Integrated Earth and Environmental Science field course

EART40010 Integrated Earth and Environmental Science field course 15 Semester 2 Undergraduate Level 6 Mike Burton Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <div>This unit represents the culmination of fieldwork experience on both the Environmental Science and Earth and Planetary Science programmes. In this unit, core skills learnt over the previous years of study are integrated by testing hypotheses with field-based data collection to explore and study a geological or environmental system.   Whereas the field courses of previous years focused on topics and are at least partly teacher-led, this field course provides students with the opportunity to follow their own curiosity and address a research question of their own choosing in a scientifically rich research location, the island of La Palma, Canary Islands. La Palma is particularly well-suited to a student-led approach because it has a wide range of flora within many microclimates and environmental gradients, regular impacts from volcanic eruptions, and rich geological features.   A key focus of the unit is encouraging independence in students and overcoming unexpected challenges in the field. Each student will produce a thoroughly researched and well-argued practical research proposal aiming to deliver high-quality science. The ability to overcome unexpected challenges in the field is a key factor in the successful delivery of fieldwork. Thus, if there is an evolution in the hypotheses given the fieldwork constraints, this will not result in a loss of marks. Working in small teams is needed for safety but may also improve the efficiency of data collection, though each student must have their own clearly identified hypothesis-driven research question and data collection approach.   There are four stages to the unit: introduction, proposal development, fieldwork, and communication of results. The introduction describes the geology, environment and ecology found on La Palma, and the kinds of field-based equipment available for the trip. Examples of research questions will be provided but students are encouraged to develop their own questions. For safety, efficiency and skills development, students are expected to work in teams, whilst retaining clear responsibility for their individual research question. Training is provided in proposal writing, including a workshop on how proposals are assessed, with a practical exercise. The aim is to provide students with a clear picture of what makes an effective and successful hypothesis-driven research proposal. Logistics and safety with a risk assessment are critical elements of these proposals. The proposal makes up 40% of all the marks.   The research trip will be carried out in late January/early February, with flights and self-catering accommodation provided, and students will cover their own costs for food during the trip. Scientific equipment will be provided, which must be planned and discussed with field course staff well in advance of departure. Students will be expected to wear hiking boots and have rucksacks suitable for carrying equipment and food for a long day in the field (daylight is 8 am till 5 pm and we try to use all of this time). Critically, students must be prepared for both cold and hot weather, from 5 C to 30 C, as there is nearly 3000 m elevation range on island. There is also the possibility of rain, so wet weather clothes are required. We will travel in small groups with minibuses and drivers, so a clear logistical plan for each team is an essential part of the research proposal. Professional behaviour on the trip is required, particularly with regard to timely departure in the morning and in the pick-up at the end of the day, and effective team-working.   Communication of results through a presentation and written report submitted in late February provide 40% of the marks. </div> <div>This unit represents the culmination of fieldwork experience on both the Environmental Science and Earth and Planetary Science programmes. In this unit, core skills learnt over the previous years of study are integrated by testing hypotheses with field-based data collection to explore and study a geological or environmental system.   Whereas the field courses of previous years focused on topics and are at least partly teacher-led, this field course provides students with the opportunity to follow their own curiosity and address a research question of their own choosing in a scientifically rich research location, the island of La Palma, Canary Islands. La Palma is particularly well-suited to a student-led approach because it has a wide range of flora within many microclimates and environmental gradients, regular impacts from volcanic eruptions, and rich geological features.   A key focus of the unit is encouraging independence in students and overcoming unexpected challenges in the field. Each student will produce a thoroughly researched and well-argued practical research proposal aiming to deliver high-quality science. The ability to overcome unexpected challenges in the field is a key factor in the successful delivery of fieldwork. Thus, if there is an evolution in the hypotheses given the fieldwork constraints, this will not result in a loss of marks. Working in small teams is needed for safety but may also improve the efficiency of data collection, though each student must have their own clearly identified hypothesis-driven research question and data collection approach.   