Difference between revisions of "Ornithology Lecture"

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== Basic Course Information ==  
 
== Basic Course Information ==  
  
'''Spring 2009'''  
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'''Spring 2013'''  
  
 
'''Meets:''' Monday & Wednesdays, 11:00 - 11:50, BPB 130  
 
'''Meets:''' Monday & Wednesdays, 11:00 - 11:50, BPB 130  
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'''Instructor:''' Dr. Margaret Rubega        '''Office:'''  PharmBio 500
 
'''Instructor:''' Dr. Margaret Rubega        '''Office:'''  PharmBio 500
  
'''Office Phone:''' 486-4502      '''Office Hours:''' By appointment
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'''Office Phone:''' 486-4502      '''Office Hours:''' Weds, 10-11 am, and by appointment
  
 
'''Email: margaret.rubega@uconn.edu'''  
 
'''Email: margaret.rubega@uconn.edu'''  
<font color= "#FF0000">Your emails to me '''MUST contain the phrase "EEB 4260” in the subject line;''' email received without that phrase, and especially those with a blank subject line, will be DELETED without being read.</font>
 
  
<font color= "#FF0000"> '''REVIEW SESSION FOR FINAL EXAM: Wednesday, May 6, 10 - 11 am, BPB 130'''</font>
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'''Twitter name:''' profrubega
  
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'''TA:''' Manette Sandor        '''Office:''' PharmBio 219
  
'''Teaching Assistant:''' Brian Hiller       '''Office:''' PharmBio 404
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'''Office Phone:'''' 486-7955       '''Office Hours:''' Mon 1:30 - 2:30 pm; Weds 12 -1 pm, and by appointment
  
'''Office Phone:''' 486-5896      '''Office Hours:''' MW 10 - 11 a.m.
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'''Email: manette.sandor@uconn.edu'''
  
'''email: brian.hiller@uconn.edu'''
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'''Twitter name:''' Oikomemoranda
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 +
<font color= "#FF0000">Your emails to me '''MUST contain the phrase "EEB 4260” in the subject line;''' email received without that phrase, and especially those with a blank subject line, will be DELETED without being read.</font>
  
== Required text ==
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== Text ==
  
 
ORNITHOLOGY, 3rd Edition (Freeman) by Frank B. Gill
 
ORNITHOLOGY, 3rd Edition (Freeman) by Frank B. Gill
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See also online materials at: http://www.whfreeman.com/gill3e
 
See also online materials at: http://www.whfreeman.com/gill3e
  
== Optional texts ==
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== Optional supplemental texts ==
  
 
MANUAL OF ORNITHOLOGY (Yale Univ.), by N.S. Proctor and P.J. Lynch
 
MANUAL OF ORNITHOLOGY (Yale Univ.), by N.S. Proctor and P.J. Lynch
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!width="75"|Date
 
!width="75"|Date
 
!width="300"|Subject (click for lecture notes)  
 
!width="300"|Subject (click for lecture notes)  
!width="300"|Required Reading in Gill
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!width="300"|Required Reading in Gill; ''Required assignments''
!width="300"|Optional reading from Proctor & Lynch [in brackets], and other resources  
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!width="300"|Optional reading [in brackets]from Proctor & Lynch (unless otherwise stated) , and other resources  
 
|-  
 
|-  
| 1 || Jan 21 ||[http://hydrodictyon.eeb.uconn.edu/eebedia/images/a/a9/Lecture_notes_01_Why_study_birds_.pdf What are birds and why would we study them?]  || Pgs. xxi- xxvi and Chapter 1 || [1–6]
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| || Jan 23 ||[http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/60/Course_Intro.pdf Course Introduction]  || READ COURSE GUIDELINES (below); sign and turn in [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/06/EEB_4260_Course_Guidelines_Form.pdf form]. ALSO: Pgs. xxi- xxvi and Chapter 1 in Gill || [1–6]
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Evidence that [http://www.youtube.com/watch?v=2zuDXzVYZ68 multitasking makes you less capable]; see also [http://chronicle.com/article/Scholars-Turn-Their-Attention/63746 this article] for a more thorough description of the problem. And, see [http://chronicle.com/article/Youre-Distracted-This/138079/ this article] to consider meditation as a way to counteract the problem.
 
|-  
 
|-  
| 2 || Jan 26 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/4/44/Lecture_notes_02_2008_Birds_of_the_World_.pdf Birds of the World] ||Chapter 1 & online at: [http://www.whfreeman.com/gill3e www.whfreeman.com/gill3e] ||    
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| 1 || Jan 28 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/ee/Eeb_4260_Lecture_01.pdf What are birds and why would we study them?] || Pgs. xxi- xxvi and Chapter 1 in Gill; [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/06/EEB_4260_Course_Guidelines_Form.pdf ''Course Guidelines Form] Due.'' || [1–6]
 
|-  
 
|-  
| 3 || Jan 28 || SNOW DAY || ||
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| 2 || Jan 30 - Feb 4 ||<!--http://hydrodictyon.eeb.uconn.edu/eebedia/images/7/7b/EEb_4260_birdsoftheworld.pdf -->Birds of the World||Chapter 1 & online at: [http://www.whfreeman.com/gill3e www.whfreeman.com/gill3e] ; ''Fill out, bring to class and hand in [http://hydrodictyon.eeb.uconn.edu/eebedia/images/4/41/EEB_4260_Twitter_Worksheet.pdf Twitter Handle Sheet''] ||    
 
|-  
 
|-  
| 4 || Feb 2 || Birds of the World, continued ||Chapter 1 & online at: [http://www.whfreeman.com/gill3e www.whfreeman.com/gill3e]  ||
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| 3 || Feb 6 - 13 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/a/a9/EEB-4260-Avian-Evolution.pdf Avian evolution]   || Chapter 2 ||[13 – 21] || 
 
|-
 
|-
| 5 ||Feb 4 || Climate Change & Birds || Pgs. 269 - 271 || [http://www.nrs.fs.fed.us/atlas/ US Forest Service Climate Change Bird (& Tree) Atlas] showing how bird distributions will change with changes in climate.
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| 4 || Feb 18 - 20 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d2/EEB-4260-Feathers.pdf Feathers] || Chapter 4  || [81–115] Also: [http://www.sciencedaily.com/releases/2010/02/100204144422.htm Dinosaur feather colors revealed!]||
The [http://www.ipcc.ch/ Intergovernmental Panel on Climate Change's] web page.
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|-
 
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| 5 || Feb 25  || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/9/9a/Lecture_Notes_Flight.pdf Flight] || Chapter 5 || [117,136–139, 148–151, 156–163] [http://www.sciencemag.org/cgi/content/full/sci;299/5605/329  Article and videos of wing-assisted incline-running!] ||
The [http://www.arborday.org/media/map_change.cfm Arbor Day Foundation's] maps showing changes in hardiness zones since 1990.
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|-
 
