Ecology - courseforme.co.uk

Introduction to Ecology

Fri, 04 Jan 2013 16:00:35 +0000

We have designed this course to give you foundation knowledge of ecological principles and it covers a range of useful topics needed for ecology careers including consultancy and conservation. You will be guided to further reading and, where relevant, will get suitable web links to explore. At the end of each module are quiz questions for you to complete.

Course Outline:

•Module 1 What is Ecology?
•Module 2 Diversity and Classification
•Module 3 Abiotic Interactions and World Ecosystems
•Module 4 Biotic Interactions and Behavioural Ecology
•Module 5 Evolution and Genetics
•Module 6 Population Ecology
•Module 7 Habitats and Communities
•Module 8 Species and Habitat Conservation
•Module 9 History of the British Countryside
•Module 10 Surveying and Habitat Management

The 10 self-study modules will be sent out via e-mail on a weekly basis from the time that you enrol (you can enrol at any time), so that you can read through the content in your own time. We suggest that you allocate 2-4 hours each week to complete each module and read around the subject.

At the end there will be a short quiz which you will send to us to be marked and then you will be issued with a certificate of attendance.

Introduction to Ecology This course is on Course For Me.

Fungi Foray

Tue, 11 Dec 2012 15:37:37 +0000

Join us as we take a day to begin to explore these spectacular organisms in the beautiful setting of the Ashdown Forest... Have you every wondered how
there can be nothing in a given place one day, and a stand of incredible 'toadstools' there the next? Have you ever noticed that some fungi will stain
and bruise all sorts of rainbow colours? That some will leak brightly colouredmilk, and others are covered in slime?... Some can even glow in the dark! From
taking a look at how some different types of fungi grow and work, to startingto learn how to go about competently identifying what you've found, to how to
sustainably and responsibly gather for the pot, this course aims to instill in you and enthuse you with a love of mycology that's hard to shake off!

On the day:

Start at 10 and over a cup of tea we can discuss what people hope to gain from the course and some important points and information to know before we go out.

11 - 12:30: Do a round of the forest garden site, learning the basics of fungal biology, how to gather them without damaging them or their environment, and how to use ALL of our senses to help us to identify using reference books.

12:30 - 1:30 light lunch at the forest garden, and then off to the forest from 12:30 -

4:00 to test some of our newly aquired skills and hopefully to collect a few common edibles to bring back and cook up at our 4:00 - 5:00 fireside Q & A and tasting session back at the Forest Garden!

List of equipment: Waterproofs/boots are weather dependent, we will go out unless it's torrential! please bring a small folding knife if you have one, and a
trug/basket too. Don't worry if you don't there should be a few to share... And please bring a notepad and pencil if you're a note taker! There will be plenty to remember...

Fungi Foray This course is on Course For Me.

Introduction to Ecology - Diploma (level 1)

Mon, 09 Jan 2012 17:12:45 +0000

Introduction to Ecology - Diploma (level 1)
This course moves away from studies that are purely focussed on animals to look at the environments that support them. Animals will inevitably feature as they have an impact on the environment in the same way that the environment affects animal individuals and populations. As it is an introductory course it is open to everyone that feels they may gain something from it.
Course Modules
1. What is Ecology? This introductory module sets the scene for the rest of the course, it describes how the environment is categorised and explains ecosystems. It also suggests the sort of basic equipment that is used to explore the environment.

2. The Balance of Nature. Continuing on from the previous module this completes the ecosystem theme and introduces the factors that limit the number of species that any such ecosystem can support.
3. Communities. Technical ‘jargon’ is put into understandable language in this module. The student will come away knowing what is meant by such phrases as: ‘biotic community’, ‘cyclic changes’, ecological succession’ and more.
4. Habitats and Niches. Where does the energy for ‘life’ come from and why do certain areas favour certain species? These questions are answered and the effect that removing one species might have on others in the same area.
5. Biomes of the World. Different types of environment are broken down into categories, these categories are explained in this module.
6. Biogeochemical Cycles made easy. Once again technical language is de-mystified and the last module of the course offers some simple practical suggestions are made concerning the contributions we can all make towards conservation.
__________

Introduction to Ecology - Diploma (level 1) This course is on Course For Me.

