Course Syllabus

  

Semester & Location:	Summer 2024 - Session 5 - DIS Copenhagen
Type & Credits:	6 credits
Study Tour:	Greenland
Major Disciplines:	Biology, Environmental Science
Faculty Members:	Trine Warming Perlt - twp@dis.dk
Location:	Classroom: F24-403

Description of Course

Current climate change is daily featured in the news and in the media and the Arctic is frequently used as an example of how fast climate change is happening. Many of the organisms inhabiting the Arctic are uniquely adapted to the special conditions of their region and are therefore especially vulnerable to changes to those conditions. At the same time the Arctic is warming much faster than the global average and this significant regional warming has serious implications for the fragile arctic ecosystem. In this course we seek to understand the mechanisms and processes behind anthropogenic climate change and the effect this change has on arctic ecosystems in general. We will then dive into more detail in our work on case studies of different parts of the arctic ecosystem e.g. marine plankton, terrestrial plant-pollinator relationships, ice algae, and freshwater ecosystems. 

The theory provided in the lectures and readings will be supported by a 10-day study tour to Greenland and class work in a well-established research laboratory at the University of Copenhagen. We will travel to Greenland and experience for ourselves the role Greenland plays both as a place rich in opportunities to study past climate changes, and as a place particularly sensitive and vulnerable to the effects of modern climatic changes. The field trip will be filled with exploration and education. The class will experience a close encounter with the Greenland Ice Sheet, sail the UNESCO World Heritage Site Ilulissat Icefjord (Links to an external site.) in the midnight sun, view magnificent wildlife, and we will engage with the local people and learn of their culture.

The scientific part of the study tour will include a stay at one of the oldest research stations in the Arctic - the Arctic Station (Links to an external site.) on Disko Island. Here we will sense the presence of the history of arctic research in Greenland as well as engage with climate researchers who are monitoring the effects of the current climate change - we will even accompany one of them on her work in the field. We will also conduct fieldwork of our own, performing measurements in the unique arctic ecosystems, gathering samples and bringing them back to the lab to analyze them further.

When we return to from our travels in Greenland we will spend the following week at a research laboratory at the University of Copenhagen were you will learn how to process the samples we brought home with us. This will be a week full of hands-on experience with laboratory techniques where you will be helped along by experienced research laboratory technicians.  

A significant element of the course is a portfolio project where you will be working in small groups on case studies of different arctic ecosystems. You will learn how formulate a scientific hypothesis, design an experiment to test the hypothesis and you will acquire the relevant laboratory skills for the experiments. An important learning objective of the course is that students show independent thinking and ability to apply the theory from lectures and readings and the methods learned in the lab to the design of scientific experiments. 

Learning Objectives

The course aims to provide students with an understanding of:

• Climate system components: Students will be able to identify and explain the components and processes of the Earth's climate system, emphasizing arctic specificities.
• Arctic living conditions and organisms: By the end of the course students will comprehensively understand the unique living conditions of organisms in the Arctic and their adaptations to these conditions.
• Arctic ecosystem responses to climate change: Students will assess how arctic ecosystems respond to climate change, focusing on the interplay between biotic and abiotic factors and how these relationships are being altered by climate change.
• Field research: Demonstrate proficiency in setting up and conducting field measurements and sample collection in diverse arctic environments, emphasizing collaborative field work.
• Sample analysis: Process and analyze environmental samples in a laboratory setting, employing scientific techniques learned during the course.  
• Hypothesis formulation and testing: Formulate scientific hypotheses based on theoretical knowledge an field observations, design experiments to test these hypotheses, and interpret the results in the context of current scientific literature. 
• Scientific experimental design: design experiments to simulate and study the effects of climate change on arctic ecosystems.
• Synthesize theoretical and practical knowledge: Translate theoretical knowledge from lectures into practical application during field and laboratory work, demonstrating and understanding of scientific concepts through hands-on activities. 
• Teamwork skills: Collaborate efficiently with peers in a scientific setting, including field and laboratory work, to address complex environmental questions. 
• Communication of scientific findings: Develop and deliver clear, coherent presentations to audience, demonstrating the ability to communicate complex ideas effectively.
• Critical thinking: Show independent thinking and critical analysis in the design of experiments and interpretation of data, demonstrating an understanding of the scientific process.  

