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day1.txt
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UNIT 1: Introduction
----------------------------------------------------------------------
SEC Course overview
----------------------------------------------------------------------
SS Course structure
----------------------------------------------------------------------
Communication
Lecture notes for each section will be available the afternoon
before you need them
Check AtL frequently for announcements and new information
All info will also be on the course resource page
HLINK http://bio3ss.github.io/
The professor is Jonathan Dushoff
{\tt [email protected]}
Office hours will be announced
Or ask questions electronically
We need a forum!
----------------------------------------------------------------------
Expectations of professor
Start and end on time
Focus on conceptual understanding
Make clear what terminology and facts must be learned
Open to questions -- both in class (within reason) and at office
hours
Responsive to questions on class forums (to be decided)
----------------------------------------------------------------------
Expectations of students
Start and end on time
Don't talk while other students are talking, or while I am
responding to student questions
If you must talk at other times, be unobtrusive
Don't use the internet for non-class activities
Attend the lecture, and the mandatory tutorials
----------------------------------------------------------------------
Texts
The primary text for this course is the lecture notes
You will be given readings, which will be posted to AtL
You are required to have an Ecology textbook
Molles and Cahill, Second Canadian edition is recommended
If you would like to use a different textbook, let your TA know, so we
can attempt to provide readings.
----------------------------------------------------------------------
Structure of presentation
Required material will be clearly outlined in the notes
ANS This is an answer: it was omitted from the notes for
discussion purposes, you should probably write it in
COMMENT This is a comment: I omitted from the notes because I
thought it wasn't necessary for you to study. If you write it
in, make a note to yourself that it's a comment.
Required terminology will be presented in {\bf bold}
General ideas and approaches presented in class may also be required;
you should take notes on these in your own words
----------------------------------------------------------------------
Taking notes
You will do best if you take notes
You should know by now what works for you
Or else that you need to keep working on it
If a new concept is making sense to you right now, write something
that will help you remember
If there's something specific I think you all need to write down, I will
write it for you (or mark it as an answer)
----------------------------------------------------------------------
Polling
You can obtain extra credit by responding to in-class polls
Text from your cell phone, or answer on the web
POLL Why are you taking this class? Fits my career plans; Prerequisite for another course; Need a biology elective; Fits my schedule; Interested in ecology; Interested in quantitative biology
----------------------------------------------------------------------
SS People
----------------------------------------------------------------------
Dushoff
Loves math
Lived in four countries
Studies evolution and spread of infectious diseases
HIV, rabies, ebola, influenza, \ldots
SHORT See notes for more info.
NOTES HLINK http://lalashan.mcmaster.ca/theobio/DushoffLab/
NOTES HLINK https://twitter.com/jd_mathbio
----------------------------------------------------------------------
PSLIDE Pythagorean triples
HIGHFIG webpix/pythagoras.pdf
----------------------------------------------------------------------
PSLIDE Which country?
WIDEFIG webpix/independenceHall.jpg
--------------------------------------------------------------------
PSLIDE Which country?
WIDEFIG webpix/mantenga.jpg
--------------------------------------------------------------------
PSLIDE Which country?
WIDEFIG webpix/101.jpg
--------------------------------------------------------------------
PSLIDE Which country?
WIDEFIG webpix/timHamilton.jpg
----------------------------------------------------------------------
PSLIDE Ebola research
WIDEFIG my_images/weitz_full.pdf
----------------------------------------------------------------------
EXTRA TAs
BC
Morgan Kain
Current: ecology and evolution of infectious diseases
Forest ecology, animal behaviour
Focused on statistical approaches
Michael Li
Research: Disease forecasting and control
Interests: Math, science, business, politics, philosophy.
How everything is connected
NC
SIDEFIG my_images/kain_outside.jpg
SIDEFIG my_images/li_peace.jpg
EC
----------------------------------------------------------------------
TAs
Morgan Kain
Ecology and evolution of infectious diseases
Michael Li
Disease forecasting and control
Steve Cygu
Machine learning and health
----------------------------------------------------------------------
Students
POLL What year are you in? First; Second; Third; Fourth; other
POLL What kind of career are you aiming for? Health care or medicine; Government or public health; Research; Teaching; Corporate; Entrepreneur or small business; Other
----------------------------------------------------------------------
SEC Course content
----------------------------------------------------------------------
TSS Learning goals
Ecology and population ecology
Quantitative thinking
Dynamical modeling
----------------------------------------------------------------------
Ecology
POLL What is ecology?
My answer
ANS The study of how organisms interact with each other and with
the environment
ANS Ecology is not environmentalism
----------------------------------------------------------------------
Population ecology
POLL What is population ecology?
My answer
ANS The study of how organisms interact with each other and with
the environment at the population scale
ANS Larger spatial scale, longer temporal scale
ANS We use \emph{dynamical models} to link from the individual level to
the population level
----------------------------------------------------------------------
Dynamical modeling
BC
Investigates the links between local, short-term processes, and
large-scale, long-term outcomes
Allows us to explore what assumptions we're making, and how
assumptions affect the link
NC
SIDEFIG webpix/touching.jpg
SIDEFIG webpix/ew_measles.png
EC
----------------------------------------------------------------------
Math
Population ecology uses math
Math is a critical tool for linking processes to outcomes
Math will play a central role in the course
We will keep it {\em simple}
But we understand that simple does not always mean easy
MATREF math.handouts.pdf Review the math supplement
----------------------------------------------------------------------
Humans and abstract thought
BC
People are evolved to be concrete thinkers, not conceptual thinkers
A goal of this course is to build conceptual thinking skills
NC
SIDEFIG webpix/hockey.jpg
SIDEFIG webpix/emc.png
EC
----------------------------------------------------------------------