BSc Ecology and Environment

Mon, 15 Aug 2011 15:05:14 +0000

The latest Research Assessment Exercise (RAE, December 2008) 'league table' places the Biological Sciences department 6th nationally and 1st in the University of London. Coupled with our maximum score for teaching quality, this means that a degree here will give you access to the highest quality teaching and research on offer. Add this to the fact that we are often described as the 'friendliest Biological Science department in London' together with our beautiful 'green' campus, there is no better place to study for a degree in Biology.

In this course you will learn the principles of how plants and animals interact with each other and the environment, using both theoretical and practical tools to understand the complex behaviour of life on Earth. Your studies will cover diversity and genetics, terrestrial and aquatic ecosystems, and a range of ecological perspectives – combined with relevant, hands-on fieldwork.

BSc Ecology and Environment This course is on Course For Me.

Environmental Studies GCE A2 Level

Thu, 28 Jul 2011 12:49:22 +0000

The Course
The A2 course is divided into two units, each of which is divided into a number of topics. All of the topics will require reference to the textbook and selected websites. At the end of each topic is a set of key words. After studying the topic you should be able to give the meaning of each of these words. Each topic has a tutor-marked assessment which, when completed, should be sent to your tutor.

Environmental Studies contains a lot of scientific terminology that is associated with the subject. You are expected not only to recognise and understand these terms in examination papers, but use them correctly in your answers. If you have problems remembering terms it is a good idea to write them on index cards as you go along and use these to help you learn them.

Each unit of the course corresponds to the examination unit. The topics have been arranged for ease of understanding and topic coverage so may be of different length and difficulty. Note that the numbering of the modules and the topics continues from the AS course. You will need to study them in sequence.

This course covers all the content of the AQA Environmental Studies A2 units ENVS3 and ENVS4.

Textbooks
Throughout the course you will require the following textbook which is specifically written for the syllabus that you are following. While the material covered in the book matches that in the course, you will need access to both in order to fully understand the concepts and terminology of biology. This book will be essential for your course.

AQA A Level Environmental Studies Student book by Richard Genn (2008) Published by Nelson Thornes

The A2 material follows on directly from the AS material. The course assumes that you have some knowledge of science of a level that you might have gained from a GCSE course in science subjects or of Geography.

Practical Work
Students are not required to submit an internally assessed environmental studies investigation. However, it is expected that candidates should carry out investigative activities, appropriate to the study of a range of environmental systems and the way in which they influence and affect each other. They should carry out extensive, appropriate practical work wherever possible, out in the environment. Integral to each unit is the development and use of practical skills relevant to the study of the environment; such as the planning and carrying out of investigations, the interpretation of data and the comprehension of relevant environmental texts.

The Examination

Unit 3 - ENVS3 Energy Resources and Environmental Pollution
Written unit 1½ hours 80 marks
25% of the total A Level mark
This unit comprises seven compulsory short answer/structured/comprehension questions (60 marks) and one essay from a choice of three titles (20 marks). Includes synoptic assessment.

Unit 4 - ENVS4 Biological Resources and Sustainability
Written unit 2 hours 80 marks
25% of the total A Level mark
This unit comprises five compulsory short answer/structured/comprehension questions (45 marks), one compulsory data analysis question (15 marks) and one essay from a choice of three titles (20 marks). Includes synoptic assessment.

Please note that synoptic questions will assess AS as well as A2 material.

To achieve a good overall grade it is necessary to do well in all of the components of the course.

Environmental Studies GCE A2 Level This course is on Course For Me.

Environmental Studies GCE AS Level

Thu, 28 Jul 2011 12:45:34 +0000

AS Environmental Studies

The Course
The Environmental Studies specification enables students to gain an insight into the environment, and the scientific processes that control and affect it. The central theme is the development of an understanding of how different events and cycles within the environment interrelate, how they influence subsequent environmental events, the human impacts on these events and cycles, and the strategies that can be used to minimise the problems caused.

This is a complete revision of the AQA GCE Environmental Studies specification.

The AS course is divided into two units, the first of which is divided into 4 topics, and the second of which is divided into 3 topics. All of the topics will require reference to the textbook and selected websites. At the end of each topic is a set of key words. After studying the topic you should be able to give the meaning of each of these words. At the end of each topic there is a tutor-marked assessment which, when completed, should be sent to your tutor.

