Amphibian Ecology and Conservation

WFS 433/533

Spring Semester 2014

University of Tennessee-Knoxville

  

 

Instructor:                          Dr. Matthew J. Gray (mgray11@utk.edu)

 

Student Assistant:             Jordan Chaney (jchaney6@utk.edu)

 

Phone:                                    974-2740

Office:                                    247 Ellington Plant Sciences Building

Meeting Time and Place:      5:05–7:05 pm  T,R      113 PBB (2 field trips required: 28 March and 5 April)

 

Course Goal:              To expose students to the life history, diversity, ecology, conservation, and management of amphibians through a combination of lectures, readings, class discussions, labs, and field experiences.

 

Expected Outcomes:             Students that successfully complete WFS 433/533 will have a basic understanding of amphibian identification (larvae and adults), anatomy, life history, and ecology.  They will be aware of potential mechanisms of amphibian declines, understand how to identify and sample amphibians, and be aware of conservation strategies.  

 

Required Text #1:     The Ecology and Behavior of Amphibians, 2007 (ISBN 9780226893341).  Available online via the UT Library. 

Author:                      Kentwood D. Wells

 

Required Text #2:     The Amphibians of Tennessee, 2011 (ISBN 1572337621)

 

Editors:                      Matthew Niemiller and R. Graham Reynolds

 

Journal Papers:         Occasionally journal papers will be assigned instead of or to supplement the required text.  Papers will be provided in class or on the course website.

 

 

Academic Assessment:

 

Weights of Academic Assessments:

WFS 433

 

 

WFS 533

· Test #1

20%

 

 

· Test #1

20%

· Test #2

20%

 

 

· Test #2

20%

· Test #3

20%

 

 

· Test #3

20%

· Amphibian ID Exam

15%

 

 

· Amphibian ID Exam

10%

· Mini-Presentation1

15%

 

 

· Lecture2

20%

· Participation3,4

10%

 

 

· Participation3,4

10%

1Mini-presentations will be 8-10 minute persuasive presentations attempting to convince the audience of a specific cause of amphibian declines. Two minutes will be allowed following presentations for questions. The class will vote on the top 3 presentations, and the winners will receive a gift certificate to Gander Mountain.

2Graduate student lectures will be 40-50 minute presentations on an approved amphibian ecology topic. Topics must be approved by 6 February.

3Participation includes attendance for two field trips and one lab, and conducting one amphibian breeding call survey at the UT Cherokee Woodlot. You will earn 3% for attending each field trip, and 2% each for the call survey and amphibian disease lab. You must sign up for a Cherokee Woodlot survey (nights of 11 and 25 Feb; 6, 13, and 25 Mar; or 1, 8, and 15 April).

4If you miss a field trip, you can either: (1) attend the Southeast PARC meeting (1 day), (2) write a 10-page scientific paper on an amphibian topic of your choice, or (3) accept the 3% deduction in your final grade.

   

Your course grade will be determined using the following scale:

 

Grade

Final Weighted Percent

 

Grade

Final Weighted Percent

A

90–100%

 

C

70–76%

B+

87–89%

 

D

60–69%

B

80–86%

 

F

<60%

C+

77–79%

 

 

 

 

Extra Credit:            

 

You can positively influence your grade as much as 4.5% by volunteering for extra credit. Volunteer work must be related to herpetofauna, and can include work on university projects, with government agencies, or NGOs. For every 8 hours of volunteer work, your final grade will be increased by 1.5% up to 4.5% (24 hours total). All volunteering must be completed by 2 May 2014. A volunteer form (see website) must be filled out by the supervising individual. Scott Dykes (TWRA non-game biologist) is often looking for volunteer assistance (Region 4 Office: 1-800-332-0900; scott.dykes@tn.gov). You also may participate in TAMP surveys (organized by the UT Student Chapter of The Wildlife Society).

 

Extra Credit Form

 

Extra credit can be earned by attending the Annual Meeting of the Southeast Partners in Amphibian and Reptile Conservation (http://www.separc.org/). The meeting is 13 – 16 February at Lake Cumberland State Park in Kentucky. Your final grade will be increased by 3.5% for attending the meeting from 14 – 15 February. Transportation will be provided. If interested, you need to sign up by 4 February if you are planning to travel with Dr. Gray. Registration ($50 for students) is required. Inexpensive accommodations are available (see website).

