DR. THOMAS J. EVEN LECTURE: MTWTH, 2:00- 3:20 PM Online
LSB, ROOM 4322 OFFICE HOURS: 1. MW 3:20 – 4:20 PM Online
PHONE NO. (805) 893-2904 2. and by appointment Online
E-MAIL: [email protected]

Teaching Assistant: Johanna Fornberg Office Hrs: TH 10:00-11:00 PM Online
E-mail: [email protected] F 1:00-2:00 PM Online

COURSE HOMEPAGE: All course materials are available at gauchospace.ucsb.edu
The course management system Gauchospace will serve as the interactive hub for the delivery of this online course and all
of its associated materials. The home page provides access to lecture materials including ZOOM lecture links, office hour
links, recorded lectures on Gauchocast, computation sets, study guides, practice questions, and examination administration
protocols.

ONLINE LEARNING:
EEMB 2 (online) promotes accessibility to UCSB students, no matter their location or scheduling constraints. Lectures will
be delivered both synchronously and then recorded for asynchronous viewing to maximize the flexibility in which
course materials can accessed and utilize. Examinations will be administered synchronously at the normal lecture
time. All course materials will be open at the beginning of quarter. It is important to keep on task and be aware that certain
activities (Computation Sets) will have close dates/times. To receive credit for these activities they must be completed
and submitted by the specified close date/time (see syllabus).

Success in EEMB 2 (online) requires that students take personal responsibility over their educational experience. Because
this is an online course, students will be expected to work independently and meet target deadlines for assignments and
examinations. It is imperative that students check Gauchospace regularly to stay on top of the course load. To be successful
in the course please be prepared to “hit the ground running”.

COURSE STRUCTURE: Each instructional module includes…
Lecture:
! Video Lectures. Weekly lectures will be conducted synchronously via ZOOM web conferencing on MTW from 2:00-
3:20 pm. The links for each week’s lectures are located under the Lecture Tab on the course homepage and are
sequentially listed. Lectures will also be recorded and be available for asynchronous viewing via Gauchocast on the
course homepage. In addition, PDF lectures will be provided on the course homepage for note taking and studying for
the exam.
! Instructor Online Office Hour. Any questions related to lecture material will be reviewed during optional weekly online
ZOOM web conferences held directly after lecture every MW from 3:20-4:20 pm. The links for each week’s office
hours are located under the Lecture Tab on the course homepage and are sequentially listed.

Computation Sets:
! Computation Sets. Weekly computation sets will develop basic proficiency in analytical techniques in Ecology and
Evolution. There is one assigned computation set per week which can be completed asynchronously via Gauchospace.
Students are free to work ahead of the assigned weekly schedule. However, each weekly computation set will close
at 11:59 pm on Friday night of its corresponding week.
! TA Online Office Hour. Any questions related to computation set material or lecture material will be reviewed during
optional TA weekly online ZOOM web conferences held every TH 10:00-11:00 pm and F 1:00-2:00. The link for each
week’s office hour is located under the Computation Set Tab on the course homepage and are sequentially listed.


COURSE LEARNING GOALS:
The goal of this course is to introduce students to fundamental concepts in population and community ecology,
microevolution, speciation and macroevolution change. The Ecology portion of the course focuses on theoretical,
experimental, and field studies pertaining to the distribution of species and communities, population growth and
regulation, competition, predation, community structure and dynamics, and patterns of species diversity. The Evolution
portion of the course focuses on the development of evolutionary thought and its conceptual framework, including
adaptation, variation and natural selection, gene flow and genetic drift, reproductive isolation and species formation, and
patterns, trends and rates of evolutionary change.