Environmental Studies is an interdisciplinary subject covering different branches of science and geography and there is much terminology that is associated with the subject. You are expected not only to recognise and understand these terms in examination papers, but use them correctly in your answers. If you have problems remembering terms it is a good idea to write them on index cards as you go along and use these to help you learn them.

Each unit of the course corresponds to the examination unit. The topics may be of different length and difficulty.

At the end of each topic is a tutor marked assignment.
This course covers all the content of the AQA AS Environmental Studies units AS-ENVS1 and AS-ENVS2.

Textbooks
Throughout the course you will require the following textbook which is specifically written for the syllabus that you are following. While the material covered in the book matches that in the course, you will need access to both in order to fully understand the concepts and terminology of biology. This book will be essential for your course.

AQA A Level Environmental Studies Student book by Richard Genn (2008) Published by Nelson Thornes I

Prior Knowledge
This course builds from the knowledge gained in a range of GCSE science subjects, including GCSE Environmental Studies, although its study is not essential to undertake the A Level course. Some knowledge of biology or other GCSE Science subjects or Geography would be useful, so you may find the following books useful for revision.

AQA Science GCSE Science Students Book by Ann Fullick, Patrick Fullick, J Breithaupt, Lawrie Ryan (2006) Published by Nelson Thornes

Understanding GCSE Geography: For AQA Specification A (Understanding GCSE Geography) by Ann Bowen and John Pallister (2006) Published by Heinemann Educational Publishers; 3Rev Ed edition

Practical Work
Students are not required to submit an internally assessed environmental studies investigation. However, it is expected that candidates should carry out investigative activities, appropriate to the study of a range of environmental systems and the way in which they influence and affect each other. They should carry out extensive, appropriate practical work wherever possible, out in the environment. Integral to each unit is the development and use of practical skills relevant to the study of the environment; such as the planning and carrying out of investigations, the interpretation of data and the comprehension of relevant environmental texts.

The Examination
The AS examination consists of two components:

Unit 1 - ENVS1 The Living Environment
Written unit 1 hour 60 marks
40% of the total AS marks and 20% of the total A Level marks
This unit comprises five short answer questions (45 marks) and one structured question (15 marks).
All questions are compulsory.

Unit 2 - ENVS2 The Physical Environment
Written unit 1½ hours 90 marks
60% of the total AS marks and 30% of the total A Level marks
This unit comprises eight short answer questions (75 marks) and one structured question including extended prose (15 marks).
All questions are compulsory.

Environmental Studies GCE AS Level This course is on Course For Me.

BHT328 Bush Tucker Plants On line/E-learning/Correspondence course: study at home, anywhere: no attendance required

Sat, 23 Apr 2011 09:31:01 +0000

Learn to identify, grow and use Australian Indigenous Plants for Food There are many Australian plants that are edible, and even some that are in very high demand as foods throughout the world. The Aborigines lived off the land before white civilization came to Australia. Plants contributed significantly to their diet. Many of these native plants are worthwhile growing ‑ others might not be. There are many different types of bush tucker foods, including: ·Nuts and seeds (eg. Acacia, Macadamia, bunya nuts) ·Drinks (eg. hot teas, infusions of nectar laden flowers, fruit juices) ·Flavourings (eg. lemon scented myrtle) ·Berries (eg. Astroloma, some Solanum species) ·Fruits (eg. quandong, Ficus macrophylla, Syzygium) ·Vegetables ·Wattle seeds ground to produce ‘flour’ ·Plant roots ground to produce a paste or flour

