This course provides a comprehensive overview of the ecology of rainforests globally, and a detailed exploration of the issues relevant to their conservation. By using rainforests as a case study, it is intended that students will gain insights into the conservation and restoration of threatened habitats generally. An integral component of the course is a week-long field trip framed around a quantification of the biodiversity values of old growth rainforest versus post-clearing regrowth and restoration. From this, students will produce an assessment item in the style of a consultant's report, emphasising the effective application of real-world skills in research, analysis and communication.
Participation in the field trips for CONS7025 is compulsory. Students who do not attend the field trips will not be able to pass the course.
"Why should I even care about rainforest conservation?" Thinking carefully and critically about this question will be at the core of this course. The most immediately obvious answer is that the highly diverse ecology of rainforests makes them unique habitats, and hence this course will present you with a sound introduction to rainforest ecology and the issues associated with its conservation.
But there is a second and deeper answer, which is that understanding rainforest conservation teaches us broader principles of vegetation preservation and restoration, lessons that can be applied to many other habitats and landscapes worldwide.
As well as examining the causes of rainforest destruction and how they might be reduced, the course also examines what conservation biologists can do after rainforest has been cut down. Surprisingly, the United Nations estimates that, globally, some 15% of old growth rainforest cleared in the 1990's has regrown as secondary forest on abandoned land... which equates to 1 hectare regained for every 6 lost. Understanding the biodiversity values of such secondary, "regrowth forests" will be a vital question for the future of conservation biology.
A logical extension of this is - "what can conservationists do to actively do recreate habitat on formerly cleared lands?" Approaches to the challenge of rainforest restoration will therefore be a keyﾠ aspect of this course. The potential for carbon trading to serve as an economic inducement for forest conservation and reforestation will be explored.
Enrolled in the Master of Conservation Biology or Conservation Science programs
You'll need to complete the following courses before enrolling in this one:
CONS6009 and CONS7008
You can't enrol in this course if you've already completed the following:
ECOL6820
Restricted to students enrolled in MConsBiol and MConsSc
My name is John Hall and I am the course coordinator for CONS7025 “Rainforest Conservation”. E-mail is my best contact, but you are welcome to say hello and ask questions after lectures!
My name is John Hall and I am the course coordinator for CONS7025 “Rainforest Conservation”. E-mail is my best contact, but you are welcome to say hello and ask questions after lectures!
The timetable for this course is available on the UQ Public Timetable.
Please note that a timetable for CONS7025 Rainforest Conservation will be e-mailed out directly to each student before the commencement of the course.
The learning objective for this course is to balance the daunting scale of the issues in rainforest conservation with a constructive awareness of the positive things that can be done to help. ﾠAs a starting point, you will learn how and why rainforests are different from other forest types, and explore the ecology relating to their exceptional biodiversity. You will develop an understanding of the present state of rainforest deforestation, and how this relates to the broader history of human land clearing. You will examine both the socio-economic factors that drive rainforest deforestation, and the diversity of the conservation approaches that offer some hope for the future. A strong focus of your learning will be on how habitat fragmentation, protected area management, sustainable economic opportunities, secondary forest regeneration and human-mediated restoration efforts can best be managed strategically to maximise rainforest conservation outcomes. Class-based lectures and tutorials will compliment extensive field work in local rainforests and secondary regrowth. While in the field, you will learn and apply techniques to quantify forest diversity and relate tree basal area to carbon sequestration potential. The fieldwork represents a strong opportunity to develop your ability to identify plants using dichotomous keys, an important practical skill in applied conservation biology.
After successfully completing this course you should be able to:
LO1.
Understand the ecological characteristics that gives rainforest its unique conservation significance. Understand the key threats to rainforest conservation, and the strategic possibilities to reduce those threats, both globally and in the Australian context.
LO2.
Think critically and strategically about rainforest conservation options. Acknowledge the complexities of real world conservation debates, and give fair consideration to both sides of the issue. Appreciate the need to extract maximum value from what are often, by necessity, controversial and compromise solutions to difficult problems.
LO3.
Apply sound methodology for the field quantification of forest plant diversity, and the statistical comparison of such data from different forest types. Develop skills in plant identification using dichotomous keys.
LO4.
Understand the potential of carbon sequestration as possible economic mechanism to promote reforestation, and have a practical knowledge of how carbon sequestration by forests can be quantified in the field.
LO5.