 

 

Full Syllabus

 

Teaching Resources:

Handouts

Required Tennessee Anurans

Required Tennessee Salamanders

Anuran Sonograms

Key to Tennessee Salamanders

Practice Exam – TN Amphibian Identification

 

Required Readings:

Students who have not taken a General Ecology course (e.g., BIO 250) should read: http://fwf.ag.utk.edu/mgray/wfs493/EcologyReadings.pdf .  (A copy of Molles is available for check out in 201 PSB).

 

TEST #1 Material

 

1)      Amphibian Evolution

Required Readings:

a.       What characteristic of amphibians prevents them from living in saltwater?

Wells: pp. 2-3

b.      What are three possible evolutionary mechanisms that drove the transition of vertebrates from water to land?

Wells: pp. 3-5

c.       According to Wells, does most of the evidence support monophyletic or polyphyletic evolution of the modern amphibians?

Wells: pp. 9-10

d.      Be able to define paedomorphosis and given an example in amphibians.

Wells: pp. 11-12

e.       Amphibians have unusually large genomes.  What are some of the evolutionary consequences of a large genome, and how do these potentially affect amphibian physiology and life history?

Wells: p. 12

f.       In North America, what is the most ancient caudate family and the most ancient anuran family? 

Wells: p. 12-15 

 

2)      Reproductive Strategies

Required Readings:

a.       Be able to describe different strategies for anuran oviposition in standing water.

Wells: pp. 465-468

b.      Be able to describe the differences between bubble and foam nests used in anuran oviposition and their adaptive significance.

Wells: pp: 472-478

c.       Be able to describe the differences between two modes of salamander reproduction and their adaptive significance.

Wells: pp. 488-493

d.      Be able to provide an explanation why some salamanders that deposit eggs in still water lay their eggs in clumps while others scatter single eggs.

Wells: pp. 788-489

e.       Know which family of salamanders only exhibits direct development.

Wells: p. 491

f.       Know the two salamander genera that exhibit ovoviviparity and viviparity.

Wells: p. 493

Supplemental Readings

Wells: pp. 465-493 (modes of anuran reproduction)

 

3)  Salamander Courtship and Mating

 

Required Readings:

a.         Know the median home range for anurans and salamanders, and how they compare with birds and mammals.

Wells: pp: 230-231

b.        Know the 4 ways that salamanders communicate, and be able to describe their primary function(s). 

Wells: pp. 404-411

c.         Know the 3 locations of chemical receptors in salamanders, and the 2 chemosensory organs in the nasal cavity.  Also, know which sex the chemosensory organs are usually larger and why this may occur.

Wells: pp. 417-418

d.        In the work performed by Robert Jaeger and Alicia Mathis on red-backed salamander territoriality, know the most important determinant of territory quality.  

Wells: pp. 424-425

e.         Be able to describe the adaptive significance of internal fertilization via a spermatophore, and the difference between the duration that sperm survive in the spermatheca in ambystomatids vs plethodontids. 

Wells: pp. 459-461

f.         Understand the relationships between female body size and clutch size, female body size and egg size, egg size and clutch size, egg size and hatchling size, egg size and development rate, and developmental rate and temperature.

Wells: pp. 497-500

g.        Be able to describe selective advantages of species that produce small vs. large eggs, and the environmental constraints that may drive these relationships. 

Wells: pp: 502-504

h.        Know which mode of development has species that produce the largest eggs relative to body size.

Wells: p: 504

Supplemental Readings

Wells: pp. 254-266 (orienteering)

Wells: pp. 452-461 (external vs. internal fertilization)

Organ (1958)

 

4)  Anuran Courtship and Mating

Required Readings:

a.       Understand the difference between home range, migration and dispersal.

Wells: pp. 230-231

b.      Know which age class disperses most frequently in an amphibian population.

Wells: pp. 243-244

c.       Be able to provide some hypotheses for the adaptive significance of homing (i.e., site fidelity). 

Wells: p. 253

d.      Know the principal site of extraocular photoreception and how amphibians use polarized light to orienteer.

Wells: pp. 261-264

e.       Be able to describe the 2 auditory channels in amphibians, and know which is sensitive to low frequencies (<300 Hz). 

