model to understand how herbivory treatments change the results. Students will find that individual level consequences (examined in figure set 1) do not always translate into population level consequences. Students will then calculate an elasticity matrix to understand that not all vital rates contribute equally to the population growth rate.

Teaching Approach: Think-pair-share
Cognitive Skills: (see Bloom's Taxonomy) -- Knowledge, Comprehension, Interpretation Student Assessment: essay quiz

BACKGROUND for Set #2 (back2.html)

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FIGURE SET HEADER for Set #3

Figure Set 3: Indirect effects of biological control of knapweed.

Purpose: To allow students to teach each other about the cascading effects resulting from an introduced biological control agent, involving the invasive knapweed, the biological control agent (gall flies), mice, and hantavirus.

Teaching Approach: Jigsaw
Cognitive Skills: (see Bloom's Taxonomy) — Comprehension, Interpretation, Synthesis
Student Assessment: essay quiz, concept map

BACKGROUND for Set #3 (back3.html)

Background

For Instructor and Students

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E-Book #5TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY

Title: Of wolves, elk and willows: how predation structures ecosystems

ABSTRACT PAGE

The Issue
Elimination of top predators (e.g. wolves) from regions like the Greater Yellowstone Ecosystem leads to changes in prey population density and behavior, as well as overall community structure. This issue addresses how ecosystems change when predators are removed, and what happens in such a system when the predators are restored. It is designed to address students’ misconception that predators only influence ecosystems directly through predation. In the Greater Yellowstone Ecosystem, wolves exert impacts not only on their prey (elk) but also on lower trophic levels (e.g. willows).

Ecological Content
predation, trophic cascades, keystone species, direct vs. indirect effects, top-down vs. bottom-up effects, predator control, predation risk, prey behavior

Student-active Approaches
pairs share, hypothesis development, informal group work

Student Assessments
formulate hypotheses, essay quiz, minute paper, and concept map

Author
Cynthia Dott Department of Biology, Fort Lewis College, Durango, CO 81301 Dott_C@fortlewis.edu

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FIGURE SET HEADER for Set #1

Figure Set 1: Changes in cottonwood and willow abundance in the 20th century.

Purpose: To practice interpreting graphical data; to use the data to generate hypotheses about what could have caused a decline in cottonwood and willow recruitment.
Teaching Approach: “Pairs share” and hypothesis development
Cognitive Skills: (see Bloom's Taxonomy) knowledge, comprehension, interpretation, analysis Student Assessment: generate hypotheses

BACKGROUND for Set #1 (back1.html)

Background

Where have the cottonwoods and willows gone?

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FIGURE SET HEADER for Set #2

Figure Set 2: Factors influencing suppression and recrutiment of woody riparian vegetation.

Purpose: To practice interpreting graphical data; to use the data to accept or reject hypotheses about potential causes of cottonwood and willow decline; to refine and revise a hypothesis based on new data.
Teaching Approach: “pairs share” and report out
Cognitive Skills: (see Bloom's Taxonomy) – knowledge, comprehension, interpretation, analysis Student Assessment: essay quiz or minute paper

BACKGROUND for Set #2 (back2.html)

Background

What factors could influence suppression and recruitment of woody riparian vegetation?

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FIGURE SET 3 FIGURE SET HEADER for Set #3

Figure Set 3: Causes of intense elk browsing on cottonwoods and willows during the 20th century.

Purpose: To practice interpreting graphical data; to use the data to address the question of why browsing by elk in Yellowstone was so intense during the 20th century.
Teaching Approach: “pairs share”
Cognitive Skills: (see Bloom's Taxonomy) -- knowledge, comprehension, interpretation
Student Assessment: minute paper or essay quiz

BACKGROUND for Set #3 (back3.html)

Background

Why was elk browsing on cottonwoods and willows so intense during much of the 20th century?

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FIGURE SET 4 FIGURE SET HEADER for Set #4

Figure Set 4: How do wolves impact elk and elk browsing, if not by direct population control?

Purpose: To introduce the idea of indirect effects of predator on prey by changing prey behavior, and of trophic cascades – effects of predators on primary producers; to construct a flow diagram of effect of prey behavioral response to predation on vegetation; to use concept mapping to construct a complex food web for the Greater Yellowstone Ecosystem.

Teaching Approach: informal group work
Cognitive Skills: (see Bloom's Taxonomy) -- knowledge, comprehension, interpretation, application, synthesis
Student Assessment: flow diagram and (optional) concept map

BACKGROUND for Set #4 (back4.html)

Background

How do wolves impact elk and elk browsing, if not by direct population control?

