TABLE OF CONTENTS

PART A: ORGANIZATIONAL COMPONENT

1. Welcome statement1
2. Contact details1
2.1. Role players.1
2.2. Consultation times...1
3. Overview of the qualification
3.1. Name of the Qualification/Programme ................................................................................................................................... 1
3.2. Rationale for the Degree ................................................................................................................................................................ 1
3.3. Purpose of the Qualification ......................................................................................................................................................... 1
3.4. Fixed knowledge
3.4.1. Specific course objectives (knowledge and understanding):............................................................................ 1
3.4.2. Specific course objectives (Skills): ................................................................................................................................ 2
3.7. Level, Credits and Learning Components .............................................................................................................................. 2

PART B: LEARNING COMPONENT

1. Structure of the modules..2
2. General Level descriptors of the course / module .............................................................................................................. 2
3. Learning Outcomes and Associated Assessment criteria ................................................................................................ 2
4. MODULE CONTENT
4.1. Term 1 .......................................................................................................................................................................................... 3
4.2. Term 2 .......................................................................................................................................................................................... 6
5. Laboratory work ................................................................................................................................................................................ 7
6. Assessment Information................................................................................................................................................................. 7
6.1. Preassesment.. ...................................................................................................................................................................... 8
6.2. Postassessment...7
6.3. Grading.7
6.4. Assessment mark distribution......7
6.5. Assessment plan..............................7
6.6. Assessment timetable....7
6.6.1. Class Test Schedule......................................8
6.6.2. Assay Assignments.........8
6.6.3. Seminar presentation8
6.7. Rules and requirements during assessment activities8
6.8. Assignment and project details for insect collection8
7. Prescribed text books ...................................................................................................................................................................... 8
8. e-resources ........................................................................................................................................................................................... 8
9. Hand-outs and support material for the module10
10. Time management ......................................................................................................................................................................... 10
11. Roles and responsibilities of the Learner ............................................................................................................................ 10
12. Roles and responsibilities of the Lecturer ........................................................................................................................... 11
13. Academic Development ............................................................................................................................................................... 11
14. Learner Support .............................................................................................................................................................................. 11
15. Guidance and Counselling services ......................................................................................................................................... 11
16. Library ................................................................................................................................................................................................. 12
17. Self-assessment activities ........................................................................................................................................................... 12
18. Conclusion ......................................................................................................................................................................................... 12
 PART A: ORGANIZATIONAL COMPONENT

1. Welcome statement
Welcome to the course, Insect Biology, Diversity and Ecology Zoology. This module targets all learners in
Biochemistry, Botany, Ecology, Microbiology, Zoology, Pasture Science, Agronomy and Livestock Science and
provides them with graduate-level knowledge in basic and applied principles of Entomology. I hope you will enjoy
the course. This handout will provide you with information about the module please read the handout, and
bring it with you to all the contact sessions.

2. Contact details
2.1. Role players
Person Name Room X-tension Email address
Course Coordinator MA Stemele ZOT 24 2168 mstemele@ufh.ac.za
Senior Lecturer Dr U Heshula ZOT 24 uheshula@ufh.ac.za
Lecturer GF ZOT 25 PTshivhandekano@ufh.ac.za
HoD Thsivhandekano
Dr N Vine ZOT 27 2773 <PTshivhandekano@ufh.ac.za>
nvine@ufh.ac.za
Administrator Ms I Silani ZOT 29 isilani@ufh.ac.za
Class Reps Ms L Mva 0761783960 luhlumelomva@gmail.com
Mr B Maziko 0736779586 batandwamasiko@gmail.com
Lab Manager Mrs N Njokweni ZOT Nspringbok-njokweni@ufh.ac.za
Lab Assistant Ms N Fasi ZOT nfasi@ufh.ac.za
Lab Technician Mr M Mfuko ZOT 19 mmfuko@ufh.ac.za
Faculty Manager Ms M Smith Science Building 2693 lsmith@ufh.ac.za
Librarian T Buyana Library 2542 Tbuyana@ufh.ac.za
TLC: Henderson Hall
Student Counselling Psychology Building 2279

2.2. Consultation time

Outside lecture slots I am normally available from 09:00 till 16:30 each weekday for consultations on an open-door
principle. However, other arrangements and commitments may interfere; you are advised to make an appointment
beforehand.

3. OVERVIEW OF THE QUALIFICATION

3.1. Name of the qualification/programme
B Science Zoology (with specialization in Entomology)

3.2. Rationale for the Degree

The number of active Entomologist in South Africa is very low especially from previously disadvantages designated
groups. Entomology provides continuously growing understanding of the most diverse group of animals, the insects
which inhabit a diverse range of ecosystems on planet Earth. It provides and develops specific skills and applied
competencies by providing for continued personal intellectual growth, gainful economic activity and rewarding
contributions to society in general. Small number of black Entomologists stems from the fact that we often fail
to acknowledge the beneficial role of insects including crop pollination and normal ecological checks and balances
because of their detrimental effects on commodities such as agricultural products and their effects as disease
vectors. This module introduces learners to insect biology, diversity, ecology and their economic and ecological
importance. In addition, it equips learners with skills necessary to improve livelihoods through use of insects as
manageable resources.

