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Selected tags:
#diversity
Compare gas exchange, cardiovascular transport and osmoregulatory mechanisms in diverse animals and relate them to their diversity of environment and lifestyle
[
BIOL 3079
]
Describe how abiotic factors influence the distribution and abundance of organisms
[
BIOL 2060
]
Describe the diversity of some major groups of prokaryotes: focus on Proteobacteria; Gram-positives; Cyanobacteria.
[
BIOL 2004
]
Describe the effects of disturbance on species diversity and other aspects of community structure
[
multiple courses
]
Describe the Geologic history and time-scales associated with the evolution of metazoans
[
BIOL 2003
]
Explain major gradients of species diversity in terrestrial and marine ecosystems
[
BIOL 2060
]
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
]
Extend the concept of trade-offs to local adaptation and the evolution of specialists and generalists (and, as always, interpret evidence)
[
BIOL 3044
]
Identify key ecological and coastal issues in Nova Scotia
[
BIOL 3623
]
Identify major invertebrate and vertebrate taxa
[
BIOL 2003
]
Outline the main components of the Flora of Nova Scotia
[
BIOL 2601
]
Recall the criteria for endemic, native and introduced plants
[
BIOL 2601
]
Relate animal phyla to key transitions of cladogram
[
BIOL 2003
]
Use taxonomic keys
[
BIOL 2003
]
Appreciate the variety of coastal ecosystems within Nova Scotia
[
BIOL 3623
]
Calculate different types of plant diversity.
[
BIOL 3066
]
Contrast generational dominance, spore type, dependence on water, independence from water, and reproduction between the four major plant lineages.
[
BIOL 2004
]
Demonstrate critical and independent thinking skills to understand coastal policies and action plans in Nova Scotia
[
BIOL 3623
]
Describe in detail the process of photosynthesis and its various forms (C3, C4 and CAM) in different plant species
[
BIOL 4220
]
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 differences and similarities between marine and terrestrial mammals and their relative ecological importance
[
BIOL 3090
]
Describe the Fungal diversity: nature of hyphae; basic differences between zygomycotes, ascomycotes, and basidiomycotes; Mycorrhizae
[
BIOL 2004
]
Describe the plastid diversity in eukaryotes, including primary vs secondary endosymbiosis
[
BIOL 2004
]
Interpret phylogenetic trees
[
BIOL 2004
]
Recall the general biology of different algae
[
BIOL 3221
]
Understand ecological integrity and its indicators.
[
BIOL 3060
]
Understand sustainability and ecological sustainability.
[
BIOL 3060
]
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 origins, taxonomic diversity, structure and ecological importance of the marine mammal orders and families
[
BIOL 3090
]
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
]
Arrange animal phyla according to relative size
[
BIOL 3623
]
Associate metazoan phyla with the habitats/environments that they occupy
[
BIOL 2003
]
Compare classification of metazoans into major clades: protostomes/deuterostomes, ecdysozoans, lophotrochozoans
[
BIOL 2003
]
Compare locomotive, skeletal, feeding/digestive, excretory, respiratory, sensory, and reproductive structures between the major taxa of metazoans
[
BIOL 2003
]
Compare the variety of invertebrate and vertebrate animal body‐forms, ecologies, life histories, and physiologies
[
BIOL 2003
]
Contrast plant life cycles between phyla (Hepatophyta, Anthocerophyta, Bryophyta, Lycopodiophyta, Pteriodophyta, Cycadophyta, Ginkogophyta, Coniferophyta, Genetophyta, Anthophyta)
[
BIOL 2004
]
Describe the different types of pollinators, seed dispersal methods, inflorences, 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
]
Differentiate between the different classifications of fruits
[
BIOL 2004
]
Generalize and appreciate animal diversity on a global scale.
[
BIOL 2003
]
Hypothesize casual relationships among community diversity, ecological stability and complexity
[
BIOL 3061
]
Identify how species diversity, food-webs and ecosystems influence resource abundance
[
BIOL 3063
]
Illustrate the evolutionary origins of the chloroplast and its diversity
[
BIOL 3221
]
Relate changes in animal systems to transition onto land
[
BIOL 2003
]
Define supportive breeding and domestication selection and understand the potential consequences of supportive breeding for the maintenance of genetic diversity
[
BIOL 3042
]
Describe insects' relationships with plants and other animals.
[
BIOL 3327
]
Describe the feeding morphology and trophic polymorphisms of various fish groups.
[
multiple courses
]
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
]
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
]
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 the major environmental and biological changes that lead to the evolution of metazoans focusing on the Ediacaran and the Cambrian periods
[
BIOL 3301
]
Outline digestion and absorption strategies and processes across species
[
BIOL 3078
]
Outline the adaptations and diversity of physiology across terrestrial and marine phyla
[
BIOL 3078
]
Describe the processes involved in the regulation of ions and water across terrestrial, freshwater and marine phyla
[
BIOL 3079
]
Understand the basic structure of the heart and circulatory systems in various vertebrate phyla
[
BIOL 3079
]
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