Print Syllabus

Syllabus

BI1443 Forest Ecosystem Ecology , 15.0 Credits

Skogens ekosystemekologi

Subjects

Soil Science Biology

Education cycle

Master’s level

Advanced study in the main field

Second cycle, has only first-cycle course/s as entry requirements
Master’s level (A1N)

Grading scale

Language

English

Prior knowledge

Knowledge equivalent to 120 hp including 60 hp within the following areas:

\-Forestry Science

\-Forest Management

\-Biology

\-Soil Science

\-Environmental science

\-Sustainable development

\-Natural geography

and

15 hp ecology and English level 6

Objectives

The main goal of the course is that the students, with the base in ecological theory, will gain in-depth knowledge about the factors that govern forest ecosystem structure, function and dynamics. We will work with how basic biotic and abiotic properties and processes in forest ecosystems interact across temporal and spatial scales. The overall focus will be on boreal forests but we will also discuss other forest biomes. We will further address both terrestrial and aquatic environments as well as connections and feedbacks between these systems. The course will also provide an overview of common analytical methods that are used to study patterns and processes in forest ecosystems, including analyses of ecological data and experimental design. This course will also train students in critical reading of scientific literature and in scientific writing.

Upon successful completion of the course, students will be able to:

• Synthesize how climate and other abiotic drivers (e.g., hydrology, topography, soil properties, natural disturbances) affect forest ecosystem processes including soil and freshwater processes, vegetation communities, and forest growth.
• Explain the effects of trophic interactions, competition, and other biotic drivers on forest vegetation and associated ecosystem processes.
• Explain and synthesize both biotic and abiotic drivers of species diversity and composition in forested landscapes and clarify the role of biodiversity for ecosystem function, with focus on boreal forests, soils and waters.
• Explain and discuss how freshwater systems are linked to forested parts of the landscape and describe feedbacks between terrestrial and aquatic environments.
• Explain and discuss how multiple global change factors are affecting forested ecosystems and the services they provide. 
• Design experiments and sampling strategies based on a scientific approach to test ecological questions and hypotheses, including understanding and using statistical analyses approaches to process ecological and/or biogeochemical data.

Content

*Subject-related content:
*The course takes a broad approach on forested ecosystems and their functions with a primary focus on the boreal region. We include basic ecological and biogeochemical principles that are relevant to all forested ecosystems, and discuss examples from tropical, arctic and temperate regions. We will also discuss forest freshwater systems, and how connections between land and waters affect forest ecosystem processes. The course will address and provide examples from both unmanaged and managed forests.

The first part of the course investigates what governs forest ecosystem dynamics, functions and species composition, as well as the connections between abiotic and biotic components in forests. We will also discuss the importance of natural disturbances for forest ecosystem dynamics. The second part of the course addresses effects of global environmental changes, such as land use changes, nitrogen deposition, invasive species and their effects on forest ecosystems and the services they provide. The first two parts of the course are given in the form of lectures, reading assignments, individual assignments and basic assignments with emphasis on current questions within ecology and biogeochemistry. In the third part of the course, we use methods and approaches to study and analyse forest ecosystems and ecological data. In this part of the course, the students implement a research focused group project, which includes planning, data collection, statistical data analyses, report writing and an oral presentation. A large part of the course is focused on applying theoretical knowledge. *

Teaching formats:*

To further student learning and promote discussion, a variety of methods are used:

Lectures, literature assignments, scientific project work, statistical data analyses, data visualisation, symposium, discussions.

The course focuses on the following generic competencies:*
Information competence, critical thinking, problem solving, scientific methods, use of techniques, oral communication, written communication, collaboration, independence and creativity.

The following course components are compulsory:*

Every module on the course is examined through a compulsory component, which is comprised of a written report, oral presentation, data visualisation, a discussion or similar. The content of these course components vary across years.

Grading form

The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.

Formats and requirements for examination

Every module on the course is examined through a written report, oral presentation, data visualisation, a discussion or similar. The content of these course components vary across years. There is no final written exam on the course.

• If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.

• The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.

• If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.

• For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.

Other information

• The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.

• If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.

Responsible department

Department of Forest ecology and Management