3.3. Purpose of the Qualification

Entomology provides continuously growing understanding of the most diverse group of animals, the insects, which
inhabit a diverse range of ecosystems on planet Earth. It is a field of biological science that studies insects and their
relatives in relation to their interactions with humans, animals, plants, and the environment. The purpose of this
module is to provide a broad understanding of the (i) insect functional anatomy and anatomical adaptation to diverse
lifestyles, (iii) Ecology and conservation of insects.

3.4. Fixed knowledge

Entomology language, theoretical and practical aspects, Functional anatomy and physiology, Factors affecting insect
life processes, Economic and ecological significance of insects in ecosystems.

3.4.1. Specific course objectives (knowledge and understanding):

Understand insect adaptation and evolutionary processes.
Learn the basic external morphology of insects and how it is used in classification.

1
 Describe the life cycles of important insect groups.
Understand commonly accepted phylogenetic models for arthropods
Understand how insects adapt behaviorally and ecologically.
Understand how insects affect humans medically, economically and socially

3.4.2. Specific course objectives (Skills):

Identification of terrestrial arthropods and classification by visual inspection
Identification of insects to Order by inspection, and identify common forms to family level
Ability to identify unknown insects by use of standard taxonomic keys.
Apply field-sampling techniques and carry out routine insect surveys to forecast potential insect outbreaks.
Ability to collect, process, and prepare insect specimens for scientific study.
Ability to make a study collection of insects to learn investigative techniques and identification skills.

3.5. Level, modules and number of credits

Level 300 ZOO314 ZOO316 ZOO324 ZOO326 ELECTIVE 1 or 2 or BOTH credits

Level 200 ZOO211 ZOO223 ELECTIVE 1 ELECTIVE 2 credits
Level 100 ZOO111 ZOO121 PAC111 PAC121 BOT111 BOT121 STA111 STA121 credits

PART B: LEARNING COMPONENT

1. Structure of the modules
Modules consist of 180 minutes of contact teaching and discussions per week held at Seminar Room, ZOF12 first
floor, Zoology building. The overall time is spread over three days as follows; Tuesdays from 08:55-10:35,
Wednesdays 09:50-10:35 and Thursdays 12:35-13:20. Single 3-hour practical at 14:00 on Fridays.

2. General Level descriptors

Level descriptors are the skills and competencies that each learner registered for ZOO 223 should demonstrate;
Knowledge and comprehension of key terms, concepts, principles, rules and theories in Entomology
Ability to identify, and evaluate appropriate technique(s) for investigation and applications of such in
unfamiliar but relevant context.
Ability to identify and retrieve suitable sources of literature for analysis, synthesis and evaluation of
information.
Ability to present, and communicate complex information reliably using appropriate formats and
technologies for a given context.
Ability to accurately identify the learning outcomes of specific task and evaluate performance against given
assessment criteria and support learning needs of others.
Ability to account for his/her actions and take responsibility for others within a well-defined context.
Ability to respond and make appropriate decisions in familiar and unfamiliar context.

3. Learning Outcomes and Associated Assessment criteria

Learning outcomes defines threshold stand standards that one should meet in order to progress to the next level.
These standards define what you as a learner should be able to do after completion of this course. This course is
made of three modules (see course outline) each of which has specific learning outcomes that describe learning to be
achieved in each module. Assessment is a process of collecting evidence on learners performance and learning. An
assessment criterion on the other hand defines the procedure and tools that will be used to measure and judge your
level of achievement or learning (see assessment methods).

2
 Level descriptors Specific learning outcomes Assessment criteria:
Demonstrate knowledge Insight and aptitude in Measure learners knowledge and
and comprehension of key principles and terminology of comprehension of basic concepts,
terms, concepts, principles, Entomology and ability to principles and applications through
rules and theories in identify and explain practical reports and assignments.
Entomology relationships between various
life processes of insect life.

Demonstrate ability to identify,
and evaluate appropriate
technique(s) for investigation and
applications of such techniques in
unfamiliar but relevant context.
Ability to identify and apply
correct experimental procedures
in insect identification, dissection
and life tables analysis in insect
outbreak forecasting.
Measure learners ability to carry
out investigations and
experiments to observe life
processes, and dissections and
ability to record and report their
findings in lab reports.

Demonstrate ability to retrieve
available literature, identify and
evaluate suitable sources for
analysis, synthesis and evaluation
of information.
Capacity to look for and identify
suitable information sources to
use in writing well-researched
essays on various insect life
processes.
Assess learners ability to search
for and use the information in
writing up essays, assignments
and reviews.