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| 6 || Feb 27  ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/57/Lecture_Notes_Endothermy.pdf Physiology: Endothermy and Thermoregulation] || Chapter 6 (pgs. 150-164) ||
[http://www.gfdl.noaa.gov/~kd/KDwebpages/NHice.html NOAA Geophysical Fluid Dynamics Laboratory's] sea ice projections.  
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|-  
 
|-  
| 6 || Feb 9 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2f/Lecture_notes_Avian_evolution.pdf Avian evolution] || Chapter 2 || [13 – 21]
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| 7 || Mar 4 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/66/Lecture_Notes_Feeding.pdf Feeding, feeding structures and feeding behavior]|| Chapter 1 (pgs. 13-15)||[122–130, 152-154], [http://www.youtube.com/watch?v=TtmLVP0HvDg Tool making in New Caledonian Crows!]
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|-
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| 8 || Mar 6 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2f/Lecture_Notes_Digestion_and_Excretion.pdf Physiology: Digestion and Excretion; Water Balance] || Chapter 6 (pp. 164-179) || [175-187, 219-239]
 
|-  
 
|-  
| 7 || Feb 11 ||[http://hydrodictyon.eeb.uconn.edu/eebedia/images/3/3d/Lecture_notes_Feathers.pdf Feathers] || Chapter 4 || [81–115]
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| || Mar 11 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/9/96/Lecture_notes_Respiration_and_Circulation.pdf  Physiology: Respiration and Circulation] || Chapter 6 (141-150) || [189-217]
|-
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| 8 || Feb 16 ||[http://hydrodictyon.eeb.uconn.edu/eebedia/images/7/75/EEB_281_-_Lecture_06_Flight_.pdf Flight] || Chapter 5 || [117,136–139, 148–151, 156–163] [http://www.sciencemag.org/cgi/content/full/sci;299/5605/329  Article and videos of wing-assisted incline-running!]
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|-  
 
|-  
| 9 || Feb  18|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/55/Lecture_notes_Endothermy_and_thermoregulation.pdf Physiology: Endothermy and Thermoregulation] || Chapter 6 (pgs. 150-164) ||  
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| || Mar 13 || '''Mid-term exam''' || Lectures through Physiology: Respiration and Circulation; all associated readings ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/57/EEB_281_Sample_test.pdf Click here to view a Sample Test] plus the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/a/ac/EEB_4260_Sample_Test_Key.pdf Sample Test Key]  And [http://www.youtube.com/watch?v=l-gQLqv9f4o&feature=youtube_gdata_player  then click here for a pre-test Pep Talk!]
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|-
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|  ||March 18-22  ||'''SPRING BREAK''' || NO CLASS  ||
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|-
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| 10 || Mar 25  || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/a/aa/Lecture_Notes_Sensory_Biology.pdf Sensory Biology and Intelligence] || Chapter 7 || [241-262] See [http://www.yourdailymedia.com/media/1157804897/Clever_Birds Evidence that birds are smarter than you!]
 
|-  
 
|-  
| 10    || Feb 23  || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d0/Lecture_notes_Feeding.pdf Feeding, feeding structures and feeding behavior] || Chapter 1 (pgs. 13-15)||[122–130, 152-154], [http://www.youtube.com/watch?v=esfo6Wh-Ty8 Tool making in New Caledonian Crows!]
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| 11 &12 || Mar 27 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/dd/Lecture_Notes_Communication.pdf Communication: Visual AND Vocal] ||Pgs. 344-359 and Chapter 8 AND watch [http://www.youtube.com/watch?v=Hq1DsB3ssqE&list=SL Communication in Birds Video]|| [http://www.youtube.com/watch?v=T2Bsu4z9Y3k Manakins show off -- Michael Jackson rolls over!]  
 
|-  
 
|-  
| 11 || Feb 25    || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/3/38/Lecture_note_Digestion_and_Excretion.pdf Physiology: Digestion and Excretion; Water Balance] || Chapter 6 (pp. 164-179) || [175-187, 219-239]
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| 13 || April 1|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d8/Lecture_Notes_Annual_Cycle.pdf Annual Cycles] || Chapter 9 ||  || 
 +
|-
 +
| 14 || April 3||  Annual Cycles, continued ||  ||  ||
 +
|-
 +
| 15 || April 8 ||[http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e8/LectureNotesMigration.pdf  Migration] || Chapter 10 (pgs. 273-295) ||   || 
 +
|-
 +
| 16 || Apr 10|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/07/Lecture_Notes_Social_and_Breeding_Behavior.pdf Social and Mating Behavior] || Chapter 11 AND pg. 359 through Chapter 13 ||
 
|-  
 
|-  
| 12 || Mar 2 || SNOW DAY -- no class|| <font color= "#FF0000"> '''REVIEW SESSION (3/2 at 5 pm) FOR FIRST TEST IS CANCELLED due to weather.'''</font> Sorry.|| Wednesday's test will include ONLY material (and associated readings) that I lectured through, up to and including Wed, Feb. 25. Respiration and Circulation (and the associated readings) are NOT on the test.
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|17 || Apr 15||Climate Change Teach in! Climate Change & Birds || Pgs. 269 - 271 || [http://www.nrs.fs.fed.us/atlas/ US Forest Service Climate Change Bird (& Tree) Atlas] showing how bird distributions will change with changes in climate.
|-
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The [http://www.ipcc.ch/ Intergovernmental Panel on Climate Change's] web page.The [http://www.arborday.org/media/map_change.cfm Arbor Day Foundation's] maps showing changes in hardiness zones since 1990.[http://www.gfdl.noaa.gov/~kd/KDwebpages/NHice.html NOAA Geophysical Fluid Dynamics Laboratory's] sea ice projections.
| || Mar 4 || Mid-term exam || Lectures 1-11; all associated readings ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/57/EEB_281_Sample_test.pdf Click here to view a Sample Test]
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|-
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|  ||March 9-13  ||'''SPRING BREAK''' || NO CLASS  ||
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|- 
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| 13 || Mar 16||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e7/Lecture_notes_Resp%26Circ.pdf  Physiology: Respiration and Circulation] || Chapter 6 (141-150) || [189-217]
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|-
 
|-
| 14 || Mar 18|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/60/Lecture_notes_Sensory_Biology.pdf Sensory Biology and Intelligence] || Chapter 7 || [241-262] See [http://www.yourdailymedia.com/media/1157804897/Clever_Birds Evidence that birds are smarter than you!]
+
| 18 || Apr 17 ||Social and Mating Behavior continued
|-
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| 15 || Mar 23|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2a/Lecture_notes_Communication.pdf Communication: Visual] ||Pgs. 344-359 ||  [http://www.youtube.com/watch?v=T2Bsu4z9Y3k Manakins show off -- Michael Jackson burns!]
+
 
|-   
 
|-   
| 16 || Mar 25|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/4/47/Lecture_notes_Vocalizations.pdf Communication: Vocal] || Chapter 8 || [http://www.youtube.com/watch?v=VjE0Kdfos4Y Birds Rule on Vocal Mimicry]
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| 19 || Apr 22|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/8/8c/Lecture_Notes_Reproductive_Physiology.pdf Reproduction: Physiology] ||Chapter 14 || [219-239]  
 
|-  
 
|-  
| 17 || Mar 30|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/c/cd/Lecture_notes_Annual_Cycle.pdf Annual Cycles] || Chapter 9 ||
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| 20 || Apr 24 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/5c/Lecture_Notes_Nests.pdf Reproduction: Nests and Nesting] || Chapter 15 ||
 
|-  
 
|-  
| 18 ||Apr 1 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/02/Lecture_Notes_Migration.pdf  Migration] || Chapter 10 (pgs. 273-295) ||   
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| 21 || April 29 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/6c/Lecture_Notes_Chick_Growth.pdf  Reproduction: Parental Care  and Growth and Development of Young] || Chapter 16 (pgs. 467-502) ||  
 +
  |-
 +
| 22 || May 1 ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/9/91/Lecture_Notes_Conservation.pdf Avian Conservation] || Chapter 21, pgs. 558 - 569 ||
 
