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(3)
Acquire a basic knowledge of tools and techniques used in natural resource management
[
BIOL 3065
]
Age fish specimens based on appropriate aging models and growth models.
[
BIOL 4080
]
Analyze data to compare means, identify sources of variance, and examine relationships between variables
[
STAT 2080
]
Analyze human pedigrees to determine if a trait is dominant or recessive, if the gene for the trait is located on an autosome or sex chromosome, and if the trait is likely controlled by a single gene or more than one gene.
[
BIOL 1010
]
Apply a range of environmental problem solving methods and tools
[
BIOL 1010
]
Apply an Environmental Impact Assessment (EIA) Framework for projects
[
BIOL 4001
]
Apply different laboratory techniques to characterize soft-sediment properties
[
BIOL 3664
]
Apply field survey techniques (e.g. transect, point-count, spot-map).
[
BIOL 3622
]
Apply general principles of outdoor activities (protective clothing, safety considerations, etc.) to field work.
[
BIOL 3622
]
Apply recording, sampling, and interobserver reliability methods to field observations.
[
BIOL 3630
]
Apply scientific plant collection criteria and skills in the field
[
BIOL 2601
]
Apply simple statistics, including chi-squared and t-tests
[
BIOL 2601
]
Apply standard microbiological techniques (streak plates, bacteriophage plaque assays)
[
BIOL 2004
]
Apply technical descriptive terms to flower structure, inflorescences, leaves, surfaces and underground parts
[
BIOL 2601
]
Appreciate environmental aesthetics
[
BIOL 3601
]
Arrange plant specimens into the correct phyla
[
BIOL 2004
]
Articulate leadership attributes as they apply to communicating science.
[
BIOL 4444
]
Articulate the concept of homology, and how biogeography and transitional fossils provide evidence of evolution
[
BIOL 1010
]
Assess credibility of source material
[
BIOL 2003
]
Assess the credibility of source material
[
BIOL 2004
]
Assess the importance of current research publications and initiatives to society.
[
MARI 4350
]
Assign numeric values to qualitative traits (Lab).
[
BIOL 2040
]
Be able to use a dichotomous key to identify gymnosperms
[
BIOL 2004
]
Be familiar with the assumptions of independence, linearity and homoscedasticity
[
BIOL 2004
]
Calculate and understand correlations, linear regression, analysis of variance
[
BIOL 2004
]
Clearly demonstrate critical thinking and initiative through reflection.
[
BIOL 4444
]
Collect and prepare a fungal sample for identification
[
BIOL 2004
]
Collect insects during field trips.
[
BIOL 3327
]
Compare and contrast the fundamental features of mitosis and meiosis with emphasis on the movement of homologous chromosomes during these cellular reproductive processes
[
multiple courses
]
Compare currently available biologging methods and explain their applications, advantages, and limitations.
[
BIOL 4323
]
Compare gas exchange, cardiovascular transport and osmoregulatory mechanisms in diverse animals and relate them to their diversity of environment and lifestyle
[
BIOL 3079
]
Compare reproductive structures, dominance, spore type, and vascular tissue between plant phyla (including ovary position and raceme type)
[
BIOL 2004
]
Create scientific questions, propose a written hypothesis as a tentative answer to that question and generate observable predictions consistent with that hypothesis in the context of a particular experiment.
[
multiple courses
]
Critically analyze challenges and propose workable solutions while developing a shared vision.
[
BIOL 4444
]
Critique the positive and negative potentials of BT toxin producing plants
[
BIOL 3036
]
Defend environmental judgments
[
BIOL 3036
]
Define gene flow and genetic drift (and founder effect) and explain how they influence allele frequencies in populations
[
BIOL 1010
]
Define living natural resources
[
BIOL 3063
]
Define Mendel’s two laws of heredity that explain the transmission of traits from one generation to the next
[
multiple courses
]
Define the classes of physical and chemical mutagens and their effect on the coded amino acids in a polypeptide, and the resulting phenotype
[
BIOL 1010
]
Define/recognize genotype-by-environment interactions
[
BIOL 3044
]
Delegate appropriate tasks both in lab and field settings to complete assignments on time.
[
BIOL 3623
]
Demonstrate a general understanding of how DNA (and RNA) based methods contribute to many areas of ecology, including the identification of species for wildlife management and forensic purposes, conservation biology, behavioural ecology, the study of dispersal on historical and contemporary timescales, management of captive breeding to rescue and support wild populations
[
BIOL 3042
]
Demonstrate ability to use a dichotomous key for plant identification
[
BIOL 2601
]
Demonstrate an understanding of molecular phylogenetics, including the concept of tracing the evolution history of genes (e.g. gene duplication, horizontal gene transfer).
[
BIOL 1010
]
Demonstrate competence in, and understanding of, effective teamwork.
[
BIOL 4444
]
Demonstrate confidence and competence in discussing and presenting select scientific concepts to non-experts.
[
BIOL 4444
]
Demonstrate effective leadership skills.
[
BIOL 4444
]
Demonstrate knowledge of treatment techniques used in medicine for parasitic infections
[
BIOL 3322
]
Demonstrate ownership of own learning.
[
BIOL 4444
]
Demonstrate proficiency in basic molecular and cell biology techniques
[
BIOL 2020
]
Demonstrate proficiency with specialized equipment and techniques in the laboratory, and skillfully conduct experiments
[
multiple courses
]
Demonstrate the ability to learn and synthesize a large body of knowledge, including a vast terminology.
[
multiple courses
]
Demonstrate the ability to make field notes to support plant collections
[
BIOL 2601
]
Demonstrate the scientific method by writing hypotheses, performing experiments, evaluating results and drawing conclusions.
[
BIOL 1050
]
Describe apoptosis
[
BIOL 2020
]
Describe basic animal body plans and identify different tissue types
[
BIOL 1011
]
Describe basic concepts that explain evolution of complex features (e.g. Evolution of developmental regulation; concept of Exaptation)
[
BIOL 1010
]
Describe basic principles of morphology of invertebrates and vertebrates.
[
BIOL 1010
]
Describe diseases caused by parasites
[
BIOL 3322
]
Describe how a typical bird flies.
[
BIOL 3622
]
Describe how abiotic factors influence the distribution and abundance of organisms
[
BIOL 2060
]
Describe how cells are attached to each other and function as a tissue.
[
BIOL 2020
]
Describe how to make a transgenic fish
[
BIOL 3036
]
Describe major drivers of, and differences among, terrestrial, marine and freshwater biomes
[
BIOL 2060
]
Describe physiology of invertebrates and vertebrates
[
BIOL 2060
]
Describe the basic chemical structure of deoxyribonucleic acid (DNA) and ribonucleic acid (RNA), and their function in the processes of replication, transcription, and translation of genetic information.
[
multiple courses
]
Describe the basic features of competition and predator-prey interactions
[
BIOL 1030
]
Describe the basic mechanism of adaptation by natural selection and predict when adaptation is likely or not likely to occur
[
BIOL 1030
]
Describe the basic patterns of ocean circulation
[
OCEA 2000
]
Describe the basic physical-chemical parameters of water that are relevant to aquaculture
[
MARI 3602
]
Describe the basic structure and function of organelles
[
multiple courses
]
Describe the basic tenets of ‘Darwinian evolution’: i) Tree of Life concept; ii) Natural selection, leading to adaptive evolution (including different modes of selection, and sexual selection)
[
BIOL 1010
]
Describe the components of a formal laboratory report
[
BIOL 1010
]
Describe the components of a formal review paper
[
BIOL 1010
]
Describe the components of photosynthesis and the main steps and products of each component
[
multiple courses
]
Describe the diversity of some major groups of prokaryotes: focus on Proteobacteria; Gram-positives; Cyanobacteria.
[
BIOL 2004
]
Describe the ecological interactions among coral reef organisms and their environment in the Gulf of Eliat, Red Sea.
[
MARI 3685
]
Describe the effects of disturbance on species diversity and other aspects of community structure
[
multiple courses
]
Describe the evolution of biologging science through time.
[
BIOL 4323
]
Describe the four major plant groups
[
BIOL 2004
]
Describe the Geologic history and time-scales associated with the evolution of metazoans
[
BIOL 2003
]
Describe the historical and current state of aquaculture in the world
[
MARI 3602
]
Describe the main economic, legal and social contexts associated with aquaculture
[
MARI 3602
]
Describe the major animal cell, tissue, and organ types.
[
MARI 3602
]
Describe the mechanisms that drive primary and secondary succession
[
multiple courses
]
Describe the microbial food web (in the ocean): dominance and role of Bacteria; bacterivory and microbial predation; mixotrophy; viruses
[
BIOL 2004
]
Describe the morphological characteristics of vascular plants
[
BIOL 2601
]
Describe the most basic similarities and differences between Bacteria, Archaea and Eukaryotes, and the evolutionary relationships between ‘protists’ and animals, plants and fungi.
[
BIOL 1010
]
Describe the most general attributes of fossil record, including mass extinctions (with examples) and adaptive radiations.
[
BIOL 1010
]
Describe the phenomenon of (primary) endosymbiosis and its role in the origins of mitochondria and plastids (chloroplasts).
[
BIOL 1010
]
Describe the production of Golden Rice and evaluate its usefulness
[
BIOL 3036
]
Describe the use of key conservation policy initiatives, such as the IUCN Red List and Protected Area categories
[
BIOL 3065
]
Describe the usefulness and production of herbicide resistant plants
[
BIOL 3036
]
Design a presentation
[
BIOL 3036
]
Design a simple experiment and identify the design elements of an existing experiment.
[
multiple courses
]
Design an experiment to study cell biology topics
[
BIOL 2020
]
Design and carry out independent research under water.
[
MARI 3685
]
Design experiments to detect programmed cell death
[
BIOL 4220
]
Design scientific field experiments
[
BIOL 2605
]
Develop a basic understanding and appreciation of techniques used in genetic and molecular biology laboratories.
[
BIOL 2030
]
Develop a familiarity with the practice of, and challenges with, restoration ecology
[
BIOL 3065
]
Develop an individual art project to illustrate a relationship of humans with nature, or an environmental topic.
[
BIOL 3601
]
Develop an understanding of the use of technology and software in applied conservation practice and citizen science
[
BIOL 3065
]
Develop and effectively demonstrate time management skills to complete a 3-week course
[
BIOL 3623
]
Develop familiarity with how science is translated into policy, the history of global conservation efforts, and the governmental, non-governmental, and inter-governmental bodies involved in implementing policy
[
BIOL 3065
]
Differentiate between angiosperms, eudicots, monocots, gymnosperms and pteridophytes
[
BIOL 2601
]
Differentiate between the principle plant communities in Nova Scotia
[
BIOL 2601
]
Discuss and debate proposed solutions to environmental problems & issues
[
BIOL 2601
]
Discuss the various point of views related to aquaculture environmental impacts and sustainability (Group discussion)
[
MARI 3602
]
Distinguish among different vocalization types and relate them to their functions.