Demonstrate ability to present, and
communicate complex information
reliably using appropriate formats
and technologies for a given
context.
Ability to collect accurate data and Assess learners ability to analyze
critically read scientific papers and interpret scientific papers to
and present their findings in prepare written reports and oral
written and oral forms. presentations and present

Demonstrate an ability to Ability to recognize requirements Evaluate learners comprehension

accurately identify the learning
outcomes of specific task and
evaluate performance against
given evaluation criteria and
support learning needs of others
and specific purpose of given of overall course content using
assessment tasks and to predefined standards (essays,
collaborate with peers when reports, participation, co-operation
required in joint tasks)

Demonstrate an ability to respond Respond accordingly to changes in Assess learners response to

and make appropriate decisions in
familiar and unfamiliar context.
Demonstrate an ability to
account for his/her actions and
take responsibility and those of
others in a group.
assessment and differences in
teaching methods and
applications of concepts.
.
Take responsibility for
her/his learning and support
those around him or her.
changes and ability to adapt to
varied conditions for problem
solving.
Assess the learners ability to
account for self, and peer using
standardized evaluations

4. Course content

Term 1

UNIT I FUNCTIONAL ANATOMY AND BIOLOGY (2 WEEKS); Mr Stemele

The purpose of this module is to provide basic understanding of insect functional structure and biology. Majority of
insects activities including response to internal and external stimuli are coordinated to enhance its survival and
complement life support systems. Therefore, this unit introduces students to comparative study of the insect
functional structures from evolutionary perspective. It is intended to develop knowledge of the insect functional systems
from the outer cuticle that they share with other Arthropoda to unique structural characteristics that set insect orders
apart from other arthropod. Knowledge of insect structure and biology is essential in understanding their behavior,
survival and principles of insect control.

Learning objectives: Knowledge & understandings

Describe the structure and functions of the insect body-organ
system
Learn technical terminology associated with insect anatomy.
Describe how insects adapt through their anatomical design
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 Describe how the anatomy of insects relates to that of other arthropods
Describe how insect structure is unique and adaptive.
Describe how insect structures develop embryonically.
Learning Objectives: Skills
Be conscious of lab safety concerns and safety practices in the laboratory.
Use the microscope to investigate anatomical and histological structure.
Perform dissection to investigate anatomical structure.
Learn how to study, interpret and care for anatomical specimens.
Learn to interpret anatomical and histological sections and preparations.
Be able to source information about insect structures, functions using common references.

Week 1:
Principles, utility and relevance of the insect exoskeleton, cuticle structure, cuticular outgrowths, colouration
and special integumentary structures in insects, body tagmata, sclerites and segmentation.
Head: Origin, structure and modification; types of mouthparts and antennae, tentorium and neck sclerites.
Practical:
Insect segmentation, integument and cuticular structures.

Week 2
Thorax: Areas and sutures of tergum, sternum and pleuron, pterothorax; wings: structure and modifications,
venation, wing coupling apparatus and mechanism of flight; legs: structure and modifications.
Abdomen: Segmentation and appendages, genitalia and their modifications; embryonic and post-embryonic
development; types of metamorphosis and the cuticular sense organs (mechan, photo- and chemo- receptors).

Practical:
Insect tagmosis, various tagmata and their appendages.

UNIT II CLASSIFICATION AND DIVERSITY (3 WEEKS); Mr Stemele

The purpose of this unit is to provide basic understanding of principles governing classification, taxonomy and
morphological identification of adult and larval insect orders and families. Even though insects superficially resemble
each other they have diversified into a huge variety of habitats and life styles and to develop appreciation of insect
lifestyles, one need to understand the basis for their diversity. Here we seek to answer questions such as, when or how
insects first arise? What factors are attributed to their diversification? Why are these tiny animals so successful
biologically? Evolution, taxonomy and classification of insects and their diversity serve as the launching pad to
bringing in the theory of evolution and speciation, systematics and comparative biology.

Learning objectives: Knowledge & understanding

Learn basic steps in insect evolution and the adaptive value of convergent or divergently derived traits.
To introduce the students to the theory and practice of classifying organisms and the rules governing
classification.
To introduce the classification of insects up to the level of families with hands-on experience.
Understand insect diversity and the basis for high diversity and lifestyles.
Understand wide range of metamorphosis and its evolutionary value.

Learning Objectives: Skills

Develop competence in basic classification system used for insects and other animals
Use of taxonomic keys help in the identification of major orders and other arthropods by technical and
common name
Week 3:
Introduction to history and principles of systematics and i m p o r t a n c e . Levels and functions of systematics.
Identification, purpose, methods- character matrix, taxonomic keys. Descriptions- subjects of descriptions,
characters, nature of characters, analogy vs homology, parallel vs convergent evolution, intraspecific variation
in characters, polythetic and polymorphic taxa, sexual dimorphism. Classification of animals: Schools of
classification- Phenetics, Cladistics and Evolutionary classification. Components of Biological Classification:
Hierarchy, Rank, Category and Taxon. Species concepts, cryptic, sibling and etho-species, infra-specific
categories. Introduction to numerical, biological and cytogenetical taxonomy.
Practical:
Construction of phylogeny based on morphological and molecular data.