|-  
 
|-  
| 19 || Apr 6 ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/02/Lecture_Notes_Migration.pdf Migration continued] || Chapter 10 (pgs. 273-295) || 
+
 
 
|-  
 
|-  
|20 || Apr 8|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/5e/Lecture_notes_Social_Behavior.pdf Social Behavior] || Chapter 11  ||
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|-
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| CONFIRMED    || May 8 || '''FINAL EXAM''' in our regular classroom || ALL MATERIAL TO DATE || 10:30-12:30 am
| 21 || Apr 13 ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/3/37/Lecture_notes_Breeding_Systems.pdf Reproduction: Mating Behavior] || Pg. 359 through Chapter 13 ||
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|-
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| 22 || Apr 15 ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/dd/Lecture_Notes_Reproductive_physiology.pdf Reproduction: Physiology] ||Chapter 14 || [219-239]
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|-
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| 23 || Apr 20 ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/a/af/Lecture_notes_Nests.pdf Reproduction: Nests and Nesting] || Chapter 15 || 
+
|-
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| 24 || Apr 22|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/6c/Lecture_Notes_Chick_Growth.pdf Reproduction: Growth and Development of Young] || Chapter 16 (pgs. 467-482) ||
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|-
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| 25 || Apr 27 || [http://hydrodictyon.eeb.uconn.edu/eebedia/images/9/9f/Parental_Care.pdf Reproduction: Parental Care] || Chapter 16 (pgs. 482-502) || 
+
|-
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| 25 || Apr 29 ||  [http://hydrodictyon.eeb.uconn.edu/eebedia/images/7/7a/Conservation.pdf Avian Conservation]  || Chapter 21, AND pgs.558-569 ||
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|-
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|      || May 8 || '''FINAL EXAM''' || ALL MATERIAL TO DATE || 1:00 to 3:00 pm
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|}
 
|}
  
== Grading ==
+
== Course Guidelines and Grading Policies ==
  
Grading in this course is done on a straight percentage-of-points basis, i.e., to obtain an A, you need to earn 90% or more of the available points on tests, minute papers, and other assigned activities (e.g., Twitters). <font color= "#FF0000">The grades will '''not''' be "curved", and there will be '''no''' opportunities for "make-up" or "extra-credit" points.</font> If you miss a test or minute paper, you will receive a score of zero. If you have a legitimate reason (click here for a sample of legitimate vs. lame excuses) to miss a test or minute paper, you may be excused (at the discretion of the instructors) IF AND ONLY IF you provide written documentation (for example, a doctor's note documenting illness; an obituary documenting a death in your family). In cases where the instructors determine you have a legitimate excuse, there still will be no make-ups administered: you will be graded only on the basis of the points contained in the tests and minute papers you did complete. NOTE that this method reduces the number of points you can afford to lose and still do well in the course.  
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'''Use of electronics''' in the classroom? In a word, NO. Your phone should be OFF (not set to vibrate), your music should be off, your earphones should be in your backpack, and your laptop should be used ONLY for taking notes. All other uses (surfing the web, watching videos, email, IM, texting, whatever) are distracting, disruptive of the work we are doing in the classroom, and disrespectful of your classmates and the instructor. I will call you out publicly for the first offense; at the second offense you will be banned from using even a laptop in class; on the third offense I will ask you to leave. If you lack the self-restraint to stay on task in class, then take notes on paper. '''Recording lectures with any device is prohibited unless you ask for and receive permission from me in writing.'''
  
Attendance is not taken, and is not required; however, if you miss class you may miss in-class minute papers (see below). As noted above, there are no opportunities for making-up missed minute papers.  
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'''Entering or Leaving the classroom''' during a lecture is distracting and disruptive; do not do it unless absolutely necessary. If you know you will be late, or will have to leave early, come and go by the BACK door of the lecture hall, and sit in the nearest available seat to the door, whether you know the person sitting in the next seat or not. I will assume that, as adults, we are all capable of anticipating, and managing, the need to use the bathroom without leaving the classroom during a lecture. Assume that if you must leave the lecture hall, you may not come back. If you have a disability that would keep you from meeting these expectations, or expect an emergency communication during class, speak to me about it BEFORE lecture begins.  
  
These policies have been developed over years of teaching this and other courses, and are designed to ensure fair treatment of everyone by eliminating discrepancies in testing and evaluation, and by eliminating differences in the amount of study time available to students. I am very willing to discuss my reasoning for these policies, but if you try to talk me into making an exception to them for you, you will fail, and probably make me grumpy to boot.   
+
'''Grading''' in this course is done on a straight percentage-of-points basis, i.e., to obtain an A, you need to earn 90% or more of the available points on tests, minute papers, quizzes and other assignments and activities (e.g., Twitter). <font color= "#FF0000">The grades will '''not''' be "curved", and there will be '''no''' opportunities for "make-up" or "extra-credit" points.</font> Opportunities to miss/drop your lowest grades are built into the recurring assignments (see below), but these are to account for, e.g., sick days, so do not skip assignments frivolously. If you have a legitimate reason (e.g., a death in the family) to miss the midterm, you may be excused (at the discretion of the instructor) IF AND ONLY IF you provide written documentation (for example,an obituary documenting a death in your family). In cases where you have a legitimate excuse, there still will be no make-ups administered: your grade will be pro-rated on the basis of the points contained in the tests and assignments you did complete. NOTE that this method reduces the number of points you can afford to lose and still do well in the courseIf you have a legitimate excuse to miss the final exam YOU MUST INFORM [http://www.ossa.uconn.edu/ THE OFFICE OF STUDENT SERVICES & ADVOCACY] in order to be allowed to take a make-up after final exam week is over. '''The final exam is the only point-bearing exercise for which a make-up is possible.'''
  
  
== Tests/Minute Papers==
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'''Attendance''' is not taken, and is not required; however, if you miss class you may miss in-class minute papers, quizzes or assignments (see below). SICK? Believe me when I say that we don't want to see you in class! Please be responsible, and don't spread germs by coming to class with a fever, or hacking and coughing. As noted above, there are no opportunities for making-up missed in-class activities; as noted below, you can miss up to two and still achieve full credit. However, bear in mind that you may also miss information I give, discussions that arise over questions asked, examples given on the spur of the moment. You are responsible, on quizzes and tests, for what is said in class, as well as the materials in the reading. If you miss class, '''you are responsible''' for using the lecture materials provided above, and for getting any additional notes from lecture from a classmate: ''I will not re-lecture to you, one-on-one, at a later appointment''. Arrive early to the next lecture, or stay a little late, and find out whether you missed an in-class minute paper, quiz or activity; do not ask me to meet with you outside of class to "tell you what you missed".
  
'''COURSE POINT TOTAL  275 POINTS'''
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 +
These policies have been developed over years of teaching this and other courses, and are designed to ensure fair treatment of everyone by maximizing everyone's opportunity to learn, eliminating discrepancies in testing and evaluation, and by eliminating differences in the amount of study time available to students. I am very willing to discuss my reasoning for these policies, but if you try to talk me into making an exception to them for you, you will fail, and probably make me grumpy to boot.
  