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E-Book #4:TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY

Teaching Issues and Experiments in Ecology - Volume 6, February 2009

RESEARCH
Assessment of the teaching of evolution by natural selection through a hands-on simulation

Lori H. Spindler, Department of Biology
University of Pennsylvania
Philadelphia, PA 19104
lori.spindler@gmail.com

Jennifer H. Doherty, Department of Biology
University of Pennsylvania
Philadelphia, PA 19104
dohertyjh@gmail.com

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Ecology education publications ● April 1, 2005, DOWNLOAD

Teaching Issues and Experiments in Ecology - Volume 5, July 2007

RESEARCH
Evaluating course impact on student environmental
values in undergraduate ecology with a novel survey
instrument.

Robert Humston, Department of Biology
Virginia Military Institute, Lexington, VA 24450
humstonr@vmi.edu

Elena Ortiz-Barney, Department of Biology
Phoenix College, Phoenix, AZ 85013
elena.ortiz-barney@pcmail.maricopa.edu

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TITLE
What does agriculture have to do with climate change?
ABSTRACT PAGE

The Issue
Agriculture is a major contributor of greenhouse gases, Certain management practices can substantially reduce greenhouse gas emissions, but these practices are not always economically viable for farmers.

Ecological Content
Oxidation of soil organic carbon due to agricultural management, sources of methane in agriculture, conversion of soil nitrogen to nitrous oxide, radiative forcing of greenhouse gases, carbon sequestration in agricultural soils, global warming potential from agricultural ecosystems. Other key words include carbon cycle, fertilizer, organic agriculture, no-till, carbon sources and carbon sinks.

Student-active Approaches
Turn to your Neighbor, Think Pair Share, Guided Class Discussion, Paired Think Aloud, Citizen’s Argument

Student Assessments
Short Essay, Minute Paper, Land Management Activity

Authors
Brook J. Wilke1,2 (wilkebro@msu.edu) and Justin Kunkle1,2 (kunkleju@msu.edu) 1 Michigan State University, East Lansing, MI 48824 2 W.K. Kellogg Biological Station, Hickory Corners, MI 49060

Acknowledgements
We thank numerous people at the W.K. Kellogg Biological Station (KBS), including Phil Robertson, Laurel Hartley and Sara Syswerda for inspiration, Drew Corbin for organizing years of data collection and everyone involved in the GK-12 Program, including graduate fellows and teachers. We thank the National Science Foundation and the Long Term Ecological Research network for providing funding for research and educational activities at KBS. We thank Charlene D’Avanzo for providing guidance in developing this activity and Katie Button, Jarad Mellard, Gary Mittelbach, Todd Robinson and Lindsey Walters for providing comments on earlier versions of the activity. Two anonymous reviewers were very supportive and provided excellent suggestions for revisions. This is KBS contribution #1444.

Citation
Wilke, B. J. and J. Kunkle. February 2009, posting date. What does agriculture have to do with climate change? Teaching Issues and Experiments in Ecology, Vol. 6: Issues Figure Set #3 [online]. http://tiee.ecoed.net/vol/v6/issues/figure_sets/climate_change/abstract.html

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FIGURE SET HEADER for Set #1
Figure Set 1: Cultivation and Soil Carbon Losses Purpose: To teach students that cultivation of crops for food results in the oxidation of soil organic carbon, which in turn contributes a substantial amount of carbon dioxide to the atmosphere. Teaching Approach: Turn to your neighbor
Cognitive Skills: (see Bloom's Taxonomy) — Knowledge, Interpretation, Application Student Assessment: Post Lesson Assessment Essay

BACKGROUND for Set #1 (back1.html)
Background Prior to European colonization of the U.S. Great Plains, prairies were the dominant plant communities. The soils of the prairie landscapes contained relatively high amounts of organic carbon, possibly more than 50,000 kg of carbon per hectare stored in the topsoil, which is equivalent to the amount of carbon found in 20,000 gallons of gasoline (calculations based on 2.5% soil carbon, 20 cm deep topsoil and soil bulk density of 1 g / cm3). In Figure 1a, Robertson and Grace (2004) redrew this graph from Haas (1957) to show how cultivation of crops for food decreases soil carbon. Soil carbon at two sites in Kansas was measured prior to initiation of cultivation and was monitored for over 40 years to track soil carbon losses. Cultivation (tillage, fertilization, long fallow periods) resulted in the oxidation of soil organic carbon and although the two sites differed in total carbon loss, both sites exhibited a negative exponential trend. It is assumed that soil carbon eventually reaches a steady state if cultivation continues for many years.