Write up a scientific research project, incorporating both the analysis of original field data and a critical review of scientific literature, into an illustrated report in a format suitable for communication with a target audience of non-scientists (such as a government agency or community group with a conservation focus).
LO6.
Apply your knowledge of, and insights into, rainforest conservation to similar issues that apply to the conservation of other forest types and habitats.
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
In-Semster Exam
|
25% |
31/01/2025 10:00 am |
| Paper/ Report/ Annotation | Carbon Sequestration Exercise: Carbon worksheet | 20% |
13/02/2025 4:00 pm |
| Paper/ Report/ Annotation | Conservation Values of Rainforest and Regrowth | 55% |
24/02/2025 9:00 am |
31/01/2025 10:00 am
The exam will ONLY cover teaching material delivered during the first week of the course. You will be clearly advised as to what material will be covered during class.
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
You may be able to defer this exam.
See the Additional assessment information section further below for information relating to extension and deferral applications
13/02/2025 4:00 pm
This assignment will involve working through a series of allometric equations to calculate the carbon values of the stands of subtropical rainforest and camphor laurel regrowth that we sampled during our fieldwork. Hence you will collect the data for this assignment in the field as a group but each individual will need to complete their calculations on their own. Part of this worksheet will also involve providing short essay answers to several questions about the use of carbon markets to promote rainforest conservation.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct
Online submission by Turnitin only by the due date. No hard copy or assignment cover sheets required.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
See the Additional assessment information section further below for information relating to extension and deferral applications
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
You are required to submit assessable items on time. If you fail to meet the submission deadline for any assessment item, then 10% of the maximum possible mark for the assessment item (assessment ‘marked from’ value) will be deducted as a late penalty for every day (or part day) late after the due date. For example, if you submit your assignment 1 hour late, you will be penalised 10%; if your assignment is 24.5 hours late, you will be penalised 20% (because it is late by one 24-hour period plus part of another 24-hour period). 10% will be deducted per day for up to 7 calendar days, at which point your submission will receive a mark of zero (0) unless an extension has been approved.
24/02/2025 9:00 am
In this project report, you will write up a scientific investigation, incorporating both the analysis of original field data and a critical review of scientific literature, into an illustrated report in a format suitable for communication with a target audience of non-scientists (i.e, a “consultant report” for a local government or community group with a conservation focus). This written report will be based on the ecology we investigated on the CONS7025 field trip, and will be entitled “An assessment of the conservation values of camphor laurel regrowth versus intact native rainforest".
Your task is to provide an evidence-based assessment of the conservation values of camphor laurel regrowth in the Tweed valley relative to the original subtropical rainforests that they replaced following a history of land clearing. Your report should be a scientifically-sound analysis and presentation of the original research data we collected on the field trip. In addition, you should critically explore the published scientific literature relevant to this topic, including the relative costs and benefits of the passive versus active approach to forest regrowth and restoration. A key focus of this task will be developing and communicating a practical, achievable conservation solution that could be implemented in a real-world context!
In terms of both content and style, authoring this document will help you to develop professional skills in writing, analysis and presentation that will be directly applicable to your future career, and it will give you the opportunity to apply your learning to a practical problem in rainforest conservation. Please note that further details to assist you in the preparation of this document will be provided in class tutorials and on blackboard.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct
Online submission by Turnitin only by the due date. No hard copy or assignment cover sheets required.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
See the Additional assessment information section further below for information relating to extension and deferral applications
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
You are required to submit assessable items on time. If you fail to meet the submission deadline for any assessment item, then 10% of the maximum possible mark for the assessment item (assessment ‘marked from’ value) will be deducted as a late penalty for every day (or part day) late after the due date. For example, if you submit your assignment 1 hour late, you will be penalised 10%; if your assignment is 24.5 hours late, you will be penalised 20% (because it is late by one 24-hour period plus part of another 24-hour period). 10% will be deducted per day for up to 7 calendar days, at which point your submission will receive a mark of zero (0) unless an extension has been approved.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fail: Falls short of satisfying all basic requirements for a Pass.ﾠWork of a very poor quality showing a very limited understanding of subject matter and a very low level of appreciation of issues covered in course content, including laboratory and field-based activities (as relevant to the course). The minimum percentage required for a grade of 1 is: 0% |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fail: Falls short of satisfying all basic requirements for a Pass.ﾠWork of poor quality showing a very limited understanding of subject matter and a low level of appreciation of issues covered in course content, including laboratory and field-based activities (as relevant to the course). The minimum percentage required for a grade of 2 is: 30% |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fail: Falls short of satisfying all basic requirements for a Pass. The minimum percentage required for a grade of 3 is: 45% |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Work of fair quality demonstrating a basic understanding of most aspects of subject matter and a modest appreciation of issues covered in the course, including laboratory and field-based activities (as relevant to the course), but with serious deficiencies in some areas. The minimum percentage required for a grade of 4 is: 50% |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Work of a good quality demonstrating a good understanding of most subject matter and a competent level of appreciation of issues covered ﾠthe course, including laboratory and field-based activities (as relevant to the course), although with some lapses and inadequacies.. The minimum percentage required for a grade of 5 is: 65% |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Work of a very good quality demonstrating a strong understanding of a wide, but not complete, range of subject matter and a good level of appreciation of issues, although not necessarily of the finer points, ﾠacross the course content and activities, including laboratory and field-based activities (as relevant to the course). The minimum percentage required for a grade of 6 is: 75% |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Work of exceptional quality showing a deep understanding of a wide range of subject matter and a clear appreciation of issues covered in across the course content and activities, including laboratory and field-based activities (as relevant to the course). The minimum percentage required for a grade of 7 is: 85% |
Supplementary assessment is available for this course.