Wells: pp. 322-324

f.       Be able to provide a couple examples of anurans that do not have vocal sacs, and an explanation of why this may have occurred.

Wells: p. 277

g.       Be able to describe unison bout calling and be able to provide some explanations why it may occur.

Wells: p. 297

h.      Schwartz (1991) proposed 3 hypotheses for the duration of unison bouts.  Be able to describe those and know which is most plausible.

Wells: p. 297

i.        Understand the difference between explosive vs. prolonged breeders, and be able to provide some reasons why cold-weather breeders and species that inhabit xeric environments may breed explosively.

Wells: pp. 339-341

j.        Understand factors that influence sexual selection in prolonged vs. explosive breeding systems.  Also, understand how energy allocation differs between prolonged and explosive breeders, and a few strategies that prolonged breeders may use to reduce energy spent on calling.

Wells: pp. 342-343

k.      Be able to provide at least 2 explanations why inguinal amplexus is considered more primitive than axillary amplexus.

Wells: pp. 454-456

Supplemental Readings

Wells: pp. 269-304, 314-316 (anuran calls)

                                    : Types of Anuran Calls: MP3 file from The Calls of Frogs and Toads by Lang Elliot (Stackpole Books)

 

 

5)  Larval Ecology and Metamorphosis

 

Required Readings:

            What do tadpoles eat?  Altig et al. (2007)

            Wells:

a.       Understand how limb development is different between larval salamanders and tadpoles.

Wells: p. 559

b.      Be able to describe a few oral adaptations of larval salamanders that assist in suction feeding.

Wells: pp: 561-562

c.       Know whether salamander larvae are herbivorous, omnivorous or carnivorous.

Wells: p. 562

d.      Be able to explain some of the costs and benefits of cannibalism for larval salamanders.  What are some explanations for cannibalizing different species?

Wells: pp. 563-564

e.       Be able to provide some examples of tadpole species that delay lung development and why this may occur.

Wells: pp. 565

f.       Be able to provide some explanations why the limbs of tadpoles emerge late in development compared to salamanders.

Wells: pp. 565-566

g.      Understand the mechanism that induces carnivory in spadefoots found in the southwestern United States.  Also, understand how frequency of cannibalistic and omnivorous phenotypes differs between spadefoot species (S. bombifrons and S. multiplicata) and why this may occur. 

Wells: pp. 575-576

h.      Although most amphibian larvae are solitary, be able to provide some benefits of aggregation behavior and what may be the adaptive significance of each benefit. 

Wells: pp. 588-590

i.        Be able to describe the “selfish herd” effect and provide an example.

Wells: p. 589

j.        Be able to describe kin recognition and offer some explanations why this may be advantageous.

Wells: pp. 591, 593-596

k.      Be able to explain the factors that drive a larval amphibian to decide when to initiate metamorphosis according to Werner (1986, 1988) and Rowe and Ludwig (1986, 1988).  NOTE:  Your explanation should discuss differential mortality and growth rates in the aquatic and terrestrial environments and the amount of time between metamorphosis and the age of first reproduction.

Wells: pp. 601-602

l.        Know what hormone likely is responsible for initiating metamorphosis in response to an environmental stressor.

Wells: p. 608

Supplemental Readings

            Walsh et al. 2008: Plasticity and Metamorphosis

Petranka and Kennedy 1999: Tadpoles: Macrophagous Predators

                                    Wells: pp. 564-566, 604-608

 

6)      Phenotypic Plasticity

 

Required readings:

Wells pp. 601-603, 609-610, 618-628, 632-642

Gotthard and Nylin 1995. Oikos 74:3-17

 

Supplemental readings:

Wells pp. 563-564, 573, 575, 596-597, 693-728

 

Basics of plasticity (Gotthard & Nylin 1995)

1)      Be able to define phenotypic plasticity

2)      Know the difference between adaptive and non-adaptive plasticity

3)      Know what 4 conditions favor the evolution of plasticity

Metamorphosis and phenotypic plasticity

1)      Know what factors (e.g., environmental conditions) can affect the decision to metamorphose (from lecture)

2)      Understand the Wilbur and Collins model of metamorphosis and its predictions (Wells pp. 609-610)

3)      Leips and Travis 1994 - know the experiments, results, and interpretation with respect to the Wilbur and Collins model (Wells pp. 618-619)