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FIGURE SET HEADER for Set #2

Figure Set 2: Methane Emissions from Agriculture
Purpose: To teach students that methane is a powerful greenhouse gas, and to teach the mechanisms by which agriculture contributes a substantial amount of methane to the atmosphere. Teaching Approach: Think – Pair - Share
Cognitive Skills: (see Bloom's Taxonomy) — Knowledge, Interpretation
Student Assessment: Minute Paper

BACKGROUND for Set #2 (back2.html)

Background

Although methane concentrations are much lower than carbon dioxide, per kilogram, methane is 25 times more effective at trapping heat in the Earth‘s atmosphere compared to carbon dioxide. Methane concentrations have increased by more than 100% since pre-industrial times, indicating that the increased sources due to human activity are much larger than the sinks (reaction with OH- in atmosphere and oxidation by soil bacteria). Every year, 84 Teragrams (Tg) are in excess in the Earth‘s atmosphere. Moss et al. (2000) combined literature values into one graph to show that agricultural activities contribute about half of all anthropogenic methane emissions, largely from animal digestion, waste, and rice paddies. More information about methane can be found on the U.S. EPA website: http://epa.gov/methane/. The table in this set (Table 2) was reconstructed from the Intergovernmental Panel on Climate Change (IPCC) reports from 2007, while the figure in this set is taken from Moss et al. (2000). The IPCC 2007 report, which compiled information from various scientific sources, provides detailed information about methane‘s contribution to climate change.

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FIGURE SET HEADER for Set #3

Figure Set 3: Nitrogen Fertilizers Increase Nitrous Oxide Emissions

Purpose: To teach students that nitrous oxide is a very important greenhouse gas produced in soil, and that excess nitrogen fertilizer results in high levels of greenhouse gas emissions. Teaching Approach: Guided Class Discussion
Cognitive Skills: (see Bloom's Taxonomy) — knowledge, interpretation, synthesis Student Assessment: Short Essay

BACKGROUND for Set #3 (back3.html)

Background

Although the cumulative radiative forcing estimates for nitrous oxide (N2O) are lower than either carbon dioxide or methane, N2O contributes substantially to total radiative forcing by the Earth‘s atmosphere. Per unit mass, the radiative effectiveness of N2O is 298 times more than carbon dioxide, making each kilogram of N2O 298 times more relevant. The Intergovernmental Panel on Climate Change (IPCC) reported in 2007 that N2O has increased by 10% since pre-industrial time periods, but lasts in the atmosphere for approximately 114 years. In soil, bacteria produce N2O during the processes of nitrification and denitrification. During nitrification, ammonium is converted to nitrate, and N2O is a byproduct. Denitrification, the reduction of nitrate to nitrogen gas (N2), is an anaerobic process. Nitrous oxide is an intermediate product for many denitrifyers but can be the end product for some denitrifying bacteria (Robertson and Grace 2004). More information about nitrous oxide can be found on the U.S. EPA website: http://www.epa.gov/nitrousoxide/index.html. Nitrous oxide is an important greenhouse gas because of its high relative radiative effectiveness. Two factors influence relative radiative effectiveness, which are physical chemistry (including radiation absorption properties) and lifetime of a molecule in the atmosphere. Physical chemistry of a molecule determines the infrared (IR) wavelength absorbed. Gases with absorption bands in the non-visible portion of the IR spectrum, particularly between 1,000-1,200 wavenumbers, have the highest radiative forcing effect. Carbon dioxide absorption peaks occur at 2350 and 650 wavenumbers while nitrous oxide absorption peaks occur at 2,200 and 1,250 wavenumbers.
Agricultural soils high in available nitrogen are a major contributor of N2O to the atmosphere. Reactive (biologically available) nitrogen in the biosphere is twice as high as pre-industrial times, largely due to agricultural practices of fertilization and increased growth of nitrogen fixing crops (Vitousek et al. 1997). A good general source about human alteration of the global nitrogen cycle can be found on the Ecological Society of America website: http://www.esa.org/science_resources/issues.php.