Should you fail a course with a grade of 3, you may be eligible for supplementary assessment. Refer to my.UQ for information on supplementary assessment and how to apply.
Supplementary assessment provides an additional opportunity to demonstrate you have achieved all the required learning outcomes for a course.
If you apply and are granted supplementary assessment, the type of supplementary assessment set will consider which learning outcome(s) have not been met.
Supplementary assessment can take any form (such as a written report, oral presentation, examination or other appropriate assessment) and may test specific learning outcomes tailored to the individual student, or all learning outcomes.
To receive a passing grade of 3S4, you must obtain a mark of 50% or more on the supplementary assessment.
Assessment Submission
It is the responsibility of the student to ensure the on time, correct and complete submission of all assessment items.
Please ensure you receive and save the submission confirmation for all submitted items, you may be asked to produce this as evidence of your submission.
Turnitin
All written assessment must be submitted via the appropriate Turnitin submission portal, which can be found within the Blackboard site. You are responsible for ensuring that your submission is complete. It is wise to re-enter the Turnitin portal and confirm that your submission is there and that it has not been altered during the submission process.
By submitting work through Turnitin you are deemed to have accepted the following declaration “I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment”.
Failure to submit a hard and electronic copy on time will result in the late penalty (10% per day) being applied - you need to ensure that both the HARD copy and ELECTRONIC versions are submitted by the due date, late submission of either version will result in the late penalty being imposed.
Plagiarism
You should be aware that the University employs purpose built software to detect plagiarism. It is very important that you understand clearly the practical meaning of plagiarism.
DEFINITION OF PLAGIARISM: Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.
EXAMPLES OF PLAGIARISM:
1. Direct copying of paragraphs, sentences, a single sentence or significant parts of a sentence;
2. Direct copying of paragraphs, sentences, a single sentence or significant parts of a sentence with an end reference but without quotation marks around the copied text;
3. Copying ideas, concepts, research results, computer codes, statistical tables, designs, images, sounds or text or any combination of these;
4. Paraphrasing, summarising or simply rearranging another person's words, ideas, etc without changing the basic structure and/or meaning of the text;
5. Offering an idea or interpretation that is not one's own without identifying whose idea or interpretation it is;
6. A 'cut and paste' of statements from multiple sources;
7. Presenting as independent, work done in collaboration with others;
8. Copying or adapting another student's original work into a submitted assessment item.
ARTIFICIAL INTELLIGENCE USE (AI)
The assessment tasks in this course evaluate students’ abilities, skills, and knowledge without the aid of Artificial Intelligence (AI).
Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute misconduct under the Student Code of Conduct
Applications for Extensions to Assessment Due Dates
Extension requests are submitted online via my.UQ – applying for an extension. Extension requests received in any other way will not be approved. Additional details associated with extension requests, including acceptable and unacceptable reasons, may be found at my.UQ.
Please note:
Applications to defer an exam
In certain circumstances you can apply to take a deferred examination for in-semester and end-of-semester exams. You'll need to demonstrate through supporting documentation how unavoidable circumstances prevented you from sitting your exam. If you can’t, you can apply for a one-off discretionary deferred exam.
