Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Prof John Healey
Overall aims and purpose
As a policy maker, manager, scientist, practitioner (or indeed informed consumer and voter) you will need to understand the ecology of the natural resources for which you are responsible. Trees are a major component of most terrestrial ecosystem and are important in the habitat of many other species, which will in turn have a major influence on the ecosystem. DXX-3301 begins by addressing the natural variation in forest systems over space and time: the processes that control their structure and composition. How can so many plant species (and their dependent fauna) co-exist in one habitat? How do tree species vary ecologically and what implications does this have for their management? What mammals live in forests; how are they distributed geographically and between habitats; where do they fit in the food web? It examines the global issue of invasive species, with a particular focus on the impacts of invasive plants and mammals in forest habitats. What is the effect of disturbance on forest mammals and what ecologically-based approaches can be taken to the management of invasive species? The module concludes by considering what determines the quality of forests and trees as habitat over different landscape scales, and the implications for habitat and species conservation and restoration. The ecological approach to restoration of forest ecosystems and landscapes is emphasised. A reasonable knowledge of the fundamentals of ecology, plant physiology and animal biology is assumed.
Lectures and learning seminars: Pattern and process in forests; the ecology of natural and human disturbance. Vegetation succession (mechanisms, models, impact on forest structure and composition, applications). The forest regeneration cycle (especially seed production and dispersal, gap phase, thinning, the regeneration niche). Ecological variation amongst plant species, including: its architectural and ecophysiological basis; response to global and local environmental change; applications to forest management. Forest mammals: geographical and habitat distribution; role in food webs. The global issue of invasive species, focussing on impacts in forest habitats. Disturbance effects on forest mammals; ecologically-based approaches to the management of invasive species. Forests and trees as habitat, their landscape ecology, habitat and species conservation and restoration.
Practicals: Pattern and process in forests, vegetation succession, tree populations and regeneration, application to forest restoration and management; primary succession and its application to the ecological restoration of derelict industrial sites, environmental factors limiting the establishment of vegetation, comparative ecology of tree species and the impact of disturbance.
Assessed seminars: A series of ca. 20 key current questions in forest wildlife conservation/management will be introduced. Each pair of students will pick one question and research, present and discuss their answer in the subsequent assessed seminar.
Grade A- to A** Very good understanding of the science showing broad comprehension as evidenced by an ability to interpret relevant information critically, to recognise implications, to identify connections with other areas of knowledge and synthesise between them; knowledge spanning a wide range of relevant examples (outcomes 1-5). Able to explain well and critically the strengths and weaknesses of alternative successional models, theories of the maintenance of plant species richness, and theories of the historical role of mammals in British forests/woodlands and the implications of this for their natural condition. Evidence of an ability to plan an ecological/population assessment of a type of vegetation/mammal not previously encountered, and to carry out analysis and interpretation of survey data in the absence of existing literature. Demonstration of excellent understanding of ecological sampling issues including key points for improved field-survey design, application of appropriate data analyses, and insightful conclusions about conservation management of the studied vegetation/mammals. Play a leading role in the group enabling it to complete the field work and analyses in the time allocated. Evidence of considerable effort and thought. Ability to make an excellent presentation visually and verbally (in a group) and in document form (individually) the findings from literature-based research into a forest wildlife conservation/management topic in a form professionally appropriate to a defined stakeholder institution, group or individual (outcome 6).
Grade D- to D+ Aware of the basic principles underlying the science as outlined in learning outcomes 1 - 5. Basic awareness of how assessment is made in the field of: the structure of forest stands and of tree populations, association between vegetation and environmental variables, and the status of wildlife populations, and of how the resulting data can be analysed and interpreted. Basic competence demonstrated in summarising and interpreting the results of the field practicals. Able to work as a member of a team in carrying out simple field assessment of vegetation and tree and mammal populations. Leading to overall pass level percentage in the module examination. Ability to make an adequate presentation visually and verbally (in a group) and in document form (individually) the findings from literature-based research into a forest wildlife conservation/management topic in a form professionally appropriate to a defined stakeholder institution, group or individual (outcome 6).
