DE LA SALLE UNIVERSITY

College of Science
Department of Biology

LBYBI14/LBYBIOH – General and Applied Ecology Laboratory

Prerequisite: SYSTEMA, LBYBI12, BIOKMAN, LBYBIAN Prerequisite to: LBYBI24, LBYBI25

Instructors: Dr. Chona Camille V. Abeledo Contact details: see in Canvas

Mr. Dennis Dolojan, Dr. Wenchie Marie
Lumbera, and Dr. Samuel Mamauag Class Schedule: MW 7:30-10:30, 11-2, 2:30-
Consultation Hours: see in Canvas 5:30; TF 7:30-10:30, 2:30-5:30 pm, online

TYPE OF COURSE

___ Service learning1 _X_ Hybrid ___ Fully online ___ In-person

GENERAL COURSE DESCRIPTION

This is an introductory laboratory course designed to supplement concepts learned in ECOLGEN
and ECOLAPP. Particular emphasis is given to methodologies concerning the design of ecological
sampling regimes and experiments, and the analysis of the status and health of ecological
populations, communities, and systems.

SPECIFIC COURSE DESCRIPTION

The laboratory course emphasizes the application of the scientific method and reasoning in the
design of mensurative and manipulative experiments. A current focus is on relevant analyses
applied to COVID-19 data sets of the Department of Health.

COURSE LEARNING OUTCOMES

On completion of this course, the student is expected to present the following learning outcomes in line with the
Expected Lasallian Graduate Attributes (ELGA)
ELGA Learning Outcome
Critical and Creative Thinker Be able to design ecological sampling regimes and
manipulative experiments.

Responsible, driven, and a cooperative team-player Be able to conduct laboratory experiments with a different
set of team members for some major experiments. This
entails identifying one’s tasks and dividing the work fairly
among other team members.

Be able to organize and conduct (virtual) field sampling

with the class to a selected location.

Socially responsible, intellectually honest, and Be able to apply basic analytical techniques for assessing
morally upright scientist status and health of ecological populations, communities and
systems.

Be able to formulate hypothesis and come-up with

recommendations for future work of other students who
might work on the same topic or area.

1 Describe in detail the service-learning component of the course in the specific course description section

and the activities in the appropriate section (such as in the Final Output, Other requirements, or Learning
Activities) below.

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FINAL COURSE OUTPUT
As evidence of attaining the above learning outcomes, the student is required to submit the following during the
indicated dates of the term.

Learning Outcome Required Output Due Date

Class discussion+, Ex. 1: Individual worksheets (5% of final
The student is expected to be able to design
Audiovisual grade): Sept 12: 11:59 pm
ecological sampling regimes and presentations and/or Ex. 5: individual worksheets (5%): Oct 27,
experiments. This is so that the student will worksheets, and 28
be able to conduct guided fieldwork where written reports
the application of methods and experimental Audiovisual Ex. 2 group presentation (5%): Sept 15,
procedures learned in the laboratory will be presentation and 16; Ex. 2 group report (10%): Sept 22, 23
observed. The student is also expected to be written technical Ex. 3 group presentation (5%): Sept 29,
reports (group) 30; Ex. 3 group report (10%): Oct 6, 7
able to present data and results in an
Ex. 4. group presentation (5%), Oct 13, 14;
organized and scholarly fashion. In addition, Ex. 4 group report (10%): Oct 20, 21
the student is also expected to be able to Ex. 6 group presentation (5%): Sept 29,
formulate hypotheses that spring from 30; Ex. 6 group report (10%): Oct 6, 7
observations and design tests for them in Myth-busting Pitching (5%): week of Nov. 14. Poster
accordance with the scientific method. activity (group) session (15%): Dec 1, 2

RUBRIC FOR ASSESSMENT

Criteria
A. Performance of the
experiment or exercise
B. Quality of the
submission
RUBRIC FOR PRESENTATIONS
Description Mark range Remarks
0= No submission,
Have submitted a report or presentation with
0 – 50% 50= With timely complete
all required elements on time
submission
Adequately and scientifically executed the
0=failed to execute
experiment, and this is reflected in the 0 – 10%
10=exemplary execution
quality of the submission

0=incomplete and incorrect

C. Data and Computations Complete and correct 0 – 10%
10=complete and correct

Comprehensive, adequate with reason, and

0=failed to interpret the data
backed up with references to specific parts
D. Interpretation of Data 0 – 10% 10=exemplary interpretation
of the dataset on hand, or relevant published
and discussion
material.
Enumerated and explained all
0=failed to answer all
plausible/possible explanations and
E. Alternative explanations questions
identified the most probable explanation(s) 0 – 20%
during Q and A 20= have confidently
or interpretations(s) by falsification of
defended all the answers.
alternatives.