[
BIOL 3622
]
Distinguish the key components of photosynthesis, cellular respiration and their relationship to global warming.
[
BIOL 1050
]
Divide animal behaviour into objective and repeatable categories.
[
BIOL 3630
]
Experience in using statistical computing software
[
BIOL 4062
]
Explain and illustrate the fundamental biochemistry required in the application of modern techniques of molecular biology: (i) screen complementary (cDNA) and genomic libraries to identify and clone specific DNA (gene) sequences; (ii) DNA sequencing
[
BIOL 2030
]
Explain basic reproductive physiology and the application of genetic tools to aquaculture
[
MARI 3602
]
Explain current culture systems and associated basic engineering aspects
[
MARI 3602
]
Explain Environmental Impact Assessment (EIA) legislation at the Federal and Provincial levels
[
BIOL 4001
]
Explain exponential population growth and intraspecific competition.
[
BIOL 1011
]
explain how a natural environment functions
[
BIOL 1011
]
Explain how connectivity can influence extinction of metapopulations
[
BIOL 2060
]
Explain how negative feedback mechanisms minimize variations in the internal environment
[
BIOL 3079
]
Explain how oceanic forces influence distribution of life on Nova Scotia’s coasts
[
BIOL 2605
]
Explain major gradients of species diversity in terrestrial and marine ecosystems
[
BIOL 2060
]
Explain reasons for scientific uncertainty
[
BIOL 2605
]
Explain relationships between pattern and process at the landscape level.
[
BIOL 3066
]
Explain statistical deviation
[
BIOL 3066
]
Explain strengths and weaknesses of scientific method
[
BIOL 2605
]
Explain the components of plant systematics, classification , nomenclature and identification
[
BIOL 2601
]
Explain the differences between the three major groups of macroalgae (reds, greens, browns), triphasic life cycle of red algae and complex thallus organization in some brown algae
[
BIOL 2004
]
Explain the importance of communicating science to society.
[
BIOL 3080
]
Explain the importance of insects to human health.
[
BIOL 3327
]
Explain the importance of Marine/Coastal conservation
[
BIOL 2605
]
Explain the integration of the sciences at the physiological level from molecules to populations
[
BIOL 3078
]
Explain the key features of the major plant lineages (Non-vascular land plants, seedless vascular plants, gymnosperms, angiosperms, monocotyledons, eudicotiyledons)
[
BIOL 2004
]
Explain the processes involved in thermoregulation of endotherms and ectotherms
[
BIOL 3079
]
Explain the ‘biological species concept’, and distinguish between and give examples of i) pre- and post-zygotic reproductive barriers; ii) allopatric and sympatric speciation (e.g, polyploid speciation).
[
BIOL 1010
]
Explain top-down and bottom-up control of primary productivity
[
BIOL 2060
]
Explain why community or food web structure is likely to change if a top predator is removed
[
BIOL 1011
]
Explain why small population size is of concern to conservation biologists
[
BIOL 1011
]
Extend the concept of trade-offs to local adaptation and the evolution of specialists and generalists (and, as always, interpret evidence)
[
BIOL 3044
]
Familiarity with diagnostic bacterial identification (catalase test, differential media, antibiotic sustainability)
[
BIOL 2004
]
Familiarity with the mess that is real data
[
BIOL 4062
]
Generate a plant collection to herbarium standards
[
BIOL 2601
]
Generate a simple scientific paper based on their field work
[
BIOL 2605
]
Generate and interpret data collected from experiments in the laboratory and communicate results by a variety of written forms.
[
BIOL 2030
]
Generate detailed project descriptions for a range of projects and their phases
[
BIOL 4001
]
Give examples of knockout (KO) mice that are used to study various human diseases
[
BIOL 3036
]
Hypothesize why a specific species inhabits a certain niche
[
BIOL 2605
]
Identify a few major researchers in the development of the field of Developmental Biology and outline how our understanding of embryonic development changed over time
[
BIOL 3050
]
Identify algal groups based on pigmentation
[
BIOL 2004
]
Identify and define the major stages in the development of model organisms
[
BIOL 3050
]
Identify authentic and ethical leadership behaviour.
[
BIOL 4444
]
Identify common bird species by sight and sound.
[
BIOL 3622
]
Identify common marine/coastal species
[
BIOL 2605
]
Identify considerations for program planning and site selection and set-up for scuba-based research.
[
BIOL 3680
]
Identify fundamental concepts in Marine Biology and Ecology
[
BIOL 2605
]
Identify key ecological and coastal issues in Nova Scotia
[
BIOL 3623
]
Identify key Nova Scotia marine/coastal ecosystems
[
BIOL 2605
]
Identify major invertebrate and vertebrate taxa
[
BIOL 2003
]
Identify patterns in graphs related to basic phytoplankton/zooplankton population growth (Lab)
[
MARI 3602
]
Identify personal skills, strengths, and values and connect them to leadership in science.
[
BIOL 4444
]
Identify proper care and use of fish as experimental animal (Lab)
[
MARI 3602
]
Identify selected vascular plants to family and species
[
BIOL 2601
]
Identify specialized applications of scientific diving in varying marine environments.
[
BIOL 3680
]
Identify the design elements of an existing experiment, with particular attention to the role of controls.
[
BIOL 1011
]
Identify the important macro and micro nutrients relevant to fish nutrition and feed formulation
[
MARI 3602
]
Identify the regulatory elements and how they function in the control of gene expression of inducible and repressible operons in prokaryotes
[
multiple courses
]
Identify the structures and functions of the main components of prokaryotic and eukaryotic cells.
[
BIOL 1050
]
Illustrate simple inheritance patterns using pedigrees and probabilities and give examples of the ways DNA fingerprinting is used in our society.
[
BIOL 1050
]
Illustrate the basic processes of gene expression and identify the steps in making a genetically modified organism using examples to explain the controversy with this technology.
[
BIOL 1050
]
Integrate information about physical, chemical, and biological oceanography, marine geology, biogeochemistry, and sub-tropical coral-reef biology.
[
MARI 3685
]
Interpret different spatial patterns of plants.
[
BIOL 3066
]
Interpret the information in simple phylogenetic trees and taxonomies, including distinguishing between monophyly, paraphyly and polyphyly. Construct phylogenetic trees using shared characters and parsimony, and use trees to generate testable predictions.
[
BIOL 1010
]
Know basic features of the major groups of fungi, including structure, growth and life cycles
[
BIOL 1011
]
Know how to create inset/key maps and when they should be used
[
BIOL 3633
]
Know the characteristics of the major experimental model organisms
[
BIOL 3050
]
Know the life cycles of major plant groups
[
BIOL 1011
]
Know the process to bring in Garmin GPS data into ArcGIS
[
BIOL 3633
]
Know the required safety, regulations, and ethics in producing transgenic (or Genetically Modified Organisms (GMO))
[
BIOL 3036
]
Know what the important cartographic elements to a map and how to add them
[
BIOL 3633
]
Know what things should be considered in making an effective map
[
BIOL 3633
]
Learn about current research on plant programmed cell death and their global applications
[
BIOL 4220
]
Learn and apply aseptic techniques to culture work and sterile transfers
[
BIOL 2004
]
Learn the difference between Raster and Vector Data Models
[
BIOL 3633
]
List the evidence for evolution, define natural selection and genetic drift and apply evolutionary theory to drug resistance and resurgence of disease.
[
BIOL 1050
]
Make use of a range of ecological models
[
BIOL 1050
]
Make use of interdisciplinary data and information
[
BIOL 1050
]
Manage group work
[
BIOL 2003
]
Manipulate simple population models (by hand and using computer software)
[
BIOL 3069
]
Observe diversity of form, as well as key shared structures, across a range of cell and organism types.
[
BIOL 1010
]
Outline how to make transgenic mammals
[
BIOL 3036
]
Outline medical significance of parasite species
[
BIOL 3322
]
Outline the different transgenic insects produced and their potential usefulness
[
BIOL 3036
]
Outline the different types of intertidal habitats (i.e. rocky shore, soft-sediments, salt marshes and mangrove forests)
[
BIOL 3664
]
Outline the different ways of making transgenic plants
[
BIOL 3036
]
Outline the history of marine exploitation in eastern Canada
[
BIOL 2605
]
Outline the main components of the Flora of Nova Scotia
[
BIOL 2601
]
Perform underwater sampling tasks.
[
MARI 3685
]
Point out the influence of economic and social factors on natural resources
[
BIOL 3063
]
Point out the range of human impacts on natural resources
[
BIOL 3063
]
Point to the principle tools for identifying plants
[
BIOL 2601
]
Practice behavioural observations
[
BIOL 2003
]
Predict ecological outcomes of hybridization
[
BIOL 3044
]
Predict respiratory and cardiovascular responses to novel environments from basic physiologic mechanisms of function
[
BIOL 3079
]
Prepare a formal lab report on a select topic
[
BIOL 2004
]
Present environmental results and conclusions to classmates
[
BIOL 2004
]
Present sampling or experimental data and statistical results using appropriate tables and graphs
[
STAT 2080
]
Produce a field notebook that documents field conditions, habitat, and bird observations.
[
BIOL 3622
]
Provide examples of how biological interactions (competition, predation, mutualism) structure communities
[
BIOL 1011
]
Provide examples of transmission of traits that deviate from Mendel's laws of heredity
[
BIOL 1010
]
Recall a range of ecological principles and concepts on various ecological scales from local to global
[
BIOL 1010
]
Recall basic chemical concepts: bonding, formulas, concentration, the principle of balancing chemical equations, radiometric dating/radioactive decay
[
BIOL 1010
]
Recall basic mathematical concepts and techniques: logarithms, exponentials, solving simple algebraic equations, slopes and intercepts, graphing and interpreting simple graphs
[
BIOL 1010
]
Recall basics of cell structure, transport across cell membranes
[
BIOL 1010
]
Recall basics of natural selection
[
BIOL 1010
]
Recall case studies to understand human-ecological interrelationships
[
BIOL 1010
]
Recall examples of a range of environmental problems/ issues
[
BIOL 1010
]
Recall how cells communicate and process signaling information
[
multiple courses
]
Recall the criteria for endemic, native and introduced plants
[
BIOL 2601
]
Recall the formulation and interpretation of simple statistical tests to compare sample or treatment means, or relationships between variables, including t-tests, 1-way and 2-way Analysis of Variance, Analysis of Covariance, and Linear Regression
[
STAT 2080
]
Recall the general biology of marine mammal taxa
[
BIOL 3090
]
Recall the main nutrients necessary for a healthy diet, provide examples of diseases related to nutrient deficiencies and explain the societal issues related to weight.
[
BIOL 1050
]
Recall the major biogeochemical cycles on the planet (e.g. water, carbon, nitrogen, phosphorus)
[
BIOL 1030
]
Recall the major physical and biological features of coastal marine habitats and ecosystems
[
OCEA 2000
]
Recall the milestones of plant systematics from Linneaus to cladistics
[
BIOL 2601
]
Recall the polymerase chain reaction (PCR), a key method in molecular biology.