Test 1:    100 points,    March 4    (Covers material from Lectures 1-12)
+
== Tests/ In-class Assessments & Assignments ==
  
Final:    125 points,    May 8    (100 points are dedicated to material from Lectures 13-25,                                25 points are dedicated to material from the WHOLE COURSE)
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'''COURSE POINT TOTAL  285 POINTS'''
  
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/57/EEB_281_Sample_test.pdf Click here to view a Sample Test]
+
'''Exams:         200 points'''
  
'''TEST TOTAL        225 points'''
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Midterm exam:    100 points,    March 13    (Covers material from Lectures 1 - 12)
  
Minute papers:  are short (it takes a minute!), UNGRADED (if you write something relevant, you're good -- there are no "right" answers) responses to questions we will pose in class. They are worth 2 points each, and there will be 15 of them over the whole semester. Two points apiece may seem trivial, but it's worth remembering that, taken together, the minute papers are worth 11% of your grade, the difference between a B and an A. The questions on the minute papers are designed to provide us with feedback on your background preparation for certain material, to assess whether you understood what we just tried to teach you, and to prompt you to assess your own understanding of the material.
 
  
'''MINUTE PAPER TOTAL  30 Points'''
+
Final exam:    100 points,    May 8    (Covers material from Lectures 14-25)
  
== Out of Class Activities ==
+
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/5/57/EEB_281_Sample_test.pdf Click here to view a Sample Test]
  
Every student is expected to visit the [http://hydrodictyon.eeb.uconn.edu/department/collections/index.html EEB Biological Collections] for a tour that will introduce you to the resources and opportunities in the collection. We will offer 5 different opportunities, on different days and times. You will need to sign in at the collection; at the end of the semester, everyone who has signed in, will have 5 points added to their grade. '''Tours will take about 45 minutes, they meet at the south end of the Biology/Physics building lobby on the hour'''. You are responsible for finding a day and time to attend from the options below; if your class schedule prohibits you from attending any of these, you are responsible for letting us know that you will need an alternate opportunity BEFORE THE LAST WEEK OF CLASS.
 
  
'''Available tour days/times:'''
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'''In-class Assessments & Assignments:     50 points'''   (5 points each; one per week [excepting the week of the midterm]; we will drop your lowest two scores; if you miss, your score = 0)
  
Thursday, February 12, 11 a.m. (SH)
+
These activities are designed to provide us with an assessment of your background preparation for class, to assess whether you understood what we just tried to teach you, and to enhance your understanding of the material. They will take multiple forms: MINUTE PAPERS:  are short (it takes a minute!), UNGRADED (if you write something relevant, you're good -- there are no "right" answers) responses to questions we will pose in class. QUIZZES are GRADED, provide practice for the exams, assess your knowledge and understanding, and provide incentive to stay on top of the material. ASSIGNMENTS are GRADED and require you to do some background work BEFORE COMING TO CLASS; '''you are responsible for checking the class web page''' every week --- we recommend checking every Friday to see what's in store for the following week. Snow days and other unforseen circumstances can change our plans; a class cancellation should prompt you to check the web page.
  
Wednesday, February 25, 10 a.m. (BH)
+
== Other Required Class Activities ==
  
Thursday, March 5, 3 p.m. (SH)
+
'''Biological Collections tour    5 points'''
  
Wednesday, March 18, 2 p.m. (ARG)
+
Every student is expected to visit the [http://hydrodictyon.eeb.uconn.edu/department/collections/index.html EEB Biological Collections] for a tour that will introduce you to the resources and opportunities in the collection. We will offer 4 different opportunities, on different days and times. You will need to sign in at the collection; at the end of the semester, everyone who has signed in, will have 5 points added to their grade. '''Tours will take about 45 minutes, they meet at the south end of the Biology/Physics building lobby on the hour'''. You are responsible for finding a day and time to attend from the options listed below; if your class schedule prohibits you from attending any of these, you are responsible for letting me know that you will need an alternate opportunity BEFORE THE LAST WEEK OF CLASS. If you have already toured the collections (e.g., in a previous class with me or another instructor), provide me with documentation to that effect, and I will just add the 5 points to your grade without you needing to tour the collections again.
  
Monday, March 30, 10 a.m. (MR)
+
'''Available tour days/times:
  
Thursday, April 9, 1 p.m. (SH)
+
Monday 18 Feb 9 am
  
Tuesday, April 14, 10 a.m. (BH)
+
Wednesday 6 Mar 12 pm
 +
  1. Amandeep Samra
 +
  2. Krista Wolffer
 +
  3. Meghan Moore
 +
  4. James Stewart
 +
  5. Hadlai Neff
 +
  6. Alexandra Addabbo
 +
  7. Lisa Balestrino
 +
  8. Meghan Moore
 +
  9. Stephanie Henry
 +
  10. Muhammed Abubakar
 +
  11. Mary Ward
 +
  12. Keith Syrett
 +
  13. Chelsey Gribbin
 +
  14. Marissa Mills
 +
  15. Taylor Barry
  
 +
Thursday 28 Mar  3 pm
 +
  1. Jaron Kolek
 +
  2. Kevin Canavan
 +
  3. Laura Rice
 +
  4. Michael Cenkus
 +
  5. Alexandra Fearnley
  
'''BIOLOGICAL COLLECTIONS TOUR TOTAL  5 points'''
+
If you are not signed up for a collections tour date, email Manette. Do not show up on Wednesday March 6th if you are not signed up for that collections tour! We cannot have more than 15 people on a collections tour at once!
 +
'''
  
Twitter is a networking resource that allows users to communicate in short, frequent posts. Posts ("tweets") are limited to 140 characters. We expect you to go to [http://twitter.com Twitter], sign up (a matter of giving an email address and picking a password and username), and, over the course of the semester, post at least 5 times. Your posts should consist of any observation of birds you make that somehow relates to the content of the course. Each post should say: where you are; what you are seeing in the birdlife around you; and make the connection to the course content. For example: "Two sparrows are beating each other up outside the student union. Territoriality or dominance fight?" You must sign up with a username that allows me to "follow" you on Twitter: use your first initial/last name, thus Matthew McHenry would have a user name of mmchenry. If you find your particular username is already taken, pick something logical '''AND LET ME KNOW VIA EMAIL''' that you did so, and what your username is. All the class Tweets will appear [http://ucornithology.blogspot.com here]. We will be keeping track of posting and points during the semester by tracking the posts themselves. The beauty of Twitter is that it can be posted to virtually at any time, anywhere --- it's possible to post using many types of cell phones. However, '''anyone with an internet connection can post from a computer, and you should be mindful (as you are responsible for) of any texting charges that posting from your phone may incur.'''
 
  
'''TWITTERING TOTAL 15 points'''
+
'''Twitter  30 points'''
 +
 
 +
'''Twitter''' is a social networking resource that allows users to communicate in short, frequent posts. Posts ("tweets") are limited to 140 characters. I expect you to go to [http://twitter.com Twitter], sign up (a matter of giving an email address and picking a password and username), and, over the course of the semester, post observations of birds outside of class. Your posts should consist of any observation of birds you make that somehow relates to the content of the course. Each post should say: where you are; what you are seeing in the birdlife around you; and make the connection to the course content. For example: "Two sparrows are beating each other up outside the student union. Territoriality or dominance fight?" '''You are expected to post at least once per week.''' Posts are worth a maximum of three points each, you can earn up to 6 points from posts per week, and you can earn a total of 30 points in the course from Tweets.  '''We must know your username in order to give you credit''' for Twitter posts: once your account is in place, then use "Find People" on Twitter to locate us (type in "Margaret Rubega" or "ProfRubega" and "Manette Sandor" or "Oikomemoranda") and then click on "Follow" to follow us. We will receive autumated messages informing us that you are following us, and will have a record of your user name. MAKE SURE THAT YOUR PRIVACY SETTINGS ALLOW ANYONE TO SEE YOU. (If you do not wish your personal account to be visible, establish a second account/username with "open" privacy settings for our class.) In addition, the "Twitter Handle" assignment sheet is due by our Wednesday class in the second week of classes. '''You MUST end every tweet with the string "#birdclass"'''; that is how we will be tracking tweets, and '''any post without the hashtag will NOT count toward your credit'''! We will all be able to see every tweet generated by the class by searching on #birdclass. We will be keeping track of posting and points during the semester by tracking the posts themselves. The beauty of Twitter is that it can be posted to virtually at any time, anywhere --- it's possible to post using many types of cell phones. However, '''anyone with an internet connection can post from a computer, and you should be mindful (as you are responsible for) of any texting charges that posting from your phone may incur.'''
  
