BIOL 2003 OR BIOL 2060
Describe how abiotic factors influence the distribution and abundance of organisms [BIOL 2060] Describe the effects of disturbance on species diversity and other aspects of community structure [BIOL 2060] [BIOL 1030] Design a presentation Explain how connectivity can influence extinction of metapopulations [BIOL 2060] Manage group work [BIOL 2003] Practice behavioural observations [BIOL 2003] Relate animal phyla to key transitions of cladogram [BIOL 2003] Apply the scientific method to approach a research question [BIOL 2060] Communicate research results as a formal report in the style of a scientific paper [BIOL 2060] Describe conservation issues facing taxonomic and functional groups of metazoans [BIOL 2003] Explain the concept of a fundamental and realized ecological niche [BIOL 2060] Interpret phylogenetic trees Outline examples of positive (e.g. mutualism, symbiosis, facilitation) and negative (e.g. competition, predation, parasitism) biological interactions [BIOL 2060] Provide an example of a life history trade-off [BIOL 1011] Understand the basic principles of experimental design and apply that knowledge to design or critique a laboratory or field study [BIOL 2060] Associate metazoan phyla with the habitats/environments that they occupy [BIOL 2003] Compare locomotive, skeletal, feeding/digestive, excretory, respiratory, sensory, and reproductive structures between the major taxa of metazoans Compare the variety of invertebrate and vertebrate animal body‐forms, ecologies, life histories, and physiologies [BIOL 2003] Generate and interpret appropriate tables and graphs to represent ecological data [BIOL 2060] Interpret the evolution of animal behaviour and life history in light of natural selection and inclusive fitness [BIOL 2060] Predict major human impacts on natural ecosystems and global biogeochemical cycles [BIOL 2060] Use the BIDE (births, deaths, immigration, emigration), exponential and logistic population growth models to make predictions [BIOL 2060]
Apply field survey techniques (e.g. transect, point-count, spot-map).Describe how a typical bird flies.Distinguish among different vocalization types and relate them to their functions.Identify common bird species by sight and sound.Produce a field notebook that documents field conditions, habitat, and bird observations.Use binoculars and a spotting scope; use a GPS to georeference field observations.Evaluate information presented by other teams and pose questions to them.Make detailed observations about bird behaviour.Classify bird species into their families and orders.Identify bird species at risk in Nova Scotia.Make recommendations for future research and conservation effortsApply ecological concepts to birds.Compile a data report to document a field study.Contrast the anatomy and physiology of birds to those of mammals.Describe feather structure and relate variation in feather form to function.Design and conduct a field study of birds, analyze data, and interpret results.Identify and discuss conservation issues relevant to birds.Identify the bones of a bird and reassemble a disarticulated skeleton.Identify the costs and benefits of different life history strategies (e.g. migration, breeding, spacing behaviour).Identify the organs of a bird's internal anatomy.Infer the foraging habits of a bird specimen based on external anatomical features.Recall distinguishing feature of particular families and orders.