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 RUBRICS FOR WRITTEN REPORTS

Introduction (20% max)

• The introduction should contain the background of the study. It should state why the experiment is being
performed
• The objectives of the experiment should be written in this part. It should be stated clearly as an investigator and
should not be directly lifted from the hand-out. Statements with the likes of “to understand the concepts
of… “ or “to apply the principles of…” or “to learn how to use the instruments properly…” will not be
accepted.
• This is the part where the hypothesis and or the expected outcomes are stated.
• ISI Journal publications and websites that end with .edu or .gov are the only acceptable scholarly publications.

0% 1-2 % 3-4 %
Was not able to identify Was able to identify Identified two (2) or
any objective that is only one (1) more relevant
relevant to the relevant objective. objectives.
experiment.
Objectives stated The statements are
Vague general are quite clear but specific as to what
statements that obscure lack pertinent has to be achieved
the objectives. Contains information and through the
“cheesy” statements such substance. Quite experiment not what
Objectives as: general as it’s not concept the -------
• “to understand the very much researchers or
concept of accuracy applicable for the students want to
and precision” or experiment. know.
• “to apply the basic
principles of quadrat
sampling” or
• “ to learn how to use
the instruments”
0% 2-4 % 5-6 % 7-8 %
Contains no scholarly Contains two (2) Contains three (3) Contains more than
sources and has less than relevant scholarly scholarly sources three (3) scholarly
10 sentences. sources, which are (highly relevant to sources (i.e.,
Background and relevant to the the topic). publications that are
relevance of the study topic. Introduction Background and highly relevant to
are both obscure. was not so inviting relevance were the topic). NOT
to read, and the stated but the PLAGIARIZED.
background and student was not able Work is original.
Substance relevance do not to fully cover or Was able to state the
stand-out but are adequately show background of the
nevertheless stated. these two. study and the
relevance of the
study. Must contain
at least 10 sentences
and the introduction
is inviting to read on
to.
Paragraphs do not seem Some organization Organization is Highly organized.
to be connected. Ideas is evident, but ideas evident. Concept Concept and ideas
are scattered and jumps and concept lack and ideas are are tied well
from one idea to the next emphasis. Major emphasized. together and
without establishing grammatical errors Content is a little effectively
Coherence connections. Grammar is are found. stale and not very presented. They give
and bad and sentences are interesting to read. relevance to the
Organization difficult to understand. Minor grammatical objectives and
errors are found. shows that the study
has direction. Ideas
are stated clearly
and grammar is very
good.

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Methodology (20% max)
• The methodology should include an illustration of each step of the procedure.
• Should be in past tense and in passive voice. Words such as “I” or “we” should not appear in the text.
• It should also include a description of the method of randomization, and in some cases the stratification used
for field experiments.
• This is also the section to describe how the analyses were made. The formulae used to compute for certain
values must also be included here.

0% 1-2 %
Photographs/ Maps No photographs. Photographs are present.
Not labeled properly.
1-2 % 3-4 %
Coherence and Procedure not in past- Procedure not in past-
organization tense. Steps are not the tense but clearly stated,
proper sequence or not complete, and in proper
even stated where the sequence.
drawing appears. Procedure may be in past
Grammar is bad. tense, but content may not
be complete. Some
grammatical errors and
some minor
organizational problems
with how the procedure
was stated.
1-4 % 5-8 %
Content Just made a re-hash of the Lacks some of the details
manual. Lacks most of the required (i.e., method of
details required and just sampling, formula used,
wrote the basic procedure. etc.) but still written
clearly.
3-4 %
Photographs are original
and were not the same as
another group’s method
photos or taken from
some internet source.
Presented in an organized
manner. Labeled properly
as figures.
5-6 %
Procedure stated in past-
tense. Clear, concise, but
completely stated
procedure. Grammar is
very good, and the
organization of the
procedure is evident.
9-10 %
Contains all the necessary
parts required for this
part. It is written clearly
and effectively in
paragraph form and in a
chronological/ logical
manner.

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Results (20 % max)
• Should contain a short paragraph describing your results fully supported by graphs and tables. The format
should not be like an album or a collage of your graphs and tables preceded by the text. The text should come
first and should mention the graph or table before the graph or table is presented.
• Graphs and tables should indicate the proper units and captioned properly. Table captions appear before the
table while graphs are captioned as figures right after the graph.

