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Selected tags:
#biodiversity
Describe the diversity of some major groups of prokaryotes: focus on Proteobacteria; Gram-positives; Cyanobacteria.
[
BIOL 2004
]
Describe the Geologic history and time-scales associated with the evolution of metazoans
[
BIOL 2003
]
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
]
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
]
Recall the general biology of marine mammal taxa
[
BIOL 3090
]
Relate animal phyla to key transitions of cladogram
[
BIOL 2003
]
Understand the hierarchical levels of biological diversity and a range of metrics used to quantify it
[
BIOL 3065
]
Use specialized terminology associated with animal diversity
[
BIOL 2003
]
Use taxonomic keys
[
BIOL 2003
]
Calculate different types of plant diversity.
[
BIOL 3066
]
Demonstrate critical and independent thinking skills to understand coastal policies and action plans in Nova Scotia
[
BIOL 3623
]
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 patterns, drivers, and consequences of the distribution of global biodiversity on land and sea
[
BIOL 3065
]
Interpret phylogenetic trees
[
BIOL 3065
]
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
]
Account for the high productivity and biomass, but low species diversity, at hydrothermal vents
[
BIOL 3761
]
Apply quantitative field methods to assess species diversity, abundance and biomass in rocky shores and soft-sediment habitats
[
BIOL 3664
]
Arrange animal phyla according to relative size
[
BIOL 3664
]
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
]
Demonstrate knowledge of the causes, characteristics, and consequences of the biodiversity crisis.
[
BIOL 3601
]
Describe the different major groups of algae in taxonomic terms
[
BIOL 3221
]
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
]
Generalize and appreciate animal diversity on a global scale.
[
BIOL 2003
]
Relate changes in animal systems to transition onto land
[
BIOL 2003
]
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
]
Describe insects' relationships with plants and other animals.
[
BIOL 3327
]
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 role of insects in nature.
[
BIOL 3327
]
Discuss the genetics of invasive species
[
BIOL 3042
]
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 the historical, cultural, and social framework that lead to the Darwinian theory of evolution
[
BIOL 3046
]
Provide examples of the key threats to biodiversity, and the causes and consequences of those threats
[
BIOL 3065
]
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 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 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
]
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