Silviculture in Forest and Landscape
The aim of the course is to provide the student with tools and understanding for how forest stands and landscapes can be changed by active management of individual forest stands. With this understanding of the connection between management on stand-level and landscape-level forest structure, the student will apply stand-level forest management methods in different landscape-types with different aim of future forest structure. Effects of climate change on future forest landscapes is central for all discussions and learning during the course. The student should have basic knowledge in silviculture on stand-level and measurement of forest stands. This basic knowledge is the foundation for studies of forest management on stand level, how this affects the forest landscape and how it can be modified depending on different future forest structure goals on property- and landscape level. The understanding and perception of forests that the student has acquired in earlier studies will be used as a foundation for all learning in this course. Forest development on various scale will be analysed with a decision support system (Heureka). Models underlying the decision support system will be described and discussed during the course.
Implementation
The course will be given via classes, excursions, assignments and individual studies.
The course focuses on the following general competences:
Problem solving, Scientific methods, Oral and written communication
The following elements are compulsory:
Excursions
Syllabus and other information
Syllabus
SV0053 Silviculture in Forest and Landscape, 15.0 Credits
Skogsskötsel på bestånds- och landskapsnivåSubjects
Forestry Science Landscape ArchitectureEducation cycle
Bachelor’s levelModules
| Title | Credits | Code |
|---|---|---|
| Written assignments | 4.5 | 0001 |
| Excursion to northern Sweden | 4.5 | 0002 |
| Final exam | 6.0 | 0003 |
Advanced study in the main field
First cycle, has less than 60 credits in first-cycle course/s as entry requirementsBachelor’s level (G1F)
Grading scale
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.
Language
EnglishPrior knowledge
Knowledge equivalent to- 15 credits in forestry science
- 15 credits in landscape architecture
- English 6
Exceptions are allowed from the requirement for basic competence in Swedish.
Objectives
After the course, students shall be able to:
- describe the knowledge-base of common silvicultural methods in Scandinavia and northern Europe
- propose appropriate silvicultural methods depending on forest structure and aim with the forest management
- analyse how various silvicultural methods affect forest ecosystem services on stand- property- and landscape scale
- propose forest management methods that can replace current methods and identify potential knowledge-gaps within the field of silviculture
- show how future forest development can be determined and visualized with growth-models and how future climate change affects these prognosis
- develop forest management plans for individual stands and show how these affect the forest landscape
- describe physical and economical constraints that limits practical application of forest management methods
- describe common work-practices and machine-systems that are used for various operational forest management methods.
Content
The aim of the course is to provide the student with tools and understanding for how forest stands and landscapes can be changed by active management of individual forest stands. With this understanding of the connection between management on stand-level and landscape-level forest structure, the student will apply stand-level forest management methods in different landscape-types with different aim of future forest structure. Effects of climate change on future forest landscapes is central for all discussions and learning during the course. The student should have basic knowledge in silviculture on stand-level and measurement of forest stands. This basic knowledge is the foundation for studies of forest management on stand level, how this affects the forest landscape and how it can be modified depending on different future forest structure goals on property- and landscape level. The understanding and perception of forests that the student has acquired in earlier studies will be used as a foundation for all learning in this course. Forest development on various scale will be analysed with a decision support system (Heureka). Models underlying the decision support system will be described and discussed during the course.
Implementation
The course will be given via classes, excursions, assignments and individual studies.
The course focuses on the following general competences:
Problem solving, Scientific methods, Oral and written communication
The following elements are compulsory:
Excursions
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
The course will be given via classes, excursions, assignments and individual studies.
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 Southern Swedish Forest Research Centre
Cooperating departments:
Further information
Litterature list
General
Fries C & Roberge J-M. 2020. Forest management in Sweden. Current practice and historical background. Swedish Forest Agency, Report 2020/4.
West P W. 2014. Growing Plantation Forests. Springer
Regeneration
Birkedal M. 2010. Reforestation by direct seeding of beech and oak: Influence of granivorous Rodents and site preparation. SLU, Acta Universitatis Agriculturae Sueciae, 2010:13.
Grossnickle SC, Ivetic V. 2017. Direct seeding in reforestation – A field performance review. Reforesta 4: 94-142
Lula M. 2022. Regeneration methods and long-term production for Scots pine on medium fertile and fertile sites. SLU, Faculty of Forest Science, Doctoral Thesis No 2022:25.
Nilsson U, Luoranen J, Kolström T, Örlander G, Puttonen P. 2010. Reforestation with planting in northern Europé. Scandinavian Journal of Forest Research, 2010:25, 283-294.
Nordborg F. 2001. Effects of site preparation on soil properties and on growth, damage and nitrogen uptake in planted seedlings. SLU, Acta Universitatis Agriculturae Sueciae, SIvestria 195.
Sikström U, Hjelm K, Holt-Hanssen K, Saksa T, Wallertz K. 2020. Influence of mechanical site preparation on regeneration success of planted conifers in clearcuts in Fennoscandia – a review. Silva Fennica 54.
