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Unit Summary
Unit type
UG Coursework Unit
Credit points
12
AQF level
Level of learning
Advanced
Former School/College
Pre-requisites
Anti-requisites
Unit aim
Provides an introduction to the skills needed to estimate the sustainable harvest from a forest, and to use simulation modelling in a decision support framework, in the context of forest management planning and environmental management. Students will complete a simulation model as part of major assignment that will prepare them for oversight of forest yield regulation projects.
Unit content
1. Context of modelling and prediction in management planning.
2. Interplay between people, institutions, plans and models in resource management.
3. Modelling approaches, languages and tools.
4. Introduction to the Visual Modelling Environment, Simile.
5. Basic concepts of modelling in system dynamics approaches.
6. Individual-based modelling.
7. Population-based modelling.
8. Advanced modelling techniques.
9. Testing and presenting models
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | Identify forest and environmental issues that simulation modelling can help to resolve | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | Cultural competence | |
| 2 | Plan and implement a suitable modelling approach | Intellectual rigour | Creativity | Ethical practice | Knowledge of a discipline | Lifelong learning | ||
| 3 | Gather and synthesise relevant information and data | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | |||
| 4 | Complete simulations and present findings | Intellectual rigour | Creativity | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | Cultural competence |
| 5 | Identify further research needs | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | |||
On completion of this unit, students should be able to:
- Identify forest and environmental issues that simulation modelling can help to resolve
- GA1: Intellectual rigour
- GA3: Ethical practice
- GA4: Knowledge of a discipline
- GA5: Lifelong learning
- GA6: Communication and social skills
- GA7: Cultural competence
- Plan and implement a suitable modelling approach
- GA1: Intellectual rigour
- GA2: Creativity
- GA3: Ethical practice
- GA4: Knowledge of a discipline
- GA5: Lifelong learning
- Gather and synthesise relevant information and data
- GA1: Intellectual rigour
- GA3: Ethical practice
- GA4: Knowledge of a discipline
- GA5: Lifelong learning
- Complete simulations and present findings
- GA1: Intellectual rigour
- GA2: Creativity
- GA3: Ethical practice
- GA4: Knowledge of a discipline
- GA5: Lifelong learning
- GA6: Communication and social skills
- GA7: Cultural competence
- Identify further research needs
- GA1: Intellectual rigour
- GA3: Ethical practice
- GA4: Knowledge of a discipline
- GA5: Lifelong learning
Prescribed texts
- No prescribed texts.