Deferred Exam requests are submitted online via mySi-net. Requests received in any other way will not be approved. Additional details associated with deferred examinations, including acceptable and unacceptable reasons may be found at my.UQ.
Please note:
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources are available on the UQ Library website.
Please note that the Masters of Conservation Biology blackboard page has a section where the learning resources for CONS7025 Rainforest Conservation will be posted.
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Workshop |
Course Introduction Aims and scope of the course - schedule of learning activities - details of the assessment - introduction to the class discussions and readings - logistical arrangements for the field trip (John Hall). Learning outcomes: L01, L02, L06 |
Lecture |
"The Chaos of Delight" An introduction to Rainforest Ecology (John Hall). Please note this will be a two-hour lecture with a short break in the middle. Learning outcomes: L01, L02, L06 |
|
Lecture |
"Echoes in the Cathedral" Issues and Ways Forward in Rainforest Conservation (John Hall). Please note this will be a two-hour lecture with a short break in the middle. Learning outcomes: L01, L02, L06 |
|
Lecture |
"Regrowing Rainforests" An introduction to the ecology of reforestation and secondary forests (John Dwyer). Learning outcomes: L01, L02, L06 |
|
Workshop |
Preparation for Field Trip Field Trip Briefing - Background on the Ecological question - the disputed conservation significance of Camphor laurel. Overview of our field methods and analytical approaches. (John Hall). Learning outcomes: L01, L02 |
|
Workshop |
Class Discussion of Rainforest Conservation Issues A structured class discussion; each class member to bring details of a paper on the topic of rainforest conservation that they found interesting or inspiring. Be prepared to briefly explain the "story" of your chosen paper to the class in an informal tutorial discussion setting.The tutorial will be run during morning and afternoon sessions with a lunch break in between (John Hall). Learning outcomes: L01, L02, L06 |
|
Tutorial |
Workshop on Scientific Writing A practical review focused on improving your writing skills generally in science (John Hall). Learning outcomes: L05 |
|
Week 2 |
Fieldwork |
Rainforest Conservation Field Trip The CONS7025 field trip is a week-long field trip that will run from Monday 3rd February to Friday 7th February. Accommodation, meals and transport will be provided. Full details of this field trip will be communicated during class time and in the course materials on blackboard. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 3 |
Practical |
Plant Identification Skills Workshop Tips and techniques for identifying rainforest plants, followed by a plant identification lab session (Rod Fensham). Use this time to identify the plant specimens collected on the field trip. IMPORTANT NOTE: You MUST wear ENCLOSED SHOES or BOOTS to participate in this lab! Learning outcomes: L03 |
Practical |
Rainforest Data Entry In this session, we will work together to enter the field trip data that you will need to author your report. Attendance is compulsory! Learning outcomes: L03, L04 |
|
Lecture |
"Estimating the Carbon Content of Forests" Allometric equations, their value and importance for incorporating forests into carbon markets (John Dwyer). Learning outcomes: L01, L02, L04, L06 |
|
Tutorial |
Workshop on Quantifying Carbon Sequestration Calculating carbon sequestration in subtropical rainforest camphor laurel forests from our field trip data (John Dwyer). Students to complete a worksheet using skills learned in this session. Learning outcomes: L02, L03, L04 |
|
Tutorial |
Workshop on quantifying biodiversity Quantifying and comparing diversity in subtropical rainforest camphor laurel forests - don't miss this essential tutorial in which we anylyse our field trip data! (John Dwyer). Learning outcomes: L03 |
|
Tutorial |
Workshop on Writing Your Report A detailed overview on how to go about writing your report for this subject (John Hall). Learning outcomes: L05 |
|
Lecture |
"Can Carbon Markets Avoid Deforestation?" Is the emergence of global carbon markets a viable mechanisim to prevent deforestation?(John Dwyer). Learning outcomes: L01, L02, L04, L06 |
|
Workshop |
Using Carbon Markets for Conservation Gains A structured class discussion on how carbon markets might be used to achieve positive conservation gains (John Dwyer). To be based on the set readings provided. Learning outcomes: L01, L02, L04, L06 |
|
Week 4 |
General contact hours |
Consultations on draft reports The fourth week of CONS7025 will be spent writing-up your report. There are no scheduled classes during this week, but you MUST make an appointment with John Hall during this week to discuss your draft. Details on how to arrange a time for this discussion will be communicated during class. Learning outcomes: L02, L05 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.