Course Justification.

      Over the past several decades, ecology has seen an explosion in academic, social, and political activity. Due to the industries of the 5 hundred million or so of us in the developed world, and the marginal contribution of over 5.5 billion others in developing countries, we all now face planet-wide environmental risks from our present lifestyle. Concern over this has brought the science of ecology to the forefront of public and political consciousness. Few have provided as concise a rendering of our time as has David W. Orr (1994, Earth in Mind, p. 7):

      "If today is a typical day on planet earth, we will lose 116 square miles of rainforest, or about an acre a second. We will lose another 72 square miles to encroaching deserts, the results of human mismanagement and over-population. We will lose 40 to 250 species, and no one knows whether the number is 40 or 250. Today the human population will increase by 250,000. And today we will add 2,700 tons of chlorofluoro-carbons and 15 million tons of carbon dioxide to the atmosphere. Tonight the earth will be a little hotter, its waters more acidic, and the fabric of life more threadbare."

      By all accounts there are at present major challenges to our long term sustainability and quality of life. If these challenges are not resolved soon, especially if our population size fails to level off in the first half of this century by humane means (as opposed to famine, disease, and warfare), we will create a wake of ecological destruction and biological extinction that cannot be repaired within a time frame that is of any significance to humanity. Too many people are unaware of how unsustainably we live our lives and of how deeply changes will have to be made in order to make the transition to a just and sustainable society.

      Your developing an understanding of ecological processes and ecological inquiry will equip you with the skills to read global environmental signposts (climate change, ozone depletion, and biodiversity loss), and identify ecological flaws in the social, economic, and political systems we have devised to interact with the natural world that have created these signposts. These skills are at the core of what has been called “environmental literacy.” But, environmentally literate people also realize that as authors of these signposts each of us has a profound moral obligation to act responsibly to re-write our legacy and reduce our “ecological bootprint” on the world for the sake of our children. Environmentally literate people accept the obligation that our conscience should affect decisions about how we interact with our environment in terms of our consumer and disposer decisions and that we all must participate in moving our global society toward one that is sustainable. How we in the developed world apply our knowledge of ecology to our own lives over the next several decades will be of telling significance to humanity. Your understanding of ecology is critical your competent stewardship of our only world.

Course Objectives.

• (1) To Improve Your Ecological Literacy About How the Natural World Works. You will better understand how physical, biological, and evolutionary processes affect individual organisms and their populations and communities that in turn affect ecosystem structure and function. You will understand how to model the interactions within these levels of ecological organization (individual, population, community and ecosystem) and predict how patterns of system organization tend to emerge from these interactions. You will also learn how these system-level processes often operate and produce phenomena at very different scales in time and space. Some phenomena relate to short-term individual activities in a single place and time. Whereas, other phenomena can only be understood over long a term involving many populations (“a meta-population”) and the dynamics of many interlinked ecosystems over eons of geologic and evolutionary time.

 
• (2) To Improve Your Scientific Literacy About How Ecological Knowledge is Constructed Using the Scientific Method. It is through the process of scientific inquiry using the scientific method that natural phenomena are observed, interpreted, and reported. Science is a “way of knowing” about the world around us with which one gains an understanding of our environment and the effects of human activities upon it. Only with this perspective can one distinguish sound scientific evidence from pseudo-scientific drivel, and recognize and dismiss the bunk from know-nothings, demagogues, and yahoo’s so common in our society. We all must improve our understanding of how credible ecological science proceeds in order to buffer us against ignorant, arrogant, and deceitful mis-information. Scientifically literate people can ask the right questions, value the right answers, and seek the appropriate paths of action that we all must take to sustain ourselves.