Faculty

Trine Warming Perlt, M.Sc. in Biology, University of Copenhagen. Employed at Dept. of Biology, University of Copenhagen since 2003. Secretary at Polar Science Centre UCPH (2010-2013). Research and teaching interests include arctic ecosystems (in particular freshwater), phytoplankton, and ice algae. Has over the years worked on several large international research projects and monitoring programs concerning climate change in the Arctic (most recently CBMP-freshwater, ARCTIC-BIODIVER, and Greenland Ecosystem Monitoring). With DIS since 2021.

Reading

D.N. Thomas (ed): Arctic Ecology, 2020

E. Born and J. Böcher (ed): The Ecology of Greenland, 2001

F. Ruddiman: Earth’s Climate Past and Future, 3rd edition, 2017

Relevant primary scientific literature

And more

Field Studies

Field studies are an important part of this course. Apart from the two-week field trip to Greenland, students will be working in a research laboratory in Copenhagen to acquire hands-on experience with the scientific methods taught in the theoretical part of the course.

In Greenland we will be hiking to most of the localities we are to visit so confidence in hiking in hilly and potentially slippery terrain is mandatory. You will also be required to bring practical clothing and footwear that will allow you to stay warm and dry in cold weather. 

The following is a rough outline of the field trip to Greenland: We will start by visiting the Greenland Ice Sheet near Kangerlussuaq. Here we will witness the retreating glacier first-hand and perform measurements on the ice. We will also go on a wild-life safari to see if we can spot musk oxen, reindeer, arctic foxes and more. The next stop is Ilulissat in Disko Bay where we will visit the Ilulissat Icefjord, where a sea-terminating glacier and UNESCO World Heritage site has become a symbol of the effects of global warming. We will also engage with the local population and learn of the Inuit culture and history. From Ilulissat we travel across the Disko Bay to Qeqertarssuaq on Disko Island. This small town is home to one of the worlds oldest research stations situated in the Arctic - the Arctic Station. We will stay at the station and engage with the researchers doing field work there. We will also hike to some of the sites in the vicinity where climate change has been monitored over the years. Throughout the tour we will conduct field work, taking measurements of environmental variables and gathering samples in the field. During the field trip we will also fit in theoretical sessions (e.g. lectures and student presentations) when appropriate. 

Format

Lectures, laboratory work, measurements and sampling in the field, group work, discussions, field studies, student projects and presentations.

Lab

In Copenhagen, class meetings will be divided between the laboratory and class-room teaching to allow a good balance between theory and practice. The laboratory work will be supported by theoretical lectures, discussions, student presentations, quizzes and wrap-ups. In Greenland, focus will be on field observations, measurements and data analysis, supported by lectures and student presentations.

Evaluation

To be eligible for a passing grade in this class you must complete all of the assigned work. The overall grade will come from the following:

Grading

Participation (40%): Active participation in class is required in order to get a good grade for participation. Examples of active student participation: volunteer to sum up key points from last class (2-3 min), ask questions about readings, lectures etc., start and/or participate in class discussions relating to the subjects treated, actively engage in laboratory work and actively contribute to a constructive and inspiring team work with your fellow students.

Field and lab Portfolio (20%): Students will hand in a field and lab portfolio during the course. The portfolio consists of a compilation of lab and field reports from the experiments conducted in the lab, measurements and observations made in the field etc.

Student Project (40%): Student projects will be carried out in small groups. Each group will choose a subject, formulate a hypothesis and design an experiment to investigate the problem. The final product will be a report and a group presentation of the project results. Required elements of each project is that students familiarize themselves with the theoretical background and the methods they are using, give a thorough description of the experiment, its purpose and the expected results.

Assignment	Percent
Participation	40%
Field and lab Portfolio	20%
Student Project	40%

AI use policy

AI tools like ChatGPT may be used as part of your academic work, provided you meticulously document your work process. This comprehensive documentation should include brainstorming notes, drafts, research materials, and AI tool prompts along with their outputs. This practice reinforces transparency and ensures that the final work submitted accurately and fairly reflects your understanding.

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

Course Summary

A tentative program is shown below.

Week 1	Introduction to the course Arctic definitions Climate Change in the Arctic  Arctic Ecology
Week 2	Earth’s climate system. Ice Cores as Climate Archives Arctic ecosystems (Terrestrial, Marine, Freshwater, Glaciers) Study tour preparations
Weeks 3 + 4	Study tour in Greenland  Greenland Ice Sheet, Ilulissat Icefjord, Disko Island Field work  Engage with researchers doing field work in Greenland
Week 5	Laboratory work on samples from Greenland Field and lab portfolio
Week 6 + 7	Experiment design Student projects and student presentations.

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org