BIOL 1011 OR BIOL 1031 OR BIOA 1003 OR SCIE 1505
Explain why community or food web structure is likely to change if a top predator is removed [BIOL 1011] Provide examples of how biological interactions (competition, predation, mutualism) structure communities [BIOL 1011] Recall basic mathematical concepts and techniques: logarithms, exponentials, solving simple algebraic equations, slopes and intercepts, graphing and interpreting simple graphs 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] Use simple models to describe unlimited (exponential) and limited (logistic) population growth [BIOL 1011] [BIOL 1030]
Assess credibility of source materialDescribe the Geologic history and time-scales associated with the evolution of metazoansIdentify major invertebrate and vertebrate taxaManage group workPractice behavioural observationsRelate animal phyla to key transitions of cladogramUse dissecting and compound microscopesUse specialized terminology associated with animal diversityUse taxonomic keysDescribe conservation issues facing taxonomic and functional groups of metazoansUse raw data to produce summary statistics and plotsAssociate metazoan phyla with the habitats/environments that they occupyCompare classification of metazoans into major clades: protostomes/deuterostomes, ecdysozoans, lophotrochozoansCompare the variety of invertebrate and vertebrate animal body‐forms, ecologies, life histories, and physiologiesGeneralize and appreciate animal diversity on a global scale.Relate changes in animal systems to transition onto land