Wallertz K. 2009. Pine weevil feeding in Scots pine and Norway spruce regenerations. Acta Universitatis Agriculturae Sueciae, 2009:60.
Seedling establishment
Burdett AN. 1990. Physiological processes in plantation establishment and the development of specifications for forest planting stock. Canadian Journal of Forest Research. 20 418-427.
Grossnickle, S.C. (2005). Importance of root growth in overcoming planting stress. New Forests, vol. 30 (2–3), pp. 273–294.
Grossnickle, S.C. (2012). Why seedlings survive: Influence of plant attributes. New Forests, vol. 43 (5–6), pp. 711–738.
Natural regeneration
Béland, E. Agestam, P. M. Ekö, P. Gemmel & U. Nilsson (2000) Scarification and Seedfall affects Natural Regeneration of Scots Pine Under Two Shelterwood Densities and a Clear-cut in Southern Sweden, Scandinavian Journal of Forest Research, 15:2
Karlsson M. 2001. Natural regeneration of broadleaved tree species in southern Sweden – Effects of silvicultural treatments and seed dispersal from surrounding stands. SLU, Acta Universitatis Agriculturae Sueciae, SIvestria 196.
Övergaard R. 2010. Seed production and natural regeneration of beech in southern Sweden. SLU, Acta Universitatis Agriculturae Sueciae, 2010:12.
Pre commercial thinning
Fahlvik N. 2005. Aspects of precommercial thinning in heterogeneous forests in southern Sweden. SLU, Acta Universitatis Agriculturae Sueciae, 2005:68.
Holmström E. 2015. Regeneration and early management of birch and Norway spruce mixtures in southern Sweden. SLU, Acta Universitatis Agriculturae Sueciae, 2015:122.
Liziniewicz M. 2014. Influence of spacing and thinning on wood properties in conifer plantations. SLU, Acta Universitatis Agriculturae Sueciae, 2013:96.
Ara M. 2022. Establishment and early management of young forest in Sweden. Stand structure, spatial design, and pre-commercial thinning. SLU, Faculty of Forest Science, Doctoral Thesis No 2022:22.
Thinning
Attocchi G. 2015. Silviculture of oak for high-quality wood production. Effects of thinning on crown size, volume growth and stem quality in even-aged stands of pedunculate oak (Quercus robur L.) in northern Europe. SLU, Acta Universitatis Agriculturae Sueciae, 2015:39.
del Rio M, Bravo-Oviedo A, Pretzsch H, Löf M, Ruiz-Peinado R. 2017. A review of thinning effects on Scots pine stands: From growth and yield to new challenges under global change. Forest Systems 26.
Wallentin C. 2007. Thinning of Norway spruce. SLU, Acta Universitatis Agriculturae Sueciae, 207:29.
Nilsson, U., Agestam, E., Ekö, P-M., Elfving, B., Fahlvik, N., Johansson, U., Karlsson, K., Lundmark, T., Wallentin, C. 2010. Thinning of Scots pine and Norway spruce monocultures in Sweden – Effects of different thinning programs on stand level gross- and net stem volume production. Studia Forestalia Suecica 219: 1-46.
Continuous cover forestry
Ekholm A, Lundqvist L, Axelsson PE, Egnell G, Hjältén J, Lundmark T, Sjögren J. 2023. Long-term yield and biodiversity in stands managed with the selection system and the rotation forestry system: A qualitative review. Forest Ecology and Management, 537, https://doi.org/10.1016/j.foreco.2023.120920
Kuuluvainen T, Tahvonen O, Aakala T. 2012. Even-aged and uneven-aged forest management in boreal Fennoscandia: A review. AMBIO 41, 720-737.
Tree species
Dahl Kjaer E., Lobo A., Myking T. 2014. The role of exotic tree species in Nordic forestry. 2014. Scandinavian Journal of Forestry Research. 29, 323-332.
Hynynen J., Niemistö P., Vieherä-Aarnio a., Brunner A., Hein S., Velling P. 2010. Silviculture of birch ( *Betula pendula *Roth and *Betula pubescens *Ehrh.) in northern Europe. Forestry 8, 103-119.
Karlman, L. (2010). Genetic variation in frost tolerance, juvenile growth and timber production in Russian larches (Larix Mill.)(Vol. 2010, No. 30).
Larsson-Stern Larch in Commercial Forestry: A Literature Review to Help Clarify the Potential of Hybrid Larch (Larix × eurolepis Henry) in Southern Sweden (whole paper)
Löf, M., Boman, M., Brunet, J., Hannerz, M., Mattsson, L., & Nylinder, M. (2010). Broadleaved forest management for multiple goals in southern Sweden-an overview including future research prospects. Ecological Bulletins, 53, 235–245.
Felton A., Boberg J., Bjorkman C., Widenfalk O. 2013. Identifying and managing the ecological risks of using introduced tree species in Sweden’s production forestry. Forest Ecology and Management. 307, 165-177