ANIMAL & PLANT ECOLOGY - THEORY & PRACTICE - 2017/8
Module code: BMS2070
School of Biosciences and Medicine
BREDE E Dr (Biosc & Med)
Number of Credits
FHEQ Level 5
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 102
Tutorial Hours: 48
|Assessment type||Unit of assessment||Weighting|
|Coursework||NDIVIDUAL FIELDWORK REPORT||40|
|Coursework||INDIVIDUAL DATABASE/GIS IN-CLASS EXERCISE||20|
|Coursework||INDIVIDUAL WRITE-UP OF GROUP ENVIRONMENTAL SCENARIO TASK||40|
Assessment 1 (IS1): If IS1 fieldwork component is missed (with extenuating circumstances), model data sets will be provided for the student to complete the analyses. The student will be required to complete a Phase 1 survey of a local habitat. Assessment 2 (IS2): If IS2 computer lab practical is missed (with extenuating circumstances), it will be possible to complete this task on-line during the tutorial session of week 38 and submit electronically. Assessment 3 (IS3): If the group work sessions of the IS3 component are missed (with extenuating circumstances), the student will be required to produce a) a 2000 word essay detailing an environmental disaster and b) an Environmental Impact Assessment [EIA] (1000 words) based upon this disaster. It must be remembered though that no support will be available and so the student will be required to do additional reading prior to these assessments. Reassessments of components as per standard procedure.
Prerequisites / Co-requisites
IN TAKING THIS MODULE, YOU CANNOT IN THE SAME YEAR TAKE BMS2043
This module considers the place of both plants and animals in the environment, looking at the dynamics of organisms within an ecosystem and role that disturbance and succession play in the evolution of ecosystems. It then develops the basic theoretical and practical skills required for their sampling, monitoring and reporting.
• to consider the place of both plants and animals in the environment, looking at the dynamics of organisms in ecosystems
• to investigate plant communities/habitats and what dictates their assembly/ distribution
• to introduce a range of common UK animal species and their basic ecology
• to introduce the methods by which ecosystems and their diversity can be surveyed, monitored and reported
• to provide the student with a skill set applicable to professional practice.
|001||Discuss the mechanisms by which plants and animals respond to their environment.||KP|
|002||Discuss the factors responsible for specific plant communities and their distribution.||KP|
|003||Identify and illustrate the principles ways in which individuals and species, including man, interact within an ecosystem.||KP|
|004||Apply knowledge of plant and animal communities to suggest appropriate actions/approaches to mitigate environmental impacts.||KP|
|005||Apply learnt skills (both field and computer lab-based) as a management tool to report previous, monitor present and predict future plant and animal populations.||KP|
|006||To select appropriate strategies/methods/tools to survey plant and animal communities, and to analyse, present and interpret the datasets generated.||KP|
|007||Work co-operatively in teams, all contributing to a single common goal.||CPT|
|008||Design, plan, conduct and report on investigations.||CPT|
|009||Analyse and interpret numerical data.||CPT|
|010||Undertake field investigations in a responsible/ethical manner whilst demonstrating an awareness for health & safety.||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
An Introduction to Key Concepts in Ecology:
Community structure & trophic interactions
Food chains & webs
Species diversity & measurement
Ecological change & succession
Population concepts (growth, dispersal & dispersion)
Field methods in Ecology (animals)
Animal species identification (morphology), ID keys & collation
General habitat types & ecology of animal classes
Direct/indirect species monitoring
Specific survey methodology (dependent on species)
Field methods in Ecology (plants)
Plant species identification (morphology), ID keys & collation
Habitat types & their classification
Phase 1 & Phase 2 surveys
Survey methodology (Transects & Quadrats)
Theoretic/Analytical methods in Ecology
The legislated obligation for surveys
Action plans & Impact assessments
Biological records centres and national databases as a resource
GIS within the field and within the office
Plus fieldwork/site visits, computer lab tutorial sessions
Methods of Teaching / Learning
The learning and teaching strategy is designed to give students a broad understanding of
plant and animal community ecology, whilst providing a foundation set of skills required to survey and report on these communities.