INTRODUCTORY BIOLOGY II
EEMB 2 (EVOLUTION AND ECOLOGY) - SUMMER 2021
COURSE SYLLABUS
COURSE LEARNING OBJECTIVES:
(Ecology)
Students will be able to:
1. Provide a working definition of the term Ecology.
2. Distinguish the differences between biotic and abiotic factors and explain how they interact?
3. Display a working knowledge of the historical development of Ecology in regards to identifying the scientists involved
and their major contribution to the field of Ecology.
4. Identify the levels of biological organization and explain how temporal and spatial scales differ between ecological
scales and physiological scales of organization.
5. Explain how difference in solar irradiation due to the axis of rotation of the Earth produces climate.
6. Explain the difference between a biogeographic region and a biome, and describe the factors that determine their
distributions.
7. Describe the factors that limit distributions (dispersal, behavior, other species, physical / chemical factors) and recognize
specific examples of each factor.
8. Define competition, describe its forms (Intra / Inter, Interference / Exploitative), and recognize specific examples of each
form from experimental evidence.
9. Describe the four demographic factors (natality, mortality, immigration, emigration) that regulate populations and explain
how they influence population density.
10. Define population density and describe the methods used to measure it.
11. Describe the exponential and logistic models of population growth, define each of the terms in the models, and explain
their dynamics. Students should also be able to provide simple mathematical solutions if given parameter values for
each of the models.
12. Describe density-dependent and density-independent population control and recognize examples of each.
13. Describe species interactions (mutualism, commensalism, competition and predation) and recognize examples of each
type of interaction.
14. Describe a simple model of metapopulation dynamics, define each of the terms in the model, and explain its dynamics.
Students should also be able to provide a simple mathematical solution if given values for model parameters.
15. Describe the Lotka-Volterra models of interspecific competition and predation, define each of the terms in the models,
and explain their dynamics. Students should also be able to provide simple mathematical solutions if given parameter
values for each of the models.
16. Describe the Principle of Competitive Exclusion and distinguish between a fundamental vs. a realized niche.
17. Define the term trophic level, explain how the number of tropic levels results in consumer or resource limitation in
communities, and distinguish between a food chain and food web.
18. Distinguish between a top-down and bottom-up effect and explain how these effects may result in a trophic cascade.
19. Describe the Shannon-Weaver Diversity index, define each of the terms in the model, describe the community attributes
it measures (species richness and evenness), and provide a simple mathematical solution if given values for model
parameters
20. Describe the intermediate disturbance hypothesis and explain how diversity is maintained in the face of ongoing
competition?
21. Explain the process of ecological succession and the concepts of r and K-selection.
22. Define the term invasive species and describe the process of biological invasion.
23. Define keystone predation and explain its function in regulating community structure?
24. Describe the Equilibrium Theory of Island Biogeography and explain the consequences of immigration rate and
extinction rate on species richness for islands that vary in size and distance from mainland sources of colonists.
25. Describe the differences between the equilibrium and non-equilibrium hypotheses in regards to community organization
and structure.

(Evolution)
Students will be able to:
1. Provide a working definition of the terms: evolution, microevolution, and macroevolution.
2. Differentiate among historical figures and indicate their principal contributions to the development of evolutionary
thought and theory.
3. List the five basic principles of natural selection and outline and discuss the basic steps of the evolutionary process.
4. Define adaptive, maladaptive and neutral traits and provide examples of these features in humans and other organisms.
5. Describe the 5 basic genetic events that produce variation within individuals and indicate which event is the only one
capable of creating new alleles.
6. Define allele frequency and calculate the allele frequencies of traits in a population.
7. Describe the Hardy-Weinberg Rule and use the mathematical formulation to describe the proportions of genotypes at
one gene locus for which there are two kinds of alleles.
8. Describe the conditions that must be operating to maintain genetic equilibrium and calculate the expected frequencies
of genotypes and resulting phenotypes in a population at equilibrium.
9. Describe the differences between chromosomal and point mutations, and indicate which of these types of mutations
are likely to produce positive, negative or neutral advantages to an individual organism.
10. Describe the differences between inbreeding and crossbreeding with regards to variation and genetic load.
11. Define balanced polymorphism and describe how selection maintains this condition for a trait in a population.
12. Describe and give examples of the 3 types of variation in natural populations.
13. Define evolutionary and relative fitness, and be able to calculate the relative fitness of individual variants within a
population.
14. Discuss and provide examples for the 3 types of natural selection, indicate the basic conditions necessary for each type
of selection to operate, and describe which phenotypes are selected for and which are selected against in each type of
selection event.
15. Explain why natural selection cannot engineer perfect organisms?
16. Define artificial selection and provide examples of this type of selection.
17. Describe the difference between gene flow and genetic drift and explain why genetic drift tends to reduce variation in a
population.
18. Explain how the bottleneck effect and the founder’s effect increase the likelihood that genetic drift will have a large
impact on a population.
19. Explain how genetic divergence can be countered by gene flow and under what circumstances populations genetically
separate.
20. Explain the difference between pre and post-reproductive isolating mechanisms.
21. Describe ecological, geographic, temporal, ethological and mechanical isolating barriers and give examples of each.
22. Describe gametic and zygotic wastage and explain the difference between hybrid sterility and inviability?
23. Define speciation and compare morphological, biological, paleontological, ecological and phylogenetic species
concepts.
24. Describe the differences between allopatric, sympatric and parapatric speciation and give examples of each type of
speciation event.
25. Describe the difference between coevolution and adaptive radiation and describe polyploidy and compare
autopolyploidy and allopolyploidy as means of speciation

READING MATERIALS REQUIRED:
1. Campbell Biology by Urry, Cain, Wasserman, Minorsky, and Reece (11th Edition) available at the bookstore as hard
copy. The textbook is on reserve in the Davidson Library. The text is also available as an e-book.

