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Overview

This module will introduce students to the key concepts and theories of wildlife ecology as they relate to the maintenance of biodiversity and ecosystem function. We will explore the way in which organisms interact, both with each other and with the environment. Amongst other topics, the module addresses animal distributions, inter and intra-specific competition, niche theory, neutral theory, the butterfly effect, vulnerability to extinction, the role of predators and natural enemies, trophic interactions, and spatial ecology. Topics will also include the degradation of natural resources and the fragmentation of ecosystems such as the conversion of tropical rainforest to oil palm plantations. We will explore how this loss of biodiversity affects ecosystem functions such as decomposition, and the overall stability of natural and managed ecosystems. We will transcend the traditional boundaries of community ecology and ecosystem ecology, focussing on the dynamics of biological diversity and the biogeochemical functioning of various terrestrial ecosystems. The module will also give students practical skills of survey techniques and data analysis in the form of group projects conducted at Henfaes Research Centre. Data collected during these group projects will be analysed statistically, written up and presented in assessed group presentations.

Assessment Strategy

Assessment Criteria Excellent (Grade A: mark range 70% – 100%) An excellent student should show a nuanced and critical understanding of the latest advances in ecology and ecosystem function, drawing on extensive factual knowledge of the historical context and the most recent advances in these subjects. Written work should demonstrate an ability to synthesise and interpret data from the primary literature and construct original interpretations. Presentations should promote engaged and insightful discussion that spans both the specific findings of studies and their broader implications for global issues in biodiversity conservation and landscape management. In all aspects of their work students should be able to use their knowledge and understanding of issues to identify weaknesses in current theory and propose solutions to address major gaps in current knowledge. An excellent student should have a high level of detailed factual knowledge across all aspects of the module and be able to detail examples and case studies where appropriate. Written work should demonstrate an ability to think critically about the subject and to synthesise lecture material and information from extensive background reading in support of detailed, highly developed arguments.

FIELDWORK: Record observations thoroughly and clearly, appraising data in both empirical and theoretical contexts, along with informed functional and evolutionary interpretations. An excellent student should exhibit a profound grasp of the practical issues relating to collection and presentation of data/observations, taking a mature approach to the practicalities of competing biodiversity conservation and land use pressures. Present findings accurately and succinctly with clarity, imagination, and originality. An excellent student should show strong competence in using field observations and theoretical knowledge for the design of a detailed and feasible research plan for a field study that is original and realistic.

INDIVIDUAL PRESENTATION: Select a highly appropriate subject and synthesise and critique an extensive range of suitable sources to produce a very clear presentation which makes a reasonable argument. Shows mature and deep understanding of the topic and excellent presentation.

GROUP PRESENTATION: Excellent focus on the topic; Strong background information; Clear evidence of understanding the methods; Strong understanding of biodiversity and ecosystem function; Excellent use of literature and examples; High quality use of visual aids; Great individual contribution to the group; Precise time keeping; Confident and knowledgeable answers to questions.

EXAM ESSAY: Answer the question using a wide range of sources in a critical way to structure a well-written and coherent argument which shows deep understanding of the complexities involved.

Good (Grade B: mark range 60% – 69%) A good student should have thorough factual knowledge across all aspects of the module and be able to cite examples and case studies where appropriate. Written work should demonstrate an ability to think about the subject and to synthesise lecture material and some information from background reading into coherent arguments. A good student should be able to describe the significance of current debates in ecology and ecosystem function by showing an in-depth knowledge of both the historical context and the most recent advances in the fields. Written work should demonstrate an ability to synthesise and interpret data from the primary literature in a structured and logical manner, and all assessments should demonstrate advanced capacity to organise acquired knowledge.

FIELDWORK: Record observations clearly and systematically, with a good grasp of the practical issues relating to collection and presentation of data/observations. Exhibit strong knowledge of habitats and biota visited and the relevant biodiversity conservation and land management issues. Present findings accurately and with flair, clarity, and originality. Show good competence in using personal observations and theoretical knowledge for the design of a feasible research plan for a field study.

INDIVIDUAL PRESENTATION: Select an appropriate subject and synthesise and critique a range of suitable sources to produce a clear presentation which makes a reasonable argument, addressing a sensible and appropriate topic. A good student should promote engaged discussion that spans both the specific findings of studies and their broader implications for larger issues.

GROUP PRESENTATION: Direct focus on the topic; Reasonable background information; Some evidence of understanding the methods; Some understanding of biodiversity and ecosystem function; Appropriate use of literature and examples; Good quality use of visual aids; Adequate individual contribution to the group; Acceptable time keeping; Competent ability to answer questions.

EXAM ESSAY: Answer the question using appropriate sources in a critical way to structure a coherent argument.

Threshold (Grade C: mark range 50% – 59%) A threshold student should have knowledge of the essential facts and key concepts presented in the module. Written work should demonstrate an ability to synthesise and interpret data from the primary literature in a structured and logical manner, and all assessments should demonstrate the general capacity to organise acquired knowledge. Presentations should both elucidate important background concepts and promote original discussion of unfolding issues.

FIELDWORK: the student should be able to record observations in a reasonably clear and systematic fashion and have some grasp of the practical issues relating to the collection and presentation of data. A threshold student should exhibit adequate knowledge of habitats and biota visited and the relevant biodiversity conservation and landscape management issues. Present findings largely accurately and clearly. Have reasonable competence in using personal observations and theoretical knowledge for the design of a feasible research plan for a field study.

INDIVIDUAL PRESENTATION: Select a vaguely appropriate subject. Produce a clear presentation which makes a reasonable argument, addressing a sensible and appropriate topic.

GROUP PRESENTATION: Limited focus on the topic; Scant background information; Little evidence of understanding the methods; Weak use of literature and examples; Limited use of visual aids; Limited individual contribution to the group; Poor time keeping; Limited ability to answer questions.

EXAM ESSAY: Summarise information given during the module, or available from very basic reading, in a way which answers the question.

Learning Outcomes

• Conduct and critically interpret statistical analysis of ecological and biogeochemical data, based on the creation of a scientific study with a narrative demonstrating the ability to write a logical, fully referenced argument.

• Evaluate ecological theories and sampling designs, measuring biodiversity and ecosystem function through the study of changing landscapes.

• Synthesise information resulting in the design and analysis of biodiversity experiments and the demonstration of forward thinking and response to changing field conditions.