Week 4
Brief evolutionary history of Insects- introduction to phylogeny of insects and major classification of Superclass

4
 Hexapoda Classes Oders.
Practical:
Identification of insects orders using taxonomic keys.
Keying out Orders: Odonata, Orthoptera, Blattodea, Mantodea, Isoptera, Hemiptera, Thysanoptera,
Phthiraptera, Neuroptera, Coleoptera, Diptera, Lepidoptera and Hymenoptera. Field visits to collect insects
of different orders.
Week 5
Aquatic insects; characteristics of aquatic environment, life in water: insect orders and their adaptation for
life in water and how they can be used in water quality assessment.
Practical:
Biotic Index of the Thyume river

UNIT III INSECT ECOLOGY 1 (2 WEEKS); Ms Grace

The purpose of this unit is to introduce the interactions between insects, other organisms and the abiotic
components of their environment. We will explore the role that insects play in the environment as food and pests of
stored product as well as the soil insects and their use in Forensic science. The order Hymenoptera contains the largest
group of eusocial insects, including ants, bees, and wasps. Order Hymenoptera will be discussed in detail to explorer
social insects life including caste diversity, social ecological behaviors and the variety of methods they used to
communicate information within their colonies. In addition, students will also be introduced to methods used in
entomology including how insects are collected, preserved and curated.

Learning objectives: Knowledge and understanding

Learn terminology associated with insect ecology
Understand types of interactions between insects, other organisms and the abiotic factors in their
environment.
Learn the importance of insects as food, pests and the types of insects involved.
Understand the ecological and taxonomic range of soil dwelling insect and their role in nutrient recycling in
relation to breakdown of decomposing vegetation and carrion and how the process is influenced by the
insects macrohabitats.
Introduce the theory and practice of forensic entomology and its role in solving legal investigations.

Learning objectives: Skills

Identification of edible insect and insect pests of stored products
Identification of ground dwelling insects, types and/or the life stages involved in forensic entomology.
Identification of appropriate methods for collection, curation and preservation of different insect orders.

Week 6
Methods in Entomology; collection, preservation, curation; methods for collecting and preserving different
types of insects; Labelling and the sort of information required on labels as well as the various kinds of
materials used in insect collection.
Beneficial and harmful insects; Focus on edible insects and insect pests of stored products; the ecological and
taxonomic range of insects involved and their impacts (Economic or otherwise).
Insect sociality; Characteristics and types of social insects; focus on groups of insects that display social
lifestyle and its impact on their success as a biological class.
Other insect interactions; parasitism, symbiosis and communication.

Week 7
Ground-dwelling insects; litter and soil, insects and dead trees or decaying wood, dung, insect-fungal
interactions, cave insects and carrion insects
Forensic entomology; introduction to the theory, its applications and importance; insects involved and their
life stages; case studies; way forward.
Practical
Techniques in collecting insects: students will participate in a short field trip to learn collection methods and
submit a short report.

5
 Term 2

UNIT III INSECT ECOLOGY 1 (1 WEEK); Dr Heshula

Learning objectives: Knowledge and understanding

Learning objectives: Skills

Week 1

Practical

Week 2
Herbivory: Types and patterns of herbivory, effects of herbivory, types and patterns of pollination, effects of
pollination, types and patterns of seed predation and dispersal, types and patterns of detritivory and
burrowing, effects of detritivory and burrowing
Practical

Week 3
Insect Plant Interactions. quantitative view of types of Associations. Role of insects in the environment.
Adaptations to terrestrial habitats. Evolution of Insect diversity and role of phytophagy as an adaptive zone
for increased diversity of insects. Evolution of resource harvesting organs, resilience of insect taxa and
the sustenance of insect diversity- role of plants. Herbivory, pollination, predation, parasitism.
Practical

Week 4
Modes of insect-plant interaction, tri-trophic interactions. Evolution of herbivory, monophagy vs polyphagy.
Role of plant secondary metabolites. Host seeking behaviour of parasitoids. Meaning of stress- plant stress
and herbivory. Consequences of herbivory to plant fitness and response to stress. Constitutive and induced
plant defenses.
Practical
.

UNIT V INSECT ECOLOGY 2 (4 WEEKS); Mr Stemele

The purpose of this unit is to impart advanced practical knowledge of causal factors governing the distribution and
abundance of insects and the evolution of ecological characteristics. More emphasis will be placed on the basic
concepts of ecology, basic principles of distribution and abundance of organisms and their causes. Study life tables,
organization of communities, diversity indices. Train students in sampling methodology, calculation of diversity
indices, constructing life tables, relating insect population fluctuations to biotic and/or abiotic causes.

Week 5
Scope of insect ecology, surviving variable abiotic conditions, distribution and factors affecting dispersal,
responses to anthropogenic changes, food and resources quality, acceptability, and availability resource budget,
allocation of assimilated resources, efficiency of resource use.