4)      Be able to list the costs and benefits of plasticity in timing and size at metamorphosis (Wells pp. 625-628)

5)      Know the specific environmental cues used to detect pond drying (Wells pp. 621-622)

Facultative paedogenesis (paedomorphosis)

1)      Know the salamander families that display facultative paedogenesis and the % occurrence across salamanders (Wells pp. 632-637)

2)      Be able to list the costs and benefits of paedogenesis (Wells pp. 639-642)

3)      Understand the factors that affect the paedogenesis (Wells p. 638)

4)      Understand the models developed to understand paedogenesis (Wells p. 638)

5)      Semlitsch 1987 - be able to describe the experiment and the results (Wells p. 640)

Cannibalism

1)      Be able to describe the morphological changes that occur in cannibalistic tadpoles and salamanders (Wells pp. 563-564, 573, 575)

2)      Know the types of environments that are frequently associated with cannibalistic phenotypes (Wells pp. 563-564)

3)      Know the groups that display cannibalism (Wells p. 563)

4)      Know the mechanisms that trigger cannibalism in tadpoles and salamander larvae (Wells pp. 563-564)

5)      Be able to list the costs and benefits of cannibalism (Wells pp. 596-597)

6)      Know how kin relationships impact the decision to cannibalize (Wells pp. 596-597)

Egg hatching plasticity (Wells pp. 696-697)

1)       Know the costs and benefits of egg hatching plasticity

2)      Know the differences in predation strategy between snakes and wasps

Predator-induced plasticity – Directly from the lecture unless otherwise noted

1)  Be able to explain the Werner m/g model of metamorphosis and its predictions with respect to predation risk (Wells p. 601)

Predator defenses in adults – Directly from the lecture and Wells pp. 709-727

1)      Be able to list and describe the behavioral responses of adults to predators

2)      Be able to list and describe the function significance of cryptic coloration in adults

 

 

TEST #2 Material

 

 

7)      WFS 533 Lectures

 

Parental Care in Amphibians
Required Readings: Wells (2007): Chapter 11, Kupfer et al. (2006)


1. What are the major types of parental care among anurans and which is considered to be the most common form? Wells, p. 517
2. In what ways have Anurans evolved to carry eggs on their bodies? Wells, p. 526-530
3. How do members of the genus Leptodactylus communicate with their tadpoles? Wells, p. 530
4. Which sex of the family Sooglossidae provides the parental duties? Wells, p 531-532
5. What is considered the most unusual form of parental care among Anurans? Wells, p. 536
6. How does parental care in Urodeles compare to parental care among Anurans? Wells, p. 540
7. What is an important consequence of salamanders that leave eggs too early? Wells, p. 541
8. What are the potential benefits of parental care that have been proposed? Which is considered to be the most reasonable benefit? Wells, p. 543
9. What are the costs associated with parental care? Wells p. 547
10. What unique form of parental care is exhibited in the caecilian species Boulengerula taitanus? Kupfer et al. (2006), p. 926
11. What is the cost to the mother using this particular form of parental care? Kupfer et al. (2006), p. 927
 

Predation
Required Readings: Wells (2007): Pages 645-657, 681-693, 696-724


1.  This reading focuses primarily on invertebrates that consume all or most of the amphibian prey. However, it briefly discusses another form of predation by invertebrates that do not consume their prey but may affect the health of an amphibian. What is this form of predation and provide an example of a type of organism that performs it on amphibians.

2.  When considering the impact of predation on amphibian populations, it is more useful to examine the life history as being composed of 4 stages. What are these 4 stages?
3. Why might explosive breeding be favored as a reproductive strategy in the presence of predation?
        Wells: p. 696
4. Describe the tradeoffs between foraging activity and predator avoidance in larval amphibians.   
        Wells: pp. 704-706
5. Describe how predation may act as a selective force on growth rates of larval amphibians.
        Wells: p. 708
6. Know the difference between cryptic coloration and aposematic coloration.
        Wells: pp. 709-710 (cryptic) and pp. 721-724 (aposematic)
7. What are some defensive postures associated with toxic amphibians?
        Wells: pp. 716-719 (Figures 14.29 and 14.30)
8. Describe the two general categories of compounds found in amphibian defensive secretions.
        Wells: pp. 719-720
9. Describe the “unken reflex” as it relates to aposematic coloration.
        Wells: p. 724 (also Figures 14.29 and 14.30)