 
• (3) To Improve Your Human Environmental Literacy. You will recognize:

 
1. ...the vast interdependencies between our global society and the natural world. How do the artificial ecosystems of our global technological society interact with and depend upon natural ecosystems?
2. ...that the principal environmental issues of our time are causally linked to our unsustainable and inequitable if not inhumane lifestyle. Few argue that our global population will reach its ecological limits during the first half of this century, and living in a world of finite resource supply can only be attained by facing the ecological and economic reality of limiting ourselves to finite demand,
3. ...that human environmental problems are inherently interdisciplinary and can only be solved using skills from natural science, applied science, social science, economics, political science, etc.,
4. ...that we all are responsible to use our ecological knowledge wisely in our personal decisions about how we interact with our environment, in terms of our consumer and disposer decisions, as well as our participation in the process that we all must be able to undertake in our transition to a sustainable society.

Course Requirements.

      Attendance is required and will benefit your grade. There will be a three mid-term exams and a final exam (dates listed below), numerous in-class assignments (details TBA).



The principal text is a new edition by Manuel E. Molles, Jr. 2005. Ecology: Concepts and Applications. McGraw Hill. 3rd Edition. http://highered.mcgraw-hill.com/sites/0072439696/information_center_view0/). This text represents a newly improved edition of a novel approach to ecology textbook design pioneered by Molles in the mid-1990’s. The basic approach is to present over 1000 high quality nature photos, and another 300+ carefully crafted and artistic conceptually based drawings and data figures, within a fabric of simple declarative sentences, to present ecological concepts, challenges, and ways of knowing. In contrast to other texts, many of the controversies found in the original ecological research literature are often oversimplified and somewhat diminished. The lecture portion of the course, and its exams and writing assignments should complement this text nicely. Since this course includes an intensive writing component (essay-based exams, a major research paper, etc.), an additional text I require you to access is the Elements of Style by Strunk and White. This is one of the best books on English usage ever written, and should be one of the most important books you will buy (or bookmark) and read as a student. Note: if you want to access a web-based version of the original 1918 version go to http://www.bartleby.com/141/index.html. If you find an online version of the more recent edition, send me an email with the url. Lastly, since the amount of writing you will do in this course is already well in excess of the minimum guidelines for a so-called “writing intensive” course, this course will be so-designated. Those of you who do not need another WR course, the decision will not affect you because, as I mentioned, the workload will not change from previous years.


      Since this course includes an intensive writing component (essay-based exams, a major research paper, etc.), an additional text I require you to access is the Elements of Style by Strunk and White. This is one of the best books on English usage ever written, and should be one of the most important books you will buy (or bookmark) and read as a student. Note: if you want to access a web-based version of this text for free press http://www.bartleby.com/141/index.html.

Course Assessment.

      Each exam is worth 100 points, thus there is the potential for 500 points from exams. The final score is based on your total accumulated points. Up to 300 points may be added to your total score from in-class assignments. Additionally, your performance in the lab portion of the course will account for 50% of your final grade (i.e. 800 points), and a detailed breakdown of that will be discussed in lab.

Comments on the Lab Portion of the Course.

      The objective of the lab is for you to "do" ecology, i.e. understanding the process of ecological inquiry which is the scientific method. This course will improve your skills at patient and precise data collection, and expose you to new ways of looking at the natural world around you. Your new-found vision will improve your awareness of the important role YOU play in our world, and THAT is the basis of environmental literacy.

      Since ecology is an inherently field-oriented science, the lab will mostly involve field work, mostly using methods of your design, and the analysis of data you collected in the field. Additionally, you have not done science until you have presented your data and interpretations in a way that is usable by your colleagues. Thus, you will be given ample opportunity in this course to present your research results to your peers, and in turn evaluate and constructively criticize their research. The model I will use in this course to accomplish these goals is that of a “bounded open ended research inquiry.” This will involve your working in teams on a multi-week study of your design subject to the constraint that it can be done entirely during the lab period. Through this activity you will experience the process of ecological inquiry, which is critical to your constructing your own understanding of ecological inquiry.

