DRAFT ONLY

PANGASINAN STATE UNIVERSITY

BIO 105 – GENERAL ECOLOGY

First Semester 2020-2021

COURSE GUIDE

COURSE DESCRIPTION AND OVERVIEW

This course is an introductory course on the biology and properties of ecological systems and
focuses on the general concepts and principles pertaining to the complex pattern of
interactions between the physical environments and the communities on earth. Emphasis is
given on the current issues especially in the Philippine context.

Course Credit: 5 (3 Hours Lecture; 2 Hours Laboratory)

Pre-requisite Course: None
Meeting Place: Sci Lec 1, Science Laboratory Building

General ecology is a lecture and laboratory course. The goals set for this course require that
the students become more active in learning the science of ecology. The course contents will
be delivered through flexible learning where face-to-face and remote-teaching modes of
instruction will be used.

Face-to-face classes will be for one hour per week. Learning materials such as module, e-
book and e-journal will be provided ahead of time. Thus, you should prepare for these
discussions by reading these assigned materials. Topics to be discussed face-to-face are in
bold fonts and with asterisks as indicated in the course outline.

Remote-teaching will be done online and offline. Learning materials such as modules, e-
books, manuals and e-journals will be given also for offline activities and assessments.
Discussions online will be done asynchronously and synchronously. Learning materials will
be assigned and be accessed through our official FB page, or messenger group chat. Online
discussions will be done in zoom, messenger or in Google meet platforms. All assessments
shall be sent through my e-mail.

COURSE OBJECTIVES
At the end of the course, students are expected to:

1. Define the general principles of ecology and its relation to other sciences;
2. Describe the relationship between the principles of evolution and ecology;
3. Explain the general behavioral ecology (costs and benefits, territorial defense,
foraging, migration, group living);
4. Discuss population structure, growth and density, and interactions in a population;
5. Explain the concept of community ecology in terms of structure and diversity, habitat,
and community changes;
6. Identify basic applications/conservation measures and the impacts human populations
have had on the environment; and
7. Define the general principles of ecology and its relation to other sciences.

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COURSE REQUIREMENTS

For the Lecture: For the Laboratory:

 Mid-Term Exam  Laboratory Report
 Final Exam  Participation in Field Study
 Quizzes  Research Project
 Participation in F2F Discussion  Research Presentation
 Home-Based Assignments

ASSESSMENT AND GRADING

Grades will be based on a number of course requirements as indicated above as well as a

combination of both home-based and face-to-face learning activities.

Lecture assessment may include face-to-face or home-based testing. Formative assessments

such as class participations, quizzes, activities and exercises, video clips and journal analyses,
and video documentations will be used to evaluate your comprehension and progress during
the unit or lesson. Summative assessments are chapter and major examinations (Midterm and
Final).

Laboratory assessments will come mainly from the laboratory reports and participation
during field works. The major requirement for the laboratory is a research project which will
also be presented.

 Major Exams – These include Midterm and Final term exams which will be
administered face-to-face for one hour. Test questions maybe multiple choices, fill-in-
the-blank, short answer and short essay questions as well as short report analyses.
 Quizzes – These are 10 to 20 point-tests which will be done on face-to-face classes.
These will be announced or unannounced and will be given before, during or after the
discussions.
 Class Participation – These will be based on reading or home-based assignments and
will be used for thoughtful discussions during the face-to-face and online discussions.
A rubric will be used for grading the class participation with the criteria frequency of
participation, level of engagement, understanding and delivery, and substance of
comments/ answers.
 Home-based Assignments – These are activities or worksheets, journal analyses,
documentations/ storyboard outputs which are assessments for you home-based
learning. These are self-learning topics in which the student is provided with
guidelines and information
 Laboratory Reports- These are written outputs which describe and analyze
laboratory field activities in ecology. The components are Introduction, Materials and
Methods, Results and Discussion, References. A rubric will also be used for checking.
 Field/ Laboratory Participation- These measures your engagement during field or
laboratory activities. A rubric will also be used for scoring your field participation
with the criteria attendance, attentiveness, engagement and contributions to the
laboratory activity (ideas, insights, leadership or any extra effort extended related to
the activity)
 Research Project. This is an independent projects which will be conducted at
“home”. You are expected to design, conduct, analyze, and present original research

