Advanced Ecology –
Climate Change Biology
This should give you a pretty good idea of why I had to cancel class on 2/5/14. We had 13 inches of snow on top of the 12 inches we recieved on 2/3/14 and the Town of Redding closed the roads. Metro North suspended service on the local spur line I use meaning I had no way into the city.
There was confusion over the approved list for ID cards but that apparently has been fixed. Please Let me know if it has not been. You can arrange to get your ID card at the Security Desk where we met on 1/29/14. Please make sure you do that well in advance of our next class meeting on 2/19/14 (next week is a CCNY day shift and we have no class). If for some reason you do not have your ID by then, arrange with a classmate to bring you to class which will start promptly at 12:30.
The ID office by the Security Desk is open 10-1 and 2-4 Monday through Friday.
|Advanced Ecology –
Climate Change Biology
Spring 2014 with RF Rockwell
|This course meets in a secure area of the American Museum of Natural History. Until I can arrange access for each student, please go to the Security Desk at the Central Park West entrance (1st floor beneath the steps) no later than 12:15. We will meet you there and go to the classroom. Thanks!|
|***You can get your ID card from 10-1 and 2-4 at security desk***|
This advanced ecology course will center on Climate Change Biology. We will examine the underlying principles of climate dynamics. We will consider the physical evidence for climate change and assess how human activities may be related to such change.
We will then explore the potential impact such change is having on biological systems. This will include effects on the ranges and phenologies of species as well as general ecosystem functioning. As a backdrop for current change, we will explore historic climate impacts including the major earth extinction events. Armed with past and current evidence, we will examine what the future may hold and how we might alter that future.
The latter will include an objective assessment of the potential impacts of new solutions to old problems (e.g. Is producing and burning ethanol better for the global ecosystem than burning oil? Are wind farms really green?). Finally we will examine the social implications of such change both locally and globally.
The primary text for the course is Lee J.
Hannah. 2011. Climate Change Biology. Academic Press,
The prerequisites for the course are: Bio 22800 and Math 20900.
|Lecture Schedule and Readings|
|1||01/29/14||The early bear gets the goose||rockwell & company 2009,2011|
|2||02/05/14||Climate systems and climate change||Hannah 1-2|
|4||02/19/14||Species and range shifts; phenology shifts and mismatches||Hannah 3-4|
|5||02/26/14||Ecosystem changes||Hannah 5|
|6||03/05/14||Past changes in terrestrial and marine ecosystems||Hannah 6-7|
|7||03/12/14||Past changes in fresh water ecosystems; Extinctions||Hannah 8-9|
|8||03/19/14||Insights from experiments||Hannah 10|
|9||03/26/14||Modeling responses and estimating extinction risk||Hannah 11-12|
|10||04/02/14||Implications for conservation||Hannah 13-15|
|11||04/09/14||Finding solutions||Hannah 16-18|
|14||04/30/14||The Great Debates|
|15||05/07/14||The Great Debates|
|16||05/14/14||The Great Debates|
|Readings for the course|
|Rockwell, RF and LJ Gormezano. 2009. The early bear gets the goose: climate change, polar bears and lesser snow geese in western Hudson Bay. Polar Biology 32:539-547.|
|Rockwell, RF, LJ Gormezano and DN Koons. 2011. Trophic matches and mismatches: Can polar bears reduce the abundance of nesting snow geese in western Hudson Bay? Oikos 120:696-709.|
|Lee J. Hannah. 2011. Climate Change Biology. Academic Press, Burlington, MA.|
|Your grade in the course is based on the written exam (40%) and your participation in the Great Debates (60% total).|
In the Great Debates you and a partner will debate a topic against another 2-person team. You and your partner will be graded based on your preparation and presentation (see below) and that will count for 40% of your course grade.
The remaining 20% of your grade will come from your participation in the other debates (see below).
The Great Debates will be based on topics listed below. For a given topic one team will prepare to defend the position given in the topic while the other will prepare to refute it. The defending team gets 15 minutes to make its case and the opposing team will get 15 minutes to refute it. Starting with the defending team, each team is given 5 minutes to challenge the opposition. The debate is then opened to the class and everyone can both ask questions and challenge views presented. You will be graded on your informed participation.
The debate propositions (topics) are:
1. Global temperature is increasing.
2. Carbon emissions are causing climate change.
3. Ethanol production will reduce our carbon footrint.
4. Increased use of electric cars is a safe way to reduce our carbon footprint.
5. Wind power is an ecologically safe way to reduce our carbon footprint.
6. The increase in extreme weather events is the result of global climate change.
1. understand the anthropogenic causes for climate change.
2. realize that solutions are not simple and often lead to more environmental problems than they resolve.
3. realize that "climate change biology" is not really biology per se as it involves making value judgements.
4. learn to use a variety of informational outlets including published literature but also government reports, media outlets, etc.
5. come to understand that in resolving climate change issues no one view is going to prevail - compromise is required.
6. success at debate only comes from thoroughly knowing both sides of the argument.
|last revised 12/19/13|