BIOL 200 - Coral Reefs by AJ Kikumoto


									                               Maui Community College
                                   Course Outline

  1. Alpha & Number                BIOL 200

        Course Title               Coral Reefs

        Credits                    4

        Date of Outline            10 September 2001

  Course Description               Introduces the biology, ecology, and geology of
                                   stony corals and the reef structures they build.
                                   Identifies the roles of other members of the coral
                                   reef community including algae, other invertebrates,
                                   and fishes. Explores the use of corals as resources
                                   and the impacts of human activities on coral reefs.

   2. Contact Hours/Type           3 hours/lecture; 3 hours/lab

   4.   Prerequisites              ENG 22/55 with at least a C, or placement at ENG
                                   100, or consent.


        Recommended Preparation

Approved by___________________________________ Date_____________________

5. General Course Objectives

   Biology 200 fulfills the Maui Community College the Natural Science laboratory
   requirements for the A.A. and A.S. degrees and the University of Hawai‘i at Manoa
   Genera; Education Requirements for Diversification, Natural Sciences, Biological
   Sciences, and Laboatory credit (DB; 3 credits and D/Y; 1 credit). It is a requirement
   for Certificate of Competence - Marine Naturalist II, and is appropriate for satisfying
   the Marine Option Program requirements at UH campuses with that program.

   For detailed information on how Biology 200 focuses on the Maui Community
   College general education standards, see the attached curricular grid.

6. Student Learning Outcomes
   Linked to #7 Recommended Course Content

   On successful completion of this course, students will be able to:

   a. describe and discuss the major principles and concepts of the biological sciences
      including a definition of life, how living things differ from non-living things, cell
      structure and function, bioenergetics, photosynthesis and respiration, and
      systematic classification and taxonomy;
   b. explain the geological origin and evolution of the Hawaiian Islands and describe
      the formation of coral reefs in the Hawaiian Island chain;
   c. describe the biotic and abiotic environmental factors that influence the growth,
      development, and balance of coral reef communities and list the limiting factors
      of the coral reef ecosystems;
   d. describe and give examples of the special adaptations of organisms living in the
      coral reef ecosystem;
   e. investigate, compare, and demonstrate different survey methods for assessing and
      monitoring coral reef ecosystems (such as REEF, Reef Check, CRAMP)
   f. identify the common organisms living in the coral reef ecosystem in the lab, in the
      aquarium, and/or in the field;
   g. use GPS, GIS, and other technologies to map a field study area, relocate specific
      study sites, and record and display field data;
   h. demonstrate the correct use of standard field and laboratory techniques and
   i identify and hypothesize scientific explanations for current marine environmental
      problems in Hawai‘i;
   j. record and communicate observations of naturally occurring phenomena clearly
      and objectively;
   k. design and carry out an experiment to test a hypothesis about an environmental
      question including outlining materials and procedures; collecting and analyzing
      data; and writing an abstract, introduction, summary, conclusion, and discussion
      of the results.

     l. explain the biology of scleractinian corals, with an emphasis on Hawaiian corals,
        including the systematics, classification, soft tissue morphology and cytology,
        skeletal morphology, endosymbiosis with zooxanthellae, modes of feeding, and
     m. describe the ecological relationships among the living components of coral reef
        communities such as food webs, predator-prey relationships, competition for
        resources, symbiotic associations, and zonation;
     n. describe the interactions of the living components of coral reef communities with
        the physical environment such as energy flow and biogeochemical cycles;
     o. describe the balance between framework building, erosion, and cementation that
        contribute to reef formation and geomorphology including the living organisms
        and the physical processes involved;
     p. describe different types of coral reefs and the explain the processes that shape
        them including subsidence and sea-level change;
     q. discuss the resources provided by coral reefs including food, building materials,
        cultural artifacts, medical and other technological resources, educational
        resources, recreation, and aesthetic values;
     r. discuss the impacts of human activities on coral reefs and the significance of these
        impacts on other states and Pacific Island nations including overfishing; sewage,
        pesticide and fertilizer; industrial waste; coastal development; sedimentation;
        nonpoint source pollution; dynamiting; global warming; and ozone depletion;
     s. explain the problems associated with the introduction of alien species into
        Hawaiian marine ecosystems and identify serious invasive species.

