BIO325

Biology 325OL: Life in the Sea

Dr. M. Franklin

Course Prep GuideTips for Success in Biology

The following information will help you to do well in biology. While each student has different study habits and varying degrees of success, this form should be of some assistance.

1) Visit the lecture posts regularly (2-3 times per week).

2) It is important that you keep up with the assigned reading. The information from the text will supplement what is posted on the lecture site. Moreover, in many texts, the summaries and reviews at the end of chapters is especially useful. Review the information to gain more insight about particular lecture topics.

3) Emphasize your understanding of the key concepts. Focusing on the key concepts and processes will allow you to remember specific details. Know and understand the major, the key concepts as discussed in lecture.

4) If you are taking a lab section (you will get 1 unit of credit and satisfy the GE requirement), attend your labs. Many students don't realize that the lab is an integral part of this course. If you do not regularly attend lab, you run the risk of failing the lab and the class.

5) DO NOT FALL BEHIND! This is an interesting class and we’ll cover many topics, if you fall behind, it may be impossible to catch up. DO consider your course load, as well as other responsibilities.

6) If something is not clear, then ask questions. There are only a few questions that really irritate me ( I will let you know what those are, should they come up). If you are lost or don't understand a topic ask. If you don't ask, I will assume you know. You have a variety of ways to get in touch with me, including e-mail. I am available to answer your questions during office hours and this is an excellent time to get clarification on confusing topics.

7) Investigators from all branches of science collaborate. It is a good idea to form study groups to discuss lecture topics. If you can explain a topic (like alternation of generations) to a colleague, you will have a very clear understanding of that topic.

8) A failing grade is not what most students anticipate receiving at the beginning of the term. Sometimes, extra help outside the class or a tutor may be in order. There are many folks on campus that can help you with this topics (or many others in science and math). Graduate students may provide tutoring at a nominal fee.

9) Understand that this is an upper division course for non-majors, and we will cover a large amount of information over the next few weeks. Some of the topics are not directly related, which makes things more difficult. In fact, this course will be more difficult and challenging because of this. Again, be sure you understand the major topics and key concepts.

10) While it is very early in the term and difficult to anticipate problems, never wait to the last minute to discuss the problem. “Stuff” happens, but not communicating with me will make matters worse. In short, don’t assume I will know all the facts, and have documents (doctor or employer letter, etc.) to validate your reasons.

11) Lastly, There are no victims in my classes. Good students anticipate things going wrong during the term (crashed computer, printer ran out of ink, dogfish, catfish, land shark, ate my flash drive, etc.), so plan accordingly. The grade I report is the one you’ve earned.

Keep this document with your syllabus and refer to it often.

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BIOLOGY 325OL: LIFE IN THE SEA

Spring Semester 2011

Instructor: Dr. Michael Franklin

Ticket #: 15248; Arrange, on-line

Telephone: 677-7145 (office), or 677-3356 (Biology office to leave a message)

Office Hours: Tuesday 10:30-noon, Wednesday 1100-1:00 pm, or by appointment

E-mail: DrMFranklin@aol.com; Website: www.drmfranklin.com

Required Texts: Marine Biology: Function, Biodiversity and Ecology, 3rd Edition, by Jeffrey Levinton (2009). The Elements of Style, 4th Edition, by William Strunk Jr. And E.B. White (2000).

**NOTE** There may also be handouts and reading material that you will have to obtain from the library. This information will be posted on the lecture site.

SCHEDULE OF TOPICS

LECTURE TOPIC(S) READING(S) (Chapter)

(In order of posting...)

Introduction/Overview; Marine Biology as a Science;

Formation of Oceans & Plate Tectonics

Properties of Seawater/Oceanography:

Currents, Waves, Tides

Biological Processes, Diversity

4, 5

of Marine Organisms: The Algae

7 & 12

Diversity of Marine Organisms: The Invertebrates

7 & 11

Energy Flow and Nutrient Cycling

Marine Community Ecology/Life on the Benthos:

11 - 13

Intertidal Communities

Life on the Benthos: Subtidal,

11 - 13

Deep-Sea Communities

Life in the Water Column: Plankton

Life in the Water Column: Nekton, Fishes!