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in ecology. A proposal shall be submitted one week after the midterm examination
and can be submitted during the face-to-face class or through online (e-mail). The
choice of topic will be based on your field of interest such as but not limited to
mangrove, terrestrial, freshwater or marine ecology. The research paper shall be
structured similar to the components of the laboratory reports.
 Research Presentation –The output of our research shall be presented face-to-face or
online through synchronous a synchronous discussion. A schedule shall be prepared
to accommodate all students enrolled in the course. A rubric will also be used for the
scoring of your oral presentation.

The illustration below summarizes the assessment and grading system for the course:

Mid-Term Exam
(40%)
Quizzes/
Lecture (60%) Participation (30%) Activities/
worksheets
Home-Based
(30%) Storyboard output
Midterm Grade
(50%) Journal Analyses/
Lab Report Case Study/ Essay
(80%)
Laboratory (40%)
Field Participation
(20%)

FINAL GRADE =
Final-Term
Exam (40%)

Lecture (60%) Quizzes (30%) Activities/

worksheets
Home-Based Storyboard output
Final Grade (30%)
(50%) Journal Analyses/
Lab Report Case Study/ Essays
(20%)
Laboratory (40%) Research Project
(60%)

Field Participation
(10%)

Oral Presentation
(10%)

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COURSE POLICIES AND EXPECTATIONS

Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. A student who has a record of ten (10) unapproved absences from the class, and/or has
been absent for more than 20 percent of the required number of hours without any valid
reason are automatically dropped from the subject
2. Approved absences are limited only to illness as certified by a physician, death of a
family member, official and authorized representation of Campus/ University in official
function/ activities and other reasons as may be deemed justified by the faculty
concerned.
3. For excused absences, it is the student’s responsibility to seek out missed assignments.
Students should check the class FB page or group messenger and other students for
notes, handouts, etc.

Classroom Expectations
1. Be Prepared. You and only you are responsible for your grade. Earn the good grade
you deserve by coming to class prepared. Complete reading assignments and other
homework before class so that you can understand the lecture and participate in
discussion. Have your homework ready to submit.
2. Be Participative. Be ready and willing to participate in classroom discussions.
Contribute proactively to class discussions, offer ideas or ask questions.
3. Be on Time. Seat plan will be used for the checking of attendance. Any student who is
not seated on his/her designated area once the class started will be considered tardy.
4. Be Respectful. Any action that bothers another student or the teacher or any disruptive
behaviour in class is considered disrespectful. Demonstrate proper respect for teachers,
other students, and school property. Listen to others and evaluate ideas on their own
merit.

Technology Agreement
1. Electronic devices such as laptops, tablets and cell phones may be used ONLY with my
permission to complete course related material. Please charge your electronic devices
before using them in the class.
2. Cell phones and other devices may be in your possession, however, they need to be set to
silent mode.

Academic Honesty and Class Conduct

1. Plagiarism and other forms of intellectual dishonesty will not be tolerated. An automatic
grade of 5.00 will be given to submitted homework, laboratory report and research.
2. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook)\
1st Offense: Automatic grade of 5.00 in the particular examination where cheating occurred.
Referral to guidance counselling.
nd
2 offense: Automatic grade of 5.0 if done on the same subject and/or other subjects and
suspension for one semester.
rd
3 offense: Automatic grade of 5.0 in the subjects) and suspension of one semester to
dismissal from the institution.

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Guidelines on Late Submissions of Requirements and Late Examinations

1. The dates of the submission for all home-based requirements are indicated in the
Instructional Delivery Plan. Five points will be deducted for every day failure

General guidelines concerning the field activities.