Hibernation and Estivation Questions
Required Readings: Wells, pp. 148-155, Secor 2005 (page 3)


1. What are some costs and benefits of hibernating in water? (Wells, p.152)
2. What are some costs and benefits of hibernating on land? (Wells, pp. 152-153)
3. Give a reason for mass mortality in hibernating frogs. (Wells, p. 152)
4. Why do some frogs move to different habitats for hibernation? (Wells, p. 243)
5. Describe the physiological changes that occur during hibernation. (Wells, p. 152)
6. Why do some frogs estivate? (Secor 2005)
7. Describe a strategy for saving energy that some anurans can employ during estivation. (Secor 2005)
 

8)      Movement Ecology

Required Readings:

a. Understand the difference between home range, migration and dispersal.
        Wells: pp. 230-231
b. Know the median home range for anurans and salamanders, and how they compare with birds and mammals.
        Wells: pp. 230-231
c. Know which age class disperses most frequently in an amphibian population.
        Wells: pp. 243-244
d. Be able to provide some hypotheses for the adaptive significance of homing (i.e., site fidelity).
        Wells: p. 253
e. Know the principal site of extraocular photoreception and how amphibians use polarized light to orienteer.
        Wells: pp. 261-264 

9)      Community Ecology

 

Required readings:  

·         Wells pp. 694-696, 745-758, 768-778

·         Wellborn et al. (1996): Annual Review of Ecology and Systematics 27:337-363

·         Werner et al. (2007): Oikos 116:1697-1712

Supplemental readings:

·         Wells pp. 729-744, 779-783

Basics of Community Ecology – Directly from the lecture

1)                                          Be able to define community ecology

2)                                          Know the goals of community ecology

3)                                          Know the difference between direct and indirect effects

4)                                          Be able to describe the hierarchical structure of ecological communities

 

Amphibian Community Ecology – Directly from the lecture unless otherwise noted

1)                                          Know the consequences of a biphasic life cycle for amphibian communities (Wells pp. 754-755)

2)                                          Be able to define:

a.                                           Priority effects

b.                                          Asymmetric competition

c.                                           Character displacement

d.                                          Keystone predation

3)                                          Know the factors that influence the oviposition decision of adults (Wells pp. 694-696)

4)                                          Be able to describe how environmental conditions impact the competitive interactions between spadefoot toad species and the role of character displacement in understanding the interaction

5)                                          Know the role of breeding phenology in understanding priority effects and be able to provide an example in amphibian communities  (Wells pp. 768-769)

6)                                          Be able to discuss the importance of predation, pond hydroperiod, and species traits in the driving the distribution of larval green frogs and bullfrogs  (Wells pp. 777-778)

7)                                          Be able to discuss the roles of predators and pathogens in altering competitive interactions between tadpole species (Wells p. 769)

8)                                          Be able to discuss the role of keystone predators in structuring tadpole communities and an example of keystone predation (Wells pp. 772-773)

9)                                          Be able to discuss how environmental conditions (e.g., hydroperiod) interact with keystone predators to structure tadpole communities

10)                                      Be able to discuss the conceptual model of Wellborn et al. (1996) that explains the mechanisms structuring aquatic communities

11)                                      Be able to discuss patterns in amphibian species richness along environmental gradients (Werner et al. 2007)

 

 

10)      Amphibian Immunology

 

Recommended Readings:  Robert and Ohta (2009).

 

 

TEST #3 Material

 

 

11)      Amphibian Declines

Required Readings:

a.       What makes amphibians especially vulnerable to declines?

Wells: pp. 787-792

b.      What are some species in North America with relic populations?

Wells: pp: 793-794

c.       What is the region of the United States with the greatest number of species declining?  Also, be able to list a few species with distributions east of the Mississippi that are declining.

Wells: pp: 800-803

d.      Know which island in the South Pacific likely has the highest diversity of amphibian species per unit area in the world.

Wells: p. 795

e.       Be able to provide an argument for why we should care that amphibians are declining.