Introduction
Scope
Is it Edible
Native Plants to be Cautious with
Understanding Plant Toxins
Nutritional Value of Bush tucker
Plant Identification
Naming Plants
Hybrids, Varieties and Cultivars
Plant Families
Pronouncing Plant Names
Resources
Growing
Understanding Soil
Improving Soil
Feeding Plants
Growing Australian Plants on Low Fertility Soils
Planting Procedure
Mulching
Pruning Australian Plants
Propagation
Seed
Collecting, Storing, Germinating Seed
Difficult Seeds
Seed Germination Techniques
Handling and raising seedlings
Asexual Propagation (Cuttings, Division, etc)
Gathering
Introduction
Ethics
Bush Foods as A Commercial Venture
Gathering Acacia Seed
Developing a Bush Food Garden
Designing a Bush Garden
Selected Native Trees for a Bush Tucker Garden
Selected Shrubs for a Bush Tucker Garden
Selected Small Indigenous Australian Plants for a Bush Tucker Garden
Rainforest Gardens
Desert Gardens
Edible Arid Zone Bush Tucker plants
Water Management
Nuts and Seeds
Macadamia
Araucaria
Aleurites moluccana
Athertonia diversifolia (Atherton Oak)
Castanospermum australe
Hicksbeachia pinnatifolia
Acacias
Using Acacias (eg. Wattleseed Essense)
Vegetables
Native Spinach (Tetragonia tetragonioides)
Pigface (Carpobrotus sp.)
Longleaf Mat Rush (Lomandra longifolia)
Solanums (Bush Tomatoes or Kangaroo Apple)
Blechnum indicum
Apium prostratum (Sea Celery)
Native Lilies
Microseris lanceolata (Yam Daisy)
Dioscorea transversa (Wild Yams)
Native ginger Alpinia caerulear
Seaweeds
Fruits
Astroloma
Austromyrtus dulcis (Midgen Berry)
Billardiera sp (eg. Appleberry)
Davidsonia purescens (Davidson’s Plum)
Eugenia spp. and Syzygium spp. (eg. Bush Cherries)
Ficus (Native Figs)
Planchonella australis (Black Apple)
Quandong (Santalum)
Rubus sp (Native Raspberry)
Other Fruits ...lots more outlined
Flavourings, Teas, Essences
Backhousia
Curcuma (related to ginger)
Eucalyptus
Leptospermum
Soaked Flowers (eg. Grevillea)
Acacia
Alpinia caerulea
Tasmannia sp
Using Bush Tucker Plants
Develop your ability to identify, select, and develop processing procedures, for a range of varieties of bush food plants selected.

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

BHT328 Bush Tucker Plants On line/E-learning/Correspondence course: study at home, anywhere: no attendance required This course is on Course For Me.

BEN302 Water Conservation and Management

Sun, 17 Apr 2011 19:33:02 +0000

Manage Water Resources more Effectively

Human beings are made of between 55 to 65% water, which functions to give us structure and sustain all the biochemical processes that keep us alive. Some animals are more susceptible to lack of water – amphibians dry up if the air is too dry or they stay too long out of the water; while other animals have adapted to get enough water only from the foods they consume (terrestrial carnivores). Human beings need between 3 and 3.5 L of water in food and drinks (together) to replace the same quantity lost daily in breathing, transpiration and other body functions.

Plants cannot survive without water. They survive drought periods producing resistant structures specially designed for those periods, be it seeds, or roots, rhizomes or stems that accumulate enough water for the entire dry season. But they will not develop living structures without water.

Lesson Structure

There are 10 lessons in this course:

Introduction to water conservation
Water conservation at home
Water conservation in the workplace
Water management
Water conservation in Primary Production I
Water conservation in Primary Production II
Water conservation in Services industries
Water conservation and Health
Water conservation in other sectors
Water treatment, reuse and recycling

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Aims

Explain the importance of water in the world and the reasons for its sustainable conservation and management.
Explain the importance of water conservation and methods to save water at the workplace.
Explain the importance of water conservation and methods to save water at home.
Explain water flow and quality control.
Explain water audits and water management plans.
Explain the importance of water conservation and methods to save water in Horticulture
Explain the importance of water conservation and methods to save water in Agriculture.
Explain the importance of water conservation and methods to save water in the Services Industry.
Explain the importance of water conservation and methods to save water in the Health Industry and allied services.
Explain the importance of water conservation and methods to save water in other occupations.
Explain water sanitation and wastewater treatment methods and the difference with water reuse and recycling.

THE WATER CYCLE

Water is chemically a small molecule made up of Hydrogen and Oxygen. It is a colourless, tasteless and odourless substance that can be liquid, solid (ice) or be present as gas in the air (in this form is called relative humidity).