1-4 % 5-6 % 7-8 %

Raw data is disorganized.
Tables don’t have the
proper labels, captions,
and units. Data inputs are
Tables also incorrect.
Graphs don’t have
captions. Axes are not
labeled properly, and units
Graphs
have not been specified.
Graphs resulting from
miscalculations.
Poorly written results,
which is not in paragraph
form and does not have
coherence. Results
explained are from wrong
Results
data inputs or
miscalculations.
Raw data pasted or
written in table form
complete with captions
and proper labels. Units
are specified for column -
entries. If calculated
values are included, then
calculations should be
correct.
Graphs are in stock chart
format (for most
experiments unless
-
specified) with each axis
labeled properly with
units included
Results are clear with a Short paragraph with
few details lacking. Minor findings explained clearly
mistakes in explanations with coherence. Variables
and grammar. with highest and lowest
values for that method,
statistic, or graph or table
may be highlighted.
Anomalies in findings
may also be included in
the results part.

Discussion (20 % max)

• Discussion should include the “why?” of the results.
• Should contain all explanations for why the results are such. All possible explanations should be enumerated
and then as many as possible are disproved to come up with the most plausible explanation.
• Guide questions must be answered here.

1-2 % 3-4 %
Poorly written, with no Results are discussed in a
clarity and coherence. coherent manner in such a
Wasn’t able to tie loose way that processes being
Organization, clarity,
ends together and show explained make sense or
and completeness
what the results are are clear.
actually telling the
investigator.
1-2 % 3-6% 7-8 %
Poorly written; Enumerated a few All possible explanations
enumerated one or two. explanations but was not are taken into
Enumeration of
able to exhaust all the consideration.
plausible explanations
possibilities. Explanations anchor on
literature on the topic.
Left some loose threads Is able to tie-up concept
Ability to deduce the
and some questions are together to show a clear
most plausible
unanswered or some facts picture of what the data is
explanation and convey
of the matter were not saying.
the bigger picture
acknowledged.

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 Conclusions (5 % max)
• Wraps up the study. Must contain what the conclusion is and if the null hypothesis is rejected or accepted. It
should also indicate which among the possibilities is the most possible.
• Recommendations should indicate suggestions for further studies and future investigators working on the same
field.

1% 2% 3%
Poorly written with no Minor mistakes in writing Was able to wrap the
clear picture of what the or grammar. Some discussion with the most
results are showing. recommendations but not plausible explanation for
very substantial. the results. Shows the
flaw of the experiment
Organization
and included
recommendations for
future study. Was able to
reconcile with the initial
expected results.
Indicated less than two Indicated two (2) or more
(2) relevant relevant recommendations
recommendations. It on sampling design.
Recommendations could also be that the
recommendations were
not even related to
sampling design.

Literature cited (5% max)

0.5% 1% 1.5% 2%
Two or less than Three high quality Four high quality Five or more high
two high quality references (i.e., references (i.e., quality references
references (i.e., scholarly journal scholarly journal (i.e., scholarly
Quality
scholarly journal publications and not publications and not journal publications
publications and not just websites). just websites). and not just
just websites). websites).
Wrong format and Information written Format is correct Format in correct
information all is not all correct. with minor APA style with
Format
incorrect. Minor formatting corrections. complete
errors. information.
Literature cited in Literature cited in
this section was not this section should
Citations
cited in the text. have been cited in
the text.

RUBRIC FOR MYTH-BUSTING ACTIVITY

CONCEPT AND DESIGN OF THE EXPERIMENT – 36% max
Originality The myth is The concept of the The concept of the
proposed study original, which myth is quite stale. myth is stale.
means it has never Repackaging of the Appears to be a
been tested before design is also quite poorly repackaged
and creative in the evident but the proposal.
sense that it is appropriate-ness of (2-0 %)
simple and can even the alterations made
be very is acceptable.
commonplace and (3-4 %)
yet was very well-
conceived. Shows
that the proposal
was well-thought of
and well-woven. (5-
6 %)
Feasibility and Simple and very Design is not able to Design is not able to Design is not able to
Creativity of the easy to execute. eliminate one or two eliminate more than eliminate the
experimental Design is very obvious possibilities two obvious obvious possibilities
Design systematic in such brought up. An possibilities brought brought up. The