Week 6
Population ecology: population structure, population processes, life history characteristics, parameter
estimation, population fluctuation, factors affecting population size, models of population change
Practical
Methods of data collection under field conditions. Assessment of distribution parameters, Index of Dispersion
Calculation of sample sizes by different methods. Construction of Life tables and population projections.

Week 7
Community ecology: species interaction classes of interactions, factors affecting interactions,
consequences of interactions, approaches to describing communities, patterns of community structure,
determinants of community structure, community dynamics, short-term change in community structure.
6
Practical
Methods of sampling insects and estimation of insects densities and understanding the distribution
parameters- Measures of central tendencies, learning to fit basic population growth models and testing the
goodness of fit. Calculation of some diversity indices- Shannon-Simpson Index and understanding the
parameters that affect the index. Problem solving in ecology. Field visits to understand different ecosystems
and to study insect occurrence in these systems.

5. Laboratory work
Lab sessions are held on Mondays from 2:00 - 5:00 in ZOF 5 (Biology hons. laboratory) in Zoology building at the
first floor. These sessions are designed to give time to students to put in practice and apply the theoretical lecture
material covered during class discussions and lectures. Laboratory material is divided into three main groups: (1)
External systems, (2) Insect diversity and biology, and (3) Ecology field trips. To better appreciate insect diversity
you are required to prepare an insect collection according to guidelines in lab manual. Collections can be done in a
form of a mini project in groups or as individuals (see the instructor) which will be submitted for evaluation each
semester before exams. The collection grade will be based on the diversity of insects present, the number of correct
identifications, the condition of the specimens, the quality of the labels, and the appearance of the collection. No
mark will be allocated for damaged specimens or specimens borrowed from the previous collections. To facilitate
for collection field trips during which you will learn how to look for, collect insects and curate specimens will be
organized by the instructor in consultation with the HoD. All students are expected to participate in these field trips.

6. Assessment Information
Prior and after each assessment every learner is expected to attend a session in which assessment in question will
be discussed, upon other thing things to be discussed will be:

6.1. Pre-assessment session

Purpose of assessment
Assessment process, instruments and conditions
Threshold standards to achieve to pass or fail
How to prepare for assessment.

6.2. Post-assessment session

Evaluation of the assessment (was the assessment valid, practical, fair etc?)
Feedback and discussion
Questions and answers
Identification of problems and special needs

6.3. Grading
In order to progress to the next level each learner is required to meet minimum pass mark of 50%. The grades are
as follows;
50 55% E
60 65% D
66 70% C
70 74% B
75%+ A

6.4. Assessment mark distribution

Class Test : 50%
Practical : 30%
Tutorial : 10%
Assignments : 10%
Semester mark = ((Test 3) x 0.5)) + (Practical x 0.3) + (Tutorials x 0.1) + (Assignments x 0.1)
Examination mark = Semester mark + Final mark (Final Mark will comprise of semester mark plus the exam mark,
each contributing 50% of the final mark).

6.5. Assessment plan

After each practical session, you are expected to write a lab report and hand it in prearranged day of the week for
marking and feedback. ZOO 223 has an open lab for at least two days after the joint lab session for all learners
to properly finish the lab work before submission. The key can be collected from my office or from M Mfuko.

6.6. Assessment timetable

In class activities, quiz and discussion will take place regularly in the class and laboratory. You are expected to
7
 write at least three test; the optional test is meant for those who wish to make up or improve their semester
marks. Only the three best scores will account towards your semester mark. If for whatever reason you are unable
to write a test on specified date please inform me in time so we can make alternative arrangement. Off course you
will be expected to provide satisfactory excuse with proof otherwise the test will count as missed.

Class tests can only be written on prearranged date (see assessment timetable), no one will be allowed to write
missed test without a valid excuse e.g. medical certificate. Make up test will only be allowed only after a discussion
with concerned parties and the arranged date and time will under no circumstances be rescheduled.

6.6.1. Class Test Schedule

1. 1 0 August
2. 07 September
3. 05 October
4. 19 October (Optional)

6.6.2. Assay Assignments:

You will be expected to write two assignments. The purpose of this tasks to develop your information sourcing,
synthesis and writing skills. The structure and the format of the written assignments will be discussed in the
class together with the topics. Please starts preparing your assignment as soon as you receive the
topics/titles dont wait until the last week. Early start will give you time to read and modify your work over
and over until you achieve perfection. Final submission date 15 September.

6.6.3. Seminar presentation:

Every learner will have to prepare and present at least one 10 15 minute seminar. The purpose of the seminar
is to develop your information sourcing, synthesis and presentation skills: Final seminar day 29 September.

6.7. . Rules and requirements during assessment activities

See University rules G5, G6, G8, G9, G10, G11, G12 and G13 from general prospectus page 92 99.