Grade C- to B+ Better understanding of the principles as evidenced by an ability to explain the major aspects of the science (outcomes 1-5). Ability to distinguish well-founded, and erroneous statements concerning forest ecology, the "natural" status of forests, the dynamic condition of natural forests, the ecological basis for silviculture and the role of mammals in the ecology and management of forests. Ability to explain the major components of current theories concerning vegetation succession, forest dynamics, the maintenance of (plant) species diversity in natural systems; mammalian population biology and forest habitat interactions. Ability to recognise where ecology has been applied successfully, or unsuccessfully, in the management and conservation of forests. Ability to carry out a field assessment within a previously encountered vegetation/mammal type of: the structure of forest stands and of tree populations, association between vegetation and environmental variables, and the status of mammal populations, and of how the resulting data can be analysed and interpreted. Ability to carry out straight-forward analysis and interpretation of resulting data from a vegetation/mammal type already covered well by existing literature. Good understanding demonstrated of issues surrounding sources of error, the design of ecological surveys and their application for conservation management. Play a major role in the group enabling it to complete the field work and analyses to a good standard and on time. Ability to make a good presentation visually and verbally (in a group) and in document form (individually) the findings from literature-based research into a forest wildlife conservation/management topic in a form professionally appropriate to a defined stakeholder institution, group or individual (outcome 6).
Capacity to make recommendations on the application of advanced forest ecological knowledge to forest and environmental assessment, management, conservation and restoration
Ability to present visually, verbally and in document form the findings from literature-based research into a forest wildlife conservation/management topic in a form professionally appropriate to a defined stakeholder institution, group or individual.
Be able to evaluate the main processes and mechanisms determining the structure and dynamics of forests, assess critically the scientific methods used to research this, and propose methods that would be suitable in different circumstances
Demonstrate advanced skills in the analysis of the effect of woodland/forest management practices on habitats, plant and animal populations, and (conversely) the impact of mammals and invasive species on woodlands/forests
|GROUP PRESENTATION||PRESENTATION ON GROUP RESEARCH ON FOREST WILDLIFE TOPIC||
• Each seminar presentations will be of a maximum 8 minutes duration, and be followed by 4 minutes for discussion and to answer questions. • The presentation will be made by a group of students (usually three members) who will share the same mark group irrespective of whether they actually made any of the verbal presentation.
|COURSEWORK||INDIVIDUAL WRITTEN REPORT ON GROUP RESEARCH||
• Each individual’s written report will need to be targeted at a different purpose/audience and will be marked according to how well it meets that objective applying professional standards. Make sure that you state your purpose/audience clearly at the start of your report. • The maximum word limit is strictly 1000 for the text. However, you are encouraged to include figures, tables, diagrams and references (as appropriate to your purpose/audience) which are additional to this word limit. It is fine for both members of the group to include as an appendix to their individual report any components of their group research; material from any joint Powerpoint presentation etc. (however, this must be clearly labelled as group work). • Submit the document on Blackboard/Turnitin as a Word file (not PDF) to make it easier for feedback to be provided on your text.
Your answers will be marked anonymously. When you have written your name on the answer book, turn over the corner and seal with the label provided. Answer THREE questions in total: TWO questions from section A (Lecture syllabus) and ONE from section B (Practical syllabus). There are equal marks for each question, so try to spend an equal time on each.
Teaching and Learning Strategy
• The class will divide into eight groups. Each group will select which two sections of the module syllabus it will research in order to make a presentation to the class for discussion and feedback from the module organiser.
• After the overview of each syllabus section, the two groups who will be researching that will select one topic from that section. Before the next class session they will research that topic making use of the Powerpoint presentations and background notes provided on the module Blackboard site and the key research papers cited. All class members are also expected to prepare for the discussion by making a quick overview of the two selected topics and the rest of the section.
• The seminars will be spread evenly between the second and ninth teaching weeks of the semester.
• In a seminar in the first hour of the next class session, each of the three groups will have 10 minutes to present the key points that they identified as most important in their topic and to raise any questions about issues which they would like to be clarified. This will leave 10 minutes for discussion and feedback.
Individual work to study module content available on Blackboard site, write your own summary of each section of the syllabus and read literature relevant to the module - all of this will be important to prepare you for the module exam. Individual work to prepare your individual written report on group research.
Two field practicals each of four hours duration: pattern and process in forests; ecological restoration.
|Practical classes and workshops||
One three-hour lab practical to analyse and interpret data from the field practicals.
Assessed seminar presentation of group research topics, including questions/answers/discussion after each seminar. These will take place during a four hour session in the final teaching week of the semester.
There are ten 2-hour lecture/seminar sessions, approximately one per week over the 10 teaching weeks of the semester.