      Since arriving at Widener University in 1993, I have been experimenting to improve my ecology course by incorporating new and innovative methods I have learned from a number of truly amazing people who are active in national science educational reform. More on this narrative can be found in my Statement of Research Interests in Ecological Education and Science Educational Reform. I have presented results of my efforts with the ecology course at numerous scientific meetings. Most recently:

• Using Student-directed Ecological Research as Curriculum in an Introductory Ecology Course. Invited plenary presentation at the annual meeting of the British Ecological Society, University of Warwick, England, December 17-22, 2001.
• Using Research Inquiries As Curriculum in an Introductory Ecology Lab Course: Formative Evaluation and Course Revision. Invited plenary presentation at the Twenty-Fifth Anniversary Conference “Learning, Classroom Practice, & University Teaching Centers: Looking to the Future,” at the Derek Bok Center for Teaching and Learning, Harvard University, May 29-31, 2001.
• Abstract of oral presentation about the lab portion of this course made at the 1999 annual meeting of the Society for Integrative and Comparative Biology (formerly ASZ) at Denver, Colorado, January, 1999.
• Abstract of poster presentation about the lab portion of this course made at the 1997 annual meeting of the Ecological Society of America at Providence, RI.
• Abstract of oral presentation about the lab portion of this course made at the 1995 annual meeting of the Ecological Society of America at Snowbird, Utah.

Lecture and Lab Schedules for Fall 2002

Class Schedule (Fall 2002).

EXAM 4 and FINAL EXAM during exam week, TBA.

Previous Exams and Lecture/Lab Schedules

• FALL 2002: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3.
• FALL 2001: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3, Exam 4.
• FALL 2000: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3, Exam 4.
• FALL 1999: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3, Exam 4.
• Summer 1999: Lecture and Lab Schedule,

• FALL 1998: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3, Exam 4.
• Summer 1998: Lecture and Lab Schedule,

• FALL 1997: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3, Exam 4.
• FALL 1996: Lecture and Lab Schedule, Exam 1, Exam 2, Exam 3, Exam 4.

My Lecture and Lab Handouts Available on the Web.

• download *.pdf version of the Fall 2001 syllabus.
• Introduction to Field Ecology and the Rapid Ecological Study.
• Handout on the "Ecological Research Study". (COMING SOON!)
• Handout on how to write an ecological research paper and poster for this course. (COMING SOON!)

Research Inquiry Projects Students Have Done. Widener University Journal of   Undergraduate Ecological Research