There are four stages to the unit: introduction, proposal development, fieldwork, and communication of results. The introduction describes the geology, environment and ecology found on La Palma, and the kinds of field-based equipment available for the trip. Examples of research questions will be provided but students are encouraged to develop their own questions. For safety, efficiency and skills development, students are expected to work in teams, whilst retaining clear responsibility for their individual research question. Training is provided in proposal writing, including a workshop on how proposals are assessed, with a practical exercise. The aim is to provide students with a clear picture of what makes an effective and successful hypothesis-driven research proposal. Logistics and safety with a risk assessment are critical elements of these proposals. The proposal makes up 40% of all the marks.   The research trip will be carried out in late January/early February, with flights and self-catering accommodation provided, and students will cover their own costs for food during the trip. Scientific equipment will be provided, which must be planned and discussed with field course staff well in advance of departure. Students will be expected to wear hiking boots and have rucksacks suitable for carrying equipment and food for a long day in the field (daylight is 8 am till 5 pm and we try to use all of this time). Critically, students must be prepared for both cold and hot weather, from 5 C to 30 C, as there is nearly 3000 m elevation range on island. There is also the possibility of rain, so wet weather clothes are required. We will travel in small groups with minibuses and drivers, so a clear logistical plan for each team is an essential part of the research proposal. Professional behaviour on the trip is required, particularly with regard to timely departure in the morning and in the pick-up at the end of the day, and effective team-working.   Communication of results through a presentation and written report submitted in late February provide 40% of the marks.</div> The aim of the course is for students to develop a curiosity-driven research proposal for fieldwork on La Palma, Canary Islands, and then conduct that fieldwork, thereby addressing their research questions. This is a key milestone in their development as independent Earth and environmental scientists, able to: (1) produce a well-argued and practical research proposal to address interesting scientific questions about natural processes through field-based research; (2) overcome challenges to produce useful scientific observations in the field, and (3) communicate the results. This is a two semester unit, with preparation in semester 1 and field work and report writing in semester 2. <div><figure class="table" style="width:500px;"><table border="1" cellpadding="1" cellspacing="1"><tbody><tr><td colspan="2" rowspan="1">On the successful completion of the course, student will be able to:</td><td>Developed</td><td>Assessed</td></tr><tr><td>ILO 1</td><td>Explore and interpret relevant literature information about the Earth and environmental science of the Canary Islands </td><td>X</td><td>X</td></tr><tr><td>ILO 2</td><td>Develop a research proposal on a science question that can be addressed by performing observational fieldwork </td><td>X</td><td>X</td></tr><tr><td>ILO 3</td><td>Propose a logistical plan for executing field research, addressing budgets, risk assessments and all associated practical matters </td><td>X</td><td>X</td></tr><tr><td>ILO 4</td><td>Work with fellow students to maximise logistical efficiency, achievement of research goals and wellbeing </td><td>X</td><td>X</td></tr><tr><td>ILO 5</td><td>Reach scientific conclusions arising from the fieldwork, write these up and present them to colleagues  </td><td>X</td><td>X</td></tr><tr><td>ILO 6</td><td>Cultivate professional behaviour through conducting field work as part of a small team </td><td>X</td><td> </td></tr><tr><td>ILO 7</td><td>Develop an understanding of how research proposals are considered and assessed by grant-awarding bodies, and use this knowledge to deliver peer-to-peer feedback </td><td>X</td><td> </td></tr></tbody></table></figure></div> During semester 1 there will be four 2 hour in person lectures or workshops, with reading materials to be examined before each session, and students performing their own research and development of plans between sessions. After session 2 each student will be associated with one member of staff, GTA or academic, who will guide them through refining the proposal and development of the logistical plan.   1. Lecture – Geography, geology, ecology, logistics of La Palma, Field Areas and questions (week 3)2 Workshop – Area and topic focussed group discussion on research questions and equipment (week 5)3. Workshop – Proposals aims, structure and assessment, including panel assessment exercise, followed by group work on research plans with initial feedback (week 74. Workshop: presentation from each team of scientific and logistics plans, feedback from academic staff (week 10)5. Workshop on final logistics in S2 a few days before departure. (week 20) The field work will happen in late January / early February with 8 days total, two travel days and six days in the field. A presentation from each team will be delivered three weeks after return in week 24, with each team member presenting their results, conclusions, and how they overcame challenges. Four weeks after return in week 25 a 2000 word short-format paper will be submitted by each student.  