GV3ESMNU: Ecosystem Modelling

Module code: GV3ESMNU

Module provider: Geography and Environmental Science; School of Archaeology, Geography and Environmental Science

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Dr Shovonlal Roy, email: shovonlal.roy@reading.ac.uk

NUIST module lead: Buda Su, email: subd@nuist.edu.cn

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 7 October 2024

Overview

Module aims and purpose

This module focuses on modelling ecological dynamics with emphasis to ecosystems on land and below water, which are relevant to a range of global issues, from environmental changes to food security, including the earth’s primary production, oxygen generation, and carbon fixation. The module aims to provide detailed understanding of the building blocks of ecological models, from empirical to mathematical, for better understanding the ecosystem processes, and the dynamics of species interactions within food webs; and for applying the models combined with observations, both from laboratory experiments and remote sensing, for understanding, monitoring and managing ecosystems under environmental perturbations. The module includes some mathematical contents which is higher than usual in typical Geography modules. Lecture materials and recommended reading includes basic calculus, differential equations, logarithms and algebraic manipulations. These are not explicitly included in the assessments, but having a basic grounding in these concepts before joining will enhance your overall experience of the module content.. The content, both technical and general, is suitable for the final year undergraduate students with little or no experience in ecosystem modelling, but those who are interested in learning the building blocks of modelling, and applying it to the state-of-the-art environmental and ecological systems.

By the end of the module, students will develop advanced quantitative skills, and important IT skills. They will learn to work in groups to solve numerical problems, participate in scientific discussions, and build critical opinions on recent and advanced research works published in peer-reviewed journals.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Implement the ecological principles in mathematical/statistical modelling of ecosystems
2. Simulate or analyse a range of environmental scenarios using dynamic ecosystem models and understand how environmental models are used and misused
3. Analyse the key biological/physical factors/parameters responsible for changes in ecosystem dynamics
4. Use the state-of-the-art observations, such as satellite remote sensing, to better understand ecosystem dynamics

Module content

The module will cover the following topics:

• Building ecological models from the first principle, through understanding the ecological and environmental processes, and using those to various ecosystems.
• Sensitivity studies on environmental models
• Modelling primary production, and applying to land plants and oceanic plankton ecosystems
• Species growth models (e.g., Logistic growth), and population dynamics
• Species interactions within food webs (Lotka-Volterra model)
• Marine biogeochemical interactions (nutrient, phytoplankton, zooplankton) and modelling
• Satellite remote sensing for ecosystem studies (e.g., NDVI, chlorophyll, sea-surface temperature).

Computer-based practicals will cover:

• Statistical analysis/model of ecological data
• Building and exploring interaction models
• Uses of satellite remote-sensing data

Workshops and group works will cover:

• Critical evaluation of a selected list of research articles
• Group discussions and presentation on specific aspects of published research
• Writing individual reports with input from group discussions

Structure

Teaching and learning methods

Core lecture content will be delivered through the Flipped classroom method.

Flipped classroom will include recorded lectures, PC practicals, weekly reports, and workshops.

Recorded lectures with handouts on BB will be accompanied by classroom tasks. Interactive sessions will be in PC lab focusing on practical tasks following the contents covered in lectures. PC practicals will be facilitated through instructions, screencasts, handouts with accompanying tasks, and weekly reports for formative assessment. Workshops will be arranged to facilitate group activities. Group works will facilitate learning by engaging in activities, discussion and presentations. Independent study will be facilitated through engaging with Blackboard resources, handouts, screencasts, TALIS reading lists.

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Weekly practical reports 350 words each to be submitted for formative assessment.

Group presentation will be arranged for formative feedback on group work leading to individual reports.

Reassessment

Additional costs