The syllabus of the module has been divided into approximately eight equal-sized sections. The content of each will be introduced in ca. 1 hour of lectures (= 9 hours), 1 hour to introduce module, and 2 hours to help preparation for the assessments and exam.
Working in groups to research for, discuss and prepare your two formative seminar presentations. Working in groups to research for, discuss and prepare your assessed seminar presentation. This equates to ca. 6 hours per week during the semester teaching weeks.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- PS1 CommunicationSkills,Covering both written and oralCommunication with a variety of audiences
- PS3 Problem-solvingSkills, relating to qualitative and quantitative information
- PS4 numeracy and mathematicalSkills, including handling data, algebra, functions, trigonometry,Calculus, vectors andComplex numbers, alongside error analysis, order-of-magnitude estimations,Systematic use ofScientific units and different types of dataPresentation
- PS5 information location and retrievalSkills, in relation toPrimary andSecondary informationSources, and the ability to assess the quality of information accessed
- PS6 information technologySkills whichSupport the location, management,Processing, analysis andPresentation ofScientific information
- PS7 basic interpersonalSkills, relating to the ability to interact with otherPeople and to engage in teamworking
- PS8 time management and organisationalSkills, as evidenced by the ability toPlan and implement efficient and effective ways of working
- PS11 Problem-solvingSkills including the demonstration ofSelf-direction, initiative and originality
- PS14 independent learningSkills required forContinuingProfessional development
- PS15 the ability to thinkCritically in theContext of data analysis and experimental design
- PS16 the ability to work in multi-disciplinary and multi-skilled teams
- PS10 other relevant professional skills such as business awareness
Resource implications for students
Students need to be equipped with appropriate clothing and footwear for fieldwork in rocky terrain (at low altitude).
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/dxx-3301.html
Courses including this module
Compulsory in courses:
- DDK5: BSC Conservation & Forest Ecosys. year 3 (BSC/CFE)
- DDL5: BSC Conservation and Forest Ecosys year 4 (BSC/CFE4)
- D503: BSc Conservation with Forestry with International Experience year 4 (BSC/CFIE)
- 5DKD: BSc Conservation with Forestry year 3 (BSC/CWF)
- 5DLD: BSc Conservation with Forestry (four year) year 4 (BSC/CWF4)
- D501: BSc Forestry (with sandwich placement) year 4 (BSC/F)
- D502: BSc Forestry with International Experience year 4 (BSC/FIE)
- D500: BSC Forestry year 3 (BSC/FOR)
- F803: BSc Geography with Environmental Forestry year 3 (BSC/GEF)
- F804: BSc Geography with Environmental Forestry year 4 (BSC/GEF4)
- D512: MFor Forestry year 3 (MFOR/FOR)
- D514: MFor Forestry with International Experience year 4 (MFOR/FORIE)
- D513: MFor Forestry (with placement year) year 4 (MFOR/FORP)
Optional in courses:
- C183: BSC Appl.Terrestrial & Marine Ec 4 year 4 (BSC/APTME)
- C180: BSc Appl. Terrestrial &Marine Ec year 3 (BSC/ATME)
- C184: BSc App Terrestrial & Marine Ecology with Intl Experience year 4 (BSC/ATMEIE)
- C100: BSC Biology year 3 (BSC/B)
- C511: BSc Biology with Biotechnology year 3 (BSC/BIOT)
- C102: BSc Biology (with International Experience) year 3 (BSC/BITE)
- D447: BSC Environmental Conservation year 3 (BSC/ECON)
- D448: BSC Environmental Conservation year 4 (BSC/ECON4)
- D451: BSc Environmental Conservation (International Experience) year 4 (BSC/ENIE)
- C328: BSc Wildlife Conservation year 3 (BSC/WLC)
- C332: BSc Wildlife Conservation with Place Yr year 4 (BSC/WLCP)
- C3L2: BSC Zoology with Conservation year 3 (BSC/ZC)
- C3L3: BSc Zoology with Conservation with International Experience year 5 (BSC/ZCIE)
- C3L4: BSc Zoology with Conservation with Placement Year year 4 (BSC/ZCP)
- C101: MBiol Master of Biology year 3 (MBIOL/BIO)
- C510: MBiol Biology with Biotechnology year 3 (MBIOL/BIOT)
- CD34: MZool Zoology with Conservation year 3 (MZOOL/CONS)