There are 5 pre-fieldtrip in-person teaching events, followed by a field trip of 8 days in late January/early February. Five days are spent in the field conducting field measurements, with a sixth day focussed on exploring the wider island. Travel to and from the Canary Islands from Manchester takes place in the remaining 2 days. We will meet in Manchester airport at the required time; punctuality and respecting the weight limits for luggage are essential. There will be 5 pre-fieldtrip meetings/lectures each of two hours, four throughout semester 1 and one at the start of semester 2. All of these in-person events are mandatory. If attendance is not possible for medical or other reasons, please inform the Unit Leader as soon as possible. We have identified three Field Areas on La Palma which are well-suited to different research questions, Caldera Taburiente, Tajogaite cone and deposit, Lava flows along Cumbre Vieja. Students will choose between lecture 1 and lecture 2 which field area they will work on, and in lecture 2 we will have Area Leaders introduce those Areas and the research questions which they are well-suited to.A questionnaire must be filled in October by all students and staff to allowing bookings to be made.   The first lecture will be posted as PowerPoint presentations on Blackboard. Additional supporting research papers as well as information on La Palma will be posted on Blackboard in advance of the fieldtrip.   In the field, students will work in logistical teams of 5-10 people based in a particular area, but each student will have their own individual research proposal with hypotheses, questions and methodology. Each team will be associated with one academic or GTA. Thus, we might have an ecology project working on chlorophyl of vegetation along a coastline while a geology student is measuring strike/dip of sediments in outcrops on the same coastline. Students will ordinarily navigate the field area in pairs or threes for safety, but within that group they can work on different objectives. The research proposal must be hypothesis-driven and report the current state-of-the-art, as well as the importance of the research question, highlighting why it is useful to address and who the stakeholders might be who would benefit from the new understanding achieved by addressing the research question. Consideration of any research permits which might be required should be included. A detailed daily description of logistics and how this will work with the wider team, including drop-off and pick-up locations and times are required in order to provide appropriate logistical support with minibuses and drivers. A risk assessment following the departmental format for all research fieldtrips must be included in the proposal, tailored to the specific activity and logistics planned by the student. Each evening all students and staff will gather to review plans for the next day and address any issues which arise. Following this mandatory meeting there will be an optional talk delivered by one of the staff members on a relevant topic.   Each student will deliver a presentation of their main results two weeks after returning to the UK. This will be delivered as a group, with each individual provided 2-3 slides to present their own results and conclusions and summarising how they overcame any unexpected challenges in the field. This presentation allows feedback on key results and interpretations. After 4 weeks each student will submit a 2000 word short-format research paper, with introduction, methods, results, discussion and conclusions, this makes up the remaining 60% of marks.  0 Other 50% 2 Written assignment (inc essay) 30% 7 Oral assessment/presentation 20% <figure class="table" style="width:500px;"><table border="1" cellpadding="1" cellspacing="1"><tbody><tr><td>Assessment type</td><td>% Weighting within unit</td><td>Hand out and hand in dates</td><td>Length</td><td>How, when and what feedback is provided</td><td>ILO tested</td></tr><tr><td>Pre-fieldtrip research proposal, including hypothesis, aims, objectives, logistics and risk assessment</td><td>40</td><td>December Week 12</td><td>2000-3000 words</td><td>Written feedback in mid-January (week 18)</td><td>1-3</td></tr><tr><td>Oral presentation of main results, conclusions and challenges overcome, 2-3 slides per student</td><td>Formative</td><td>Oral presentation three weeks after trip (week 24)</td><td>3 minutes each student</td><td>Written and oral feedback will be given immediately following the oral presentation.  session to guide the production of the written report</td><td>1-5</td></tr><tr><td>Written report</td><td>60</td><td>Four weeks after trip (week 25)</td><td>2000 words, not including references and figure captions, in the format of a research paper</td><td>Written feedback 10 working days of last submission</td><td>1-5</td></tr></tbody></table></figure> MEarthSc(Hons) MEarthSc(Hons) Fourth Year Mandatory MEarthSci (H) Geo w Plan Sc MEarthSci (H) Geo w Plan Sc Fourth Year Mandatory N Individual research areas will be identified and selected by students for literature review in the creation of the in-field guide resource. Additional supporting research papers are available via blackboard.  Fieldwork 150 0 0