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• BIO 315 Entire Course (UOP)

• BIO 315 Week 1 Assignment Beren Robinson Field
  Study Paper (UOP)

• BIO 315 Week 1 DQ 1
• BIO 315 Week 1 DQ 2
• BIO 315 Week 1 Assignment Beren Robinson Field
  Study Paper
• BIO 315 Week 2 DQ 1
• BIO 315 Week 2 DQ 2
• BIO 315 Week 2 DQ 3

• Resources Field Study by Beren Robinson in Ch. 5
  of Elements of Ecology
• Write a 700- to 1,050-word paper explaining the
  important aspects of the study and how they
  relate to ecology and evolution.
• Describe original observations of researchers.
• Describe the study in detail

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• BIO 315 Week 1 DQ 1 (UOP)

• BIO 315 Week 1 DQ 2 (UOP)

• What is your personal definition of ecology? How
  do the definitions of ecology presented by
  Essentials of Ecology and the one proposed by
  Ernst Haeckel vary? Which of these previous
  definitions of ecology do you agree with and why?

• What is the difference between evolution and
  natural selection? What factors make the
  Galapagos Islands such a fertile ground for
  observing evolution and natural selection? What
  are some other sites that you might propose to
  observe evolution and natural selection in action?

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• BIO 315 Week 2 DQ 1 (UOP)

• BIO 315 Week 2 DQ 1 (UOP)

BIO 315 Week 2 DQ 2 (UOP)

• What is intraspecific competition? What are some
  examples of how the limited quantity of resources
  affect intraspecific completion? How does
  intraspecific competition affect species
  distribution and their evolution?

• Define the terms fundamental niche and realized
  niche. How does competition relate to George
  Evelyn Hutchinsons concept of niches? How can
  niche differentiation or complementary
  experiments explain aspects of evolutionary
  theory?

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• BIO 315 Week 2 DQ 3 (UOP)

• BIO 315 Week 2 Environment, Resources, and
  Competition (UOP)

• Describe the three main types of predator defined
  in ecology. How does an understanding of fitness,
  abundance, and foraging behavior help us
  understand predation? How does environmental
  patchiness or fragmentation affect predatorprey
  populations?

• Resources University of Phoenix Materials
  Temperature and Precipitation, Intraspecific
  Competition, and Interspecific Competition
  located on your student website
• Imagine you are an ecologist studying ecosystems.
  In this assignment, you are given a set of data
  to study.

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• BIO 315 Week 2 Learning Team Exercises (UOP)

• BIO 315 Week 3 DQ 1 (UOP)

• Complete the following
• After reading Ch. 1 of Essentials of Ecology,
  create an outline of the main interactions that
  happen between organisms, populations, and
  communities in an assigned ecosystem. Develop an
  outline and suggest additional interactions that
  might be important.

• What are some ways ecologists define populations?
  What are some of the factors that regulate
  populations? What challenges do ecologists
  encounter when studying populations?

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• BIO 315 Week 3 DQ 2 (UOP)

• BIO 315 Week 3 DQ 3 (UOP)

• What is demographic stochasticity? Why are small
  populations more susceptible to extinction from
  demographic stochasticity than larger
  populations? Why is demographic stochasticity
  important to biologists?

• What is primary and secondary production? What
  are the limiting factors on primary production in
  terrestrial and aquatic ecosystems? Why is it
  important for an ecologist to be able to
  understand the energy pathways through trophic
  levels?

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• BIO 315 Week 3 DQ 4 (UOP)

• BIO 315 Week 3 Individual Assignment Yeast
  Culture Lab (UOP)

• What is a biogeochemical cycle? Describe how the
  hydrological cycle transports water through
  ecosystems. What are some examples of both benign
  and disruptive human contributions to
  biogeochemical cycles?

• Resources University of Phoenix Materials Lab
  Report Outline, Yeast Lab Worksheet, and Yeast
  Lab Spreadsheet located on your student website
• Review the Yeast Lab Worksheet. It contains
  images of four yeast samples that were observed
  at 0, 24, 48, 72, and 96 hours.

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• BIO 315 Week 3 Learning Team Exercises (UOP)

• BIO 315 Week 4 DQ 1 (UOP)

• Ecosystem Stability
• Complete the following
• Identify producers and consumers in your native
  biome and answer the following questions
• How would removing a producer affect that biome?
• What if a consumer is removed?

• Define the following terms biome, mosaic, and
  patch. What role does scale play in the study of
  ecology? Why are aquatic ecosystems classified
  differently than terrestrial biomes?

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• BIO 315 Week 4 DQ 2 (UOP)

• BIO 315 Week 4 DQ 3 (UOP)

• How does climate influence a biome? What are some
  of the factors that determine an areas biome?
  Why do ecologists study the transitional zones
  between biomes?

• What is the difference between species richness
  and diversity? What are some of the challenges in
  determining the species richness of a community?
  How can these challenges be overcome?

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• BIO 315 Week 4 DQ 4 (UOP)

• BIO 315 Week 4 Learning Team Assignment Ecosystem
  WebQuest and Presentation (UOP)

• How do alien species affect ecosystems? How might
  alien plants and animals influence evolutionary
  differentiation? Why is understanding diversity
  and species richness so challenging for
  ecologists?

• Resource Ecosystem WebQuest located on your
  student website
• Select an ecosystem to examine. Obtain faculty
  approval for your ecosystem.
• Navigate the Ecosystem WebQuest and answer the
  questions located within it.

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• BIO 315 Week 5 Assignment Estuary Project Paper
  (UOP)

• BIO 315 Week 5 Learning Team Exercises (UOP)

• Resource The San Francisco Estuary Project
  website
• Read the Introduction to the San Francisco
  Estuary Project Comprehensive Conservation and
  Management Plan found on the San Francisco
  Estuary Projects (SFEP) website at
  http//sfep.abag.ca.gov
• Select the Publications link on the left-hand
  side of the site.

• Case Study Review and Discussion
• Complete the following
• Read the field study in Ch. 20 of Elements of
  Ecology and discuss the questions at the end.
• Discuss any concept that a team member is having
  a difficult time understanding.

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