6.8. Assignment and project details for insect collection

In addition to laboratory work you are required to make insect collection (see laboratory manual for
instructions) as a field project. To better appreciate insect diversity you are required to prepare an insect
collection according to guidelines in lab manual. Collections can be done in a form of a mini project in groups or
as individuals (see the instructor) which will be submitted for evaluation each semester before exams. The
collection grade will be based on the diversity of insects present, the number of correct identifications, the
condition of the specimens, the quality of the labels, and the appearance of the collection. No mark will be
allocated for damaged specimens or specimens borrowed from the previous collections. To facilitate for
collection field trips during which you will learn how to look for, collect insects and curate specimens will be
organized by the instructor in consultation with the HoD. All students are expected to participate in these field
trips. The project will be selected and agreed on with the lecturer. Below are some field project ideas.

7. Prescribed text books

The following books are available in open shelves in library at Alice campus. Additional reading material will
be provided for each module in a form of relevant books, websites ant hand-outs.

AUTHOR(S) TITLE YEAR. PUBLISHER OPEN

Romoser WS & Stoffalano JG
Gullan PJ & Cranston PS
Gullan PJ & PS Cranston
Chapman R F
Gilliot C
Pedigo LP
Mike P, Griffiths C & Weaving A
Price PW, Eubanks MD, Finke
DL & Kaplan I
SHELVES
The Science of Entomology 1994. McGraw-Hill 595.7 ROM
The Insects: An Outline of Entomology 2010. Wiley-Blackwell 595.7 GUL
The insects. An outline of entomology 2005. Blackwell Scienc 595.7 GUL
The insects. Structure and function 1998. Cambridge Univ. 595.7 CHA
Entomology 2002. Springer 595.7 GIL
Entomology and pest management 2002. Prentice Hall 632.7 PED
Field guide to insects of South Africa 2004. Struik Publishers 595.70968 PIC
Insect ecology: behaviour, 2011. Cambridge Univ E-Book will be
populations and communities shared

8. e-Resources
http://www.colostate.edu/Depts/Entomology/

8
 http://www.ent.iastate.edu/list/
http://www.biologybrowser.org/
http://www.teachers.ash.org.au/aussieed/insects.htm
http://entomology.si.edu/
http://www.intute.ac.uk/healthandlifesciences/agriculture/
http://www.agriculture.gov.au/
http://www.gbif.org/
http://www.mosquito.org/
http://www.nysaes.cornell.edu/fst/faculty/acree/pheronet/index.html
http://medent.usyd.edu.au/links/links.htm
http://www.ent.iastate.edu/list/
http://www.ento.csiro.au/index.html
http://www.biocollections.org/lib/listbycat.php?cat=Entomology
http://www.IPMnet.org/DIR/
http://www.nhm.ac.uk/hosted_sites/acarology/
http://www.agnic.org/
http://ars-genome.cornell.edu/
http://www.tulane.edu/~dmsander/garryfavweb.html
http://www.ufsia.ac.be/Arachnology/Arachnology.html
http://www.ippc.orst.edu/IPMdefinitions/home.html
http://www.ent.iastate.edu/list/
http://www.ippc.orst.edu/cicp/pests/vertpest.htm
http://ipmwww.ncsu.edu/cicp/IPMnet_NEWS/archives.html
http://nematode.unl.edu/wormsite.htm
http://www.bmckay.com/
http://ace.ace.orst.edu/info/extoxnet/pips/pips.html
http://www.ifgb.uni-hannover.de/extern/ppigb/ppigb.htm
http://www.ceris.purdue.edu/npirs/npirs.html
http://www.ces.ncsu.edu/depts/pp/bluemold/
http://www.ipm.ucdavis.edu
http://ippc.orst.edu/pestalert/
http://www.orst.edu/Dept/IPPC/wea/
http://www.barc.usda.gov/psi/bpdl/bpdl.html
http://www.nalusda.gov/bic/BTTOX/bttoxin.htm
http://www.nysaes.cornell.edu/ent/biocontrol/
http://entweb.clemson.edu/cuentres/
http://www.agr.gov.sk.ca/Docs/crops/cropguide00.asp
http://www.chebucto.ns.ca/Environment/NHR/lepidoptera.html
http://nt.ars-grin.gov/fungaldatabases/databaseframe.cfm
http://www.orst.edu/dept/infonet/
http://www.attra.org/attra-pub/fruitover.html
http://www.ceris.purdue.edu/napis/pests/index.html
http://danpatch.ecn.purdue.edu/~epados/farmstead/pest/src/
http://ipmwww.ncsu.edu/current_ipm/otimages.html
http://nematode.unl.edu/wormhome.htm
http://www.ipm.ucdavis.edu/
http://hammock.ifas.ufl.edu/en/en.html
http://www.rce.rutgers.edu/weeddocuments/index.htm
http://www.agric.wa.gov.au/ento/allied1.htm
http://biology.anu.edu.au/Groups/MES/vide/refs.htm
http://chrom.tutms.tut.ac.jp/JINNO/PESDATA/00database.html
http://agrolink.moa.my/doa/english/croptech/crop.html
http://nbo.icipe.org/agriculture/stemborers/default.html
http://www.bdt.org.br
http://www.bspp.org.uk/fbpp.htm
http://www.elsevier.com/inca/publications/store/3/5/6/
http://www.hbz-nrw.de/elsevier/00207322/
http://ianrhome.uni.edu/distanceEd/entomology/401_801_insectphysio.shtml
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 www.entsoc.org
http://aprtc.org/
http://www.ipmnet.org/news.html
http://www.pestnet.org/
www.fruitfly.org
www.celera.com
www.hgsc.bcm.tmc.edu/drosophila
http://sdb.bio.purdue.edu/fly/aimain/links
http://flybase.bio.indiana.edu/
http://naasindia.org/journals.htm