Wells: pp. 850-853

Supplemental Readings

Wells: pp. 816-850 (hypotheses for declines)

12)      Sampling Techniques

 

Required Readings:

            North American Amphibian Monitoring Program

·         Know information in the following sections: Nightly Sampling Conditions, Data Collection (including calling index), and Placement of Stops along Routes

Marsh and Haywood (2010): Area based surveys

Wilson and Gibbons (2010): Drift fences, coverboards, and other traps

Skelly and Richardson (2010): Larval Sampling

 

a.       Know the difference between passive and active sampling methods and be able to provide an example of each.  Willson and Gibbons: pp. 230 – 241

b.      Be able to identify factors that a researcher must consider when determining “the best” trap type to use to sample amphibians.  Willson and Gibbons: p. 232

c.       What are the 3 main factors that are critical for interpreting data on amphibian capture rates using passive sampling methods?  Willson and Gibbon: p. 235

d.      What are some of the advantages and disadvantages of passive vs. active sampling methods for amphibians in terms of types and numbers of species captured, intensity of monitoring, and mortality threats?  Willson and Gibbons: pp. 234 – 240

e.       What are the median dimensions for plot/quadrat surveys and transect surveys for sampling amphibians?  Marsh and Haywood: p.249

f.       Be able to provide examples of some of the common uses/methods of area-based surveys for sampling amphibians and the main taxonomic groups they are associated with.  Marsh and Haywood: pp. 249 – 252

g.      What are the 3 main assumptions associated with drawing inferences from data collected during area-based surveys?  Marsh and Haywood: pp. 259 – 260

h.      Why is timing (e.g., breeding phenology, larval development) a critical factor in determining larval sampling efforts?  Skelly and Richardson: p.57

i.        What are some of the difficulties when using marking techniques for larval amphibians and what method is most recommended in terms of ease of marking and longevity of marks by the authors?  Skelly and Richardson: pp. 65 – 66

 

Miller and Gray (2009): SE PARC Disinfection Information Sheet #10 (know disinfectant concentrations)

Green et al. (2009): Disease Monitoring and Biosecurity (know information in sections 26.3 & 26)

 

 

13)      Ranaviruses

Required Reading:

                                    Gray and Miller (2013) (know all information)

 

Supplemental Readings:

a.       Ecopathology of Ranaviruses infecting Amphibians (Miller et al. 2011)

b.    Interclass transmission of ranavirus (Brenes et al. 2014)

c.      Widespread Occurrence of Ranavirus in Pond Breeding Amphibian Populations (Hoverman et al. 2012)

d.       Effects of developmental stage of susceptibility to ranavirus (Haislip et al. 2011)

e.      Phylogenetic and ecological relationships of species susceptibility to ranavirus (Hoverman et al. 2011).

f.       Ecology and Pathology of Amphibian Ranaviruses (Gray et al. 2009)

 

14)      Chytrid Fungus

Required Reading:

Kilpatrick et al. (2010): Know the life cycle of chytrid, and how it infects and kills amphibians. 

Bd Treatment (know 3 methods for treating chytridiomycosis)

 

Supplemental Reading

            Wells: pp. 831-838

 

Podcasts: (MP3 Format)

1.      iTunes Instructions: (you must first download iTunes to Listen to Podcasts)

1)      Go to http://itunesu.utk.edu

2)      Click on "Download iTunes & Quick Time"

3)      Click on “Download iTunes Free”

4)      Save iTunes to your hard drive and install.

2.      Link to iTunes to Listen to Podcasts:  Launch Podcasts in iTunes U 

 

Slides: (PDF Format)

Lectures:  ID Exam

“Tennessee Anuran Identification” (PDF)           

                  “Tennessee Salamander Identification” (Dr. Bill Sutton, Clemson)

 

Lectures:  Test 1

                  “Amphibian Evolution and Phylogeny” (Guest Lecturer: Becky Hardman, UT CVM)

                  “Amphibian Reproductive Strategies” (Guest Lecturer: Dr. Sandy Echternacht, UTK): slides given as handouts

                  “Salamander Courtship” (Guest Lecturer: Kevin Hamed, VHCC)

                  “Anuran Courtship” (Matt Gray, UTK)

                  “Tadpole Ecology” (Matt Gray, UTK)

                  “Phenotypic Plasticity” (Guest Lecturer: Dr. Jason Hoverman, Purdue -- Podcast)

 