• Volume 10, Number 1, Biology 301, Fall 2002.
• Effect of Urbanization on Fecal and Non-fecal Coliform Populations in Ridley Creek. Jaime Andrews, Emily Piddington, and Nzingha White.
• Are Acidic Wetlands More Polluted by Coliform Bacteria?: An Among-site Comparison in Southeastern PA and Southern New Jersey. John Beres and Matt Colombo.
• Effects of pH Level and Nutrient Concentration on Wolffia and Lemna Growth. Naeemah Alston, Mary Fontanella, and Beth Wigo.
• Diversity of Insects at Various Heights (Stream Level, Midsection, Canopy) in a Riparian Forest. Amy Curran and Marisa Lea Warner.
• Effects of Extreme Weather Conditions on Vertebrate Diversity in Ridley and Crum Creeks. Krista Bohnert and Rachael Rennekamp.
• A Soil Physio-chemical Survey of the Major Ecotypes of the Taylor Arboretum. Trish Bradley Julie Greenwood.
• Playground Soil Lead (Pb) Contamination in Chester, Pennsylvania. Michael A. Montgomery and Michael R. Ortwein
• Volume 9, Number 2, Biology 301, Fall 2001.
• Biodiversity of Understory Plants at Widener University and Swarthmore College. Amanda Hargrove and Neetu Vasu.
• Just a Stone's Throw Away: Diatom Diversity in Ridley Creek Versus Crum Creek Reflects a Hierarchy of Community Organization. Joe Harrick, James Pohronezny and Ma-Le Trieu.
• Effects of Urbanization on Invertebrates at Widener University and Swarthmore College. Brandon Driscoll and Kelly Knight.
• Indirect Effects of Water Quality on Infection Rates of Stream Minnows. Nick Caputo and Joe Lafferty.
• Presence of Fecal Coliform: A study of rapid assessment methods and the effect of urbanization on the Ridley Creek. Deni-Jo Stanisic and Jessica Worrilow
• Volume 9, Number 1, Biology 301, Summer 2001.
• 1. The Effects of Tropical Storm Allison on the Numbers and Biodiversity of Macroinvertebrates in Ridley and Crum Creeks. Shamus P. Keeler.
• 2. coming soon...
• Volume 8, Number 1, Biology 301, Fall 2000.
• 1. Macro-invertebrate Population and Biodiversity: A Study Based on the Recovery of Macro-Invertebrates One Year After Hurricane Floyd. Jeff Kennedy and Joseph A. Vitello.
• 2. Trends in Population and Biodiversity of Periphyton Compared with Trends in Macro-invertebrates. Tony Diorisio and Doug Kennedy.
• 3. The Effects of Urbanization on Water Quality and Aquatic Animal Biodiversity in Chester Creek. Laura Capik, Monica Cardullo, and Karen Skelly.
• 4. The Effect of Urbanization on Chester Creek: Testing for Coliform Presence from Upstream to Downstream. Jessica Niewodowski and Jennifer Phillips-Barlow.
• 5. Comparison of Macro-invertebrate Species Biodiversity in Rural, Suburban, and Urban Areas. Kathryn V.Damato, Amanda P. Howell, and John A. Masluk.
• Volume 7, Number 2, Biology 301, Fall 1999.
• 1. The Effects of Exotic Ornamentals on Understory Plant Biodiversity in the Duer Tract, Nether Providence Township, PA. Elaine Crescenzi, Mary Malosh, and Shannon McGlinchey.
• 2. The Search for Nothing: The Effects of Hurricane Floyd on Macroinvertebrate Species Population and Biodiversity in Crum Creek, Southeastern PA. Robert Dendall, Jennifer Fuchs, and David LeBold.
