Type of course

Theoretical.

The course can be taken as a singular course.

Admission requirements

Who can apply as a singular course student:

• PhD student enrolled at another institution than UiT. PhD students must upload a document from their university stating that there are registered PhD students. This group of applicants does not have to prove English proficiency and are exempt from semester fee.
• Holders of a master´s degree of five years or 3+2 years (or equivalent) may be admitted. These applicants must upload a Master´s Diploma with Diploma Supplement / English translation of the diploma. Applicants from listed countries must document proficiency in English. To find out if this applies to you, see the following list: Proficiency in English must be documented - list of countries. For more information on accepted English proficiency tests and scores, as well as exemptions from the English proficiency tests, please see the following document: Proficiency in english - PhD level studies

Course content

Boreal forest and Arctic tundra are two northern, cold-adapted biomes that cover about 20% of the globe’s land areas. These biomes harbor ecosystems with unique biodiversity and important ecological functions that currently are threatened by climate warming. In Bio-8106 we demonstrate how studying food webs is a powerful approach to understand the diversity and dynamics of northern ecosystems, and how climate change and other human-induced stressors impact them. Northern food web ecology provides therefore a scientific basis for answering questions like: Can emergent insect outbreaks stop the expansion of tall shrubs and trees into arctic tundra in warming climate? Can management of Arctic herbivores like geese and reindeer cause tundra vegetation state shifts? Will population cycles of lemmings disappear in a warmer Arctic and does it matter? What are the consequences of the reintroduction of wolves to boreal national parks? Is the population decline of ptarmigan in Norway related to increased resources for nest predators such as foxes and corvids?

Food web studies build on theories and methods that aims to uncover how the interactions between plants, herbivores and carnivores (including humans) influence the diversity and dynamics of ecosystems. Bio-3013 gives the students a state-of-the-art view on these theories and methods, and especially how they apply to of boreal and Arctic ecosystems. Hence, the course aims to give the student a solid scientific competence that make them well equipped to embark on ecosystem-based research, monitoring and management of the ecosystems we live in here in the North.

Objectives of the course

Knowledge:

• Overview of the structural and functional ecosystem characteristics and how these vary in time and space in boreal and Arctic biomes
• The bio-climatic delineation of Arctic tundra and boreal forest and characteristics of the tundra-forest ecotone.
• The bio-climatic sub-zones of the Arctic tundra and the plant growth forms that characterize these sub-zones.
• Key herbivores and carnivores in tundra and boreal forest ecosystems and their ecological functions.
• Modern methods to determine species’ functionality in food webs.
• Components of temporal variation (i.e. dynamics) in northern terrestrial food webs - in particular the role of seasonal and multi-annual cycles in species abundances.
• Theories of external drivers and internal regulatory mechanism of food web dynamics - the role of bio-climate, subsidies, bottom-up and top-down regulation, indirect interactions and trophic cascades, the role of keystone species.
• Theoretical models and empirical cases of reversible and irreversible state shift in boreal and Arctic ecosystems.
• Scientific approaches to test hypotheses on drivers and regulators of food webs structure and functioning.
• Why climate change is faster in the north than the global average.
• How climate change currently impacts boreal and Arctic food webs and what are future prospects.

Skills:

• How to make maps that depicts food web structure and interactions.
• To outline conceptual models of food web state shifts and climate impact paths.
• To use mathematical models of trophic interactions to understand how they may lead to different dynamics of keystone species.
• To use statistical time series analysis in order to identify systematic components of temporal variation in population time series such as multi-annual cycles.
• Plan studies aimed to determine the species functionality in food webs, the impact of human interventions and the impacts of climate change.
• Application of food web ecology as an ecosystem-based approach to research, monitoring and management of biodiversity and natural resources.

General competence:

• Critical assessment of state-of-the-art published scientific results.
• Presenting results and syntheses of published scientific results.
• Workshop and seminar skills in discussing complex scientific issues.
• Understanding of the progress of ecological studies - especially the different and complementary roles of theoretical models, experiments and observational studies/monitoring.
• Science-based consciousness regarding the challenge of Arctic climate change impacts.

Language of instruction and examination

Teaching methods