[
BIOL 2601
]
Recall the statistics that describe distributions of data
[
STAT 2080
]
Recall the steps relating to cell division
[
BIOL 1010
]
Recognise 6 common plant families
[
BIOL 2601
]
Recognize faulty experimental designs and diagnose
[
BIOL 3044
]
Recognize the different species that are most typical of each of the different intertidal habitats
[
BIOL 3664
]
Recognize the influence of stochastic variation in the changes in population numbers
[
BIOL 1030
]
Recognize the structure of DNA and steps in cell division and describe the health issues that result when mistakes occur.
[
BIOL 1050
]
Recommend management strategies that foster sustainability
[
BIOL 3063
]
Relate animal phyla to key transitions of cladogram
[
BIOL 2003
]
Relate graphical representations of multiple stable states to empirical examples
[
BIOL 3069
]
Run a mile.
[
BIOL 3069
]
State the main factors related to aquatic health and disease and their interplay
[
MARI 3602
]
Summarize oceanographic research techniques and their applications in a sub-tropical sea.
[
MARI 3685
]
Summarize the current state of global fisheries, wildlife, forestry, agriculture and aquaculture
[
BIOL 3063
]
Synthesize the information collected during production site visits (Field trips)
[
MARI 3602
]
Understand concepts of fragmentation and edge influence.
[
BIOL 3066
]
Understand fungal ecological roles, relationships with humans and uses by humans
[
BIOL 1011
]
Understand how and when ArcCatalog is used
[
BIOL 3633
]
Understand how land plants grow in length and diameter
[
BIOL 1011
]
Understand how land plants transport fluids within the body
[
BIOL 1011
]
Understand how plant hormones allow plants to respond to environmental cues
[
BIOL 1011
]
Understand how the ArcMap window is laid out and where the various parts of information can be found
[
BIOL 3633
]
Understand how to manipulate/add/drop attribute data in ArcGIS
[
BIOL 3633
]
Understand how to rectify an air photo
[
BIOL 3633
]
Understand how to use some of the most common Vector GIS tools (clip, buffer, erase, dissolve, merge, union, intersect)
[
BIOL 3633
]
Understand how to work safely in the field
[
BIOL 3633
]
Understand plant sexual reproduction and how it differs among the major groups
[
BIOL 1011
]
Understand some basic Raster GIS Tools (Reclassification, Hillshade, Slope, DEM creation, clipping, conversion to polygon)
[
BIOL 3633
]
Understand the basic principles of DNA technology/Biotechnology, its applications and the ethical and societal implications of this technological revolution
[
multiple courses
]
Understand the basics of probability theory, formal statistical inference and hypothesis testing
[
multiple courses
]
Understand the basis of hypothesis testing and statistical inference
[
STAT 2080
]
Understand the common colour models and how/when they are used
[
BIOL 3633
]
Understand the concepts and principal methods of multivariate analysis
[
BIOL 4062
]
Understand the difference between Geographic and Projected Coordinate Systems
[
BIOL 3633
]
Understand the different types of selection and when they can be used
[
BIOL 3633
]
Understand the ethical considerations that should be incorporated into the design of any biologging study.
[
BIOL 4323
]
Understand the features that allowed transition from aquatic to terrestrial environments
[
BIOL 1011
]
Understand the fundamentals of disease dynamics and transmission
[
BIOL 2060
]
Understand the goals of data analysis
[
BIOL 4062
]
Understand the hierarchical levels of biological diversity and a range of metrics used to quantify it
[
BIOL 3065
]
Understand the importance of Metadata and how to add it to GIS Data
[
BIOL 3633
]
Understand the importance of scale and microhabitat in plant ecology
[
BIOL 3066
]
Understand the main components to the ArcGIS System
[
BIOL 3633
]
Understand there are 2 basic font families used on a map
[
BIOL 3633
]
Understanding scale and how that is used
[
BIOL 3633
]
Understanding there are different horizontal and vertical datums and the commonly used ones for Nova Scotia
[
BIOL 3633
]
Use and know when to make use of common biological research tools such as compound microscopes, gel electrophoresis units, pipettors and micropipettors, bioinformatics tools, and enzyme assays.
[
multiple courses
]
Use binoculars and a spotting scope; use a GPS to georeference field observations.
[
BIOL 3622
]
Use dissecting and compound microscopes
[
BIOL 2003
]
Use field notes as an objective record and source of hypotheses.
[
BIOL 3630
]
Use principles of allometry to predict differences in structure and function between large and small animals
[
BIOL 3326
]
Use proper taxonomic literature to identify organisms
[
BIOL 3664
]
Use specialized terminology associated with animal diversity
[
BIOL 2003
]
Use taxonomic keys
[
BIOL 2003
]
Use the library and internet to conduct appropriate literature searches
[
BIOL 3061
]
Use the library and internet to do appropriate literature search
[
BIOL 3061
]
Work effectively in teams with international students.
[
MARI 3685
]
Write a properly formatted CSE-style (Council of Science Editors) citation for a website, article or book; quote from and/or cite published material as appropriate; read an article from a scientific journal and discuss its content with classmates.
[
multiple courses
]
Write a report in the style of a scientific paper
[
multiple courses
]
Write three formal laboratory reports (Lab)
[
MARI 3602
]
Able to use statistical computing software
[
BIOL 4062
]
Access the Faculty of Science Academic Integrity Module in order to be able to elaborate on Dalhousie’s policies on academic integrity and the penalties that relate to plagiarism.
[
BIOL 2030
]
Account for variation in patterns of larval dispersal, settlement and recruitment among benthic invertebrates, in terms of oceanographic features and biological factors
[
BIOL 3761
]
Analyse statistically fish growth data collected in a class run experiment (Lab)
[
MARI 3602
]
Analyze data using basic statistical techniques (mean, standard deviation, n, chi-square test).
[
multiple courses
]
Analyze pilot data to estimate sample size/replication to ensure adequate precision for sample estimates, or power for statistical tests to compare means, in sampling/experimental designs
[
BIOL 4061
]
Analyze the sustainability risks of globalization
[
BIOL 4065
]
Apply knowledge of genetics to the analysis of human pedigrees.
[
BIOL 2030
]
Apply the breeder’s equation in its simplest format.
[
BIOL 2040
]
Apply the scientific method to approach a research question
[
BIOL 2060
]
Appreciate the variety of coastal ecosystems within Nova Scotia
[
BIOL 3623
]
Calculate different types of plant diversity.
[
BIOL 3066
]
Calculate systemic blood flow caused by changes in resistance in the cardiovascular system
[
BIOL 3079
]
Calculate the rate of gas transport using the equation for convective transport
[
BIOL 3079
]
Carry out simple experiments using selected model species
[
BIOL 3050
]
Collect both quantitative and qualitative data through careful observations
[
multiple courses
]
Communicate research results as a formal report in the style of a scientific paper
[
BIOL 2060
]
Compare and contrast plant and animal programmed cell death
[
BIOL 4220
]
Compare and contrast the fundamental mechanisms that regulate gene expression in prokaryotic and eukaryotic cells.
[
BIOL 2030
]
Compare different views and theories of plant communities and mechanisms of succession.
[
BIOL 3066
]
Compare plant and animal organism
[
BIOL 2004
]
Compile diverse information for a Strategic Environmental Assessment (SEA)
[
BIOL 4001
]
Construct linear additive models and ANOVA tables for simple and complex analyses
[
BIOL 4061
]
Construct scientific drawings with scale bars
[
BIOL 2004
]
Contrast developmental strategies of marine invertebrates with larval forms, in terms of evolutionary trade-offs and biogeographic patterns
[
BIOL 3761
]
Contrast generational dominance, spore type, dependence on water, independence from water, and reproduction between the four major plant lineages.
[
BIOL 2004
]
Contrast how the North and South have approached sustainable development
[
BIOL 4065
]
Contrast methods of mapping habitats and the distribution and abundance of marine organisms using scuba.
[
BIOL 3680
]
Contrast methods of marking or tagging marine organisms to measure movement, growth or population characteristics using scuba.
[
BIOL 3680
]
Contrast the physical and chemical environment in the ocean with that on land, and explain how the ocean milieu has shaped the evolution of life and the structure and functioning of marine ecosystems
[
BIOL 3761
]
Contrast the pros and cons of an ecological economics, environmental economics, and neoclassical economics
[
BIOL 4065
]
Contrast the pros and cons of the Cuban Model of sustainable development
[
BIOL 4065
]
Contrast the structures and functions of the three types of cytoskeletal filaments and their associated proteins.
[
BIOL 2020
]
Critique and present a research paper from the primary literature
[
BIOL 3078
]
Debate the notion that Political Ecology will be useful in achieving sustainability
[
BIOL 4160
]
Defend positions on sustainable development to classmates
[
BIOL 4065
]
Define in detail the classes of physical and chemical mutagens, how a chemical mutagen can be identified by the Ames test, and the effect of different types of mutation on phenotype.
[
BIOL 2030
]
Define/explain evolutionary (Darwinian) Fitness
[
BIOL 2040
]
Demonstrate a clear proficiency with compound light microscopes, including phase contrast optics.
[
BIOL 3102
]
Demonstrate ability to do public presentations
[
multiple courses
]
Demonstrate ability to properly summarize, paraphrase, cite and reference scientific literature in order to avoid plagiarism.
[
BIOL 2030
]
Demonstrate an understanding of selected molecular techniques used in the field of Developmental Biology
[
BIOL 3050
]
Demonstrate an understanding of the process of gamete production and fertilization
[
BIOL 3050
]
Demonstrate critical and independent thinking skills to understand coastal policies and action plans in Nova Scotia
[
BIOL 3623
]
Demonstrate proficiency in collecting algal specimens in the intertidal (Field)
[
BIOL 3221
]
Demonstrate proficiency in creating herbarium sheets (Lab).
[
BIOL 3221
]
Demonstrate proficiency in laboratory methods used in medicine for identifying of parasites
[
BIOL 3322
]
Demonstrate proficiency in the use of taxonomic keys (Lab).
[
BIOL 3221
]
Describe a BACI design for environmental impact analysis
[
BIOL 4061
]
Describe and contrast major feeding modes for phagotrophic microbial eukaryotes
[
BIOL 3102
]
Describe and diagram the structure of DNA.
[
BIOL 2030
]
Describe anthropogenic impacts affecting intertidal habitats
[
BIOL 3664
]
Describe conservation issues facing taxonomic and functional groups of metazoans
[
BIOL 2003
]
Describe different examples of programmed cell death in plant development
[
BIOL 4220
]
Describe DNA storage and other functions of the cell nucleus
[
BIOL 2020
]
Describe early developmental processes in sea urchin, frog and humans
[
BIOL 1011
]
Describe endomembrane system components and dynamics, and explain their role in membrane assembly, protein targeting, protein secretion and endocytosis
[
BIOL 2020
]
Describe external and internal morphological features of fish, making appropriate use of relevant terminology.