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FIGURE SET HEADER for Set #4

Figure Set 4 homepage Carbon Sequestration in Agricultural Soils

Purpose: To teach students that degraded agricultural soils can sequester carbon, and that there are certain management strategies that can maximize carbon storage in soil. Teaching
Approach: Paired Think Aloud
Cognitive Skills: (see Bloom's Taxonomy) — Knowledge, interpretation, synthesis Student Assessment: Short Essay

BACKGROUND for Set #4 (back4.html)

Background

Many agricultural fields in temperate regions have been cultivated for hundreds of years. In these fields, much of the carbon stored in soil has been lost to the atmosphere due to enhanced decomposition during cultivation (See Figure Set 1). Under conventional crop management, soil carbon loss eventually levels out & remains at a steady state at approximately 50% of original carbon levels. However, certain management strategies can slowly increase soil carbon content back towards original levels, which is called soil carbon sequestration. This can occur when net primary productivity due to plant growth exceeds respiration of organic carbon by soil biota. See Schlesinger (1999 – pdf included) or Post and Kwon (2000) for more information about carbon sequestration on agricultural soils. A simple explanation of carbon sequestration can be found at the U.S. EPA website: http://www.epa.gov/sequestration/local_scale.html. The data on soil carbon sequestration in Figure 4 were collected from a Long Term Ecological Research (LTER) Experiment at the W.K. Kellogg Biological Station in southwest Michigan. In this experiment, six ecosystems were established in 1989 and compared from 1989 to 1999 to characterize their ability to sequester carbon in the soil. These systems were compared to conventionally tilled (physically turned over) agricultural fields in which soil carbon concentrations were hypothesized to remain relatively unchanged over time. The first three ecosystems were cultivated with annual crops, in a corn-soybean-wheat rotation.

o The “Conventional” ecosystem received both soil tillage and pesticides to control weeds and was fertilized to maximize crop yields.
o “Organic” refers to an ecosystem that received no fertilizer or pesticides, but tillage was used to control weeds and legume (nitrogen fixing) cover crops were used as nitrogen fertilizer sources.
o “No-Till” refers to an ecosystem in which the soil was not disturbed after the start of the experiment in 1989. Instead, weeds were controlled using pesticides.
The last three agroecosystems contained perennial plants and no tillage.
o “Alfalfa” is a perennial nitrogen fixing plant that is grown for animal feed. Alfalfa was planted in 1989 and the above ground growth was cut and removed from the fields 3-4 times per year. Although perennial, alfalfa was replanted every 5-7 years to maintain vigorous growth, as older plants died and weeds invaded the fields.
o Successional communities are those that are left fallow and receive no human induced disturbances. “Early Successional” ecosystems were last tilled in 1988, but were left undisturbed, except for occasional burning to prevent trees from growing in the experimental plots.
o “Poplar trees” were first planted in 1989, and were harvested after 10 years of growth. Trees were cut and used as biofuel for electricity generation. After harvest, the trees re-sprouted and will be harvested a second time for the same purposes.

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FIGURE SET HEADER for Set #5

Figure Set 5: Global Warming Potential – Temperate Agriculture

Purpose: To teach students that land management can affect the amount of greenhouse gas emissions from temperate agricultural production and that cessation of agriculture results in net sequestration of greenhouse gases in the soil. Students will play roles of various citizen groups to identify ways in which agricultural land management can affect a variety of different people around the world.
Teaching Approach: Citizens Argument
Cognitive Skills: (see Bloom's Taxonomy) — Knowledge, interpretation, analysis, synthesis Student Assessment: Land Management Activity

BACKGROUND for Set #5 (back5.html)