• 3. Among-site Variation in Periphyton Abundance and Biodiversity Along Crum Creek in Southeastern PA: Is "Exceptional Value" Status Justified for the Upper Crum Creek? Corinne Piotrowski, Aaron Stillwell, and Mayerling Thanis.
• Volume 7, Number 1, Biology 301, Summer 1999.
• 1. An Ecological Study on the Effects of Vernal Pond Cycles on Aquatic Biodiversity and Water Quality Compared to a Permanent Pond in Bucks County, PA. Tyesha Fuller, Tonia Mastrocola, and Melanie K. Wilcox.
• 2. Comparative Analysis of Soil Quality in Brandywine State Creek Park vs. the New Jersey Pine Barrens. Kelli Baravordeh, Kelli Hursh, and Matthew Lenhardt.
• 3. Plant Diversity and Soil Composition Along a Wet to Dry Gradient in the New Jersey Pine Barrens. Shelly Leonard and Mary Nather.
• Volume 6, Number 2, Biology 301, Fall 1998.
• 1. Effects of Old Clay vs. New Plastic Municipal Sewage Pipes on Water Quality in Little Crum Creek, Swarthmore, PA. Catherine L'Armand and Jennifer Piesvaux.
• 2. The Effects of Water Quality on Plankton Biodiversity in Areas of New vs. Old Municipal Sewage Piping in Little Crum Creek, Swarthmore, PA. Margaret M. Sadoff and Courtney Siegel.
• 3. Variations of Aquatic Microorganism Biodiversity in the Brandywine River from Surrounding Industrialization. Taryn Kindred, Tricia Kojeszewski, and Elizabeth Rhoad.
• 4. Does Bacterial Density Increase in Areas of Low Water Quality in Ridley Creek? Jason Mitchell and Karen Stauffer.
• 5. Fish - What's Wrong with Them?: Indirect Effects of Water Quality on Rates of Infection of Stream Minnows by Nematode Parasites in Ridley Creek, Southeastern PA. Jason Bottoms and John Ginis.
• 6. Urban Impacts on Water Quality and Biodversity in Darby Creek, Southeastern PA. Jeffrey Fallon, Penelope Lucky, and Bradley String.
• 7. Follow the Lead [Pb]: Effects of Campus Water Pipes on Lead Concentrations in Drinking Water at Widener University, Chester, PA. Jessica A. Addeo, Jennifer J. Noce, and Carey A. Romig.
• Volume 6, Number 1, Biology 301, Summer 1998.
• 1. Spatial Variation of Litter Micro-Arthropods in the New Jersey Pine Barrens. Christina Peklak.
• 2. Comparison of Arthropod Diversity and Abundance Between Burned and Unburned Areas in the New Jersey Pine Barrens. Chika Ando and Hitomi Nakamura.
• 3. The Effects of Urbanization on the Toxicity of Lake Bottom Sediments. Melanie Reed.
• 4. The Effects of Urban Effluence on Benthic Life in the Delaware River. Geralyn Fontaine.
• 5. The Effects of Urbanization on Bacterial Diversity in Ridley Creek in Southeastern PA. Lisa Ward.
• 6. Chemical and Biological Indicators of Wetlands Restoration in Southern New Jersey Ponds. Guy Prasalowicz.
• Volume 5, Number 2, Biology 301, Fall 1997.
• 1. The Effect of Riparian Buffers on the Ecology of Ridley Creek in Southeastern PA. Hazel Lafleur-Vetter and Julie Fekete.
• 2. Water Quality in the Chester, Ridley, and Crum Creeks. Mathew Ginalick, Richard A. Moss, and William J. Richardson.