1. Field activities (on campus site) will be done as a group whole maintaining the minimum
health protocols.
2. The activity will be done on time, so please be on time.
3. Dress appropriately. Please consider both the nature of the study site to be visited and the
predicted weather conditions.
4. Only students who are officially enrolled and registered for the ecology course can join
the field activity. This means friends from other section or courses cannot join us.
5. You are responsible for learning during the activity. Therefore, please bring a notebook
and a writing instrument and use them. Cameras and tape-recorders are permitted.
6. You are expected to be friendly, polite to each other, ask thoughtful and relevant
questions when appropriate, and most of all learn from and enjoy the experience

RESOURCES FOR STUDENTS – DESCRIBE HOW THE STUDENTS WILL ACCESS

THESE MATERIALS. WHICH ONES WILL BE DOWNLOADED FROM INTERNET
SITES? WHICH ONES ARE AVAILABLE IN THE UNIVERSITY LIBRARY? WHO HAS
CONTROL OVER THESE MATERIALS? CAN STUDENTS FOTOCOPY? BORROW ON
LIMITED TIME? OR COPY AS PDF FILES? ETC.

Bacalso, R. T. M., & Wolff, M. (2014). Trophic flow structure of the Danajon ecosystem
(Central Philippines) and impacts of illegal and destructive fishing practices. Journal of
Marine Systems, 139, 103-118.

BioCampus (n.d.). Mechanisms of Evolution. Retrieved

https://opentextbc.ca/conceptsofbiologyopenstax/chapter/mechanisms-of-evolution/
BlueWorldTV (2016). Symbiosis In The Sea. Retrieved from
https://www.youtube.com/watch?v=fzIDE0ippf4

Dubey. S.K. (2009). A Textbook of Ecology. New Delhi: Wisdom Press.

Cuevas, V. C., & Balangcod, T. D. (2014). Ecological succession in areas covered by gold
and copper mine tailings in Benguet, Philippines. Discussion Paper Series-Southeast
Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA),
(2014-3). Retrieved from https://www.cabdirect.org/cabdirect/abstract/20153241926

Edwards, W. J. & Edwards, C. T. (2011) Population Limiting Factors. Nature Education

Knowledge 3(10):1. Retrieved from
https://www.nature.com/scitable/knowledge/library/population-limiting-factors-
17059572/
Enriquez, K.F. (2015). Philippine Biodiversity. Retrieved from
https://www.youtube.com/watch?
v=RcC6CZNllOI&list=RDQMHTCqmT2ezGQ&start_radio=1

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Fajardo, W.T. (2019). Laboratory Manual in General Ecology.

Ibañez, J. C., Miranda, H. C., Balaquit-Ibañez, G., Afan, D. S., & Kennedy, R. S. (2003).
Notes on the breeding behavior of a Philippine eagle pair at Mount Sinaka, Central
Mindanao. The Wilson Journal of Ornithology, 115(3), 333-336. Retrieved from
https://www.researchgate.net/profile/Jayson_Ibanez/publication/232680337_Notes_on_th
e_Breeding_Behavior_of_a_Philippine_Eagle_Pair_at_Mount_Sinaka_Central_Mindanao
/links/55c1c14a08aec0e5f4492635.pdf

Khan Academy (2017). Organism life history and fecundity. Retrieved from
https://www.youtube.com/watch?v=AwBUsoshMwQ

Lions Unleashed. Retrieved from https://www.youtube.com/watch?v=Oi32e1ObqgQ

Mallet, J. & Fowler K. (2006). BIOL2007 - COEVOLUTION. Retrieved

https://www.ucl.ac.uk/~ucbhdjm/courses/b242/Coevol/Coevol.html

Marine Behavioural Ecology 2015 podcasts (2015). Retrieved from

https://www.youtube.com/watch?v=usQanQ-3cQ8

Miller, G.T. & Spoolman S.E. (2009). Essentials of Ecology. Canada: Yolanda Cossio.
Retrieved https://sangu.ge/images/EssentialsofEcology.pdf

Molles, M.C. (2010). Ecology: Concepts and Applications 5th edition. New York City: The
McGraw Hill Companies Inc.