Lectures:  Test 2

                “Amphibian Immunology” (Guest Lecturer: Dr. Heather Williamson, UTK Microbiology)

                “Community Ecology” (Guest Lecturer: Dr. Jason Hoverman, Purdue -- Podcast)

                “Movement Ecology” (Guest Lecturer: Dr. Julia Earl, NIMBioS)

“Movement Ecology” (Guest Lecturer: Dr. Arik Kershenbaum, NIMBioS)

                                  

Graduate Student Lectures: Test 2

1)     Danny Satterfield: Parental Care

2)     Martin Wood: Predation

3)  Aileen Beeler: Hibernation/Estivation

 

Lectures:  Test 3

“Global Amphibian Declines” (Matt Gray, UTK)

“Amphibian Sampling”  (Guest Lecturer: Kevin Hamed, VHCC)

“Ecology of Ranaviruses” (Matt Gray, UTK)

"Can Ranaviruses Contribute to Species Declines" (Matt Gray, UTK)

“Amphibian Pathology” (Guest Lecturer: Drs. Debra Miller and Rick Gerhold)

“Amphibian Conservation Strategies” (Matt Gray, UTK)

“Hamed Ph.D. Defense” (Guest Lecturer: Dr. Kevin Hamed, VHCC)

Undergraduate Mini-Presentations: Test 3 (Mechanisms of Die-offs and Declines)

(1)     Climate Change (Travis Hutchin)

(2)     UV-B radiation (Michael Barnes)

(3)     Acid rain (Shelby Sanders)

(4)     Silviculture (Austin Hannah)

(5)     Heavy Metals (Dan Adkisson)

(6)    Urbanization (Don Chance)

(7)     Roads (Sam Bingham)

(8)     Exploitation (Stephen Jones)

(9)     Introduced species (James Halko)

(10)     Saprolegnia (Dixie Daniels)

(11)     Livestock (Katy Porter)

(12)     Insecticides (Alison Shimer)

(13)     Herbicides (Chauntelle Williams)

(14)     Fertilizers (Parker Hurst)

(15)     Endocrine disruption (Caylor Romines)

(16)     Chytrid Fungus (Clay Coward)

(17)        Aeromonas hydrophila (Nathan Wilhite)

(18)     Ribeiroia (Jackson Minnich)

(19)     Alveolates (Jared Smith)

(20)     Pathogen Pollution (Ariel Elliott)

Videos:

 

 

Websites:

TWRA Amphibian Identification:      http://www.tn.gov/twra/tamp/frogs.shtml     

LEAPS Anuran Identification:                       http://www.leaps.ms/Tn.%20Frogs%20ID%20Page.htm

 

Video Clips of Frog Calls:                  http://www.midwestfrogs.com/

 

TWRA Salamander Identification:     http://www.tn.gov/twra/tamp/salamanders.shtml

 

Amphibians of the Great Smoky Mountain National Park:            http://www.nps.gov/grsm/naturescience/amphibians.htm

 

Southeast Tadpole Identification:            http://fl.biology.usgs.gov/armi/Guide_to_Tadpoles/guide_to_tadpoles.html

 

ARMI 5-year Report (Amphibian Declines):            http://www.fort.usgs.gov/products/publications/21733/21733.pdf

 

Global Amphibian Assessment:                      http://www.amphibians.org/redlist/

 

USGS Field Guide to Malformations of Frogs and Toads:            http://www.nwhc.usgs.gov/publications/fact_sheets/pdfs/frog.pdf

 

PARC Habitat Management Guidelines for Amphibians and Reptiles of the Southeastern United States: http://www.parcplace.org/publications/habitat-management-guidelines.html

 

Previous WFS 433/533 Websites

Spring 2013:  http://fwf.ag.utk.edu/mgray/wfs493/493home2013.htm

Spring 2012:  http://fwf.ag.utk.edu/mgray/wfs493/493home2012.htm

Spring 2010:  http://fwf.ag.utk.edu/mgray/wfs493/493home2010.htm

Spring 2009:  http://fwf.ag.utk.edu/mgray/wfs493/493home2009.htm

Spring 2008:  http://fwf.ag.utk.edu/mgray/wfs493/493home2008.htm

Spring 2007:  http://fwf.ag.utk.edu/mgray/wfs493/493home2007.htm