 
== Academic Rules/Conduct ==
 
== Academic Rules/Conduct ==
Line 171: Line 187:
 
All students should be aware of the guidelines on academic integrity contained in the Student Conduct Code. Click here to see the [http://www.dos.uconn.edu/student_code.html Conduct Code].
 
All students should be aware of the guidelines on academic integrity contained in the Student Conduct Code. Click here to see the [http://www.dos.uconn.edu/student_code.html Conduct Code].
  
== Questions ==
+
== Course Guidelines Form ==
  
If you have questions, by all means collar me or email me and ask. I will post both the questions (questioners will be anonymous) and answers here.  
+
After you have read ALL of the above, print out and sign the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/06/EEB_4260_Course_Guidelines_Form.pdf Course Guidelines Form.] Hand it in to Dr. Rubega no later than the end of the last lecture of the 2nd week of classes. ''' Students who have not signed and handed in the form in will not accumulate points on ANY quiz, assignment or activity until we have the signed form.'''
  
'''I have a question about the syrinx.  I know that the two internal tympaniform membranes on either side of the trachea are largely  responsible for the vibrations that produce the sound in the syrinx,  but what exactly are the functions of the external and internal labia  then?  The book says that the labia also vibrate, but which structure  is responsible for the vibrations that lead to the production of the  vocalizations?''' What makes you think it has to be one or the other vibrating?
+
== Questions ==
In birds that produce harmonics, or different tones simultaneously (e.g., wood thrush) I think they might be vibrating at the same time. Nonetheless, recent empirical studies seem to confirm that the labia function largely to control the airflow that makes the tymp. membranes vibrate. They open to widen, or constrict to reduce, the aperature through which the air is being blown.
+
  
'''I was wondering if the twitter posts can be accepted til the final exam.''' No, they cannot. I informed you of the requirement to do these in the very first lecture. I subsequently reminded people twice that they needed to be done, remarking further that I wouldn't remind you again. Despite that, I put a last reminder on last Monday's lecture notes that they were due by the end of the day Wednesday; subsequent to that, I decided to accept posts through last Friday (and have said so on the class web page; see below) in order to cut everyone a little break. You had the entire length of the semester, 15 weeks, 105 days, in which to produce five posts, none of which had to be longer than 140 characters. That seems to me a fairly easy standard to meet, and one which should not require special dispensation to accomplish.
+
If you have questions, by all means stop me in class or email me and ask. I will post both the ''questions'' (questioners will be anonymous) and answers here.
  
'''This is concerning the twitters, I was just looking over the notes online and noticed that on the second-to-last lecture it says at the top that twitters will only count if they're posted by wednesday. I personally never go on Twitter and go mostly by the notes I take in class, which are basically the notes online, so I don't regularly check those either. When I asked about the twitters no one knew when they were due, and many thought it was by the end of the week.  Is it definite that twitters after wed. won't count?''' The Wednesday due date is in the notes because it was meant to serve as a reminder; I said in lecture when I introduced the assignment that I expected you to post the requisite number by the last day of class. However, looking at this class web page, I see that due date was not posted here, for reference. To be fair, I will accept posts put up until the end of the last day of (all) classes, Friday May 1st. Tweets posted after that date will be appreciated, but won't count towards your point total.
+
'''Q: WHAT THE HECK AM I SUPPOSED TO USE TO LEARN THE ORDERS OF THE BIRDS OF THE WORLD?'''
  
 +
A: As I have said in class, the web page associated with your book will be considered the authority; it has been pointed out that "Table 1.1" on the textbook site does NOT match, in some details, the accounts given on the pages for each order. IGNORE TABLE 1.1, and study from the order accounts, as they are more complete, more recently updated,and contain details ( e.g. unifying characteristics of each group) that you need to know. For what the suggestion is worth, the best thing you could do to study this material would likely be to construct your own Table by looking up the relevant information on each Order page.
  
'''The bird diversity table from our textbook (table 1.1 online) states that the New World Vultures are part of the Falconiformes like the Old world vultures. I'd thought you'd said in class, however, that they were part of the Ciconiiformes (because they'd devolved from long-legged wading birds)unlike the Old World Vultures. Am I remembering incorrectly?''' Nope, you are remembering correctly that I said it; good catch. The New World Vultures have been moved in, and out, and into the Falconiiformes; the hypothesis that they belong to the Ciconiiformes has only recently been overturned, and not everyone agrees that they should go back to the Falconiiformes. However, given that your book classifies them there, you should too.  
+
'''Q: For the Midterm Exam tomorrow morning I was wondering if the exam will be covering all of the information from lecture and in the textbook or if the exam will be covering only information that was covered and discussed during class.'''
  
'''I had a question about the 30 orders of birds we need to know for the exam. I wanted to know how many characteristics we need to know about each order? In addition to the characteristics do we need to just know the species number, example of a species, and distribution?''' You need to know the major characteristics that define the group --- the number of characteristics that might be will vary from group to group. You need to know: a) the scientific name (Latin) of the order (and spelling DOES count. I will not kill you if you are off by a single-letter, but I also won't guess whether you knew the name or not if you mangle the spelling); b) the number of species in the group (roughly --- if you are off by an order of magnitude, you'll lose points); c)their geographic distribution; and d) the common name(s) of the birds contained in the order. Thus, if I asked for Strigiformes, and you said "owls" that would be correct, but if I asked for "Charadriiformes" and you said "shorebirds" without also naming gulls and their other allies, that would be only partly correct.
+
A: You can assume that if it was in the Required Readings in the textbook, then I expect you to have read it, and that the test is structured to identify the difference between those who have read the text, and those who have not.
  
'''For the exam, do we have to know ALL orders in the Palaeognathae and the Neognathae?  Or do you want us to just know a few perfectly like in the practice exam?''' I expect you to learn all of the orders of living birds. The idea is for you to gain, and be able to demonstrate, a knowledge of all the orders of birds. To know a few orders "perfectly" without knowing anything about the other orders would be trivia for a cocktail party, not mastery of what we know about birds generally. Given that the test has to cover more than just this material, I am not likely to give you an opportunity to display all your knowledge of all the orders at one time, but I do expect you to learn them all, and the test will be structured to assess who probably knows them all and who doesn't.
+
'''Q: I was wondering how many questions will be on the actual exam? Also, just to clarify you wanted us to know down to the family level of each order? I have that written in my notes from a while back but the practice exam only asks for the order.'''
  
 +
A: The test will be worth one hundred points. Exactly how many questions there are depends on what you count as one question -- every scenario I pose to which you have to evaluate 6 responses? a single response?  A well-informed student will be able to complete the test in under 50 minutes. You need to know families ONLY in the Paleognathae; in all other orders, I am expecting that you will know the Order, alone.
  