7.   Recommended Course Content and Approximate Time Spent on Each Topic
     Linked to # 6. Student Learning Outcomes

     1-3 weeks         Science as a way of knowing and discovering (a,g,h,i,j,k)

     1 week            Corals and their relatives (l)

     1-2 weeks         Coral anatomy and systematics (l)
                       Identification of Hawaiian corals (f)

     1- 2 weeks        Coral nutrition, reproduction, growth and development (l)

     1- 3 weeks        Reef formation and of reefs (b,p)
                       Reef geomorphology and zonation (o)

     1-4 weeks         Assessing and monitoring coral reef ecosystems (e,g,h,i,j,k)

     1- 2 weeks        Ecology of coral reefs: energy flow and trophic levels (c,m,n)

     1- 2 weeks        Ecology of coral reefs: species interactions (c,f,m,n)

   1- 2 weeks         Human impacts on coral reefs: local and global effects (q,r,s)

8. Text and Materials, Reference Materials, Auxiliary Materials and Content

   Text materials will be selected from the best and most up-to-date materials available,
   such as

         Gulko, David. 1998. Hawaiian Coral Reef Ecology. Mutual Publishing,
         Honolulu, HI. 256 pp.

         Hoover, J. 1999. Hawai'i's Sea Creatures, A Guide to Hawai'i's Marine
         Invertebrates. Mutual Publishing, Honolulu.

         Randall, John. 1996. Shore Fishes of Hawai‘i. Natural World Press, Vida OR.

   Laboratory and field manual should include materials such as
      required liability waivers;
      instructions for lab, field, and homework activities;
      checklists of organisms for field sites visited;
      instructions for accessing WebCT and other web-based activities and exams;
      review topics and questions for quizzes and other tests;
      media viewing guides and discussion questions;
      diagrams and maps; etc.

   Approximately 200 books and other media are available for reference in the Biology
   office and in the Library

   General reference materials, other field guides, and videos should be made available
   in the Open Reserve Room at the MCC Library and should include the materials such
   as those listed on the course web site

   Videos, CD-ROMS, DVDs, web sites, TV programs, 35-mm slides, pictures,
   diagrams, charts, posters, brochures, coloring books, fresh and frozen biological
   specimens, prepared microscope slides, field trips, guest lectures, educational
   opportunites at local marine-related agencies.

9. Recommended Course Requirements and Evaluation

   Specific course requirements are at the discretion of the instructor at the time the
   course is being offered. Suggested requirements might include, but are not limited to

   10-50%      Written quizzes, midterm(s) and/or a final exam covering lectures,
               discussions, media presentations, lab activities, field trips, guest
               speakers, and reading assignments

   5-30%       Lab practical exams and species identification

   10-30%      Reading environmental articles and/or watching or attending programs
               about environmental issues in the media (including newspapers, video,
               magazines, journals, lectures, web-based material, etc.) and writing
               summaries and reactions

   5-20%       Reading text assigned materials and answering discussion questions

   5-20%       Participation in class discussions, group and individual oral reports

   20-50%      Laboratory and/or field experiments and activities

   5-20%       Laboratory and field skills

   5-20%       Field trip observations and species identification

   5-20%       Projects, reports, and/or Service-Learning

   5-20%       Punctuality, attendance, and participation

10. Methods of Instruction

   Instructional methods used are discretion of the instructor at the time the course is
   being offered. Suggested methods might include, but are not limited to

   a.   quizzes and other tests with feedback and discussion;
   b.   field and lab practical exams and species identification;
   c.   lectures and class discussions;
   d.   problem solving;
   e.   narrated 35-mm slide and/or PowerPoint presentations;
   f.   videos, DVDs, CD-ROMs with detailed viewing guide and discussion questions;
   g.   lab activities including experiments, lab skill lessons, data analysis, and other
   h.   field trips including field notes, activities, observations, and data collection;
   i.   guest speakers and attendance at public lectures;
   j.   group activities;
   k.   oral reports and other student presentations;
   l.   games and simulations;
   m.   homework assignments such as

     - reading, or watching, and writing summaries and reactions to environmental
       issues in the media including newspapers, video, magazines, journals,
       lectures, web-based material, and other sources;
     - map activities;
     - reading text and reference material and answering discussion questions;
     - research environmental issues, and problems;
n.   web-based assignments and activities;
o.   reflective journals;
p.   group and/ or individual research projects with reports or poster presentations;
q.   study logs and study groups;
r.   Service-Learning, community service, and/or civic engagement projects; and
s.   other contemporary learning techniques (such as problem-based learning,
     investigative case-based learning, co-op, internships, self-paced programs, etc.)

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