Nievola, C. C., Carvalho, C. P., Carvalho, V., & Rodrigues, E. (2017). Rapid responses of
plants to temperature changes. Temperature, 4(4), 371-405. Retrieved
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5800372/

Posa, M. R. C., & Sodhi, N. S. (2006). Effects of anthropogenic land use on forest birds and
butterflies in Subic Bay, Philippines. Biological conservation, 129(2), 256-270.
Retrieved from
http://planet.botany.uwc.ac.za/NISL/Biodiversity/Attachments/Philippines.pdf

Sciencing (n.d.). Tools for Measuring Abiotic Ecological Factors. Retrieved

https://sciencing.com/tools-measuring-abiotic-ecological-factors-6853255.html

Stillind, P.(2012). Ecology: Global Insights and Investigations. New York City: The
McGraw Hill Companies Inc.

Sustainable Development Goals Fund. Philippines: Changing Climate Changing Lives.

Retrieved from https://www.youtube.com/watch?v=VvmPRrJC5cc

TL Documentary (2019). Retrieved from https://www.youtube.com/watch?v=uOMRF7t5Vn0

Stremke, S., & Koh, J. (2010). Ecological concepts and strategies with relevance to energy-
conscious spatial planning and design. Environment and Planning B: Planning and
Design, 37(3), 518-532.

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Vold, T. and D.A. Buffett (eds.). 2008. Ecological Concepts, Principles and Applications to
Conservation, BC. 36 pp. Available at: www.biodiversitybc.org

COURSE OUTLINE

1.0 The Science of Ecology

1.1. Ecology defined
1.2. Subdisciplines of ecology
1.3. Sciences allied to ecology

2.0 Adaptation and Evolution

2.1. The interaction of ecology and evolution
2.2. Evolution in populations
2.3. Mechanisms of evolution*
2.4. The evolutions of interactions among species

3.0 Abiotic Factors and Limits

3.1 Physical Resources and Limiting Factors
3.2 Animal Adaptations to Thermal Stress
3.3 Plant Adaptations to Thermal Stress

4.0 Demography and Population Growth

4.1 Defining Populations
4.2 Population Density
4.3 Dispersion
4.4 Age Structure
4.5 Sex Ratio
4.6 Population Growth

5.0 Life History Strategies

5.1 The Effects of Body Size
5.2 Metamorphosis
5.3 Diapause and Resting Stages
5.4 Senescence
5.5 Reproductive Strategies*

6.0 Behavioral Ecology

6.1 Genetic and Environmental
6.2 Components of Behavior
6.3 Mechanisms of Behavioral
6.4 Interaction
6.5 Social Systems
7.0 Interactions in Ecosystems
7.1 The Concept of Habitat and Niche
7.2 Ecological Interactions

8.0 Biodiversity Conservation

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8.1 Importance of Biodiversity

8.2 Threats to Biodiversity
8.3 Species Diversity
8.4 Hierarchical Taxonomic System of Species
8.5 Protection and conservation of rare and economically important species
8.6 Ex-situ & in-situ conservation
8.7 Conventions on Biological Diversity

9.0 Ecological Succession

9.1 Ecological Succession Defined
9.2 Patterns of Successional Change
9.3 Mechanisms of Successional Change

10.0 Energy Flow and Trophic Structure

10.1 The Laws of Thermodynamics
10.2 Energy Capture in Ecological Systems
10.3 Trophic Structure

11.0 Biogeochemical and Nutrient Cycles

11.1 Biogeochemical Cycles
11.2 Nutrient Cycles

12.0 Classification of Communities

13.0 Freshwater and Marine Systems
14.0 Aquatic and Terrestrial – WHERE IS THIS IN THE SCHEDULE OF TOPICS
BELOW?

SCHEDULE OF TOPICS, READINGS AND ASSIGNMENTS – WILL YOU BE ABLE

TO PUT IN THE DATES ALREADY? NO FIRST DAY FOR INTRODUCTION OR
COURSE ORIENTATION? HOLDING AN F2F FOR THE FIRST DAY OF CLASSES
MIGHT BE A GOOD IDEA AS YOU CAN DISCUSS TO THE CLASS THE
STRUCTURE AND CONTENT OF YOUR COURSE.

