# UTPA STEM/CBI Courses/Aquatic Entomology/Understanding Populations

Course Title: Aquatic Entomology
Lecture Topic: Understanding Populations
Instructor: Christopher Vitek
Institution: UTPA Biology Department

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Understand the concept of a “population”
** Use different techniques for estimating population size
** Explain the difficulty of defining a population
* Sub Objectives- The objectives will require that students be able to:
** Identify the importance of assumptions when estimating population size
** Know how each estimation method may produce a biased result
** Give examples of why it is important to be able to estimate population size
* Difficulties- Students may have difficulty:
** Conceptualizing the function of the mathematical formulas for population size
** Understanding the importance of assumptions when using any estimating technique
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** For the purpose of determining the impact of pollution of a group of organisms
** For identifying species that are endangered or at risk of extinction
Model of Knowledge
* Concept Map
** What is a population?
** What are the basic principles of genetics, species definition, and evolution?
** How do populations change over time?
** Why do you need to estimate population size?
** What are ways population size estimates can be used in the real world?
** What is an assumption?
** What is researcher bias?
* Content Priorities
** Enduring Understanding
*** What is a population?
*** Different estimates are based on assumptions
*** The three main methods of estimating population size
** Important to Do and Know
*** Use the different techniques in class and laboratory for estimating population size
*** Determine how researchers have a bias when making estimates
** Worth Being Familiar with
*** Genetics of population biology
*** Ecological concepts of population growth
*** Population growth models
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** Discuss questions presented in class
*** Identify potential assumptions associated with estimate methods
** Homework (individual)
*** Correct exam questions they get wrong
*** Correct drafts of lab reports
* Summative Assessment
** Exam
** Lab reports

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* Define a population
* Understand how populations can change over time
* Understand about bias and assumptions when examining populations
* Learn different aspects of measuring populations
The objectives will require that students be able to:
* Understand how assumptions may influence population size estimates
* Use formulas to estimate population size
* Identify the biases that may be associated with estimating population size
THE CHALLENGE
You are an aquatic entomologist that has been hired by UTPA. Your job is to determine the impact that pollution from UTPA is having on a local stream. You have identified three orders of aquatic insect that can be used to assess the impact of pollution on the stream. They are the Ephemeroptera (mayflies), the Plecoptera (stoneflies), and the Trichoptera (caddis flies). If you are incorrect, the stream ecosystem may be irreparably damaged and many jobs may be at risk. What are the first steps you need to take, and what tools or information do you need to assess the situation?
GENERATE IDEAS
Students will have a discussion amongst themselves over what a “population” is and what it means to them.
MULTIPLE PERSPECTIVES
Students will each present one or two ideas from their small group discussion on the definition of a “population”. Aspects of a population biology will be discussed. This discussion will include how populations can change over time, how distinct populations can be recognized, and how populations can interact.
Examples from other areas of biology will be utilized to show the benefit of identifying and measuring populations. The other areas will include evolution, genetics, microbiology, and botany.
RESEARCH & REVISE
There will be lectures on estimating population size using the quadrat method, the mark and recapture method, and the removal method.
TEST YOUR METTLE
Students will attempt to discern the benefits and drawbacks of each method for estimating population size, along with the assumptions associated with each method. They will self-critique each other along with feedback from me.
GO PUBLIC
Students will utilize their knowledge when engaged in field trips. They will break into small groups to collect specimens at field locations. And they will apply the concepts of population biology to their data. For example, they will consider whether the insects they have collected from one location are considered a single population?
Students will have an exam covering these topics. Incorrect answers on the exam can be corrected by the student for partial credit. The best answers to the essay questions will be given to the students as examples of a "good" answer. Privacy will be maintained in the last process.

## Pre-Lesson Quiz

* What is a population?
* What are the biological and physical limits on a population?
* Do populations have to be geographically distinct?
* Are populations genetically similar or different?
* How can populations change over time?
* What can you measure with populations?
* What is an assumption?
* Does it matter what species you are looking at when estimating population size?

## Test Your Mettle Quiz

* What happens if you measure a population incorrectly?
* Why are assumptions important when estimating population size?
* Generally, which is the most accurate method of estimating population size, and why?
* Why is the quadrat method sometimes the worst for estimating population size?
* Why does it matter how populations change over time?
* What factors should be considered when estimating population size?
* How many different definitions of a population can you come up with?
Jmaustin 16:22, 25 September 2010 (UTC)abc