9. Hand-outs and support material for the module

All the material and supporting hand-outs will be uploaded on BLACKBOARD, please make use of this
platform the university has invested substantial amount on it to provide student-lecturer interface. I will
continuously check for any discussions or questions and update the information as required. For glossary
of unfamiliar terms/concepts/ acronyms use Dictionary of Entomology

10. Time management

Before every lecture read through lecture notes in conjunction with lecture outline; try and source reading
material up on your own from any relevant sources to familiarize yourself with outlined terms, put emphasis on the
lesson objectives. Then read the reading assignments and the lecture material carefully. Reading through the lesson
material will "sensitize" you to the important points and will help you to retain the material more readily. You
may find it useful to make notes on the lectures, reading material, textbook and assignments, writing note helps
in the retention process. Independent study/ studying as an individual may require special discipline hence group
study is encouraged by all means. To successfully complete this course you must be organized and consistent in
your study habits. I suggest that each learner have definite scheduled times to work on the course and adhere to
that schedule; below is time management framework you may find useful . Total notional hours per learning
activity:
Lecturing (contact lectures) : 4 hrs x 6 weeks = 48 hours per semester.
Practical : 3 hrs x 7 weeks = 21 hours per semester.
Self-study : 5 hrs x 12 weeks = 60 hours per semester
Assignments : 4 hrs per week to work on assignments = 16 hours per semester.
Practical reports : 3 hrs per week work on practical report = 21 hours per semester.
Oral presentations : 6 hrs to prepare for seminar = 6 hours per semester.
Assessments : 12 x 3 hrs studying prepare for 3 tests = 36 hours per semester.
TOTAL: 208 hrs out of 2352 hours

11. Roles and responsibilities of the Learner

In order to perform well, all learners with no exceptions must attend lectures and laboratories and actively
participate. Please note that according to the university rules all learners are required to attend at least 80% of all
lectures. In addition, arrive on time and do not leave early. You will receive points for attendance and full
participation in laboratory exercises and field trips and for this reason register will marked daily. In addition
remember and adhere to the following points:

WE ARE A TEAM, PLAY YOUR ROLE TO THE BEST OF YOUR ABILITY

Attend classes
Participate in class and outside class activities
Have priorities: cut down activities interfering with learning.
Have educational goals, have determination and the self-discipline.
Complete your group/team work responsibilities
Identifying own learning style and take responsibility for your own learning and be initiative.
Identifying reading ability and improving it through the University support
Plan and prepare for class and assessments and complete the assignment in time.
Pay attention, show interest in the class, connect past learning with the present.
Focus on learning concepts rather than memorizing, have retentive mind.
Adherence to submission dates
Write and speak in a manner that conveys clarity.
minimize classroom distractions that interfere with learning
Write notes in a way you can understandable and review them often
Participate in student evaluation of the lecturer, of the module, etc.
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 There are no stupid questions, ask questions and alert the lecturer when you need help or dont
understand.

12. Roles and responsibilities of the Lecturer

I as a lecturer undertake to;
Planning and adapting course material in line with research developments.
Provide guidance and academic support for the students
Plan and discuss assessment procedures, evaluate assessments, make sound, fair judgement of your
assessment and provide feedback as soon as possible.
Liaise with TLC and QMA unit for course evaluation to acquire feedback from learners to improve
teaching methods and course material if necessary.
Ensure smooth weekly lectures by running
Punctual for teaching commitments
Adhere to scheduled class responsibilities except in special circumstances.
maximise accessibility, office hours and other open-door times
Prepare and provide prompt feedback on formative and summative assessments
Providing applicable safety procedures and practices in the class and lab

13. Academic Development

Please liaise with the TLC and establish what support services are available for the students. You could even ask
for a contribution of the Student Academic Development Unit within the TLC. You will have fun in acquiring
and mastering the skills necessary for adaptation and performance in a tertiary academic environment through
the support provided by the Student Academic Development Programme, for example, Supplemental Instruction
(SI). For you to acquire the necessary skills you should:
Be active in the learning process
Be inquisitive and ask questions
Be involved and participate meaningfully in teamwork and discussions with your peers
Manage your time properly

Part of the services within the Student Academic Development Programme is to conduct an Orientation programme
that includes the following;
Mentoring by Senior Students / Lecturers
Campus tour
Library orientation
Faculty orientation

The Student Development Programme academic support includes the following topics:
Career pathing and planning
Group dynamics and teamwork skills
Time management
Listening
Note-taking skills
Learning styles
Study skills
Preparing for examinations and tests
ETC

14. Learner Support

The lecturer will provide you with necessary learning tools but its your duty to source more
The lecturer will guide you through the learning process
The lecturer will plan and prepare assessment and assess your competence
The lecturer will provide feedback ASAP and arrange follow up assessments if necessary

Feedback provides facts about your work; dont throw away scripts without reading the comments and suggestions.
These are meant to inform where you need to improve and how. It is your duty as a learner to make use of the
feedback where you have question and do not understand comments, come and discuss it with the lecturer.