[
multiple courses
]
Describe form and function of skeletal muscle and cardiovascular, digestive, endocrine, excretory, immune, and respiratory systems, using the human system as an example.
[
BIOL 1011
]
Describe how DNA is transcribed to RNA and how RNA is translated into proteins.
[
BIOL 2030
]
Describe how gene therapy can be used to treat certain human diseases
[
BIOL 3036
]
Describe in detail restriction endonucleases, their recognition sequences in DNA, and their application in the Southern blot and hybridization technique for diagnosis of human genetic disease.
[
BIOL 2030
]
Describe in detail the process of photosynthesis and its various forms (C3, C4 and CAM) in different plant species
[
BIOL 4220
]
Describe in general terms which vertebrates lived at what time
[
BIOL 3326
]
Describe major kinds of disturbances.
[
BIOL 3060
]
Describe plant growth forms and other vegetation characteristics for different terrestrial biomes.
[
BIOL 3066
]
Describe some aquatic macrophytes and their ecological importance
[
BIOL 3221
]
Describe standard experimental layouts and associated analytical models
[
BIOL 4061
]
Describe taxonomical position of each studied parasitic species
[
BIOL 3322
]
Describe the Archaea: Shared features with Eukaryotes; Thermophily and Methanogenesis.
[
BIOL 2004
]
Describe the bacterial species ‘concept’, phylogenetic tree of prokaryotes (including the role of gene transfer)
[
BIOL 2004
]
Describe the basic mechanisms of extinction and radiation in the fossil record.
[
BIOL 2040
]
Describe the basic structure and function of biological membranes
[
multiple courses
]
Describe the cell signalling pathways involved in plant programmed cell death
[
BIOL 4220
]
Describe the differences and similarities between marine and terrestrial mammals and their relative ecological importance
[
BIOL 3090
]
Describe the different macromolecules
[
multiple courses
]
Describe the elements of experimental design
[
BIOL 4061
]
Describe the elements of sampling design in field ecology
[
BIOL 4061
]
Describe the Fungal diversity: nature of hyphae; basic differences between zygomycotes, ascomycotes, and basidiomycotes; Mycorrhizae
[
BIOL 2004
]
Describe the history of exploitation in terrestrial, marine and freshwater living resources (i.e. mammals, birds, reptiles, fishes, invertebrates and plants)
[
BIOL 3063
]
Describe the impact of algae in aquatic and terrestrial environments
[
BIOL 3221
]
Describe the importance of metapopulations, economic trade-offs, individual species traits, and ecological interactions for protected area design
[
BIOL 3065
]
Describe the major plant cell, tissue and organ types
[
BIOL 1011
]
Describe the mechanisms of photosynthesis and respiration in meeting the energy needs of the cell
[
BIOL 1030
]
Describe the Nitrogen cycle from a microbial perspective (examples of anaerobic respiration, lithotrophy, nitrogen fixation)
[
BIOL 2004
]
Describe the pathways of inter and intracellular communication
[
BIOL 2020
]
Describe the patterns, drivers, and consequences of the distribution of global biodiversity on land and sea
[
BIOL 3065
]
Describe the plastid diversity in eukaryotes, including primary vs secondary endosymbiosis
[
BIOL 2004
]
Describe the roles of calcium in cell signaling
[
BIOL 4020
]
Describe the structure of RNA and understand how post-transcriptional processing modifies it prior to translation.
[
BIOL 2030
]
Describe the ultrastructural, morphological, chemical and reproductive characteristics of different algal groups
[
BIOL 3221
]
Describe zonation patterns in the different intertidal habitats
[
BIOL 3664
]
Design a meaningful stakeholder participation program
[
BIOL 4001
]
Design an experimental strategy to answer a simple question relating to cell signaling, including appropriate controls
[
BIOL 4020
]
Design an online profile of a species occurring in an intertidal habitat in Nova Scotia
[
BIOL 3664
]
Design and deliver a creative, insightful presentation on an area of sustainable development as a case study
[
BIOL 4065
]
Design sampling programs and experiments to test ecological hypotheses
[
BIOL 4061
]
Determine a testable question and alternate hypotheses
[
BIOL 2004
]
Develop better group discussions and oral presentation skills
[
BIOL 4220
]
Diagram chromosome structure, the types of rearrangements and explain the consequences of variations in chromosomal number.
[
BIOL 2030
]
Diagram the RNAi pathway and understand its usefulness in decreasing gene expression
[
BIOL 3036
]
Distinguish between cases of evolution versus non-evolutionary processes of biological change.
[
BIOL 2040
]
Distinguish between germ layers and list what tissues/organs develop from each germ layer
[
BIOL 3050
]
Distinguish between mass extinctions and background extinctions and their implications for adaptation
[
BIOL 3326
]
Distinguish between some basic species concepts.
[
BIOL 2040
]
Evaluate evidence pertaining to simple cases of extinction and radiation in the fossil record.
[
BIOL 2040
]
Evaluate information presented by other teams and pose questions to them.
[
BIOL 3622
]
Evaluate media accounts of vertebrate history and evolution
[
BIOL 3326
]
Evaluate options for use of underwater photography in studies of behaviour, distribution and abundance of marine organisms.
[
BIOL 3680
]
Explain and illustrate how DNA replication and recombination
[
BIOL 2030
]
Explain expected mean squares and their use in identifying error terms in ANOVA
[
BIOL 4061
]
Explain host – parasite relationship
[
BIOL 3322
]
Explain how cells can distinguish between various signals
[
BIOL 4020
]
Explain how humans are altering the global nitrogen (biogeochemical) cycle
[
BIOL 1011
]
Explain how landscape characteristics and patterns influence species distribution.
[
BIOL 3762
]
Explain how the ecosystem approach is relevant to watershed dynamics
[
BIOL 3061
]
Explain hypothesis testing and statistical interpretation of experiments
[
BIOL 4061
]
Explain insects' value in economics.
[
BIOL 3327
]
Explain pseudoreplication and ways of avoiding it in ecological field experiments
[
BIOL 4061
]
Explain the basic process of evolution by natural selection (following from what are sometimes called Darwin's postulates).
[
BIOL 2040
]
Explain the concept of a fundamental and realized ecological niche
[
BIOL 2060
]
Explain the concept of heritability in terms of the genetic vs. environmental variance for a trait
[
BIOL 2040
]
Explain the importance of plants to humans and other organisms (oxygen production, crops, primary producers)
[
BIOL 2004
]
Explain the relationships between Type I and Type II error, variance, replication, and effect size
[
BIOL 4061
]
Explain/recognize adaptations.
[
BIOL 2040
]
Extend and apply this understanding to simple situations of tradeoffs, sexual selection and kin selection.
[
BIOL 2040
]
Extract information from relevant book chapter for a teaching presentation (Class presentation)
[
MARI 3602
]
Familiar with the criticisms of hypothesis testing
[
BIOL 4062
]
Familiarity with information-theoretic model selection
[
BIOL 4062
]
Familiarity with statistical likelihood and its uses
[
BIOL 4062
]
Formulate reasonable bounds for various impact categories
[
BIOL 4001
]
Generate and interpret appropriate tables and graphs used to represent data
[
BIOL 2020
]
Give examples of the major thinkers in sustainable development
[
BIOL 4065
]
Identify common pitfalls in experimental design that lead to confounding effects
[
BIOL 4061
]
Identify embryonic structures in slide preparations, photographs and diagrams
[
BIOL 3050
]
Identify factors that affect primary production.
[
BIOL 3066
]
Identify fish, from the higher levels of Subphylum through Superorder to lower levels such as Family and Species, based on morphological features.
[
multiple courses
]
Identify methods of testing assumptions and transforming data to meet assumptions
[
BIOL 4061
]
Identify non-parametric analogues of parametrical models
[
BIOL 4061
]
Identify parasites in vitro
[
BIOL 3322
]
Identify the appropriate use of t-tests for independent and non-independent data
[
BIOL 4061
]
Identify tools and instruments used for recording physical variables in shallow marine habitats and methods of deployment using scuba.
[
BIOL 3680
]
Identify Valued Environmental Components (VECs) in a range of ecosystems
[
BIOL 4001
]
Illustrate how defects in the cell cycle lead to cancer.
[
BIOL 2020
]
Infer the phylogenetic history of organisms from simple data sets.
[
BIOL 2040
]
Interpret animal social behaviour in the light of natural selection (costs and benefits)
[
BIOL 1011
]
Interpret data (e.g., graphs and tables) to assess hypotheses and generate conclusions
[
multiple courses
]
Interpret food-web diagrams in terms of indirect interactions including trophic cascades
[
BIOL 2060
]
Interpret genetic and protein variability using detailed knowledge of the genetic code and the processes of transcription and translation.
[
BIOL 2030
]
Interpret phylogenetic trees
[
BIOL 2030
]
Interpret phylogenies, and use phylogenies to test hypotheses about evolution (e.g. adaptation, speciation etc)
[
BIOL 2040
]
Interpret the evidence that biologists use to determine whether traits are adaptive.
[
BIOL 2040
]
Know how to make a knockout (KO) mouse and understand its usefulness in determining gene function
[
BIOL 3036
]
Know main animal diet types and adaptations to those diets
[
BIOL 1011
]
Make detailed observations about bird behaviour.
[
BIOL 3622
]
Make use of a variety of sustainability tools and models
[
BIOL 4065
]
Obtain in-depth knowledge of advanced microscopic techniques such as confocal microscope and its uses in plant cell biology
[
BIOL 4220
]
Order some major events in the fossil record.
[
BIOL 2040
]
Outline and explain the biotic and abiotic process that cause zonation in intertidal habitats
[
BIOL 3664
]
Outline examples of positive (e.g. mutualism, symbiosis, facilitation) and negative (e.g. competition, predation, parasitism) biological interactions
[
BIOL 2060
]
Outline the events in the early evolution of fishes.
[
multiple courses
]
Participate in groups to solve sustainable development problems
[
BIOL 4065
]
Predict the consequences of abnormal cell signalling
[
BIOL 4020
]
Prepare slides for use with a compound microscope (wet mounts, Gram stains, bacterial spore stains, and fungal hyphae culture slides)
[
BIOL 2004
]
Provide an example of a life history trade-off
[
BIOL 1011
]
Recall how cells produce and utilize ATP
[
multiple courses
]
Recall the general biology of different algae
[
BIOL 3221
]
Recognize the importance of genetics to society and the study of biology, and be able to effectively explain this to non-specialists.
[
BIOL 2030
]
Relate recent understanding of developmental regulatory genes to the origin of novel traits and body forms.
[
BIOL 2040
]
Relate the appearance of two-dimensional microscope sections to three-dimensional embryos
[
BIOL 3050
]
Relate vertebrate history to geological history
[
BIOL 3326
]
Relate vertebrate history to history of other organisms
[
BIOL 3326
]
Report data using written descriptions, graphs, tables, and sketches
[
multiple courses
]
Review some basic ecology of Nova Scotia
[
BIOL 3633
]
Sort, identify, and label collected insects, for submission of your collection.