• 3. Macroinvertebrate Biodiversity in the Chester, Crum, and Ridley Creeks. Brian Bayzick, Brian Cairy and Aaron Rospendowski.


• 4. Plankton Biodiversity In and Around the Bald Cypress Pond: Taylor Arboretum. Alvin Chung and Ashima Jaiswal.
• Volume 5, Number 1, Biology 301, Summer 1997.
• 1. A Study of the Biodiversity of Insect Populations at Rural, Suburban, and Urban Settings. Alexander Kobb, Joseph Jenkins, and Kelly Sweeney.
• 2. Bacterial Biodiversity on Maple Leaves from Urban and Suburban Environments. Melanie Gleave, Kruti Patel, and Selina Taylor.
• 3. Ecology of the Eastern Fence Lizard, Sceloporus undulatus, from the New Jersey Pine Barrens: Assessing Thermal Environment and Body Temperature Preferences. Robert Hopkins.
• 4. Ecology of the Eastern Fence Lizard, Sceloporus undulatus, from the New Jersey Pine Barrens: Are Growth Rate Differences Between Males and Females Due to their Behavior? Stephanie Skelly.
• 5. Effects of Structural Habitat Type on Insect Diversity in an Intertidal Marsh. Ilona Burykovski.
• Volume 4, Number 1, Biology 301, Fall 1996.
• 1. Effects of Water Quality Upon Aquatic Metazoans and Diatoms in Chester Creek (Del. Co., PA) at Urban, Suburban, and Rural Sites. Greg White, Gina Barletta, and Nirav Patel.
• 2. A Comparison of Exotic Versus Native Plant Diversity At Four Sites in Southeastern Pennsylvania. Henry Angelopulos, and James Bellenbaum.
• 3. Plankton Biodiversity in Running Water vs. Still Water. Careema Yusuf, Christina Howland, and Ruth Myers.
• 4. Effects of Pollution on the Plankton Biodiversity of Two Aquatic Environments. Erin McGlinchey & Diego Lombardo.
• 5. Effect of Ecological Awareness on Ecological Attitudes A Survey of Undergraduates at Widener University. Joseph Duong and Aaron Kozak.
• 6. Effect of Human Impact on Soil Invertebrate Population and Diversity: A Comparsion of Urban, Suburban, and Rural Environments. Vikki Heverly, Kate Meakim, and Alexis Szathmary.
• 7. Morphological Differences Among Individual Polygonum sp. in Reference to Their Locations. James Carl and Louis Hayner.
• 8. Effects of Pollution on Insect Biodiversity in Urban, Suburban and Rural Areas Located in the Philadelphia Region. Andrew Plantz, Charles Butz, Glen Fiorenza.
• 9. Effects of the Ventilation System in Kirkbride Hall on the Indoor Air Quality (IAQ). Mario Cifolelli and James Flear.
• 10. Results of Chemical Pollution on Biodiversity in Ridley Creek. Lori Manley and James MacCarthy.
• 11. A Study of the Effects of an Abandoned Steel Mill (Phoenix Iron Works) on Algal Growth and Benthic Macro-Invertebrates in French Creek. Mike Malmstrom.
• Volume 3, Number 2, Biology 301, Fall 1995.
• 1. Effects of Management on Plant Diversity on Three Natural Lands Trust Properties in Southeastern PA. Carolina Nolano and Brian Tapley.
• 2. Population Density of Aquatic Bacteria Near a Municipal Wastewater Treatment Outflow along Chester Creek. Emmett Dempsey and Mike Gibbons.
• 3. Relative Bactrial Biodiversity at Three Water Sites Associated with Chester Creek. Edward Kaercher and Erik Ney.
• 4. Effects of Human Disturbance on Terrestrial Invertebrate Biodiversity in Open Fields in Southeastern, PA. Jeff Burdick, Katherine Dugan, and Jennifer Tevanian.
• 5. Effects of Water Quality on Aquatic Animal Biodiversity at Urban, Suburban, and Rural Sites in Chester Creek Along the ‘Rails to Trails’ Route. Joseph Gillespie, Kevin Morelock, and Jung Yi.
• 6. Effects of Urbanization on Ecophysiological Variation in Stomate Density in Woody Plants in Southeastern PA. Mitchel Jolles, Leonard Katerynczuk, and Sajnu Thomas.
• 7. Covariation Between Soil Quality and Microinvertebrate Biodiversity that May Reflect Levels of Human Impact. Wayne Moore and Robert Saunders.
• 8. Plant Diversity Along the ‘Rails to Trails’ Route. Jacqueline Nguyen, Maureen Scull, and Maria Theiss.
• 9. Impact of Human Population Flux on Bacterial Populations in Kirkbride Hall. Mark Adamese, Laureen Gallagher, and William Ryan.
• Volume 3, Number 1, Biology 301, Summer 1995.