8 and parts of others

Marine Birds, Reptiles and Mammals

8 and parts of others

Special Habitats: Estuaries and Coral Reefs

13 - 15

Marine Mammals

8 and parts of others

Food from the Sea; Human Impact on the Oceans

Marine Conservation

Introduction to Marine Ecology

Fisheries Management and the Future of Marine Stocks

Course goals (or Learning Objectives): Over 75% of the Earth=s surface is covered by the world oceans, and most of the life on this planet exists in these seas. We have always been fascinated by the seas and its inhabitants, and we have come to depend on the oceans for various resources. Moreover, we continue to affect marine communities and habitats. Can we continue to turn to the seas for our resources? This course covers general aspects of marine biology (e.g., physical and biological oceanography, biological processes, ecology). You should (1) gain an appreciation and understanding for the diversity of life in marine systems, (2) learn biological processes and ecological concepts relevant to individuals, populations, and communities in the world oceans, and (3) finally, we will examine how human interactions have affected marine populations, as well as whaling policies, pollution, habitat restoration and conservation.

Class: Lectures will be posted on the Moodle site. You will also have occasional video presentations will help us to get into a >virtual sea=(as seen on one of the science channels, e.g Discovery).

NOTE: material covered will come from several sources, including but not exclusively from the text. You are responsible for all readings, lectures, and video/slide presentations that will be in the assignments

Grading and Exams: One short report (6-8 pages typed, double spaced @ 100 pts), 10 posted and graded assignments @ 20-25 pts each (200-250 pts), a self guided tour of the Cabrillo Aquarium and the handout (100 pts), and a video assignment write up (50 pts), for a possible total of 500 (or so) points. Grades will be based on the percentage of total points accumulated. I will utilize the following grading scale throughout the semester: 94-100% = A; 89-93% = A-; 88-86% =B+; 85-82% = B; 79-81%= B-; 76-78% = C+; 69.5-75%=C; 65-69.4%=C-; 62-64%=D+; 57-61%=D; 54-56%=D-; below 54% = F. Improvement is also taken into consideration, but don't expect miracles, you are responsible for your grade. As a rule, and a general policy, I do not assign incomplete=s (I), unless there is a compelling reason to do so (not doing well in the class is NOT a compelling reason). Also note, withdrawals will not permitted during the last three weeks of the semester (again the reason must be valid and verifiable). Be sure to refer to the schedule of classes and the CSUN catalog.

Course Assignments: These will be posted on a separate page and will follow the above point convention. Your participation is expected. Directions and due dates will be included for each assignment. If we do all twelve assignments this term, your two lowest scores will be dropped and your grade will be on all of the other assignments (this is subject to some modification/adjustment as we progress through the semester). The Elements of Style will help you to put together clear and concise reports.

Biology Department Withdrawal Policy: Unrestricted class withdrawals are permitted only until the end of the third week. Thereafter, requests to withdraw will be honored only when a verifiable serious and compelling reason exists and when there is no viable alternative to withdrawal. Poor performance is not an acceptable reason for dropping a class; in fact, you must be passing in order to withdraw. During the last three weeks of class, withdrawals will not be approved except when a student is withdrawing from all classes for verifiable medical reasons.

Cheating and Plagiarism: Academic dishonesty in any form will not be tolerated and violators of this policy will be punished as per university policy (please see the Catalog). You should cite your sources when you write a paper. Provided that you do give the citation, it is acceptable to relate someone else=s findings or arguments in your own words. Copying another individuals work without proper citation is theft (of intellectual property). Like cheating on exams, this is not to be taken lightly, and will be punished according to university policy (when in doubt, please check your Catalog). Go out of your way to avoid the temptation of academic dishonesty in any form. The consequences far outweigh the Abenefits@. I do make use of software (like Turnitin) to check for plagiarism in reports, so in short, don=t do it.

Special Note: There may be the opportunity to go out into the field once or twice this semester. The outings will help to illustrate some of the concepts covered in class, and you will observe many local marine organisms. This trip (or series of trips) are still in the planning stage, and your participation is optional.

Recommended Corequisite: BIOL 325L. May be used to satisfy the lab requirement in Natural Sciences of General Education, Section B.1, provided BIOL 325 is also completed.

If you have any questions, don't hesitate to ask me. If my office hours don't fit your schedule, we will set up an appointment.

GOOD LUCK!!!!