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 that it is able to element of the up. Two elements of elements of the
eliminate sampling design the sampling design sampling design
possibilities and can was neglected. were neglected. were almost, if not,
be very close, if not, (5-6 %) (3-4 %) completely
very conclusive neglected.
regarding the (2-0 %)
hypothesis that is to
be tested. Elements
of sampling design
were very well
applied.
(7-12 %)
Construction of The null and The construction of
hypotheses alternative the hypotheses is
hypotheses are vague
clearly constructed (0 %)
and correspond to
each other
(1-2 %)
Experimental The elements are At least one element
units, variables, complete and clearly is missing
controls identified (1-2 %) (0 %)
Sampling and Sampling methods Sampling methods No randomization is
allocation of and allocation of OR allocation of present. (0 %)
treatments treatments are treatments are not
completely completely
randomized randomized
(3-4 %) (1-2 %)
Data-gathering The procedure is The procedure is The procedure is
methods clearly described. clearly described. difficult to follow.
Data-gathering can Data-gathering may The experiment may
be done within the not be done within not be done within
time frame. the time frame OR the time frame and
Instruments and some instruments some instruments
equipment to be and equipment to be and equipment to be
used are available in used are unavailable used are unavailable
the laboratory. (3-4 in the laboratory. (1- in the laboratory. (0
%) 2 %) %)
Statistical tools The statistical tool The statistical tool
chosen is apt for the chosen is not apt for
experiment (1-2 %) the experiment. (0
%)
Presentation of Graphs chosen are Graphs chosen are Graphs chosen are
results appropriate for the appropriate for the not appropriate for
type of data type of data the type of data
gathered. Tables and gathered. Tables and gathered.
graphs contain all graphs do not (0 %)
required elements contain at least
(title, axes labels) required elements
(3-4 %) (title, axes labels)
(1-2 %)

POSTER – 34% max

Required Includes all required
Elements elements (abstract,
methodology, results,
conclusions) (5-6 %)
Labels All elements are
clearly labeled with
labels that can be read
from at least a meter
away
(5-6 %)
A required element Two required Several required elements
is missing elements are are missing
on the poster missing on the (0 %)
(3-4 %) poster (1-2 %)
Almost all elements Almost all elements Labels are too small to
are clearly labeled are clearly labeled view or no important
with labels that can with labels that may items were labeled
be read from at least not be read from at (0 %)
a meter away least a meter away
(3-4 %) (1-2 %)

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Graphics Tables and figures Tables and figures Includes tables and There are too many tables
summarize summarize figures that do not and figures included; they
information needed information needed summarize the cannot be easily read
for the presentation for the presentation information needed; (0 %)
and can be easily read and may not be cannot be
(5-6 %) easily read easily read
(3-4 %) (1-2 %)

Layout The poster is The poster is The poster is The poster is not
exceptionally attractive in terms acceptably attractive attractive and the
attractive in terms of layout and but some elements elements are cluttered. (0
layout, and neatness neatness are cluttered %)
(9-10 %) (5-8 %) (1-4 %)
Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical errors on grammatical errors grammatical errors grammatical errors the
the poster on the poster on the poster poster
(5-6 %) (3-4 %) (1-2 %) (0 %)

ORAL PRESENTATION (DURING THE POSTER SESSION) – 30% max

Organization Presents information Presents information Presents some parts Presentation is difficult to
in logical, interesting in logical sequence of the poster in a understand
sequence (3-4 %) manner that may (0 %)
(5-6 %) confuse the
audience
(1-2 %)
Subject Demonstrates full Student is at ease Student is Student does not have
Knowledge knowledge by with expected uncomfortable with grasp of information;
answering all answers to all information and is student cannot answer
questions with questions, but fails to able to answer only questions about subject (0
explanations and elaborate rudimentary %)
elaboration (5-8 %) questions
(9-12 %) (1-4 %)
Eye Maintains eye Maintains eye contact Occasionally uses Student reads all of the
Contact contact with most of the time but eye contact, but still poster with no eye contact
audience, seldom frequently returns to reads most of the (0 %)
returns to poster poster poster
(5-6 %) (3-4 %) (1-2 %)
QUESTIONING
Questions Developed three Developed two Developed one Developed questions from
thoughtful questions thoughtful questions thoughtful question the audience that are too
from the audience from the audience from the audience general (0 %)
that demonstrated that demonstrated that demonstrated
understanding of the understanding of the understanding of the
presentation presentation presentation
(5-6 %) (3-4 %) (1-2 %)

OTHER REQUIREMENTS AND ASSESSMENTS

The student is expected to:
● ACTIVELY participate in ALL exercises
● submit all requirements on time
● not to incur more than 2.5 weeks of absences
Laboratory performance (see grading below) is evaluated based on the following:
o Oral and poster presentations
o Individual and group reports

