BB528: Climate change biology
- Have a basic knowledge of ecology and of ecological relationships.
- To have knowledge of basic algebra.
This course is designed to introduce the students to current
thinking on how climate change is influencing the biology of the planet.
We will explore ecosystems ranging from the land to the sea. During the
course, the students will be asked read and critically analyze current
scientific literature on specific topics related to climate change
biology. The students will be asked to present at least one topic to the
class in a formal presentation and to lead a discussion stemming from
the presented material. Through the course, the students will explore
key issues related to the biology of climate change, and importantly,
the students will learn to critically evaluate the scientific
The course builds on the knowledge acquired in the courses BB531, BB510.
In relation to the competence profile of the degree it is the explicit focus of the course to:
- Enable to students to participate in scientific cooperation and structure their own learning.
- Enable to students to relate critically to biological theories and state, evaluate and solve biological issues.
knowledge and reflexive understanding of biological scientific
theories, current research subjects and the use of these subjects in
discussions about biological issues.
standpoint, the students will learn the science behind climate and
climate change. They will be able to critically evaluate the scientific
evidence of climate change and develop scientifically informed
conclusions based on this evidence. The students will also gain
practical skills in organizing and delivering a class lecture. This will
give them the chance to critically structure a scientific talk and to
evaluate the appropriate level required to communicate scientific
information in a classroom setting. The students will also gain
experience in organizing a class discussion around the topic of their
lecture. These skills will be of broad use for the students in
communicating information, be it scientific or otherwise, and all sorts
of work or educational settings.
Expected learning outcome
- critically think on the subject of climate change including evidence for and against.
- explain the physics behind the regulation Earth’s climate.
- Provide an overview of the biological consequences of climate change both on land and in the oceans.
- explain past climate change and how it is evaluated.
- explain the basics of climate models, how they work, and what they can be used for.
- Work in teams and organize and deliver a course lecture.
- Radiation balance and greenhouse gases
- Controls on climate
- Climate models
- Climate change and terrestrial ecosystems
- Climate change and biogeography
- Ocean acidification
- Climate change and marine ecosystems
- Climate change in the Arctic
- Carbon sequestration
- Climate change and sea level rise
Exam element a)
Exam element b)
Indicative number of lessons
- Intro phase (lectures, class lessons) - 16 hours
- Training phase: 32 hours tutorials
The lecturers on the course provide a number of introductory lessons on the main topics of the course. These lessons will typically last the first of a two-hour period, after which the second hour is spent on activities and discussions among the students in order to strengthen the learning of what the students learned during the first hour. The students will receive different take-home assignments, first and foremost to develop quantitative skills in understanding the Earth's climate regulations. All students are expected to be well prepared for each lesson as the teaching requires active participation by the students. In small classes, the students will then prepare and give a lecture of one hour's duration over one of the topics within the course curriculum. The preparation of this topic is discussed in detail with the course teachers, and in connection with the lecture, each team is expected to prepare an hour's discussion.
Activities during the studyphase:
- Students will solve homework problems.
- Students will prepare for active participation in lectures..
- Students will prepare to give a course lecture.
|Donald E. Canfieldemail@example.com||Biologisk Institut, Nordcee, Interdisciplinary Centre on Population Dynamics – Four Faculties Affiliates, Danish Institute for Advanced Study|