[
BIOL 3327
]
State assumptions of parametric statistical models and explain the consequences of violating them
[
BIOL 4061
]
Understand ecological integrity and its indicators.
[
BIOL 3060
]
Understand how social systems have evolved, the types of social systems in marine mammals and the evolution of mating strategies as an example of a social system Describe the influence of social structure on vocal categories
[
BIOL 3090
]
Understand large scale biogeographic and macroecological patterns
[
BIOL 3065
]
Understand optimal foraging theory, the pros and cons of dietary techniques for estimating diet and the importance of the development of new technologies
[
BIOL 3090
]
Understand structures and functions of major components of, and replication of, prokaryotic cells
[
BIOL 2004
]
Understand sustainability and ecological sustainability.
[
BIOL 3060
]
Understand the basic principles of experimental design and apply that knowledge to design or critique a laboratory or field study
[
BIOL 2060
]
Understand the biology, ecology, assemblages and distributions of both plants and animals in coastal ecosystems (rocky shores, sandy shores, salt marshes, dunes, mudflats)
[
BIOL 3623
]
Understand the concepts and role genetics plays in conservation of marine mammals
[
BIOL 3090
]
Understand the evolutionary physiological adaptations in marine mammals to adapt to diving, cold and swimming
[
BIOL 3090
]
Understand the origins, taxonomic diversity, structure and ecological importance of the marine mammal orders and families
[
BIOL 3090
]
Understand the processes of ecological succession in coastal ecosystems
[
BIOL 3623
]
Understand the similarities and differences of the biology, ecology, assemblages and distributions of both plant and animal species of pristine versus human-impacted coastal zones (rocky shores, sandy shores, salt marshes, dunes, mudflats)
[
BIOL 3623
]
Understand what makes the same type of ecosystem (i.e. a salt marsh or a rocky shore) different in different areas of Nova Scotia
[
BIOL 3623
]
Use a compound microscope with Kohler illumination, including immersion oil
[
BIOL 2004
]
Use a simple SRI model to predict disease dynamics
[
BIOL 3069
]
Use mathematical analysis to evaluate the effects of interspecific competition and to determine population size and growth patterns.
[
BIOL 1011
]
Use raw data to produce summary statistics and plots
[
BIOL 2003
]
Use simple models to describe unlimited (exponential) and limited (logistic) population growth
[
multiple courses
]
Use the Hardy-Weinberg principle to calculate expected genotype and allele frequencies (1 Locus, 2 Alleles)
[
BIOL 1010
]
Work effectively and efficiently in groups and independently while on field trips and in the laboratory.
[
BIOL 3623
]
Write a formal laboratory report
[
BIOL 2020
]
Write a formal laboratory report (Lab).
[
BIOL 2040
]
Write a formal review paper
[
BIOL 4220
]
Write-up the analysis of real data
[
BIOL 4062
]
Account for the high productivity and biomass, but low species diversity, at hydrothermal vents
[
BIOL 3761
]
Account for the high productivity and diversity of coral reefs, and their vulnerability to environmental stressors and human impacts
[
BIOL 3761
]
Account for the stochasticity of working with live organisms in interpreting experimental data (Lab).
[
BIOL 2040
]
Analyze primary literature of the field to prepare clear and organized oral and written reports
[
BIOL 4050
]
Analyze the main types of biological interactions (competition, predation and mutualism) with mathematical models
[
BIOL 3061
]
Apply quantitative field methods to assess species diversity, abundance and biomass in rocky shores and soft-sediment habitats
[
BIOL 3664
]
Apply simple statistical tests to experimental data (Lab).
[
BIOL 2040
]
Apply the breeders equation in its simple form to any set of observations (i.e. calculate any of the values if given the other values).
[
BIOL 3044
]
Apply the Mendelian principles of heredity for both autosomal and sex-linked inheritance.
[
BIOL 2030
]
Argue for or against interpretations of major events in vertebrate history(dinosaur endothermy, origin of flight, relationships between fin types etc.)
[
BIOL 3326
]
Arrange animal phyla according to relative size
[
BIOL 3326
]
Ask critical questions and participate in class discussions
[
multiple courses
]
Assess new paleontological evidence (fossils) and their implications for interpretations of vertebrate history
[
BIOL 3326
]
Associate metazoan phyla with the habitats/environments that they occupy
[
BIOL 2003
]
Classify bird species into their families and orders.
[
BIOL 3622
]
Collect qualitative and quantitative data and interpret the experimental results
[
multiple courses
]
Communicate scientific ideas effectively both in writing and through public speaking and structured oral presentations.
[
BIOL 4323
]
Compare classification of metazoans into major clades: protostomes/deuterostomes, ecdysozoans, lophotrochozoans
[
BIOL 2003
]
Compare different methods of analyzing single nucleotide polymorphisms, and detail how they can be used in population genetic analyses.
[
BIOL 3042
]
Compare life history strategies of annual, biennial and perennial plants.
[
BIOL 3066
]
Compare locomotive, skeletal, feeding/digestive, excretory, respiratory, sensory, and reproductive structures between the major taxa of metazoans
[
BIOL 3066
]
Compare the variety of invertebrate and vertebrate animal body‐forms, ecologies, life histories, and physiologies
[
BIOL 2003
]
Comprehend the basic principles of population and quantitative genetics, and give examples of their application to real biological systems.
[
BIOL 2030
]
Conduct experiments and sample marine populations to gain practical experience in scientific diving.
[
BIOL 3680
]
Conduct regression analysis and t-tests on ecological data
[
BIOL 2060
]
Contrast plant life cycles between phyla (Hepatophyta, Anthocerophyta, Bryophyta, Lycopodiophyta, Pteriodophyta, Cycadophyta, Ginkogophyta, Coniferophyta, Genetophyta, Anthophyta)
[
BIOL 2004
]
Contrast primary, secondary and tertiary plastid endosymbiosis, including the evolutionary pattern of occurrence, and protein targeting
[
BIOL 3102
]
Contrast strategies for transmission and immune system evasion by example model groups of microbial eukaryote parasites
[
BIOL 3102
]
Contrast the benefits and challenges of moving onto land
[
BIOL 2004
]
Contrast the functions of major type of extrusomes
[
BIOL 3102
]
Contrast the pros and cons of niche theory
[
BIOL 3061
]
Contrast the tissue arrangement of roots and stems between monocots and dicots
[
BIOL 2004
]
Define and explain the four evolutionary forces, mutation, selection, drift and migration.
[
BIOL 2040
]
Define and give examples of homeostasis
[
BIOL 3078
]
Demonstrate a deeper knowledge of a chosen species through an interdisciplinary formal essay (examines biology, ecology, economics, culture, and aesthetics).
[
BIOL 3601
]
Demonstrate an understanding of the principal mechanisms that regulate leaf, flower and root development
[
BIOL 3050
]
Demonstrate an understanding of the process of pollination and fertilization
[
BIOL 3050
]
Demonstrate knowledge of development and physiology of Prototozoa, Plathyhelminthes, Nematoda, Annelida, Arthropoda with special attention to parasites
[
BIOL 3322
]
Demonstrate knowledge of insects' classification, nomenclature, and identification.
[
BIOL 3327
]
Demonstrate knowledge of the causes, characteristics, and consequences of the biodiversity crisis.
[
BIOL 3601
]
Demonstrate proficiency in sectioning live material and creating semi-permanent slides (Lab).
[
BIOL 3221
]
Demonstrate scientific quantitative skills, such as the ability to evaluate experimental design, read graphs and understand information from scientific papers
[
BIOL 4050
]
Demonstrate the ability to use scientific journals, periodicals, and electronic media to access current biological information
[
BIOL 4050
]
Describe how to cut/modify DNA
[
BIOL 3036
]
Describe invasive species of algae; origin and damage.
[
BIOL 3221
]
Describe life cycle of each studied parasitic species
[
BIOL 3322
]
Describe life cycle of vectors
[
BIOL 3322
]
Describe mechanisms by which embryonic cells communicate and their role in regulating embryonic development
[
BIOL 3050
]
Describe the basic evolutionary tree of eukaryotes; and show understanding of major unresolved questions
[
BIOL 3102
]
Describe the chemical structure of proteins, lipids and carbohydrates
[
BIOL 2020
]
Describe the different major groups of algae in taxonomic terms
[
BIOL 3221
]
Describe the different types of pollinators, seed dispersal methods, inflorences, and flowers.
[
BIOL 2004
]
Describe the distribution, environmental features, and trophic structure of tropical coral reefs
[
BIOL 3761
]
Describe the extension of the breeder's equation to multiple correlated characters.
[
BIOL 3044
]
Describe the importance and diversity of vascular plants and success of terrestrial plant life
[
BIOL 2004
]
Describe the importance of algae to humans
[
BIOL 3221
]
Describe the mechanism of gene expression regulation and explain their importance in controlling developmental processes
[
BIOL 3050
]
Describe the mechanisms through which plants interact amongst themselves.
[
BIOL 3066
]
Describe the nature and role of the cytoskeleton in microbial eukaryotes (esp. flagellar apparatus, including replication)
[
BIOL 3102
]
Describe the physical, chemical and biological environment of the deep-sea, and explain how this accounts for patterns of species abundance and diversity
[
BIOL 3761
]
Describe the primary plant body (Root, Shoots and flowers)
[
BIOL 2004
]
Describe the protist cells and some major groups of Protists; focus on Haptophytes, Diatoms, Apicomplexan parasites, Ciliates, Cellular slime molds (including life/sexual cycles for the latter four)
[
BIOL 2004
]
Describe the structure and dynamics of plant specific organelles such as vacuole, chloroplasts, cell wall
[
BIOL 4220
]
Describe the structure of apical meristems and their role in development
[
BIOL 3050
]
Describe the structure of somatic and smooth muscle tissue and explain how it functions
[
BIOL 3078
]
Describe the structures and pathways involved in sensory reception and recognition
[
BIOL 3078
]
Describe the taxonomical position of each collected insect species.
[
BIOL 3327
]
Design DNA primers that could be used for targeted amplification of specific DNA segments via PCR.
[
BIOL 3042
]
Design experiments to quantify genetic variance and heritability.
[
BIOL 3044
]
Develop an in-depth knowledge of invertebrates through review of the primary literature
[
BIOL 3301
]
Develop ways and means of collaborative work through a joint project, with a formal write-up and a class presentation.
[
BIOL 3601
]
Devise valid and reliable measures of animal behaviour.
[
BIOL 3630
]
Differentiate between the different classifications of fruits
[
BIOL 2004
]
Differentiate between the different germination types
[
BIOL 2004
]
Differentiate food web models including loop analysis and contrast their potential to be useful
[
BIOL 3061
]
Discover the relationship between biological interactions and community structure
[
BIOL 3061
]
Distinguish between the application of genotype-by-environment interactions to local adaptation vs phenotypic plasticity.
