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intro.txt
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intro.txt
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INTRO
----------------------------------------------------------------------
CLASS DEFHEAD Overview
TOC
----------------------------------------------------------------------
SEC Course structure
----------------------------------------------------------------------
CHANGE CC: Need to check the links on the slides for the polls. Outlines broken. Apparently old versions of the slides. Add a slide about taking notes.
Course overview
Lecture notes for each section will be available on AtL the afternoon
before you need them
Check AtL frequently for announcements and new information
The professor is Jonathan Dushoff
Office hours Tue 9:30-10:20 AM, Wed 2:30-3:20 PM,
or \emph{by appointment,} LSB 332
{\tt dushoff@mcmaster.ca}
The lecture TA is Caroline Cauret
Contact through the Facebook group, or AtL
----------------------------------------------------------------------
Expectations of professor
Start and end on time
Focus on conceptual understanding
Make clear what terminology and facts must be learned
Open to questions -- both in class (within reason) and at office
hours
Responsive to questions on class forums (Facebook and AtL)
----------------------------------------------------------------------
Expectations of students
Don't talk while other students are talking, or while I am
responding to student questions
If you must talk at other times, be unobtrusive
Don't use the internet for non-class activities
Give the professor his 50 min
Lectures are required
Tutorials are required, unless otherwise specified
If you don't go to tutorials, don't bother us about anything
covered in tutorials
----------------------------------------------------------------------
Texts
The primary text for this course is the lecture notes
You will be given readings, which will be posted to AtL
You are required to have an Ecology textbook
Molles and Cahill, Second Canadian edition is recommended
If you would like to use a different textbook, let your TA know, so we
can attempt to provide readings.
----------------------------------------------------------------------
Structure of presentation
Required material will be clearly outlined in the notes
ANS This is an answer: it was omitted from the notes for
discussion purposes, you should probably write it in
COMMENT This is a comment: I omitted from the notes because I
thought it wasn't necessary for you to study. If you write it
in, make a note to yourself that it's a comment.
Required terminology will be presented in {\bf bold}
General ideas and approaches presented in class may also be required;
you should take notes on these in your own words
----------------------------------------------------------------------
Polling
You can obtain extra credit by responding to in-class polls
Text from your cell phone, or answer on the web
POLL multiple_choice_polls/VE6Hqu9GEOgamgS Why are you taking this class?
----------------------------------------------------------------------
SEC People
----------------------------------------------------------------------
TAs
Awesome
----------------------------------------------------------------------
Dushoff
Loves math
Lived in four countries
Studies evolution and spread of infectious diseases
HIV, rabies, ebola, influenza, \ldots
SHORT See notes for more info.
NOTES HLINK http://lalashan.mcmaster.ca/theobio/DushoffLab/
NOTES HLINK https://twitter.com/jd_mathbio
----------------------------------------------------------------------
RSLIDE Squaring the circle
HIGHFIG filledCircle.Rout-4.pdf
----------------------------------------------------------------------
RSLIDE Which country?
WIDEFIG images/phila_skyline.jpg
--------------------------------------------------------------------
RSLIDE Which country?
WIDEFIG images/big_bend.jpg
--------------------------------------------------------------------
RSLIDE Which country?
WIDEFIG images/taiwan_street.jpg
--------------------------------------------------------------------
RSLIDE Which country?
WIDEFIG images/tims.jpg
----------------------------------------------------------------------
RSLIDE Ebola research
WIDEFIG weitz_full.pdf
----------------------------------------------------------------------
Students
POLL multiple_choice_polls/jJELPZrtV4FEEpw What year are you in?
POLL multiple_choice_polls/H9mkx7iaRkRPEBu What kind of career are you aiming for?
----------------------------------------------------------------------
SEC Course content
----------------------------------------------------------------------
TSS Learning goals
Ecology and population ecology
Quantitative thinking
Dynamical modeling
----------------------------------------------------------------------
POLL free_text_polls/Asm8VGYRLvIVpNo What is ecology?
My answer
ANS The study of how organisms interact with each other and with
the environment
ANS Ecology is not environmentalism
----------------------------------------------------------------------
POLL free_text_polls/wj9J0ivIZc2hKoA What is population ecology?
My answer
ANS The study of how organisms interact with each other and with
the environment at the population scale
ANS Larger spatial scale, longer temporal scale
ANS We use \emph{dynamical models} to link from the individual level to
the population level
----------------------------------------------------------------------
Dynamical modeling
BC
Investigates the links between local, short-term processes, and
large-scale, long-term outcomes
Allows us to explore what assumptions we're making, and how
assumptions affect the link
NC
SIDEFIG images/touching.jpg
SIDEFIG images/ew_measles.png
EC
----------------------------------------------------------------------
Math
Population ecology uses math
Math is a critical tool for linking processes to outcomes
Math will play a central role in the course
We will keep it {\em simple}
But we understand that simple does not always mean easy
MATREF math.handouts.pdf Review the math supplement
----------------------------------------------------------------------
Humans and abstract thought
BC
People are evolved to be concrete thinkers, not conceptual thinkers
A goal of this course is to build conceptual thinking skills
NC
SIDEFIG images/hockey.jpg
SIDEFIG images/emc.png
EC
----------------------------------------------------------------------
SS Examples
----------------------------------------------------------------------
Malaria
BC
A nasty, mosquito-borne disease
In some places (e.g., the southeastern US), it has been eradicated
almost by accident
Mosquitoes are still present
In other places it persists at high levels despite concerted
efforts at elimination
\emph{What factors determine when and where malaria spreads?}
NC
SIDEFIG images/us_malaria_1935.jpg
EC
----------------------------------------------------------------------
Red squirrels
BC
Red squirrels are rapidly disappearing from England
Loss of suitable habitat?
Competition from gray squirrels introduced from North America?
Diseases carried by gray squirrels?
NOTES HLINK http://en.wikipedia.org/wiki/Eastern_grey_squirrels_in_Europe
NC
SIDEFIG images/red_squirrel.jpg
SIDEFIG images/grey_squirrel.jpg
EC
----------------------------------------------------------------------
Cod fisheries
BC
Is the ocean too big for people to affect?
What happened to the cod?
NOTES HLINK http://en.wikipedia.org/wiki/Collapse_of_the_Atlantic_northwest_cod_fishery
NC
SIDEFIG images/cod.jpg
SIDEFIG ts/cod1678.simple.Rout-0.pdf
EC
----------------------------------------------------------------------
Populations
POLL free_text_polls/HmlkR0qs7rMbCaZ What population of organisms interests you?
----------------------------------------------------------------------
Dandelions
BC
Start with one dandelion; it produces 100 seeds, of which only
4% survive to reproduce the next year.
How many dandelions after 3 years?
ANS 64?
ANS 125?
NC
SIDEFIG images/dandy_field.jpg
EC