'''I have a question about colors in birds.  I understand that both types of color, bio-chrome pigments and structural, involve light energy.  However, I don't quite understand how the refraction and absorption of light differ between the two.  As of right now, the way I understand it is that pigments reflect and absorb certain  wavelengths because of the specific chemical compounds they are comprised of while structural colors reflect and absorb certain (or all, for white) wavelengths of light due to their intrinsic structures ( i.e. uniform rows of melanin particle bubbles). Is this correct? '''  That is essentially correct. It is pigmentation causes certain colors by absorbing certain wavelengths of light, and NOT absorbing others --- those not absorbed are reflected back at the viewer, making the pigmented object look red, or brown, etc. Those compounds do this, of course, because of the nature of their molecular structure. The real distinction is that what we refer to as "structural colors" appear as they do because of the ''structure of the cells'' that contain the pigments (or that lack pigments) and/or the arrangement of the pigment molecules inside the cells of the feathers.
+
'''Q: On the textbook website, some of the order descriptions are split into several orders. For example, Gruiformes is split into a few separate orders. Should we know these additional orders, or just know that Gruiformes is no monophyletic?'''
  
 +
A: I will EXPECT only that you know the Orders listed on the left hand side bar of the "Birds of the World" page, as described on their respective pages; a student who has gone to the trouble to learn the new (family ->order) order names will be given credit for using them, '''as long as they use them correctly''', according to the page their description appears on.
  
 +
== Bird News ==
  
'''Can I reschedule my final in this class because: a)I have more than one other exam on the same day as the final for this course; b)I am leaving town before the exam; c) I got sick the night before the exam; d) I overslept and missed the exam?''' Believe it or not, this is not up to me. There is a university-wide policy on rescheduling exams  [http://www.dos.uconn.edu/docs/finals_list.pdf here]. READ IT CAREFULLY NOW, and save yourself some trouble later. If you have an allowable reason to reschedule, see the registrar first, b/c I cannot help you without the registrar's permission slip.
+
A [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Ornithology_in_the_news link] to a page set up and maintained by Dr. Elphick.
  
 +
== Useful and Amusing Links ==
  
'''I am/have been/might be sick, and it's difficult/inconvenient/impossible for me to get a doctor's note. Are you really going to refuse to excuse me if I don't show up for a minute paper/test/other credit-bearing exercise?''' The short answer to this is yes, I AM going to refuse to excuse you. The policy laid out above (in Grading) is simple --- some form of documentation is required before I will even consider excusing you. The policy exists to ensure fair treatment of everyone, to reduce the temptation to use feigned illness as a way to, for example, gain time before taking a test, and to avoid the need for me to have the discernment of Solomon in determining whether to excuse someone or not. It is simple because simple is unambiguous. You get documentation, or you cannot be excused. I am NOT encouraging you to come to class when you are sick. On the contrary, I urge you to eat right, get enough sleep, protect your health, and keep your germs to yourself. However, if you do get sick, and while sick find that getting some documentation is more burden than you can face, you are then faced with a choice --- is it worth a point? 10 points? 75 points? of your grade to do what has to be done to get some documentation of your condition? The choice is really yours --- I don't take your absences personally -- and the outcome of the choice is really your responsibility.
+
[http://greencorps.org/fellowship'''Environmental Campaign Internships''']
  
== Bird News ==
+
[http://www.huyckpreserve.org/research/odum_intern.htm '''Field Ecology Internships''']
  
A [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Ornithology_in_the_news link] to a page set up and maintained by Dr. Elphick.
+
[http://beardsleyzoo.org/volunteer-gi1'''CT Beardsley Zoo Summer Internships''']
  
== Useful and Amusing Links ==
+
[http://ngm.nationalgeographic.com/2011/02/feathers/zimmer-text Awesome National Geographic article on feather evolution in dinosaurs]
[http://www.pbs.org/wgbh/nova/microraptor/program.html Wicked Nova Series on Four-winged Dinosaurs!] Watch it here. 
+
  
+
[http://www.osnabirds.org/jobs.aspx Jobs in Ornithology], the job board for the Ornithological Societies of North America. THE central clearing house for field research internships and jobs.  
[http://www.osnabirds.org/on/ornjobs.htm Jobs in Ornithology], the job board for the Ornithological Societies of North America. THE central clearing house for field research internships and jobs.  
+
  
 
[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Ornithology_Collections:_Specimen_Donation_and_Tracking UConn Ornithology Collections Donation Page] -- where to go if you find a dead bird!
 
[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Ornithology_Collections:_Specimen_Donation_and_Tracking UConn Ornithology Collections Donation Page] -- where to go if you find a dead bird!
 
+
'''
 
[http://hydrodictyon.eeb.uconn.edu/department/collections/index.html University of Connecticut Biological Collections], including the Bird Collection.
 
[http://hydrodictyon.eeb.uconn.edu/department/collections/index.html University of Connecticut Biological Collections], including the Bird Collection.
  
 
[http://www.lab.fws.gov/featheratlas/ Feather Identification Resource Online!] The Feather Atlas of North American Birds provided high-resolution scans of flight feathers of the major groups of birds; useful for comparison with found feathers whose origin you aren't sure of.  
 
[http://www.lab.fws.gov/featheratlas/ Feather Identification Resource Online!] The Feather Atlas of North American Birds provided high-resolution scans of flight feathers of the major groups of birds; useful for comparison with found feathers whose origin you aren't sure of.  
  
[http://www.ups.edu/x5662.xml Images of Bird Wings Online.] The Slater Museum, at the University of Puget Sound, provides high-resolution images of their entire collection of spread (open) bird wings. Useful for studying flight style as a function of wing morphology.
+
[http://digitalcollections.pugetsound.edu/cdm/landingpage/collection/slaterwing Images of Bird Wings Online.] The Slater Museum, at the University of Puget Sound, provides high-resolution images of their entire collection of spread (open) bird wings. Useful for studying flight style as a function of wing morphology.
  
  

Revision as of 20:44, 30 April 2013

Carmine Bee tree2-F.Gallo.jpg

Carmine Bee eaters; Photo copyright Frank Gallo

Basic Course Information

Spring 2013

Meets: Monday & Wednesdays, 11:00 - 11:50, BPB 130

Instructor: Dr. Margaret Rubega Office: PharmBio 500

Office Phone: 486-4502 Office Hours: Weds, 10-11 am, and by appointment

Email: margaret.rubega@uconn.edu

Twitter name: profrubega

TA: Manette Sandor Office: PharmBio 219

Office Phone:' 486-7955 Office Hours: Mon 1:30 - 2:30 pm; Weds 12 -1 pm, and by appointment

Email: manette.sandor@uconn.edu

Twitter name: Oikomemoranda

Your emails to me MUST contain the phrase "EEB 4260” in the subject line; email received without that phrase, and especially those with a blank subject line, will be DELETED without being read.

Text

ORNITHOLOGY, 3rd Edition (Freeman) by Frank B. Gill

See also online materials at: http://www.whfreeman.com/gill3e

Optional supplemental texts

MANUAL OF ORNITHOLOGY (Yale Univ.), by N.S. Proctor and P.J. Lynch

BIRDS OF STORRS (Natchaug Ornithological Society) by G.A. Clark, Jr.

SIBLEY GUIDE TO BIRD LIFE AND BEHAVIOR (Knopf), ed. by C. Elphick, J.B. Dunning and D.A. Sibley.

