Marine Ecosystems and Processes
Rhedir gan School of Ocean Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr Martin Skov
The course aims to provide students with an integrated understanding of the key abiotic and biotic drivers that shape marine communities and habitats. It aspires to give students a framework for understanding the processes that cause marine systems to persist or to change. Drawing on course content and wider degree contents, the intent is that students will pull together their wider knowledge of systems and processes into a framework centred on the concept of ‘ecosystem functioning’.
The module is structured as three types of lectures, as well as a practical component. Lectures are on: (i) The main Drivers of Marine Ecosystem Function; these lectures aim to generate in students an understanding of the factors that underpin ecosystem functioning, as well as the factors that can cause ecosystems to change; (ii) Selected Marine Ecosystems (estuarine, mangrove, coastal shelf seas, pelagic, benthic and deep ocean); these lectures aim to illustrate ecosystem functioning, and aspects that affect ecosystem function, in an array of marine ecosystems; and (iii) Lectures on important current Global Impacts on the functioning of marine ecosystems: climate change, ocean acidification, invasive species, coastal development and fisheries disturbance. A practical component explores functional diversity in a coral reef setting, through analysis of published data. In three practicals the dataset is processed, analysed and presented (poster presentation).
The module takes as an over-arching theme the concepts of ecosystem functioning and ecosystem services. It commences with 5 introductory lectures that illustrate the factors that underpin ecosystem functioning, as well as factors that can cause ecosystems to change. The key corner-stones that underpin ecosystem processes are detailed. A particular focus is made on exploring the role of biodiversity in maintaining ecosystem functions and services. Drivers of ecosystem change and resistance to change are considered in the contexts of ecosystem resilience, system vulnerability and ecosystem regime-shifts. The role of biodiversity in maintaining resilience in marine systems is examined. Factors that determine secondary production of systems are considered, with particular focus on fisheries, marie vertebrates, zooplankton and marine benthos.
The practical shapes of ecosystem functioning, services, resilience and vulnerability are then illustrated by a series of lectures that consider the biology, ecology and conservational status of key ecosystems in detail. Systems for which particular focus is made are: estuaries, mangroves, coastal shelf seas, pelagic systems, deep sea benthos and deep sea mounts.
The module also has emphasis on reviewing the influences of some of the most important current drivers of change in marine ecosystems (‘Global Impacts’). Six dedicated lectures examine the effects of invasive species, ocean acidification, climate change, benthic exploration and fisheries disturbance on the functioning of marine ecosystems.
The course includes a marked course-work component. A three-session practical focuses on examining how guilds of coral reef fishes interact with coral reef structure. This component has particular emphasis on how functional diversity of coral reefs affect the traits of reef fishes. In the first practical session, students work in groups and are asked to process an existing dataset, using R Statistics. I the second session, students progress to analyse the data and present it graphically. Students then, individually, produce a poster for assessment, from where two continuous-assessment marks arise; one poster mark arises from presenting the poster in a poster conference; the other mark is allocated to the quality of the poster itself (content, structure, design, appearance).
Knowledge extending beyond the directly taught programme with evidence of enquiry beyond that contained in lectures, and beyond that derived from internet resources; excellent ability to integrate lines of evidence from a range of sources to support findings and hypotheses, excellent understanding of subject specific theories, concepts and principles, good ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives. Consistent and frequent referencing to relevant literature.
Knowledge based on the directly taught programme, basic ability to integrate lines of evidence from a range of sources to support findings and hypotheses, basic understanding of subject specific theories, concepts and principles, basic ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives.
Knowledge based on the directly taught programme with some evidence of enquiry beyond that perhaps derived from internet resources, good ability to integrate lines of evidence from a range of sources to support findings and hypotheses, good understanding of subject specific theories, concepts and principles, good ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives.
Students will demonstrate a good knowledge of the key environmental and biological drivers that affect marine processes and the relevant temporal and spatial scale at which these operate
Students will demonstrate a good knowledge of the specific processes that relate to each of key marine systems addressed in the course
Students will be able to integrate systems ecology with systems processes
Students will have the ability process, analyse and present a large dataset.
Students will demonstrate an in-depth understanding of how biodiversity contributes to the resilience and regime shifts of marine systems, and appreciate the importance of functional diversity on ecosystem functioning.
Students will have the ability to make and present a conference poster that conveys, simply and clearly, the results of a piece of research
Semester 2 exam
|GWAITH CWRS||Presentation of Scientific Poster||
Students present posters to their peers and markers. Marked during the poster presentation.
|GWAITH CWRS||Quality of Scientific Poster||
Students submit an electronic copy of their poster. This is marked using a marking Rubric.
Strategaeth addysgu a dysgu
Directed reading based on the course content and reading lists given. The student may in addition use web-based references, videos and images.
Questionnaire design task and group presentation
|Practical classes and workshops||
Three practical sessions lasting a total of 13 contact hours. This is split into three practicals: (1) a 5 hour practical in which students, working in groups, develop a survey questionnaire. (2) A 5 hour practical in which students analyse their survey results and draft a group presentation. (3) A 3 hour practical in which student groups present the results of their student surveys. (4) A 3 hour practical in which students present their posters.
Formal lectures, averaging 2.5 per week (23 in total)
- 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
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- 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
Cyrsiau sy’n cynnwys y modiwl hwn
Gorfodol mewn cyrsiau:
- C160: BSC Marine Biology year 3 (BSC/MB)
- C165: BSc Marine Biology (with International Experience) year 4 (BSC/MBIE)
- 2W79: MMBiol Marine Biology (with International Experience) year 4 (MMBIOL/MBI)
- C167: MSci Marine Biology year 3 (MSCI/MB)
Opsiynol mewn cyrsiau:
- C163: BSC Applied Marine Biology year 4 (BSC/AMB4)
- C166: BSc Applied Marine Biology (with International Experience) year 4 (BSC/AMB4IE)
- CC13: BSC Marine Biology/Zoology year 3 (BSC/BMZ)
- 8B76: BSc Marine Biology and Zoology (with International Exp) year 4 (BSC/BMZIE)
- CF17: BSC Marine Biology/Oceanography year 3 (BSC/MBO)
- F710: BSC Marine Environmental Studies year 3 (BSC/MES)
- F713: BSc Marine Environmental Stud with International Experience year 4 (BSC/MESIE)
- C351: BSC Marine Vertebrate Zoology year 3 (BSC/MVZ)
- 2F11: BSc Marine Vertebrate Zoology (with International Experience year 4 (BSC/MVZIE)
- F700: BSC Ocean Science year 3 (BSC/OS)
- F712: MSci Marine Biology and Oceanography year 3 (MSCI/MBO)
- C169: MSci Marine Biology and Zoology year 3 (MSCI/MBZ)
- C168: MSci Marine Vertebrate Zoology year 3 (MSCI/MVZ)