Biology 325OL: Life in the Sea

Dr. M. Franklin

Useful Web Links

During the term, you should visit this specific tab to see short video clips for the topics we are covering in class. Most of these deal with wave dynamics. There will be many more helpful links and sites for various assignments:

http://dsc.discovery.com/fansites/deadliestcatch/video-player/video-player.html (especially the tab labeled WAVES).

http://www.pbs.org/wnet/nature/ (especially Violent Hawaii).

http://www.splashvision.com/Video/12133_Annual-Tidal-Wave.html (This IS a tidal wave and NOT a tsunami....). How would you tell the difference?

http://www.masternewmedia.org/news/2006/12/08/tsunami_video_key_video.htm (Clips of the 2005 Tsunami..NOT a TIDAL wave). How would you tell the difference?

http://www.sio.ucsd.edu/ (General marine biology, physical/chemical oceanography).

http://www.truveo.com/Ship-hits-huge-wave-Windows-break/id/1186955536 (Very large wave hits a cruise ship and breaks windows).

http://swfsc.noaa.gov/video.aspx?id=9060&parentmenuid=39 (Pelagic trawl for sardines by NOAA).

http://www.library.ucsb.edu/subjects/biology/bio1.html (Many useful links for current and future projects including journals, etc.).

http://www.marinebio.com/Oceans/CurrentsandTides.asp (Useful information on ocean science. Be sure to see the associated links).

http://www.marinebio.com/Research/Projects/Research/index.asp (Links to still more sites for marine biology journals).

http://biology.fullerton.edu/biol319/marine_bio.html (Very useful links from another Marine Biology class).

Student Learning Outcomes (SLOs) for Life in the Sea

1. Summarize the physical marine environment on Earth historically (cosmology and

exploration), geologically and chemically (seawater) including how drastic changes may cause

phenomena such as El Niño.

2. Describe the biological marine environment on Earth ecologically with a focus on the

Intertidal zone, Coral Reef, Antarctic, Arctic and Deep-sea (including hydrothermal vents)

communities.

3. Achieve an appreciation for the diversity of life in the ocean realm (plankton, nekton, benthos,

etc.), and understand how life is categorized.

4. Recognize the interconnected marine environment on Earth by identifying the oceans' major

migrating organisms and their adaptations to this lifestyle and the role the environment plays in

regulating migration (salmon, marine turtles, marine birds, Calif gray whales - a baleen whale,

Orcas - a toothed whale, and elephant seals) and summarizing worldwide environmental

concerns we now face in marine science as well as how people are responding to some of them

through legislation and mariculture.

5. Apply the scientific method to a current situation - ask the question, create a hypothesis, gather

data with experimentation and/or observation, interpret the data, and form a conclusion. Also be

able to follow directions and clearly present your findings (in the form of brief reports).

Life in the Sea

Lab Final Study Guide

Spring 2011

REMEMBER, everything I say in lecture is fair game. Your lab notebook is your best friend, study it well young grasshoppers.

You will notice that this study guide looks suspiciously like your first study guide. That’s because you will be tested on the same material, which you have already seen. This should be an advantage to you, because you know full well what to expect. Keep in mind that a majority of the curriculum you learned before the first practical.

However! There have been a few additions to the study guide so pay attention and look over the study guide closely.

Good luck.

Intro

Be able to define the following:

Taxonomy

Natural Selection

Evolution

Species

What is the point of classifying organisms?

What are the 3 domains?

What kingdom are we studying throughout this course?

Phylum Porifera

Why are these animals considered to be “the simplest” ( hint: do they have true tissues and organs)?

Know the following:

Ostia

Spicules

Osculum

Feeding Chamber (what are choanocytes?)

Know the three classes of sponges and that the difference between these three classes is what kind of support structures they are composed of…. (for possible bonus points…)

Class Hexactinellida

Class Calcarae

Class Demospongiae

Phylum Cnidaria

How are cnidarians more complex than poriferans?

Know the following classes and what belongs in them:

Schyphozoa

Anthozoa

What kind of symmetry do cnidarians display?

What are their two basic forms?

What are nematocysts and what are their function?

Phylum Platyhelminthes

What kind of symmetry?

How are they more complex than cnidarians? (hint: do they have tissues? Organs? Muscles? Centralized nervous system?)

IT HAS A SIMPLE GUT!