Activity, Assignments, Assessments

Week Module Learning Materials Face-to-Face Home-Based
Learning
1 Module 1: The INCLUDE HERE Concept Maps
Science of Ecology MATERIALS THAT Poster Session
STUDENTS NEED YOU SHOULD BE
TO READ ABLE TO PROVIDE
(INDICATE THE STUDENTS
CHAPTER OR UNIT SPECIFIC
AND PAGE GUIDELINES ON
NUMBERS) OR THESE HB
VIEW (VIDEO ACTIVITIES; OR
CLIPS), ETC. WHAT YOU
EXPECT STUDENTS
WILL DO.
2 Laboratory Activity Laboratory Laboratory Report

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1: Tools and Demonstration – Preparation

Equipment Used in YOU HAVE TO BE Sciencing (n.d.). Tools
Ecology SPECIFIC HERE for Measuring
Abiotic Ecological
Factors. Retrieved
https://sciencing.com/to
ols-measuring-abiotic-
ecological-factors-
6853255.html -
INDICATE WHAT
YOU EXPECT
STUDENTS WILL BE
ABLE TO DO.
3 Module 2: Content Focus Critical Thinking:
Adaptation and Discussion: Lecture Response to an
Evolution DO YOU MEAN assigned text BE
LECTURE- SPECIFIC WITH
DISCUSSION? INSTRUCTIONS.
Laboratory Activity WHAT IS THE
2: Finches and ASSIGNED TEXT?
Evolution
Remote Labs
Laboratory Report
Preparation
SAME COMMENT
AS MENTIONED;
INDICATE WHAT
YOU EXPECT
STUDENTS WILL
DO.
4 Module 4: Abiotic Content Focus Guided journal
Factors and Limits Discussion: Lecture analysis – WHAT IS
THIS? HAVE YOU
DESCRIBED THIS
AS A COURSE
REQUIREMENT?
Nievola, C. C.,
Carvalho, C. P.,
Carvalho, V., &
Rodrigues, E.
(2017). Rapid
responses of plants
to temperature
changes.
Temperature, 4(4),
371-405. Retrieved
https://www.ncbi.nlm.n
ih.gov/pmc/articles/PM
C5800372/
5 Module 4: Content Focus Problem solving
Demography and Discussion: Lecture exercises – WHAT IS
Population Growth THIS? HAVE YOU

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DESCRIBED THIS
AS A COURSE
REQUIREMENT?
6 Laboratory Activity Campus on-site field Off-site field quadrat
3: Population and demonstration sampling (backyard)
Dispersion: Quadrat SAME COMMENT
Sampling AS MENTIONED;
INDICATE WHAT
YOU EXPECT
STUDENTS WILL
DO.

Laboratory report
preparation BE
SPECIFIC WITH
INSTRUCTIONS.
7 Module 5: Life Content Focus Film (video clip)
History Strategies Discussion: Lecture viewing BE
SPECIFIC WITH
INSTRUCTIONS;
WHAT DO YOU
EXPECT STUDENTS
TO ACCOMPLISH?
Lions Unleashed.
Retrieved from
https://www.youtube.c
om/watch?
v=Oi32e1ObqgQ

Khan Academy
(2017). Organism
Laboratory Activity
life history and
4: Population and
fecundity.
Dispersion: Transect
Retrieved from
Line Sampling https://www.youtube.co
m/watch?
v=AwBUsoshMwQ

Digital story
development
(backyard species) –
WHAT IS THIS?
HAVE YOU
DESCRIBED THIS
AS A COURSE
REQUIREMENT? BE
SPECIFIC WITH
WHAT YOU
EXPECT FROM
STUDENTS.

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Off-site field transect

sampling (backyard)
8 Module 6: Content Focus Film viewing SAME
Behavioral Ecology Discussion: Lecture COMMENT AS
ABOVE
Marine Behavioural
Ecology 2015
podcasts (2015).
Retrieved from
https://www.youtube.co
m/watch?v=usQanQ-
3cQ8

