Forest Soil Ecology
Forest Soil Ecology
1. Course Description
Soil is a living body. As such, the living constituents of soil will be introduced including what groups of soil organisms are present (from microorganisms to macrofauna), interesting characteristics, numbers and biomass (prevalence), what they do (functional importance), and where they are (influence of the complex soil matrix). This course will provide students with a comprehensive view of ecological interactions in soils. It deals with the interactions between plants, soil and soil organisms, the roles played by soil organisms in decomposition of organic material, nutrient cycling (C, N, P) and stability of forestry and natural ecosystems.
The influence of abiotic conditions on organisms and organisms’ impact on their surroundings will be discussed. As nutrient cycles are driven by biochemical activities, biogeochemical cycles will be an important topic. Decomposition of organic substrates and the synthesis of and properties impacted by soil organic matter are important topics in this section. We will finish with brief coverage of practical functional applications driven by soil biology and ecology such as composting, degradation and remediation of pollutants, and water treatment. Other topics include food webs, the importance of soil organisms for soil fertility, mycorrhizas and their effects on plant productivity and plant communities, nutrient cycling in various terrestrial ecosystems, root growth and the biology of the rhizosphere, soil organic carbon pool and its relation to global warming.
2. Activities
(1) Topical lectures (will show with PPT in the class)
(2) In-depth readings
In connection with the topical lectures, we’ll assign 1-2 journal articles each week on a specific topic. You are responsible to study the papers thoroughly before the discussion session and be ready to offer your comments on them and to engage yourself with fellow classmates during the session. Study and discussion should be followed with the questions below:
What does the paper say? What are the highlights of the paper?
What do youthink useful from the paper for your research?
What do you disagree with the author? Why?
How may you improve thepaper in some sections?
(3)Round-table discussions
We will devote a session every week to analyze the assigned journal articles.
Each sessionwill be led by a student, as designated at the beginning ofthe semester. The lead student should start the session by answering the general readingquestions(listed earlier) from his or her own perspective, guide the discussionto ensureproductivity, and finally, closet he session by concluding remarks.Other students should participate in the discussion actively.
(4) Research proposal
You choose a topic related to your major or specially prospective thesis, careerobjectives, and the like. Study it thoroughly and write a research proposal.The topic should be narrow enough for you to address fully. To start, you maythink your report to be a literature review, which is usually a must for any scientificwriting. You should have a general question that you like to answer with your report.Then, you should divide the general question into specific questions each of whichyou can actually answer with the resources (time, facility, etc.) at your disposal. Your report must follow the format as specified the report instructions.
(5) Oral presentation
The oral presentation of your research proposal is due two weeks before the end of all instruction sessions in the semester. This should give you time to incorporate into your written report any feedbacks you may receive from the presentation.
Finish your presentation in the allotted time,and speak clearly and confidently.
(6) Visiting and observation
You may have chance to visit the laboratory and some field experimental sites with 1-2 days in the middle of the session.
3. Readings
David C. Coleman. Fundamentals of Soil Ecology(Second Edition). Academic Press, ISBN：012179726.
4. Assessment Detail
(1) Research proposal (30%)
Students will learn how to research a topic, read appropriate references, define knowledge gaps and outline research that will address the knowledge gap, the latter will develop their problem-solving skills. Research proposalis 30% of the total mark.
(2) Exams (30%)
There will be one exam in this course. The exam will consist of a subset of the topical lectures. Exam is 30% of the total mark.
(3) Coursework (40%)
Eachstudent should submit a comprehensive report which must be submitted by the last week of the session. Submit coursework should include an electronic document (Word or PDF) and a print coppysynchronously.Coursework is 30% of the total mark.
Marked assignments will be returned within 1-2 weeks after submission.