GRADING SYSTEM
Laboratory attendance, conduct, and participation 10% Scale:
Myth busting pitching, conduct, and execution 5% 92-100% 4.0
Myth busting poster and poster session 15% 86-91% 3.5
2 Individual digital submissions (two worksheets) 10% 80-85% 3.0
4 Written group reports (10% each), based on 75-79% 2.5
graded group presentations (5% each) 70-74% 2.0
60% 65-69% 1.5
TOTAL: 100% 60-64% 1.0
(Passing Grade: 60%) <60% 0.0

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LEARNING PLAN

LEARNING OUTCOME Laboratory Activities WEEK NO. Learning Activities

On completion of these modules, the • Introduction, House 1-4 Orientation to the course;
student is expected to be able to design Rules, Orientation Lecture modules to
ecological sampling regimes and on the requirements prepare the classes for the
experiments, and appreciate the • Individual MS Excel laboratory exercises on
importance of preliminary sampling, exercises the following:
adequate sample size, random sampling, • Hurlbert (1984) • Review of basic
stratification, and careful selection of the class discussion statistics
instruments and methods to use in • Accuracy and • Accuracy vs.
collecting data. The student is also Precision of precision
expected to begin to learn how to keep a household • Scientific Method
proper laboratory journal and make measuring • Home ‘laboratory’
scientific presentations. Required output: containers, application of
A scientific presentation and subsequent laboratory accuracy and
discussion with the instructor; laboratory glassware, benthic precision
journal entries. sampling • the use of Microsoft
instruments Excel for data
exercises processing

Group presentations and

reports

Upon completion of the Predator-prey • Predator- 5-6 Pre-laboratory discussion.

exercise, the student is expected to be Prey/Selection Simulation of predator-
able to understand how natural selection exercise prey relationships thru an
works in predator-prey systems. online demonstration.
Group presentation and
report

Individual presentation
and assessment.
Upon completion of the Evolutionary • Evolutionary 8-9 Group presentation and
medicine exercise, the student is medicine sampling report. Post-laboratory
expected to be able to synthesize and and experimental discussion.
apply learnings in sampling and designs
experimental design, and evolutionary
ecology in multi-disciplinary research
with medical and public health
applications
On completion of these modules, the • Life Table exercise 7 Pre-laboratory discussion
student is expected to be able to process
large volumes of data on COVID-19, Processing and analyses
compute demographic tables, and of COVID 19 data from
undertake statistical and exploratory the Department of Health
multivariate analyses (particularly
cluster analyses and ordinations) to help Individual submission
explain the tables. Required output: A
scientific presentation and subsequent
discussion with the instructor; laboratory
journal entries.
Upon completion of these activities, the • Myth-busting 10-13 Audio-visual and written
student is expected to be able to deliver activity presentations of proposals,
his/her scientific work to an audience in execution of experiments
the way presentations are made during and results.
scientific conferences. They are also
expected to be able to criticize the Group poster presentation
soundness of the methodology of and report
published works assigned to them.

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REFERENCES
Brower, J.E. and Zar, J.H. (1977) Field and laboratory methods for general ecology. Iowa: W. C. Brown Co.
Krebs, C.J. (1999). Ecological Methodology. (2nd Ed.) Addison-Wesley Educational Publishers Inc.
Krohne DT (2012). General Ecology. 2nd Edition. Cengage Learning Asia Pte.
Miller GT and Spoolman SE. (2010). Environmental science 13th edition. Belmont, California: Brooks Cole Cengage
Learning
Richter M, U Weiland (eds.) (2012). Applied urban ecology: a global framework. Wiley-Blackwell.
Townsend CR (2008) Ecological applications: Toward a sustainable world. Blackwell Pub.

CLASS POLICIES
➢ Abide by the institutionalized laboratory house rules.
➢ Honesty must be practiced in the laboratory, especially in reporting data, observations, and interpreting
results.
➢ Absences and tardiness are not accepted.
➢ The policies on academic honesty, attendance, and behavior, as stipulated in your Student Handbook, are
honored in this course.
➢ Proper decorum is to be observed among peers in all activities.
➢ Show of initiative and participation is a big plus.

Prepared by: Dr. Wilfredo Y. Licuanan with Dr. Chona Camille V. Abeledo, Mr. Dennis Dolojan, Dr.
Wenchie Marie Lumbera, and Dr. Samuel Mamauag

Approved by:

Dr. Mariquit De Los Reyes

Chair, Department of Biology

revised 29 Aug 2022 -AY 2022-2023