Class Schedule

Lecture # Date Subject (click for lecture notes) Required Reading in Gill; Required assignments Optional reading [in brackets]from Proctor & Lynch (unless otherwise stated) , and other resources
Jan 23 Course Introduction READ COURSE GUIDELINES (below); sign and turn in form. ALSO: Pgs. xxi- xxvi and Chapter 1 in Gill [1–6]

Evidence that multitasking makes you less capable; see also this article for a more thorough description of the problem. And, see this article to consider meditation as a way to counteract the problem.

1 Jan 28 What are birds and why would we study them? Pgs. xxi- xxvi and Chapter 1 in Gill; Course Guidelines Form Due. [1–6]
2 Jan 30 - Feb 4 Birds of the World Chapter 1 & online at: www.whfreeman.com/gill3e ; Fill out, bring to class and hand in Twitter Handle Sheet
3 Feb 6 - 13 Avian evolution Chapter 2 [13 – 21]
4 Feb 18 - 20 Feathers Chapter 4 [81–115] Also: Dinosaur feather colors revealed!
5 Feb 25 Flight Chapter 5 [117,136–139, 148–151, 156–163] Article and videos of wing-assisted incline-running!
6 Feb 27 Physiology: Endothermy and Thermoregulation Chapter 6 (pgs. 150-164)
7 Mar 4 Feeding, feeding structures and feeding behavior Chapter 1 (pgs. 13-15) [122–130, 152-154], Tool making in New Caledonian Crows!
8 Mar 6 Physiology: Digestion and Excretion; Water Balance Chapter 6 (pp. 164-179) [175-187, 219-239]
9 Mar 11 Physiology: Respiration and Circulation Chapter 6 (141-150) [189-217]
Mar 13 Mid-term exam Lectures through Physiology: Respiration and Circulation; all associated readings Click here to view a Sample Test plus the Sample Test Key And then click here for a pre-test Pep Talk!
March 18-22 SPRING BREAK NO CLASS
10 Mar 25 Sensory Biology and Intelligence Chapter 7 [241-262] See Evidence that birds are smarter than you!
11 &12 Mar 27 Communication: Visual AND Vocal Pgs. 344-359 and Chapter 8 AND watch Communication in Birds Video Manakins show off -- Michael Jackson rolls over!
13 April 1 Annual Cycles Chapter 9
14 April 3 Annual Cycles, continued
15 April 8 Migration Chapter 10 (pgs. 273-295)
16 Apr 10 Social and Mating Behavior Chapter 11 AND pg. 359 through Chapter 13
17 Apr 15 Climate Change Teach in! Climate Change & Birds Pgs. 269 - 271 US Forest Service Climate Change Bird (& Tree) Atlas showing how bird distributions will change with changes in climate.

The Intergovernmental Panel on Climate Change's web page.The Arbor Day Foundation's maps showing changes in hardiness zones since 1990.NOAA Geophysical Fluid Dynamics Laboratory's sea ice projections.

18 Apr 17 Social and Mating Behavior continued
19 Apr 22 Reproduction: Physiology Chapter 14 [219-239]
20 Apr 24 Reproduction: Nests and Nesting Chapter 15
21 April 29 Reproduction: Parental Care and Growth and Development of Young Chapter 16 (pgs. 467-502)
22 May 1 Avian Conservation Chapter 21, pgs. 558 - 569
CONFIRMED May 8 FINAL EXAM in our regular classroom ALL MATERIAL TO DATE 10:30-12:30 am

Course Guidelines and Grading Policies

Use of electronics in the classroom? In a word, NO. Your phone should be OFF (not set to vibrate), your music should be off, your earphones should be in your backpack, and your laptop should be used ONLY for taking notes. All other uses (surfing the web, watching videos, email, IM, texting, whatever) are distracting, disruptive of the work we are doing in the classroom, and disrespectful of your classmates and the instructor. I will call you out publicly for the first offense; at the second offense you will be banned from using even a laptop in class; on the third offense I will ask you to leave. If you lack the self-restraint to stay on task in class, then take notes on paper. Recording lectures with any device is prohibited unless you ask for and receive permission from me in writing.

Entering or Leaving the classroom during a lecture is distracting and disruptive; do not do it unless absolutely necessary. If you know you will be late, or will have to leave early, come and go by the BACK door of the lecture hall, and sit in the nearest available seat to the door, whether you know the person sitting in the next seat or not. I will assume that, as adults, we are all capable of anticipating, and managing, the need to use the bathroom without leaving the classroom during a lecture. Assume that if you must leave the lecture hall, you may not come back. If you have a disability that would keep you from meeting these expectations, or expect an emergency communication during class, speak to me about it BEFORE lecture begins.

Grading in this course is done on a straight percentage-of-points basis, i.e., to obtain an A, you need to earn 90% or more of the available points on tests, minute papers, quizzes and other assignments and activities (e.g., Twitter). The grades will not be "curved", and there will be no opportunities for "make-up" or "extra-credit" points. Opportunities to miss/drop your lowest grades are built into the recurring assignments (see below), but these are to account for, e.g., sick days, so do not skip assignments frivolously. If you have a legitimate reason (e.g., a death in the family) to miss the midterm, you may be excused (at the discretion of the instructor) IF AND ONLY IF you provide written documentation (for example,an obituary documenting a death in your family). In cases where you have a legitimate excuse, there still will be no make-ups administered: your grade will be pro-rated on the basis of the points contained in the tests and assignments you did complete. NOTE that this method reduces the number of points you can afford to lose and still do well in the course. If you have a legitimate excuse to miss the final exam YOU MUST INFORM THE OFFICE OF STUDENT SERVICES & ADVOCACY in order to be allowed to take a make-up after final exam week is over. The final exam is the only point-bearing exercise for which a make-up is possible.


Attendance is not taken, and is not required; however, if you miss class you may miss in-class minute papers, quizzes or assignments (see below). SICK? Believe me when I say that we don't want to see you in class! Please be responsible, and don't spread germs by coming to class with a fever, or hacking and coughing. As noted above, there are no opportunities for making-up missed in-class activities; as noted below, you can miss up to two and still achieve full credit. However, bear in mind that you may also miss information I give, discussions that arise over questions asked, examples given on the spur of the moment. You are responsible, on quizzes and tests, for what is said in class, as well as the materials in the reading. If you miss class, you are responsible for using the lecture materials provided above, and for getting any additional notes from lecture from a classmate: I will not re-lecture to you, one-on-one, at a later appointment. Arrive early to the next lecture, or stay a little late, and find out whether you missed an in-class minute paper, quiz or activity; do not ask me to meet with you outside of class to "tell you what you missed".


These policies have been developed over years of teaching this and other courses, and are designed to ensure fair treatment of everyone by maximizing everyone's opportunity to learn, eliminating discrepancies in testing and evaluation, and by eliminating differences in the amount of study time available to students. I am very willing to discuss my reasoning for these policies, but if you try to talk me into making an exception to them for you, you will fail, and probably make me grumpy to boot.