[
BIOL 3044
]
Evaluate and judge the significance of research findings relevant to embryo development from primary scientific literature
[
BIOL 4050
]
Evaluate evidence relating to simple cases of evolution of novel characters.
[
BIOL 2040
]
Evaluate scientific data, opinions and theories with respect to a scientific or conservation question.
[
BIOL 3090
]
Evaluate the effects of humans, past and present, on marine species, populations and ecosystems worldwide
[
BIOL 3761
]
Explain critical elements of sampling and experimental design as they relate to subtidal research using scuba.
[
BIOL 3680
]
Explain how complex genetic systems lead to modifications of the basic principles of Mendelian inheritance.
[
BIOL 2030
]
Explain how DNA sequence data are used to identify species, and how this methodology has developed into a new subdiscipline of taxonomic science known as ‘DNA barcoding’
[
BIOL 3042
]
Explain how genetic correlations and tradeoffs arise and interpret empirical evidence.
[
BIOL 3044
]
Explain how signals are amplified inside cells by using second messengers
[
BIOL 4020
]
Explain how the field of phylogeography examines questions of historical structure and dispersal of populations, and describe the underlying DNA-based methods involved
[
BIOL 3042
]
Explain processes that determine patterns of distribution, abundance and productivity of kelp beds/forests along temperate coasts
[
BIOL 3761
]
Explain the basic mechanism(s) by which evolutionarily novel characters (e.g. wings, eyes, blood clotting, flagellae) arise.
[
BIOL 2040
]
Explain the basic mechanisms of speciation.
[
BIOL 2040
]
Explain the composition and synthesis of several important types of mineralised scales and tests of microbial eukaryotes
[
BIOL 3102
]
Explain the composition, structure, and dynamics of the lipid bilayer
[
BIOL 2020
]
Explain the environmental factors which limit bryophyte and seedless vascular plant distribution
[
BIOL 2004
]
Explain the fundamental principles and ethics of resource management and conservation
[
BIOL 3063
]
Explain the interplay of biological interactions and physical factors in determining patterns of intertidal zonation on rocky shores
[
BIOL 3761
]
Explain the nature and mode of transmission of signals between cells
[
BIOL 4020
]
Explain the principle of QTL (Quantitative Trait Locus) mapping and apply it to single locus analysis
[
BIOL 3044
]
Explain the roles of disturbance and biological interactions (competition, grazing, predation and disease) in shaping community organization in kelp beds/forests worldwide, and the impact of invasive species on the kelp-bed ecosystem of the Northwest Atlantic
[
BIOL 3761
]
Explain the significance of hormones in plant development and describe the role of each of the five major hormones in development
[
BIOL 3050
]
Express the concepts of evolution as changes in allele frequencies and the Hardy-Weinberg principle.
[
BIOL 3050
]
Generalize and appreciate animal diversity on a global scale.
[
BIOL 2003
]
Generate and interpret appropriate tables and graphs to represent ecological data
[
BIOL 2060
]
Generate appropriate tables and graphs to represent data (Lab)
[
MARI 3602
]
Generate appropriate tables and graphs to represent data (Lab).
[
BIOL 2040
]
Give examples of Fermentation, Anaerobic respiration, Lithotrophy, and Anoxygenic photosynthesis (vs oxygenic photosynthesis)
[
BIOL 2004
]
Hypothesize casual relationships among community diversity, ecological stability and complexity
[
BIOL 3061
]
Identify a range of community descriptors that are useful for characterizing natural community structure in terrestrial, marine, and freshwater communities.
[
BIOL 3061
]
Identify and differentiate between mechanisms used to develop a complex, multicellular organism.
[
BIOL 3050
]
Identify bird species at risk in Nova Scotia.
[
BIOL 3622
]
Identify effects of and defense strategies for seed predation, grazing and parasitism.
[
BIOL 3066
]
Identify environmental factors and biological interactions that influence resource abundance
[
BIOL 3063
]
Identify how species diversity, food-webs and ecosystems influence resource abundance
[
BIOL 3063
]
Illustrate how knowledge of parasitic diseases may help in diagnosis and treatment of humans and animals
[
BIOL 3322
]
Illustrate the evolutionary origins of the chloroplast and its diversity
[
BIOL 3221
]
Infer (calculate) genetic variance components for continuous traits from any of the major methods used to infer them (One way ANOVA, covariance among relatives, realized heritability)
[
BIOL 3044
]
Interpret evidence to determine which mechanisms might be acting in simple cases of speciation.
[
BIOL 2040
]
Interpret Mendel’s rules of heredity in terms of the eukaryotic cell cycle. Describe meitoic crossing over and its relationship to genetic linkage.
[
BIOL 2030
]
Interpret reaction norms
[
BIOL 3044
]
Interpret the evolution of animal behaviour and life history in light of natural selection and inclusive fitness
[
BIOL 2060
]
Know the history of molecular biology and recombinant DNA
[
BIOL 3036
]
Make recommendations for future research and conservation efforts
[
BIOL 3622
]
Manipulate and interpret results of the Lotka-Volterra competition and predator-prey models
[
BIOL 2060
]
Outline basic endocrine functioning
[
BIOL 3078
]
Outline basic features of newer methods of DNA sequencing and how they have initiated an important shift from ‘population genetics’ to ‘population genomics’
[
BIOL 3042
]
Outline concepts of biogeography
[
BIOL 3221
]
Outline newer variations of PCR, quantitative PCR (qPCR) and reverse transcription PCR (RT-PCR), and their applications in molecular ecology
[
BIOL 3042
]
Outline the differences and similarities between plant and animal development and demonstrate an understanding for the basis for these differences
[
BIOL 3050
]
Outline the major biogeochemical cycles on the planet (e.g. water, carbon, nitrogen, phosphorus)
[
BIOL 2060
]
Outline the mechanisms required for ATP production in the cell
[
BIOL 2020
]
Outline the process involved in limb development
[
BIOL 3050
]
Outline the processes involved in generating a nervous system
[
BIOL 3050
]
Perform a one-way ANOVA
[
BIOL 3044
]
Predict major human impacts on natural ecosystems and global biogeochemical cycles
[
BIOL 2060
]
Predict the effects of each evolutionary force on allele and genotype frequencies in a given situation and for combinations of two evolutionary forces (calculate the change for simple situations – qualitative predictions for situations involving two evolutionary forces.
[
BIOL 2040
]
Predict the mean and variance of a quantitative trait from allelic frequencies and effects.
[
BIOL 3044
]
Predict/interpret the outcome of a hybrid cross (inter or intraspecific) for the early generation hybrids (F1, F2, BC) in terms of additive, dominance and epistatic interactions.
[
BIOL 3044
]
Prepare a 1-page NSERC style research proposal on a selected topic.
[
MARI 4350
]
Prepare and present a 15 minute class presentation about the processes of ecological succession in coastal ecosystems and human impact in the coastal zone
[
BIOL 3623
]
Present (orally) a concise representation of a data set from an original research article
[
BIOL 4020
]
Provide examples of plant adaptations to different conditions, including shade, drought, wind, and cold.
[
BIOL 3066
]
Read and interpret a scientific paper describing a straightforward experimental or observational study
[
BIOL 2060
]
Refine writing formal laboratory report skills, including figures, tables and statistical methods
[
multiple courses
]
Relate changes in animal systems to transition onto land
[
BIOL 2003
]
Relate evolutionary adaptations to plant development and reproduction
[
BIOL 2004
]
Relate genetic covariances to trade-offs between competing selection pressures (e.g. selection for more vs larger eggs).
[
BIOL 3044
]
Relate how nerves and muscles coordinate to allow for movement
[
BIOL 3078
]
Research and recall the primary literature related to invertebrate evolution, the fossil record, taxonomy, and body plans
[
BIOL 3301
]
Synthesize a phylogeny showing relationships of arbitrarily chosen lineages of vertebrates
[
BIOL 3326
]
Understand the basics of biological conservation and how it is achieved.
[
BIOL 3601
]
Understand the importance of below-ground processes for plants including obtaining nutrients, mycorrhizae and decomposition.
[
BIOL 3066
]
Understand the steps involved in cleavage and gastrulation and also identify the types of cell movements involved in gastrulation
[
BIOL 3050
]
Use critical and independent thinking to write a concise yet comprehensive scientific review paper about human impacts in coastal zones
[
BIOL 3623
]
Use fitness functions (the correlation between ecological traits and fitness) to describe selection and predict responses.
[
BIOL 3044
]
Use the BIDE (births, deaths, immigration, emigration), exponential and logistic population growth models to make predictions
[
BIOL 2060
]
Utilize PRIMER-E statistical software to analyze patterns of species abundance from a rocky shore
[
BIOL 3664
]
Write formal laboratory reports
[
BIOL 3050
]
Account for the interrelationships of major historical developments in ecosystem-level ecology (ELE)
[
BIOL 3061
]
Analyze and assess research papers in behavioural ecology in discussion with peers (tutorial)
[
BIOL 3062
]
Analyze and display a variety of ecological biologging data using multiple statistical techniques and data processing tools.
[
BIOL 4323
]
Analyze diverse examples of environmental problems & issues
[
BIOL 3061
]
Analyze field data and evaluate the efficacy of scuba-based procedures.
[
BIOL 3680
]
Apply a range of simple practical methods to study animal and plant biology in the field.
[
BIOL 3762
]
Apply behavioural ecology to problems in animal conservation
[
BIOL 3062
]
Apply ecological concepts to birds.
[
BIOL 3622
]
Apply knowledge of entomology to strategies of pest control.
[
BIOL 3327
]
Apply several environmental impact and risk methodologies
[
BIOL 4001
]
Apply theories and topics learned in the course by solving problems in lecture, tutorials and labs.
[
BIOL 2030
]
Appreciate how agroforestry innovations can make positive impacts on economy and environment.
[
BIOL 3634
]
Assess and value residual impacts for decision makers
[
BIOL 4001
]
Assess practices of controlling resource production, pests, and predators
[
BIOL 3063
]
Assess Strategic Environmental Assessment (SEA) impacts with extended spatial-temporal scales
[
BIOL 4001
]
Assess the community structure controversy using real-world examples from the ecological literature
[
BIOL 3061
]
Assess the usefulness of a range of environmental indicators
[
BIOL 3061
]
Be able to clearly articulate the science in key conservation debates, both orally through presentations, and in written form
[
BIOL 3065
]
Calculate the fitness associated with different life histories, as represented by different ages at maturity, reproductive costs, and levels of fishing.
[
BIOL 4080
]
Characterize the biology and culture of 8 major groups of cultured aquatic organisms
[
MARI 3602
]
Communicate scientific findings and personal development orally and in writing.
[
multiple courses
]
Communicate the rationale, methods, results, and implications of field research in oral and written form.
