Rhedir gan School of Natural Sciences

20 Credyd neu 10 Credyd ECTS

Semester 1

Trefnydd: Prof John Healey

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.

ardderchog

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).

trothwy

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).

da

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).

1. Capacity to make recommendations on the application of advanced forest ecological knowledge to forest and environmental assessment, management, conservation and restoration

2. 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.

3. 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

4. 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

Math	Enw	Disgrifiad	Pwysau
CYFLWYNIAD GRWP	PRESENTATION ON GROUP RESEARCH ON FOREST WILDLIFE TOPIC	A series of ca. 26 key current questions in forest wildlife conservation/management will be introduced. Twelve groups, each of ca. three students, will pick one question and research, present and discuss their answer in the assessed seminar.	20
ADDRODDIAD	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. (to be agreed in advance with the lecturer). The maximum word limit is 1000, excluding figures, tables, references and diagrams. Electronic submission only.	30
ARHOLIAD	WRITTEN/ON-LINE EXAMINATION	The examination will consist of essay type questions. Three questions must be answered. Two answers will be on the lecture syllabus. The third answer will have to utilise knowledge gained from the module practicals. All three answers will carry equal marks.	50

		Oriau
Seminar	• 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.	8
Private study	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.	102
Fieldwork	Two field practicals each of four hours duration: pattern and process in forests; ecological restoration.	10
Practical classes and workshops	One three-hour on-line practical to analyse and interpret data from the field practicals.	3
Seminar	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.	4
Lecture	There are ten 2-hour lecture/seminar sessions, approximately one per week over the 10 teaching weeks of the semester. Some of these are split into separate one hour sessions for timetabling reasons. 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.	13
Study group	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.	60

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
• Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

• PS1 Communication skills, covering both written and oral communication with a variety of audiences
• PS3 Problem-solving skills, relating to qualitative and quantitative information
• PS4 Numeracy and mathematical skills, including handling data, algebra, functions, trigonometry, calculus, vectors and complex numbers, alongside error analysis, order-of-magnitude estimations, systematic use of scientific units and different types of data presentation
• PS5 Information location and retrieval skills, in relation to primary and secondary information sources, and the ability to assess the quality of information accessed
• PS7 Basic interpersonal skills, relating to the ability to interact with other people and to engage in teamworking
• PS8 Time management and organisational skills, as evidenced by the ability to plan and implement efficient and effective ways of working
• PS11 Problem-solving skills including the demonstration of self-direction, initiative and originality
• PS6 Information technology skills which support the location, management, processing, analysis and presentation of scientific information
• PS14 Independent learning skills required for continuing professional development
• PS15 The ability to think critically in the context of data analysis and experimental design
• SK1 Are fully conversant with major aspects of chemical terminology
• PS10 other relevant professional skills such as business awareness
• Develop and identify research question(s) and/or hypotheses as the basis for investigation.
• Conduct fieldwork and/or laboratory work competently with awareness of appropriate risk assessment and ethical considerations
• Consider issues from a range of interdisciplinary perspectives.
• Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
• Apply appropriate techniques for presenting spatial and/or temporal trends in data.
• Prepare effective maps, diagrams and visualizations.
• Undertake field and/or laboratory studies to ensure competence in basic experimental and/or fieldwork skills.
• Engagement with current subject developments and their application.
• Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
• Demonstrate the independence and skills required for continuing professional development

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

Students need to be equipped with appropriate clothing and footwear for fieldwork in rocky terrain (at low altitude).

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/dxx-3301.html

Rhestr ddarllen

Extensive reading lists on each section of the syllabus are provided on the module Blackboard site.

Gorfodol mewn cyrsiau:

• 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)

Opsiynol mewn cyrsiau:

• 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)
• C10F: BSc Biology year 3 (BSC/BF)
• C511: BSc Biology with Biotechnology year 3 (BSC/BIOT)
• C102: BSc Biology (with International Experience) year 4 (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 4 (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)
• CD3P: MZool Zoology with Conservation with Placement Year year 4 (MZOOL/CONSP)