Tests/ In-class Assessments & Assignments

COURSE POINT TOTAL 285 POINTS

Exams: 200 points

Midterm exam: 100 points, March 13 (Covers material from Lectures 1 - 12)


Final exam: 100 points, May 8 (Covers material from Lectures 14-25)

Click here to view a Sample Test


In-class Assessments & Assignments: 50 points (5 points each; one per week [excepting the week of the midterm]; we will drop your lowest two scores; if you miss, your score = 0)

These activities are designed to provide us with an assessment of your background preparation for class, to assess whether you understood what we just tried to teach you, and to enhance your understanding of the material. They will take multiple forms: MINUTE PAPERS: are short (it takes a minute!), UNGRADED (if you write something relevant, you're good -- there are no "right" answers) responses to questions we will pose in class. QUIZZES are GRADED, provide practice for the exams, assess your knowledge and understanding, and provide incentive to stay on top of the material. ASSIGNMENTS are GRADED and require you to do some background work BEFORE COMING TO CLASS; you are responsible for checking the class web page every week --- we recommend checking every Friday to see what's in store for the following week. Snow days and other unforseen circumstances can change our plans; a class cancellation should prompt you to check the web page.

Other Required Class Activities

Biological Collections tour 5 points

Every student is expected to visit the EEB Biological Collections for a tour that will introduce you to the resources and opportunities in the collection. We will offer 4 different opportunities, on different days and times. You will need to sign in at the collection; at the end of the semester, everyone who has signed in, will have 5 points added to their grade. Tours will take about 45 minutes, they meet at the south end of the Biology/Physics building lobby on the hour. You are responsible for finding a day and time to attend from the options listed below; if your class schedule prohibits you from attending any of these, you are responsible for letting me know that you will need an alternate opportunity BEFORE THE LAST WEEK OF CLASS. If you have already toured the collections (e.g., in a previous class with me or another instructor), provide me with documentation to that effect, and I will just add the 5 points to your grade without you needing to tour the collections again.

Available tour days/times:

Monday 18 Feb 9 am

Wednesday 6 Mar 12 pm

  1. Amandeep Samra
  2. Krista Wolffer
  3. Meghan Moore
  4. James Stewart
  5. Hadlai Neff
  6. Alexandra Addabbo
  7. Lisa Balestrino
  8. Meghan Moore
  9. Stephanie Henry
  10. Muhammed Abubakar
  11. Mary Ward
  12. Keith Syrett
  13. Chelsey Gribbin
  14. Marissa Mills
  15. Taylor Barry

Thursday 28 Mar 3 pm

  1. Jaron Kolek
  2. Kevin Canavan
  3. Laura Rice
  4. Michael Cenkus
  5. Alexandra Fearnley

If you are not signed up for a collections tour date, email Manette. Do not show up on Wednesday March 6th if you are not signed up for that collections tour! We cannot have more than 15 people on a collections tour at once!


Twitter 30 points

Twitter is a social networking resource that allows users to communicate in short, frequent posts. Posts ("tweets") are limited to 140 characters. I expect you to go to Twitter, sign up (a matter of giving an email address and picking a password and username), and, over the course of the semester, post observations of birds outside of class. Your posts should consist of any observation of birds you make that somehow relates to the content of the course. Each post should say: where you are; what you are seeing in the birdlife around you; and make the connection to the course content. For example: "Two sparrows are beating each other up outside the student union. Territoriality or dominance fight?" You are expected to post at least once per week. Posts are worth a maximum of three points each, you can earn up to 6 points from posts per week, and you can earn a total of 30 points in the course from Tweets. We must know your username in order to give you credit for Twitter posts: once your account is in place, then use "Find People" on Twitter to locate us (type in "Margaret Rubega" or "ProfRubega" and "Manette Sandor" or "Oikomemoranda") and then click on "Follow" to follow us. We will receive autumated messages informing us that you are following us, and will have a record of your user name. MAKE SURE THAT YOUR PRIVACY SETTINGS ALLOW ANYONE TO SEE YOU. (If you do not wish your personal account to be visible, establish a second account/username with "open" privacy settings for our class.) In addition, the "Twitter Handle" assignment sheet is due by our Wednesday class in the second week of classes. You MUST end every tweet with the string "#birdclass"; that is how we will be tracking tweets, and any post without the hashtag will NOT count toward your credit! We will all be able to see every tweet generated by the class by searching on #birdclass. We will be keeping track of posting and points during the semester by tracking the posts themselves. The beauty of Twitter is that it can be posted to virtually at any time, anywhere --- it's possible to post using many types of cell phones. However, anyone with an internet connection can post from a computer, and you should be mindful (as you are responsible for) of any texting charges that posting from your phone may incur.

Academic Rules/Conduct

All students should be aware of the guidelines on academic integrity contained in the Student Conduct Code. Click here to see the Conduct Code.

Course Guidelines Form

After you have read ALL of the above, print out and sign the Course Guidelines Form. Hand it in to Dr. Rubega no later than the end of the last lecture of the 2nd week of classes. Students who have not signed and handed in the form in will not accumulate points on ANY quiz, assignment or activity until we have the signed form.

Questions

If you have questions, by all means stop me in class or email me and ask. I will post both the questions (questioners will be anonymous) and answers here.

Q: WHAT THE HECK AM I SUPPOSED TO USE TO LEARN THE ORDERS OF THE BIRDS OF THE WORLD?

A: As I have said in class, the web page associated with your book will be considered the authority; it has been pointed out that "Table 1.1" on the textbook site does NOT match, in some details, the accounts given on the pages for each order. IGNORE TABLE 1.1, and study from the order accounts, as they are more complete, more recently updated,and contain details ( e.g. unifying characteristics of each group) that you need to know. For what the suggestion is worth, the best thing you could do to study this material would likely be to construct your own Table by looking up the relevant information on each Order page.

Q: For the Midterm Exam tomorrow morning I was wondering if the exam will be covering all of the information from lecture and in the textbook or if the exam will be covering only information that was covered and discussed during class.

A: You can assume that if it was in the Required Readings in the textbook, then I expect you to have read it, and that the test is structured to identify the difference between those who have read the text, and those who have not.

Q: I was wondering how many questions will be on the actual exam? Also, just to clarify you wanted us to know down to the family level of each order? I have that written in my notes from a while back but the practice exam only asks for the order.

A: The test will be worth one hundred points. Exactly how many questions there are depends on what you count as one question -- every scenario I pose to which you have to evaluate 6 responses? a single response? A well-informed student will be able to complete the test in under 50 minutes. You need to know families ONLY in the Paleognathae; in all other orders, I am expecting that you will know the Order, alone.

Q: On the textbook website, some of the order descriptions are split into several orders. For example, Gruiformes is split into a few separate orders. Should we know these additional orders, or just know that Gruiformes is no monophyletic?

A: I will EXPECT only that you know the Orders listed on the left hand side bar of the "Birds of the World" page, as described on their respective pages; a student who has gone to the trouble to learn the new (family ->order) order names will be given credit for using them, as long as they use them correctly, according to the page their description appears on.

Bird News

A link to a page set up and maintained by Dr. Elphick.

Useful and Amusing Links

Environmental Campaign Internships

Field Ecology Internships

CT Beardsley Zoo Summer Internships

Awesome National Geographic article on feather evolution in dinosaurs

Jobs in Ornithology, the job board for the Ornithological Societies of North America. THE central clearing house for field research internships and jobs.

UConn Ornithology Collections Donation Page -- where to go if you find a dead bird! University of Connecticut Biological Collections, including the Bird Collection.

Feather Identification Resource Online! The Feather Atlas of North American Birds provided high-resolution scans of flight feathers of the major groups of birds; useful for comparison with found feathers whose origin you aren't sure of.

Images of Bird Wings Online. The Slater Museum, at the University of Puget Sound, provides high-resolution images of their entire collection of spread (open) bird wings. Useful for studying flight style as a function of wing morphology.