[
BIOL 3630
]
Compare and describe Linnaean system of classification and evolutionary phylogenetics
[
BIOL 3301
]
Compare relative usefulness of qualitative versus quantitative approaches and models in ecosystem-level ecology (ELE)
[
BIOL 3061
]
Compare several approaches frequently used to explain human-environment interactions and environmental problems (case studies of population-scarcity, markets and commodities, institutions, environmental ethics, risks and hazards, political economy, and the social construction of nature)
[
BIOL 3061
]
Compare the political versus the apolitical approaches to environment
[
BIOL 4160
]
Compile a data report to document a field study.
[
BIOL 3622
]
Compile, use and manipulate class data from field trip sampling and laboratory analyses to answer assignment questions
[
BIOL 3623
]
Complete a plant ecology study: develop objectives, plan the sampling design, collect data, communicate the results and write a report.
[
BIOL 3066
]
Compose an oral presentation summarizing the independent research project
[
BIOL 3063
]
Comprehend different evolutionary models for genetic load and how these led to the neutral theory of molecular evolution. Understand and describe the “Neutral theory” and the “nearly neutral theory”. Know the major predictions of neutral theory and give examples where predictions have been validated with real molecular data. Comprehend both the benefits and pitfalls of neutral theory.
[
BIOL 3046
]
Comprehend the complexity of homology relationships under a variety of different molecular evolutionary processes.
[
BIOL 3046
]
Conclude holistic, whole system approaches are useful for ecosystem-level ecology (ELE) and environmental problems
[
BIOL 3061
]
Conduct a manipulative field experiment and analyze and interpret the results in the form of a scientific paper
[
BIOL 3761
]
Conduct correlation analysis, t-tests and regression on ecological data
[
BIOL 3069
]
Construct a follow-up plan for accountability
[
BIOL 4001
]
Contrast a set of environmental management concepts and applications
[
BIOL 3061
]
Contrast some example forms of multicellularity among protists
[
BIOL 3102
]
Contrast the anatomy and physiology of birds to those of mammals.
[
BIOL 3622
]
Contrast the physical and chemical environment in the ocean with that on land, and explain how the ocean milieu has shaped the evolution of life and the structure and functioning of marine ecosystems.
[
BIOL 3761
]
Critically evaluate recent, high-profile publications about marine science and identify their importance, strengths and weaknesses.
[
MARI 4350
]
Debate the relevance and importance of recent findings in marine science to management, conservation, education, and policy development.
[
MARI 4350
]
Define inbreeding and inbreeding depression
[
BIOL 3042
]
Define supportive breeding and domestication selection and understand the potential consequences of supportive breeding for the maintenance of genetic diversity
[
BIOL 3042
]
Demonstrate a basic knowledge of human population issues.
[
BIOL 3060
]
Demonstrate a deeper knowledge of a chosen topic through a formal essay (information research, science writing, peer editing).
[
BIOL 3060
]
Demonstrate an understanding of the experimental approaches and how they are applied to specific problems in developmental biology
[
BIOL 4050
]
Demonstrate awareness that science, law and politics play an important role in the conservation and management of marine mammals, threats they face and mitigation options
[
BIOL 3090
]
Demonstrate basic environmental ethics.
[
multiple courses
]
Demonstrate how receptors capture signals (1st messengers) and transmit them inside the cell.
[
BIOL 4020
]
Demonstrate knowledge of forensic entomology.
[
BIOL 3327
]
Demonstrate knowledge of insects' anatomy, physiology, development, and life cycles.
[
BIOL 3327
]
Demonstrate knowledge of standard methods of describing, studying and evaluating different terrestrial ecosystems.
[
BIOL 3762
]
Demonstrate knowledge of the major ideas in developmental biology
[
BIOL 4050
]
Demonstrate the importance of insects that are beneficial to agriculture.
[
BIOL 3327
]
Demonstrate the multiple interdisciplinary roots that have led to contemporary Political Ecology
[
BIOL 4160
]
Demonstrate the relationship between critical thinking and good scholarship within a course project.
[
BIOL 3046
]
Describe differences between plant and animal populations including modular growth.
[
BIOL 3066
]
Describe DNA microsatellites, the models of how they mutate, and their uses in population genetics, pedigree analyses, behavioural ecology and forensic analyses
[
BIOL 3042
]
Describe feather structure and relate variation in feather form to function.
[
BIOL 3622
]
Describe important fossils close to major divergences in lineages
[
BIOL 3326
]
Describe insects' relationships with plants and other animals.
[
BIOL 3327
]
Describe life history theory and explain how it relates to the evolution of age and size at maturity, and the evolution of reproductive effort.
[
multiple courses
]
Describe methods of estimating population abundance, as well as the underlying data needed. Estimate population abundance using a simple formula.
[
BIOL 3080
]
Describe opportunities for employment and cash income generated through agroforestry systems.
[
BIOL 3634
]
Describe physiologic reproductive strategies across species
[
BIOL 3078
]
Describe the basic biology of the most important major groups of microbial eukaryotes
[
BIOL 3102
]
Describe the basic elements of how the field of ‘metagenomics’ examines the genetic diversity of microbial communities and how the new methods of DNA sequencing are revolutionizing this field
[
BIOL 3042
]
Describe the body plans of the 34 metazoan phyla focusing on invertebrates
[
BIOL 3301
]
Describe the concept of effective population size (Ne), its importance in population and conservation biology, and the different ways in which it is estimated
[
BIOL 3042
]
Describe the feeding morphology and trophic polymorphisms of various fish groups.
[
multiple courses
]
Describe the functions of major types of mitochondria-related organelles in anaerobic microbial eukaryotes.
[
BIOL 3102
]
Describe the general features of mitochondrial and chloroplast genomes (mtDNA and cpDNA), and how they make these ‘cytoplasmic’ genomes especially useful in population genetics and phylogeography
[
BIOL 3042
]
Describe the links between density dependence, population regulation and equilibrium
[
BIOL 3069
]
Describe the morphological and meristic characteristics of different phylogenetic groups of fishes and identify the divergent characters that differentiate them.
[
multiple courses
]
Describe the reproductive morphology, costs, and strategies of various fish groups.
[
multiple courses
]
Describe the role of insects in nature.
[
BIOL 3327
]
Describe the various forms of fish movement, and how buoyancy affects fish locomotion.
[
BIOL 3080
]
Design and conduct a field study of birds, analyze data, and interpret results.
[
BIOL 3622
]
Design and justify the major features of a Sustainable Society
[
BIOL 4065
]
Design and present a creative, and insightful case study from the Political Ecology literature
[
BIOL 4160
]
Develop and use different methods and analyses for sampling plant communities.
[
BIOL 3066
]
Develop basic understanding of molecular phylogenetics
[
BIOL 3301
]
Develop new knowledge of the physiology, ecology, behaviour of invertebrates in much more detail than was learned in BIOL 2003
[
BIOL 3301
]
Diagram major anatomical structures(skull, limbs/fins, axial skeleton etc)
[
BIOL 3326
]
Discover the positive and negative tree-crops-soil interactions (for light, water, and nutrients).
[
BIOL 3634
]
Discuss climate change as it relates to fisheries and aquaculture in Canada.
[
BIOL 3634
]
Discuss current research in fish and fisheries.
[
BIOL 3080
]
Discuss current topics in marine sciences that are at the forefront of fundamental and applied research.
[
MARI 4350
]
Discuss how information from anatomy, cell biology, molecular biology and genetics can be integrated in the explanation of a particular developmental process
[
BIOL 4050
]
Discuss the collapse of Canadian Atlantic Cod populations.
[
BIOL 3080
]
Discuss the ecological and evolutionary consequences of fisheries exploitation.
[
BIOL 3080
]
Discuss the genetics of invasive species
[
BIOL 3042
]
Evaluate and monitor agroforestry systems and multipurpose trees in a field setting.
[
BIOL 3634
]
Evaluate current literature on the applications of biologging methods to a variety of species and ecological topics.
[
BIOL 4323
]
Evaluate the mechanisms involved in primary and secondary succession.
[
BIOL 3762
]
Evaluate the positive and negative viewpoints concerning Political Ecology
[
BIOL 4160
]
Examine the principles and theories on the relationships between terrestrial life (individual organisms, populations, communities, and ecosystems) and both biotic and abiotic factors in the environment.
[
BIOL 3762
]
Explain and apply the basic steps in optimality models (including game theory models)
[
BIOL 3062
]
Explain and apply the main models explaining sex ratios, sexual selection, and mate choice
[
BIOL 3062
]
Explain and apply the main models explaining the evolution of parental care
[
BIOL 3062
]
Explain and apply the main models of competition, territoriality, and contests
[
BIOL 3062
]
Explain and apply the main selective pressures on animal signals
[
BIOL 3062
]
Explain and apply the main theories to explain the evolution of cooperation and the main selective pressures favoring cooperative breeding in vertebrates
[
BIOL 3062
]
Explain and apply the principles of natural selection as they apply to behaviour
[
BIOL 3062
]
Explain and contrast the main approaches to applying behavioural ecology to humans
[
BIOL 3062
]
Explain how dispersal and spatial structure (metapopulations, source-sink dynamics) can allow competitors to coexist
[
BIOL 3069
]
Explain how fish make use of sound and/or electricity to sense their surroundings.
[
BIOL 3080
]
Explain how niche partitioning can allow competitors to coexist
[
BIOL 3069
]
Explain how respiration and osmoregulation are achieved in fish.
[
BIOL 3080
]
Explain how scale analysis is pertinent to Political Ecology
[
BIOL 4160
]
Explain how time lags influence population dynamics
[
BIOL 3069
]
Explain insects' ecology, distribution, and behaviour.
[
BIOL 3327
]
Explain neuronal function and signal transmission
[
BIOL 3078
]
Explain the effects of resource limitation and functional responses on model and empirical predator-prey dynamics
[
BIOL 3069
]
Explain the importance of agroforestry and the involved biophysical processes.
[
BIOL 3634
]
Explain the influence of various hormones on kidney function
[
BIOL 3079
]
Explain the pros and cons of the Tragedy of the Commons (ToC) to current global environmental problems such as climate change and decreasing marine fish stocks
[
BIOL 4160
]
Explain the role of insects in forestry.
[
BIOL 3327
]
Explain the systematics and evolution of insects.
[
BIOL 3327
]
Explain, and contrast the cell biological basis and relevant hydrodynamic considerations for major forms of i) swimming, ii) gliding and iii) amoeboid locomotion by microbial eukaryotes.
[
BIOL 3102
]
Formulate a comparative analysis in a case study format using three of these approaches to illustrate how the environment and society are linked
[
BIOL 3061
]
Formulate ecological hypotheses, design and implement simple field research methods, and analyse field data using appropriate statistical techniques.
[
BIOL 3762
]
Generate a formal population or stock assessment using different population growth models and assessment methods
[
BIOL 3063
]
Generate a Strategic Environmental Assessment (SEA) framework for plans, programs and policies
[
BIOL 4001
]
Generate hypotheses and design an observational experiment that tests simple hypotheses in behavioural ecology (tutorial)
[
BIOL 3062
]
Identify and apply diet choice and patch models of foraging and their basic modifications
[
BIOL 3062
]
Identify and compare homologous anatomical features between vertebrates
[
BIOL 3326
]
Identify and discuss conservation issues relevant to birds.
