Excelsior BIOLOGY 360 - Directed Reading Worksheet
Question # 00382013
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Updated on: 09/08/2016 07:03 AM Due on: 09/08/2016
M3A1: Directed Reading Worksheet
Complete and submit worksheet. Each section will add 20 points to the overall
assignment grade.
Look for information on original research papers and interpretation of research under
this week’s readings. A review of assigned and optional materials is highly recommended
before completion of this activity.
Address all parts of each section. You may submit bullet statements or full sentences.
Keep statements short and concise (100 words or less).
Directed Reading:
Eliot J. B., M., Schultz, C. B., & Crone, E. E. (2007). Designing a Network for Butterfly Habitat
Restoration: Where Individuals, Populations and Landscapes Interact. [PDF, file size 744.69 KB]
Journal of Applied Ecology, (4). 725.
Section 1:
Publication Authors:
Visit the web sites of authors: What are their affiliation and research interests?
Publication Date:
Journal:
Topic of research:
Section 2:
The introduction provides information about the restoration of ecological landscapes in order to
improve habitats for at-risk species.
What are the main objectives of restoration planning?
What are two benefits scientists’ can gain from using models in the restoration planning of
fragmented landscapes?
What is a GIS-based landscape model?
What does SE-IBM stand for? Why do the authors prefer SE-IBMs over other models?
Section 3:
What is the main hypothesis in this study?
Explain Fig 1. Why is there a higher chance of success for the wetland connectivity route than
for the upland connectivity route?
What are the four main components of the model, Fendnet, used in this study? Which
assumptions about the biology of Fenders butterfly were incorporated into the model?
Why do the authors discuss the incorporation of environmental stochasticity into the model?
Which types of real data were needed to develop this model?
Why did researches examine existing patches of prairie for the presence of Kincaid’s lupine?
Why, then, did they assign “quality” levels for use in the model?
How was Fendnet (the simulation) validated?
Section 4:
Explain Fig 2:
Explain Fig. 6:
Section 5:
What was the advantage of this model over previous predictions and empirical/observational
research?
How would you go about finding most recent information about populations of Fender’s blue
butterfly?
Complete and submit worksheet. Each section will add 20 points to the overall
assignment grade.
Look for information on original research papers and interpretation of research under
this week’s readings. A review of assigned and optional materials is highly recommended
before completion of this activity.
Address all parts of each section. You may submit bullet statements or full sentences.
Keep statements short and concise (100 words or less).
Directed Reading:
Eliot J. B., M., Schultz, C. B., & Crone, E. E. (2007). Designing a Network for Butterfly Habitat
Restoration: Where Individuals, Populations and Landscapes Interact. [PDF, file size 744.69 KB]
Journal of Applied Ecology, (4). 725.
Section 1:
Publication Authors:
Visit the web sites of authors: What are their affiliation and research interests?
Publication Date:
Journal:
Topic of research:
Section 2:
The introduction provides information about the restoration of ecological landscapes in order to
improve habitats for at-risk species.
What are the main objectives of restoration planning?
What are two benefits scientists’ can gain from using models in the restoration planning of
fragmented landscapes?
What is a GIS-based landscape model?
What does SE-IBM stand for? Why do the authors prefer SE-IBMs over other models?
Section 3:
What is the main hypothesis in this study?
Explain Fig 1. Why is there a higher chance of success for the wetland connectivity route than
for the upland connectivity route?
What are the four main components of the model, Fendnet, used in this study? Which
assumptions about the biology of Fenders butterfly were incorporated into the model?
Why do the authors discuss the incorporation of environmental stochasticity into the model?
Which types of real data were needed to develop this model?
Why did researches examine existing patches of prairie for the presence of Kincaid’s lupine?
Why, then, did they assign “quality” levels for use in the model?
How was Fendnet (the simulation) validated?
Section 4:
Explain Fig 2:
Explain Fig. 6:
Section 5:
What was the advantage of this model over previous predictions and empirical/observational
research?
How would you go about finding most recent information about populations of Fender’s blue
butterfly?
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Rating:
/5
Solution: Excelsior BIOLOGY 360 - Directed Reading Worksheet