Water is a universal solvent. Its solvent properties are due to its polarity, with positive (Hydrogen ion H+) and negative electrical charges (hydroxyl ion OH- ) in the molecule. Water dissolves hydrophilic substances such as salts, and repels hydrophobic substances such as fats and oils. Gases can dissolve in water too, such as Oxygen and Carbon dioxide (CO2). This property of water is important as it means that water transport substances from one reservoir to another, contributing with fertilization of land and water, with erosion and with pollutants and particles transport.

Due to its capacity to solve carbonates, water can have buffering properties showing a range of pH values from acidic (pH values lower than 7) to alkalinity (pH higher than 7). Pure water pH is neutral, with a value of 7 in the pH scale. Acid waters can occur naturally, but acid precipitation is not a natural fact. On the contrary, is the result of industrial contamination of the atmosphere. Acid rain is the triggering factor that has contributed to soils degradation and forest loss in several temperate and cold climate countries (US, Canada, Northern and Central Europe). The effects are not direct on the trees, but rather are caused by decreased defence mechanisms against pests and diseases in trees from forests that receive acid rain.

The water cycle or hydrological cycle refers to the changes that occur to water throughout its movement on the Earth’s surface. Surface water present in the Sea, lakes, reservoirs, rivers and on the land evaporates with the Sun’s energy input. Water present in the soil is also evapotranspirated by plants to the atmosphere. Water in the atmosphere condenses into clouds that produce rain (precipitation). Rain replenishes the land (infiltration) and water reservoirs (sea, rivers, lakes, groundwater and soil water) through runoff, thus closing the hydrological cycle.

Both Quantity and Quality of water must be managed!

Water quality is very variable due to natural and anthropogenic (man-made) factors. Water dissolves salts and minerals in its path from mountains to the sea and carries sediments and organic particles (microscopic bacteria, algae, animals or other living organisms). Also there are plants and many animals that live in streams, lakes and dams that feed in other water organisms and that breathe and discharge substances from their bodies (faeces, urine, skin, gases).

Man also produces and discharges into water bodies many substances, organic and non-organic, end products of our activities.

Contaminants can be from:

point sources: wastewater outlets from houses, industries, wastewater treatment plants, etc.
diffuse sources: fertilizers, herbicides, pesticides applied to crops that percolate with irrigation or rain water to underground storages or to surface streams and lakes.

Rainwater also cleans roofs, roads and streets, where car exhausts particles and dust accumulates, thus washing away these contaminants that end up in wastewater treatment plants, or as in most countries of the world, in surface waters.

Contaminants can also pollute underground water. Concerns are high due to chemical contaminants of aquifers, especially in countries or areas where most of the drinking water is obtained from underground sources. Typical contaminants are pesticides and oil derived products.

BEN302 Water Conservation and Management This course is on Course For Me.

BEN301 Environmental Assessment

Sun, 17 Apr 2011 19:28:27 +0000

Lesson Structure

There are 8 lessons in this course:

Types of Employment for Environmental Scientists:
Pre purchase inspections
background data
Flora and Fauna Surveys
Open Space Management Plans
Detection of Pollutants
Use of Plants
Remediation of Polluted Sites.
Introduction to Environmental Assessment:
What is Environmental Assessment?
Definitions of Environmental Assessment
General Principles
Overview of Environmental Assessment
International Environmental Law:
Foundations of Environmental Law
Making International Laws (Treaties and Customary Law)
Milestones in International Environmental Law
Principles of International Environmental Law
Institutions that influence Environmental Law
Environmental Impact Assessment
Environmental Law.
Domestic Environmental Law
Examples of Domestic Environmental Law
Research into Domestic Environmental law.
Types of Environmental Assessments:
Environmental Impact Assessment
Environmental Impact Statement
Risk Assessment/Risk Analysis
Ecological Risk Assessment
Strategic Environment Assessment
Environmental Audit
Regional Risk Screening
Ecological Impact Assessment
Social Impact Assessments and Statements
Economic and Fiscal Impact Assessment
Health Impact Assessment
The Design and Process of Environmental Assessment:
Steps in the Environmental Assessment Process (Scoping, Screening, Alternatives to the Proposal, Collection and Analysis of Information, Public Involvement, Reporting the Findings of the Study, Post Project Analysis)
Study design (Baseline Studies, Predicting Impacts, Mitigation Measures)
Data Collection and Analysis.
Writing Environmental Reports:
The Scientific Method and Report Writing
Generic Outline for an Environmental Statement
Examples of Suggested Layouts for Environmental Assessments
Effective Report Writing.
Research Project
The Research Project is the student’s opportunity to test out their skills as an environmental consultant. In this project, the student will carry out a small environmental assessment and write it up as a professional report.