[
BIOL 3622
]
Identify and understand basic anti-predator strategies and characteristics of predator-prey evolutionary arms races
[
BIOL 3062
]
Identify life cycles and behavior of invertebrate animals and the adaptations of invertebrates to particular environments
[
BIOL 3301
]
Identify roles of invertebrates in ecosystems and relationships that human have with invertebrates
[
BIOL 3301
]
Identify structures in invertebrates including locomotive, skeletal, feeding/digestive, excretory, respiratory, sensory, and reproductive
[
BIOL 3301
]
Identify the bones of a bird and reassemble a disarticulated skeleton.
[
BIOL 3622
]
Identify the costs and benefits of different life history strategies (e.g. migration, breeding, spacing behaviour).
[
BIOL 3622
]
Identify the evolutionary history of the metazoan phyla through understanding of phylogenetic trees
[
BIOL 3301
]
Identify the invertebrate phyla using taxonomic keys and, for the major phyla, be able to identify classes
[
BIOL 3301
]
Identify the major environmental and biological changes that lead to the evolution of metazoans focusing on the Ediacaran and the Cambrian periods
[
BIOL 3301
]
Identify the organs of a bird's internal anatomy.
[
BIOL 3622
]
Identify the role of agroforestry systems in soil fertility and nutrient cycling.
[
BIOL 3634
]
Illustrate how resilience theory is useful in environmental management
[
BIOL 3061
]
Illustrate methods of surveillance for diseases.
[
BIOL 3328
]
Infer the foraging habits of a bird specimen based on external anatomical features.
[
BIOL 3622
]
Integrate knowledge of principles and methods into the design of a research proposal that effectively addresses a realistic and unique problem in ecology.
[
BIOL 4323
]
Interpret F-statistics on population structure and explain how deviations from the Island Model assumptions affect interpretations
[
BIOL 3042
]
Interpret sustainable development as a trans-disciplinary concept
[
BIOL 4065
]
Interpret the consequences of climate change on ecosystems and communities, including unexpected and unintuitive consequences, and explain how conservation planning should take climate change into account
[
BIOL 3065
]
Know how materials move across cell membranes and the forces which drive the movement
[
BIOL 3078
]
Know mechanisms for functional divergence at the molecular level that span a wide range of biological complexity. Understand how specific models of adaptive evolution explain real examples of functional divergence.
[
BIOL 3046
]
Know terminology and concepts related to metazoan body plans, classification, and evolution
[
BIOL 3301
]
Know the historical, cultural, and social framework that lead to the Darwinian theory of evolution
[
BIOL 3046
]
Know updates and extensions to Darwinian theory that led to modern theory. Comprehend and explain principles arising from the neo-Darwinian synthesis and neutral theory.
[
BIOL 3046
]
Outline digestion and absorption strategies and processes across species
[
BIOL 3078
]
Outline how genetics can be used for fisheries management and forensic purposes
[
BIOL 3042
]
Outline how to monitor and assess the distribution and abundance of resource populations
[
BIOL 3063
]
Outline the adaptations and diversity of physiology across terrestrial and marine phyla
[
BIOL 3078
]
Outline the five major themes covered in Political Ecology and their applications
[
BIOL 4160
]
Outline the nitrogen biogeochemical cycle.
[
BIOL 3066
]
Plan the next steps of current research publications and initiatives.
[
MARI 4350
]
Predict environmental impacts accurately
[
BIOL 4001
]
Predict mating systems in mammals and birds based on their ecology
[
BIOL 3062
]
Produce a stakeholder statement and defend it in a stakeholder debate
[
BIOL 3063
]
Produce an independent project researching the biology, population status, exploitation history, management and conservation of a resource species
[
BIOL 3063
]
Provide examples of the key threats to biodiversity, and the causes and consequences of those threats
[
BIOL 3065
]
Read and interpret scientific papers presenting studies or theory in plant ecology.
[
BIOL 3066
]
Recall distinguishing feature of particular families and orders.
[
BIOL 3622
]
Relate environmental conservation to agroforestry systems.
[
BIOL 3634
]
Relate morphology to function and selection pressures
[
BIOL 3326
]
Study the soil profile and interactions between biological and chemical processes in the soil.
[
BIOL 3762
]
Summarize key features of model-based clustering approaches to estimating population structure and gene flow
[
BIOL 3042
]
Synthesize a current research area in behavioural ecology and write a review paper on the topic
[
BIOL 3062
]
Trace the ancestry and evolutionary changes in morphology from modern vertebrates back to early Paleozoic animals
[
BIOL 3326
]
Understand environmental impacts of agriculture, forestry, fossil fuels and minerals, and urbanization.
[
BIOL 3060
]
Understand environmental stressors, both natural and anthropogenic.
[
BIOL 3060
]
Understand how explicit models of population genetic processes serve as the theoretical foundation for microevolution. Apply these models to understand different mechanisms of evolution acting on real biological data.
[
BIOL 3046
]
Understand how marine mammal abundance is measured and the significance of life history parameters in population dynamics and have a basic understanding of the factors which contribute to the formation of new colonies
[
BIOL 3090
]
Understand how molecular evolutionary processes give rise to patterns of genetic diversity that we observe in the natural world, and how to use those patterns to make inferences about different processes.
[
BIOL 3046
]
Understand key toxins and pollution (toxic and greenhouse gases, metals, nutrients, petroleum, pesticides).
[
BIOL 3060
]
Understand sound propagation in water, fundamental sound component analysis (e.g. amplitude, frequency), sound production and receiving mechanisms in various marine mammal taxa and the impacts harmful sound can have on populations
[
BIOL 3090
]
Understand the evolutionary significance of mutations at different levels of complexity. Apply evolutionary theory to understand impacts of mutations on fitness, rates of molecular evolution and genetic control of mutation.
[
BIOL 3046
]
Understand the importance of molecular evolution in the post-genomic era, and be able to explain this to non-specialists.
[
BIOL 3046
]
Understand the key concepts behind population viability analysis
[
BIOL 3065
]
Understand the meaning of life history and the life history characteristics of cetaceans and pinniped and the factors that shape their evolution
[
BIOL 3090
]
Understand the use of both deterministic and stochastic models in conservation biology, and the appropriate and inappropriate use of models
[
BIOL 3065
]
Use cladistic analysis of morphology to evaluate phylogenetic hypotheses
[
BIOL 3326
]
Use ecological theory to interpret empirical case studies of population dynamics
[
BIOL 3069
]
Use knowledge of molecular evolution for clear and explicit communication and exchange of ideas about the topic within a course project.
[
BIOL 3046
]
Work in teams to critically evaluate an anthropogenic impact in a marine system (at the species, population, or community level) and present an oral report in the form of a conference presentation
[
BIOL 3761
]
Write a critical essay on a topic related to fish and/or fisheries.
[
BIOL 4080
]
Write a formal essay synthesizing the results of scientific studies
[
BIOL 3069
]
Write a formal scientific briefing to inform a politician or manager about the resource species in question
[
BIOL 3063
]
Write clear environmental descriptions and well-organized scientific reports
[
BIOL 3061
]
Write research reports based on data analysis and interpretation.
[
BIOL 3060
]
Analyze a paper from the Political Ecology literature using a specified format
[
BIOL 4160
]
Analyze and defend a Political Ecology case study in detail
[
BIOL 4160
]
Analyze how current trends in globalization affect the local level of human-environment interactions
[
BIOL 4160
]
Analyze the dynamics of power, myth, and knowledge in the use and abuse of natural resources
[
BIOL 4160
]
Apply fundamental concepts of experimental design to field observations and experiments.
[
BIOL 3630
]
Assess global success or lack thereof in achieving sustainable development as per the 2012 Rio + 20 Summit in Brazil
[
BIOL 4065
]
Calculate membrane potentials from ion concentrations and permeabilities
[
BIOL 3079
]
Conceive of how a green economy might function in a Sustainable Society
[
BIOL 4065
]
Conduct small Environmental Impact Assessments (EIAs) independently
[
BIOL 4001
]
Contrast the major global trends affecting sustainable development and existential risk in the coming decades and imagine the world of 2050
[
BIOL 4065
]
Describe arthropod borne diseases.
[
BIOL 3328
]
Describe some of the major controversies and confusion in sustainable development
[
BIOL 4065
]
Describe the processes involved in the regulation of ions and water across terrestrial, freshwater and marine phyla
[
BIOL 3079
]
Describe the various organs and tissues involved in vertebrate gas exchange
[
BIOL 3079
]
Describe transmission of diseases.
[
BIOL 3328
]
Design a well-formulated sustainability analysis and present to classmates
[
BIOL 4065
]
Design Environmental Management Plans including mitigation, enhancement, compensation and monitoring
[
BIOL 4001
]
Diagram causality between the local and global levels in Political Ecology case studies using a chain of explanation model
[
BIOL 4160
]
Distinguish achieving genuine sustainability versus simply reducing non-sustainability using a set of case studies
[
BIOL 4065
]
Evaluate the future potential of Political Ecology in a world of dwindling resources, environmental deterioration, and increasing existential risk
[
BIOL 4160
]
Explain how oxygen and carbon dioxide are carried and exchanged at respiratory and cell surfaces
[
BIOL 3079
]
Explain management by vector control and other methods of prevention of arthropod born diseases.
[
BIOL 3328
]
Explain problems in animal production, pets, and wildlife caused by arthropods.
[
BIOL 3328
]
Explain recent invasions of exotic pests and pathogens.
[
BIOL 3328
]
Generate hypotheses and predictions from field observations.
[
BIOL 3630
]
Illustrate direct injuries caused by arthropods such as phobias, annoyance, allergies, toxins, venoms and myiasis, arthropod transmission of vertebrate parasites, and epidemiology of arthropod born diseases.
[
BIOL 3328
]
Outline history of diverse ideas and approaches that led to the global adoption of sustainable development
[
BIOL 4065
]
Outline the basic structure of the kidney and describe other excretory organs
[
BIOL 3079
]
Predict the magnitude and direction of water and ion flow across gills, kidneys, body surfaces and the gut in various phyla
[
BIOL 3079
]
Predict the time course of mechanical events in simple cardiovascular pumps
[
BIOL 3079
]
Recommend appropriate management strategies to Strategic Environmental Assessment (SEA) decision-makers
[
BIOL 4001
]
Recommend project decision: acceptance, modification or rejection
[
BIOL 4001
]
Select Political Ecology tools, models, and themes most useful for analyzing particular Political Ecology case studies
[
BIOL 4160
]
Understand the basic structure of the heart and circulatory systems in various vertebrate phyla
[
BIOL 3079
]
Write insightful essays on important sustainable development questions and problems.
[
BIOL 4065
]
Write insightful essays on Political Ecology topics and applications.
[
BIOL 4160
]
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