PREREQUISITE: MCDB 1A, and CHEM 1A-B-C
SCHEDULE OF EXAMS: (See Lecture Schedule)
Midterm Exam August 19 Ecology 100 pts
Final Exam September 9 Evolution 100 pts (No early Final Exams will be given)

GRADING SYSTEM:
There will be one midterm exam and a final exam, each worth 100 points (200 pts total). The final exam will not be cumulative
(it will cover the material since the midterm exam). There will be 5 weekly Computation Sets (4 pts each-20 pts total). Grades
will be based upon the percentage of the total 220 points, which the student has earned. The class curve will be considered
but the cutoff points will not be higher than the following: A - 90%; B - 80%; C - 70%; D - 60%.

EXAMINATION METHOD:
Examinations are objective and are designed to test the basic and analytical ability of the student. The midterm and final
examination will primarily consist of multiple-choice questions and approximately 15% of these questions will be
computational. The midterm and final exam will be administered through the Gauchospace course management system.
Detailed information regarding the examinations can be found on the course webpage under the Examination Heading.
There are no written reports required and there is no extra credit for the course.

MAKE-UP POLICY:
If you have a specific problem with the regularly scheduled examination dates, see Dr. Even immediately. If you miss a
lecture exam due to illness or emergency, contact Dr. Even within 24 hours. Make-up exams are permitted only if you
provide written verification of the illness or emergency. Please note: COVID-19 infection is an emergency, whereas
oversleeping is not. The examinations end at 3:20 pm. No early finals will be given.

ACADEMIC CONDUCT:
It is the policy of the faculty of the Introductory Biology series that any student caught cheating in the course, including
cheating on examinations or computation sets, will receive a grade of F. Exams will be stored for a period not to exceed
one quarter, at which time they will be disposed of.

EEMB 2Z – STUDENTS: (a transfer student requiring credit for only a portion of the course) Z-grades are on a Pass/No
Pass basis only. All lectures and exams are in Buchanan. All Z students must take either the Evolution or Ecology
examination.

EEMB 2 LECTURE SCHEDULE:
Date Topic Textbook Reading List
Chapter # (Pp.)
August

2 Ecology: patterns and processes 52 (Pp. 1162-1163)
August

3 Distribution of species and communities 52 (Pp. 1164-1180)
August

4 Factors that limit distributions

52 (Pp. 1181-1184)
54 (Pp. 1214)
August 5 Factors that limit distributions (continued)
August


6 (Computation Set #1 - Due by 11:59 pm)
August

9 Patterns of population growth: I 53 (Pp. 1188-1195)
August

10 Patterns of population growth: II 53 (Pp. 1195-1209)
August

11 Species interactions: competition

54 (Pp. 1212-1214)
August

12 Species interactions: competition (continued)
August


13 (Computation Set #2 - Due by 11:59 pm)
August 16 Species interactions: predation / herbivory 54 (Pp. 1215-1219)
August 17 The structure of ecological communities

54 (Pp. 1219-1233)
August 18 Patterns of species diversity

54 (Pp. 1219-1233)
August 19 MIDTERM EXAMINATION
August

20 (Computation Set #3 - Due by 11:59 pm)


August 23 Evolution: The Evolutionary process 22 (Pp. 466-472)

August 24 Emergence of Evolutionary Thought 22 (Pp. 472-482)
August 25 Microevolution:
Adaptation and Variation (sources and types)

23 (Pp. 484-488)
August 26 Microevolution:
Adaptation and Variation (continued)


August 27 (Computation Set #4 - Due by 11:59 pm)



August 30 Genetics of adaptation: The Hardy Weinberg
Equilibrium

23 (Pp. 488-491)

August 31 Natural selection and fitness

23 (Pp. 491-492, 495-502)

September 1 Genetic divergence and reproductive isolating
mechanisms

23 (Pp. 492-495)

September 2 Genetic divergence and reproductive isolating
mechanisms (continued)


September 3 (Computation Set #5 - Due by 11:59 pm)


September 6 Labor Day Holiday
September 7 Species and their formation

24 (Pp. 504-508)
September 8 Macroevolutionary changes
Computation Set

24 (Pp. 508-521)
September 9 FINAL EXAMINATION


TEXTBOOK READING LIST:
I strongly recommend that you keep up with the reading assignments instead of trying to cram this information in a few days
before the exam. It will make a large difference in your study time and effectiveness. Although the reading is supplemental
to lecture material, I consider it an integral part of your learning experience. Evolution and Ecology is similar to any other
course or discipline. You are learning a new and useful language, so keep up with it. You should be adding to or reinforcing
an already known vocabulary. I intend to make you more literate in Biology’s language and lore.

*If you have any questions, please do not hesitate to come and see me immediately. Sometimes a few minutes can
clear up many hours’ worth of difficulties. Good luck and I hope you enjoy the course


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