Background

Agriculture and climate change are inextricably linked, as was shown in Figure Sets 1-4. Not only will climate change affect agricultural crop production, but agriculture is a primary source of several greenhouse gases. As shown in Figure Set 1, cultivation of undisturbed soils results in the loss of soil carbon. The production of nitrogen fertilizer, burning of fossil fuels by machinery and lime applications also emit carbon dioxide to the atmosphere. Fertilized agricultural soils contribute a substantial amount of nitrous oxide to the atmosphere. Methane oxidation in soil is lower in agricultural soils compared to adjacent forested areas. All of these factors must be examined simultaneously to understand the cumulative global warming potential of agroecosystems. Many agricultural soils in temperate regions have been cultivated for many years. In these fields, much of the carbon stored in soil has been lost to the atmosphere due to enhanced decomposition during cultivation (See Figure Set 1). Soil carbon loss eventually levels out and remains at a steady state under conventional crop management. However, soil carbon content can actually increase under certain crop management strategies, including conservation tillage, cover crop planting and perennial crop growth. Likewise, other management strategies such as reducing fertilizer applications can reduce the amount of greenhouse gases emitted during management activities. Taken together, the net global warming potential can be calculated for different agroecosystems. Negative global warming potential values indicate net decreases in atmospheric heat trapping potential and positive global warming potential values indicate net increases in atmospheric heat trapping potential. The global warming potential (GWP) of five agroecosystems in the Long Term Ecological Research Experiment at the W.K. Kellogg Biological Station in SW Michigan were compared from 1989 – 1999 (Table 5). In this experiment, five ecosystems were compared from 1989 to 1999 for their total contribution to global warming. The first three ecosystems were cultivated with annual crops, in a corn-soybean-wheat rotation.
o The “Conventional Agriculture” ecosystem received both soil tillage and pesticides to control weeds and was fertilized to maximize crop yields.
o “No Till Agriculture” refers to an ecosystem in which the soil was not disturbed after the start of the experiment in 1989. Instead, weeds were controlled using pesticides.
o “Organic Agriculture” refers to an ecosystem that received no fertilizer or pesticides, but tillage was used to control weeds and legume (nitrogen fixing) cover crops were used as nitrogen fertilizer sources.

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E-Book #3:TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY

Teaching Issues and Experiments in Ecology - Volume 6, February 2009

RESEARCH
Enhancing science teachers’ understanding of ecosystem interactions with qualitative conceptual models
Marion Dresner Environmental Sciences Portland State University Portland, OR 97207
dresnem@pdx.edu Monica Elser Global Institute of Sustainability Arizona State University Tempe, AZ 85287
Monica.Elser@asu.edu

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Teaching Issues and Experiments in Ecology - Volume 6, February 2009

RESEARCH
Evaluating a Multi-Component Assessment Framework for Biodiversity Education

Hagenbuch, Brian E.1, Nora Bynum2, Eleanor Sterling2, Anne H. Bower3, John A. Cigliano4, Barbara J. Abraham5, Christine Engels2, John F. Mull6, John D. Pierce4, Michelle L. Zjhra7, Jennifer M. Rhode8, Stuart R. Ketcham9, and Margaret-Ann Mayer10

1- Holyoke Community College , Holyoke, MA 01040
Pine Lake Institute, Hartwick College, Oneonta, New York 13820 (hagenbuchb@hartwick.edu)
2 - Center for Biodiversity and Conservation , American Museum of Natural History, New York, NY 10024
3 – School of Science and Health, Philadelphia University, Philadelphia, PA 19144
4 – Department of Biological Sciences, Cedar Crest College, Allentown, PA 18104
5 – Department of Biological Sciences, Hampton University, Hampton, VA 23668
6 - Department of Zoology,Weber State University, Ogden, Utah 84408
7 – Department of Biology, Georgia Southern University, Statesboro, GA 30460
8 – Biology Department, University of North Carolina at Asheville, Asheville, NC, 28804
9 - University of the Virgin Islands
10 - Diné College, Tsaile, AZ 86556

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Teaching Issues and Experiments in Ecology - Volume 5, July 2007

RESEARCH
Evaluating the impact of TIEE activities on student learning:
lessons for the instructor.

Jaclyn Schnurr
Biological and Chemical Sciences
Wells College
Aurora, New York 13026
jschnurr@wells.edu

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E-Book #2:TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY

Teaching Issues and Experiments in Ecology - Volume 5, July 2007

RESEARCH
Assessing gains in undergraduate students’ abilities to analyze graphical data

Chris Picone
Department of Biology
Fitchburg State College
Fitchburg, MA 01420
cpicone@fsc.edu

Jennifer Rhode
Department of Biological and Environmental Science,
Georgia College & State University
Milledgeville, GA 31061
jennifer.rhode@gcsu.edu

Laura Hyatt
Department of Biology Rider University
Lawrenceville, NJ 08648
lhyatt@rider.edu

Tim Parshall
Department of Biology
Westfield State College
Westfield, MA 01086
tparshall@wsc.ma.edu

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Teaching Issues and Experiments in Ecology - Volume 5, July 2007

The TIEE Research Practitioners Project:
Faculty investigating active teaching
and student learning

Deborah A. Morris
Program Development
Florida Community College at Jacksonville
Jacksonville, FL 32202
damorris@fccj.edu

Charlene D’Avanzo
School of Natural Science
Hampshire College
Amherst, MA 01002
cdavanzo@hampshire.edu

Bruce W. Grant
Department of Biology
Widener University
Chester, PA 19013
bwgrant@widener.edu

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