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Aims

To appreciate the range of employment available to scientists skilled in environmental assessment
Develop an understanding of the basics of environmental study design, analysis and reporting within a legal framework.
Be aware of the international legislation relevant to environmental assessment
Research the legislation which dictates the environmental assessment requirements in the student’s home country.
Appreciate the range of environmental assessment techniques that have been developed to assess a range of situations around the globe.
Understand the environmental assessment process in enough depth to manage a small environmental assessment.
Write a professional environmental report.
Prepare an environmental impact assessment including carrying out all research and writing up the actual report.

What You Will Do

Contact a laboratory (either by telephone, email, or in person) that carries out tests for environmental contaminants.
Research the organisation in the local area that handles environmental complaints and the procedure for lodging such complaints.
Identify developments that require an environmental assessment.
Contact an Environmental Consulting Firm that carries out Environmental Assessments to determine the most common type of environment assessment in the local area.
Contact the local government organisation to determine what sort of environmental assessments are required for the different classes of development.
Research one treaty that influences environmental issues in the locality.
Research the legislation in the student’s home country that governs the preparation of environmental assessments.Research the legislation in one other country that governs the preparation of environmental assessments.Compare the two.
Identify factors that influence developer’s decisions on where to locate their developments.
Read and review an Environmental Assessment Report
Source the original data from an Environmental Assessment to determine how the data was analysed after collection.
Write one “dummy” environmental assessment from beginning to end.
Carry out a major research project in the form of an environmental assessment.This project will include data scoping, study design, data collection, data analysis, conclusions and a professionally presented finally report.

BEN301 Environmental Assessment This course is on Course For Me.

BEN101 Introduction to Ecology

Sun, 17 Apr 2011 18:30:07 +0000

There are 7 lessons in this course:

Ecosystems & Populations
Components of an ecosystem, Biomes, Detrital & grazing webs, trophic levels, energy flows etc
The Development Of Life
Lifespans, Natural selection, Genetics, Understanding arguments for and against theory of evolution, etc
Animals, Parasites & Endangered Species
Comparative anatomy, how animals fit in ecosystems, animals in the human community, parasites, etc
Fungi, Tundra, Rainforests & Marshlands
Physiology, anatomy, classification and ecology of fungi; Location, the climate, the plant and animal life
related to different systems including tundra, marshes and rainforests.
Mountains, Rivers & Deserts
Formation ecology and importance of mountains (including erosion, volcanoes etc), formation & types of rivers, catchments, dams, deserts and their ecology, etc.
Shallow Waters
Shore lines, coral reefs, intermediate reefs, estuaries, sandy shores, etc.
Ecological Problems
The Greenhouse Effect, The Ozone Layer, Poisons & Waste Materials

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Aims

To identify the components of an ecosystem and how they interact.
Discuss the basis of the Theory of Evolution and those elements of science which influenced the theory.
To discuss the existence of animals in the ecosystem.
To discuss the presence of plant life in a range of ecological situations
To discuss the ecological features of mountains, rivers and deserts.
To discuss the ecological features of shallow water regions and coral seas.
To discuss the ecological implications of human activities on the environment.

What You Will Do

Observe an ecosystem in your local area.Identify the inhabitants of the ecosystem and their location in the food web of that system.
Compare the similarities and differences between the detrital web and the grazing web
Discuss what scientific discoveries the Theory of Evolution, both past and present, is based on.
List and explain the four arguments of evolution.
Define Natural Selection.
Discuss how genetics are related to evolution.
Go to an ecological environment (as natural and un-human interfered as possible) and observe the plants and relationships that exist.
Visit a local stream or river. Observe the condition of the stream, particularly the presence of indigenous vegetation and its affect on stream bank condition. Also look for evidence of human activity on the condition of the stream or river
Discuss, in your own words, the theories which have been advanced in the past regarding the formation of coral reefs.

BEN101 Introduction to Ecology This course is on Course For Me.