• 1. Effects of a Recent Fire on Soil Quality and Biodiversity in a New Jersey Pine Barrens Ecosystem. Joe DeRosa and Greg Potteiger.
• 2. Effects of pH on Plankton Biodiversity in Still Water Ponds. Hillary Archard, Keia Mapp, and Deborah Simpson.
• 3. Effects of Interstate 695, “the Blue Route,” on Water Quality and Aquatic Life in a Surburban Philadelphia Creek. Eileen Dillin and Mike Opet.
• Volume 2, Number 2, Biology 301, Fall 1994.
• 1. Tree biodiversity along an elevational gradient. Chris Barr, Mark Bersheim, and Scott Emuryan.
• 2. Covariation between water quality and aquatic life along the length of Chester Creek, PA. Kelly DeArros, Wade Godfrey, Naomi Ishiwata, and Jeff LaPerle.
• 3. Covariation in water quality and plankton communities in Ridley Creek, PA. Mark Chomow, Susan Foertsch, Jennifer Hurlbert, and Cheryl Korver.
• 4. The effects of management on vascular plant diversity at three sites in southeastern Pennsylvania. Kristen Anderson, Carrie Bassett, Jon Ludwig, and Mike Zambon.
• 5. Soil quality and tree biodiversity in a southeastern Pennsylvania woodland. Mike Garrison, James Mastroddi, and Dave Stoenbenau.
• 6. Biodiversity of terrestrial invertebrates in three different habitats using three sampling techniques. Dave Barclift, Dan Stuart, and Marco Ucciferri.
• Volume 2, Number 1, Biology 301, Summer 1994.
• 1. Plankton Biodiversity Along a Single Waterway. Karen O'Donnell, Lorraine Sowinski, and Melissa Thomas.
• 2. Effects of pH on the Growth of Freshwater Algae. Steve Maiale, Tom Parisi, and Chris Simione.
• 3. A Comparative Study of Insect Biodiversity in Two Wetlands. Steve Eigenrauch, John Lee, and David Lindsay.
• 4. Variation in Invertebrate Biodiversity Along a Moisture Gradient. Kim Chladek and Sue North.
• 5. Biodiversity Among Three Habitat Types: Coverboard Surveys. Marcus Marston, Ryan Reynolds, and Jeff Warmkessel.
• Volume 1, Number 2, Biology 301, Fall 1993.
• 1. Invertebrate Biodiversity and Human Disturbance: A Comparison of Urban, Suburban and Rural Landscapes.  Kris Butler, Joan Nowak and Carole Sperone.
• 2. Environmental Correlates with Leaf Stomate Density in Three Species of Small Herbaceous Plants. Christine Connelly, Maria D'Orsaneo, and Noelle Woodrow.
• 3. Correlates of Water Quality with Coliform Bacterial Counts in Southeastern Pennsylvania Aquatic Environments. Joanne Mullen, Pamela Vance, and Paula Vinson.
• 4. Ecology of a Native Pennsylvania Plant (Aristida purpurescens): Carbon Allocation and Root/Shoot Ratios from Burned and Unburned Serpentine Barrens. Jennifer Carl and Gina Gonzalez.
• 5. Effects of Acid pH on Ammonifying Bacteria: Implications of Acid Rain on Ecosystem Nitrogen Cycling. Joshua Schier, Shah Soghomonian, and John Somner.
• 6. Effects of pH Levels on Two Populations of Duckweed, Lemna minor. Cheryl Hilton, Coleen Milliken, and Amy Morrone.
• 7. Can Crayfish, Cambarus bartonii, Behaviorally Orient to Environmental Variation in pH? Keith DeAngelis and Justin Flemming.
• 8. Soil Preference of Worms.  Mike Cleveland, Chris Davis, and Eric Downs.
• 9. Effects of Acid pH on Food Passage Rate in the Earthworm, Lumbricus terrestris. Holly Hopey and Heather McClintock.
• 10. Effects of Different Insect Prey Types on the Digestive Efficiency of Anolis lizards. Kevin Harvilla and Mike Widmer.
• 11. Effect of Community Patterns of Survivorship on Ethnic Group Migration: Greeks in Suburban Philadelphia. Barbara Mylonas.

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Please Read This Comment.

You are welcome to download some or all of the material I have posted at this site for your use in your ecology course. This does not include commercial uses for profit. If you do use any lengthy exerpts (more than 2 lines) of the material above, I request that you formally acknowledge this site and/or sites I have acknowledged as the source(s). I also request that you reciprocate and send me a copy of your ecology materials so that I may see what you have put together. Please send comments to me: grant@pop1.science.widener.edu. Copyright - Bruce W. Grant, 2004.

PLEASE DO NOT PRINT OUT THIS WEB SITE!