Guided journal
Analysis
Ibañez, J. C., Miranda,
H. C., Balaquit-
Ibañez, G., Afan,
D. S., & Kennedy,
R. S. (2003). Notes
on the breeding
behavior of a
Philippine eagle
pair at Mount
Sinaka, Central
Module 7: Mindanao. The
Interactions in Wilson Journal of
Ecosystems Ornithology,
115(3), 333-336.
Retrieved from
https://www.researchgate
.net/profile/Jayson_Ibane
z/publication/232680337
_Notes_on_the_Breeding
_Behavior_of_a_Philippi
ne_Eagle_Pair_at_Mount
_Sinaka_Central_Mindan
ao/links/55c1c14a08aec0
e5f4492635.pdf

Film viewing
BlueWorldTV (2016).
Symbiosis In The
Sea. Retrieved
from
https://www.youtube.co
m/watch?v=fzIDE0ippf4

Digital story
development
(backyard species)
9 Midterm Examination
10 Module 8: Content Focus Online Forum
Biodiversity Discussion: Lecture Discussion
Conservation Readings: Posa, M. R.

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C., & Sodhi, N. S.

(2006). Effects of
anthropogenic land
use on forest birds
and butterflies in
Subic Bay,
Philippines.
Biological
conservation,
129(2), 256-270.
Retrieved from
http://planet.botany.uwc.a
c.za/NISL/Biodiversity/At
tachments/Philippines.pdf

Production of
Infographics on
Selected Plant or
Animal Family
Video clip viewing
Enriquez, K.F. (2015).
Philippine
Biodiversity.
Retrieved from
https://www.youtube.com/
watch?
v=RcC6CZNllOI&list=R
DQMHTCqmT2ezGQ&st
art_radio=1

Digital story
development
(backyard species)
11 Laboratory Activity Content Focus Problem solving
5: Measurement of Discussion: Lecture exercises
Biodiversity
Laboratory
Demonstration
Laboratory report
preparation
12 Module 9: Content Focus Critical Thinking:
Ecological Discussion: Lecture Response to an
Succession assigned text
Cuevas, V. C., &
Balangcod, T. D.
(2014). Ecological
succession in areas
covered by gold
and copper mine
tailings in Benguet,
Philippines.
Discussion Paper

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Series-Southeast
Asian Regional
Center for Graduate
Study and Research
in Agriculture
(SEARCA), (2014-
3). Retrieved from
https://www.cabdirect.org/
cabdirect/abstract/201532
41926
13 Module 10: Energy Content Focus Case Study
Flow and Trophic Discussion: Lecture Bacalso, R. T. M., &
Structure Wolff, M. (2014).
Trophic flow
structure of the
Danajon
ecosystem (Central
Philippines) and
impacts of illegal
and destructive
fishing practices.
Journal of Marine
Systems, 139, 103-
118.
14 Module 11: Content Focus Video clips viewing
Biogeochemical and Discussion: and analysis
Nutrient Cycles TL Documentary
(2019). Retrieved
from
https://www.youtube.co
m/watch?
v=uOMRF7t5Vn0
Sustainable
Development
Goals Fund.
Philippines:
Changing Climate
Changing Lives.
Retrieved from
https://www.youtube.co
m/watch?
v=VvmPRrJC5cc

15 Module 12: Content Focus Online discussions per

Classification of Discussion: Lecture assigned group
Communities
16 Module 13: Content Focus Film Viewing and
Freshwater and Discussion: Lecture critical reflection
Marine Systems GMA Public Affairs
(2017). Philippine
Seas, a documentary
by Atom Araullo.

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Retrived from
https://www.youtube.com/
watch?v=gxqgm-ruiW8

17 Research project Oral Presentation Online Presentation

Presentation (From
Field Sampling
Series)
18 Final Examination

The instructor reserves the right to make changes as necessary to this syllabus. If changes are
necessitated during the term of the course, the instructor will immediately notify students of such
changes both by individual email communication and posting both notification and nature of
change(s) on the course bulletin board

FACULTY CONTACT DETAILS

Instructor name: Weenalei T. Fajardo

Instructor designation: Associate Professor V
Instructor email: weena_lei@yahoo.com
Preferred method of contact: Sending message through e-mail or group chat messenger
Office hours: 7:00 a.m. to 4:00 p.m.
Office location: Natural Science Department, Science Laboratory Building
Pangasinan State University-Lingayen Campus
Alvear St., Poblacion, Lingayen Pangasinan 2401

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