15. Guidance and Counselling services

Please liaise with the Directorate: Student Counselling and establish what support services they offer to students.

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16. Library
The role of the Librarian for the Faculty of Science and Agriculture is to provide information services to the
Faculty staff and students. This role is fulfilled by undertaking the following activities:
Search for information on local, national & international databases
Respond to queries personally, telephonically and electronically
Determine appropriate information sources for the Faculty
liaise and communicate information about available services and products
Facilitate training for both students & staff in the use of library resources
As students, you will benefit a lot if you make use of the available services; from the very first time you arrive in the
University, during orientation period and throughout your student career in the campus. You have to make it
one of your study habits to use the Library & the services of your Faculty Librarian. Training is very important.
Visit the Subject Librarian to hear more about the relevant training programmes.

17. Self-assessment activities

Check list of all key words, concepts, theories, skills and the competence that you should demonstrate after each
lesson and or module are included in your study guide. These are exercises, tasks and questions given for self-
assessment provide lecturer with evidence that there was effort from your side.

18. Conclusion
I hope you will enjoy every minute of learning ZOO 223 and have great time while gaining experience in theories
and application of Entomology as a discipline.

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APPENDIX A: PEER EVALUATION FORM

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 APPENDIX B: PRACTICAL REPORT ASSESSMENT RUBRIC

Excellent: 75+ Good: 66 - 75 Fair: 55 - 64 Poor: 50 - 54

Introduction Provide concise Provide sufficient Provides little Does not give any
information with information on what information on what information on what
clear cues on what to expect in the to expect in the to expect in the
to expect in the report report report
Procedure report
Presents easy to Most of the steps Most of the steps Steps are not
follow steps which are easy to are easy to follow sequential with
are logical and understand but others are many steps
adequately some lack detail confusing and lack missing or
detailed detail confusing
Data and Present data in Data tables and Complete data Incomplete data
results neat tables, graphs graphs are neat tables and graphs tables, inaccurate
are accurate and with minor in with minor graphs and
clearly label accuracies. Well inaccuracies. diagrams with
diagrams and labelled diagrams Diagrams with inaccurate labels or
drawings and drawings incomplete labels missing labels
Research Collect information Collect information Answer some Do not answer
and answers all and answer some questions with no questions as
questions and questions and additional requested in the
include other include few other information to make laboratory manual
interesting facts interesting facts report interesting
Conclusion Present logical Present logical Present logical Illogical explanation
explanation for explanation for explanation for for observations
observations and observations and observations and and does not
address most of address some address few address any
the questions questions questions questions

LANGUAGE AND WRITING SKILLS

Grammar and All grammar and Few errors Several errors Very frequent
spelling spelling are correct errors
Neatness Legible writing, neat Legible writing with Legible writing with Illegible writing,
report with complete complete detailed complete detailed legends lacking
detailed legends for legends for figures legends for figures detail for figures
figures and graphs, and graphs, neat and graphs, neat and graphs, tables
neat tables. tables with few errors tables with several with errors
errors
Timeliness Hand in the report in 1 days late 2 days late 3 days late
time

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 SEMINAR ASSESSMENT RUBRICS

Point allocation criteria

1 = Poor ; Fail to demonstrate competence (<50%)
2 = Average ; Demonstrate some evidence of competence (50-59%)
3 = Good ; Demonstrate satisfactory evidence of competence (6069%)
4 = Average ; Demonstrate clear evidence of competence (7074%)
5 = Excellent ; Demonstrate exceptional evidence of competence (75%+)

Marks Range
INDICATORS
A. Structure and style 1 2 3 4 5
Adequate font size, quality of printing,
Well organized, clear and easy to read and understand
Demonstrates creativity with positive visual impact.
Contains appropriate relevant text.
Use pictures and graphics relevantly referenced in text
Maintains balance between graphics and written text
Neat, clean with limited spelling and grammar free content

INDICATORS
B. Content 1 2 3 4 5
Introduction provides adequate background
Detailed, accurate and use relevant facts to enhance understanding
There is an organized sequence of arguments and ideas
Provide captions next to corresponding table or figure
Provides sufficient facts that support ideas
There is clear evidence of team work, use variety of resources
Demonstrate ability of information analysis and synthesis
Clear conclusion and recommendation
TOTAL
COMMENTS:

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