*KNOW that the gelatinous middle layer (mesoglea) found in cnidarians IS NO LONGER FOUND in flatworms and that they have evolved a TISSUE layer called the mesoderm

KNOW THE DIFFERENCES BETWEEN THE PHYLUM ANNELIDA AND THE PHYLUM PLATYHELMINTHES

Phylum Annelida

KNOW how they are more complex than previous phyla (are you seeing a pattern yet?)

What is a hydrostatic skeleton and what is its function?

What class are most marine Annelids found in?

What are gills? What are their function?

Phylum Arthropoda

KNOW:

Subphylum Crustacea

Class Malocastraca

Class Maxillopoda

Subphylum Cheliceriformes

Sublass Merostomata

…. And what organisms belong in each of them.

What are the 2 primary morphological differences found in arthropods NOT FOUND in annelids?

How are they similar (ahem! segmentation) to annelids!

What is chitin? Where is it found in arthropods?

What is the function of an exoskeleton? How does it limit an arthropod?

Arthropods are very diverse, be able to describe at least 1 of 6 characteristics that all arthropods share.

Be able to describe in detail how arthropods grow (i.e how they shed their exoskeleton)

How would you discern whether a crab was male or female?

Phylum Mollusca

Know the classes and what belongs in them!

Class Cephalopoda

Class Gastropoda

Class Bivalvia

Class Polyplacophora

Know the phyla characteristics!

What is the mantle?

What is the radula?

Know which organisms have a reduced shell or no shell at all.

Know what a pen is and what organism it‟s found in.

What invertebrate group has the most complex nervous system?

Phylum Echinodermata

KNOW

Class Asteroidea

Class Echinoidea

Class Ophiuroidea

Class Holothuroidea

Defining Characteristics

-bilaterally symmetrical AS LARVAE...PENTARADIAL as adults

- WATER vascular system

- complete gut (know what this means)

- capable of both sexual and asexual reproduction (how does it asexually reproduce?)

- defense mechanisms in echinoderms (urchin = spines, loss of limbs, expelling stomach)

Know how to tell the difference between an octopus, a squid and a cuttlefish.

FISHES

Phylum Chordata

Subphylum Vertebrata

Class Myxini (copious amounts of slime!)

Class Petromyzontida

Class Chondrichthyes

Subclass Elasmobranchii

Superclass Actinopterigyii

What are the four basic characteristics of chordates?

In what 3 ways do bony fish differ from elasmobranches?

What is a clasper?

What is the definition of a fish?

What is the function of an operculum?

Know the different feeding strategies and the different reproductive strategies

Class Amphibia

-there are no present day amphibians (that was easy)

Class Reptilia

-Know they are air breathing and poikilothermic/ectothermic

-The marine iguana is the most „recent‟ and feeds on algae.

-Sea snakes are venomous (you have to be „special‟ to be bitten by one…)

-Sea turtles return to their natal beaches (the females) to lay their eggs. How is this beneficial to turtle species?

-Saltwater crocodiles are not really marine organisms, but they go where they want!

-know that reptiles have salt glands for osmoregulation

Class Aves

-all birds are oviparous (egg laying), have feathers and are homeothermic

- Penguins are endemic (only naturally occurs south of the equator) to the southern hemisphere and are flight less (but flies underwater)

-Some birds like the albatross and fulmar have tubular snout (where the salt glands are located)

-pelicans and their relatives have gular pouches to trap prey.

-know that if and organism gets 51% or more of its food from the sea, it is considered „a marine organism‟

Class Mammila

-know that otters are the only mammals that lack an insulating layer of fat (they have a very dense pelt). They have the fastest metabolism of any marine organism

-know how to tell the difference between seals and sea lions

-know what makes manatees unique (when compared to the pinnipeds)

-what structure is used to separate the major whale groups?

-how do gray whales feed?

-why do whales breach?

-what is echolocation? What is this used for?

-what is „bubble netting‟? For bonus points I may ask you to tell the difference between dolphins and porpoises.

-what do pygmy sperm whales do when they are threatened?

Be sure you can come up with examples for the major groups covered. Know the identifying characteristics for the groups covered. The exam will mostly be matching, multiple choice, and a few short answer response questions. Happy studying and good luck!


	LEO CARRILLO STATE PARK 36000 W. Pacific Coast Malibu, CA 90265