II. *"Trip" Presentations and Programs
- to be attended by all participants throughout the trip component, reading handouts will be given to you when necessary

Please purchase all required readings that are listed below.

• Biogeography of Costa Rica
• Biogeography of Costa Rica
• Biodiversity and speciation
• Species richness and abundance
• Rainforest structure and stability
• Identifying the variety of life (flora and fauna) that exists in the rainforest
• Species interactions
• Evolutionary adaptations of rainforest organisms
• Ecosystems and their interactions
• Importance of biodiversity and threats (required reading, The Future of Life, E.O. Wilson)
• Human impacts on the environment
• Costa Rica’s rainforest conservation efforts
• Threatened, endangered and extinct species
• The plight of the Chelonia mydas (Atlantic Green) and the Dermochelys coriacea (Leatherback) sea turtles (required reading, The Windward Road, Archie Carr)
• Conservation and research efforts of the Carribean Conservation Corporation (CCC), the Asociacion ANAI, and La Selva Biological Station (Organization of Tropical Studies).

* Students in Biology 497 and CHANCE high school teachers must select a topic of interest (approved by instructor) and lead a
30-45 minute discussion.

After your trip you will be asked to write a short summary for each day travel. Your submitted entries will be incorporated into student learning activities for students in Drs. Jacqueline McLaughlin's PSU classes. Your entries will also be quoted in various newspaper, magazine, and journal publications given your permission.

After your trip you will also be required to answer the following questions. It is suggested that you keep them in mind and write some of your answers throughout your travels.

a) In general, what impressed you the most about Costa Rica?
b) Overall, what were your best and worst experiences?
c) Any surprises or disappointments throughout the trip?
d) What did you learn about the biodiversity of Costa Rica’s different types of rainforests? What was your favorite rainforest type visited and where was it? Why was it your favorite?
e) What did you learn about the biodiversity of Costa Rica’s tropical cloud forest at Monteverde National Park? What did you feel about its state of preservation?
f) What problems, if any, concerning biodiversity did you uncover? And are there solutions?
g) How have human activities impacted the natural habitats of Costa Rica?
h) What are your opinions on the future of Costa Rica’s biodiversity?
i) Give an example of two or three key concepts of biodiversity that you experienced firsthand in the field. Examples: keystone species exerting strong controls on community structure, affects of abiotic factors, affects of biogeographic factors, ecological succession, and disturbance and community structure. Elaborate on how these experiences impacted your learning.


Examples: keystone species exerting strong controls on community structure, affects of abiotic factors, affects of biogeographic factors, ecological succession, and disturbance and community structure. Elaborate on how these experiences impacted your learning.

IV. "Trip" Species Assignments
- to be completed throughout the trip component and upon return to the mainland

Students taking the Biology 297 credits are required to thoroughly research a selected Costa Rican plant or animal species. Students taking Biology 497 credits and CHANCE high school teachers are required to thoroughly research two selected Costa Rican plant or animal species. In order to eliminate replication, you need to tell Dr. McLaughlin the species that you have chosen. Please do this on the airplane to Costa Rica or sometime early on, during the trip. She will record your choices(s) and eliminate it from her list. If there is replication she will notify you so that individuals can make other choices, if need be.

During your trip you should try to find out as much as possible about your selected organism(s) by asking questions, talking with expert naturalist field guides, your professor and other biologists on the trip, using field guide books, etc. Upon your return you may wish to research your organism(s) some more.
You will need to answer questions like the following:

• What is the scientific name of the species? Common name?
• Where was the organism spotted?
• What is the range and habitat of the species?
• What is its evolutionary history? (Origin, relatives etc.)
• What role does it play in its environment (niche)? Is it a keystone species?
• Any unique adaptations?
• Elaborate on the species food chain.
• Is it an endemic species to Costa Rica? If not, where else is it found?
• What are the threats to its survival

Field Based Research for Biology 497 Students and CHANCE Pennsylvania High School Teachers
- to be completed during the trip component and upon your return to the mainland

Based on actual field based research activities in Costa Rica, you are required to complete two research summaries as part of your scientific inquiry based training in environmental science, ecology, and conservation biology. Each summary will document your research objectives, methods, data analysis, data itself, data interpretation, conclusions, and summary. Each summary must be approved and signed by the field scientist you are assigned to work with. A scientific report will be due as part of your post-trip assignment and will include objectives, methods, data analysis and interpretation, conclusions, and literature review.

Overview | Description | Requirements | Outline | Itinerary | Cost | Application | Instructor

2005 Photo Album

©2005 Penn State Berks-Lehigh Valley College

This site was last updated on July 30, 2005.
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