Ecology lectures will focus on three areas: community ecology, population ecology, and habitat/community change (and the interaction of factors responsible for this), and thus provide the foundation for the development of professional survey skills.
The delivery of the skills element will be two-fold, being both class/lab and field-based.
The class/lab component will be based upon student focussed learning, with the intention that there will be a variety of mini ecological exercises on the campus with additional simulations via computer lab practicals/tutorials.
The fieldwork component will focus on study design, species id, data analysis/reporting and practical field experience. Discussions on the range of methods and techniques used professionally will be given during lectures, with students then having the opportunity to apply these via field work and site visits. This will involve working in teams that will allow peer-peer interaction, thus aiding personal understanding and developing transferable/ social interaction skills.
For students undertaking the Biological Sciences programme, the practical element builds upon identification skills developed in module BMS1040. This will not only prepare them for optional final year ecology/zoology modules, but enable them to gain a basic skills set required for a PTY placement within this field. In addition, the foundation provided in this module will give a head-start to those students considering this area for their final thesis/project in year 3. Students enrolled on other programmes who may not have taken BMS1040 will receive adequate training in the formative practical session and can be offered additional support at this time.
The learning and teaching methods include:
Computer practicals: 3h
Field work/site visits: 19h
Group work/presentations: 7h
The assessment strategy provides students with the opportunity to demonstrate:-
Theoretical subject knowledge and report based skills (LO1-6) will be predominantly tested via the fieldwork (IS1) and individual write-up documents (IS3), with a computer based exercise (IS2) testing additional IT lab-based skills (LO2/5/6) and some aspects of their application to plant and animal ecology/surveys.
The field exercise with accompanying report/survey (IS1) and an individual write-up (IS3) of a group task (GF1) will test the application of knowledge introduced in lectures and formative practical sessions (LO 1-4), as well as analytical/cognitive skills and transferable skill in data presentation and interpretation (LO7-10).
Thus, the summative assessment for this module consists of:
IS1 - Individual summative assessment [40%] - fieldwork write-up/report (1500 words) plus survey (500 words). Date of submission: 4 pm on Tuesday of week 36.
Fieldwork report covering three plant surveys [Lichen distributions in relation to pollutants], plant distribution in relation to aspect [line & point transect], plant distribution in relation to slope/drainage [line & quadrat transect]. In addition, student to produce Phase 1 Veg. survey of one of the sites.
IS2 -Individual summative assessment (3hr)[20%] - Database/GIS exercise, handed in at end of practical.
Write-up of Database/GIS exercise as part of computer lab practical.
IS3 - Individual summative assessment [40%] - write-up of group environmental scenario task (1000 words) plus Environmental Impact Assessment (EIA) (1000 words). Date of submission: 4 pm on Tuesday of week 38.
Individual write-up of a group-based ecological scenario (based upon Torrey Pine oil spill disaster). Write-up/task will be used to produce Environmental Impact Assessment.
Formative assessment and feedback
Students can obtain formative feedback from a variety of sources:
GF1 - Group formative assessment - Group will consist of four students working on an ecological scenario. At the end of the exercise the group will present their work detailing what they asked, what they found out and what their suggestions were - (16 min presentation, [4 students x 4 min]). Written feedback will be given.
verbal feedback following lectures or during the tutorial.
verbal feedback from academics during fieldwork.
feedback to specific queries via email, with responses being made available to all via SurreyLearn or during tutorials as appropriate.
further guidance and feedback on the structure of the field report will be provided via a discussion group to be operated via SurreyLearn.
Reading list for ANIMAL & PLANT ECOLOGY - THEORY & PRACTICE : http://aspire.surrey.ac.uk/modules/bms2070
Programmes this module appears in
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.