Environmental Modelling

EART22001 Environmental Modelling 10 Semester 1 Undergraduate Level 5 Paul Connolly Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <div>The course consists of 10, one-hour lectures and 10, three-hour practical sessions. We start with an introduction to using numerical models and the various tools needed for the rest of the module.Each week will be run as follows. Firstly, a 1-hour lecture will cover an environmental modelling approach, the relevant theory, and usage cases – linking to research papers that use these techniques. Secondly, a 3-hour computer practical will allow students to download the model, perform different simulations and plot the results. Each week students will put the results / plots, selected plotting scripts, and descriptions, in a note book / portfolio – a word document that they will submit at the end of the module.</div> <div>The course consists of 10, one-hour lectures and 10, three-hour practical sessions. We start with an introduction to using numerical models and the various tools needed for the rest of the module.Each week will be run as follows. Firstly, a 1-hour lecture will cover an environmental modelling approach, the relevant theory, and usage cases – linking to research papers that use these techniques. Secondly, a 3-hour computer practical will allow students to download the model, perform different simulations and plot the results. Each week students will put the results / plots, selected plotting scripts, and descriptions, in a note book / portfolio – a word document that they will submit at the end of the module.</div> <div>The aim of this module is to give students an appreciation of the different kinds of models used in environmental and atmospheric science and the kinds of problems they can be used for. Students will learn about the inner workings of the models in the lectures and explore the various model sensitivities in related practicals. They will also learn about modelling best practice and how to look out for common problems in the numerical solutions. The course will also go into some of the numerical methods used in environmental and atmospheric modelling. Students will also learn how to present and interpret data from common data formats produced by the models. This will be done by constructing plots of large, multi-dimensional, data sets using python.</div>   <figure class="table"><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:496px;" colspan="2">On the successful completion of the course, students will be able to:</td><td style="width:72px;">Developed</td><td style="width:66px;">Assessed</td></tr><tr><td style="height:59px;width:64px;">ILO 1</td><td style="height:59px;width:432px;">To demonstrate knowledge of different modelling approaches</td><td style="height:59px;width:72px;">X</td><td style="height:59px;width:66px;">X</td></tr><tr><td style="height:67px;width:64px;">ILO 2</td><td style="height:67px;width:432px;">To gain an appreciation of the kinds of problem that numerical models can solve</td><td style="height:67px;width:72px;">X</td><td style="height:67px;width:66px;">X</td></tr><tr><td style="height:76px;width:64px;">ILO 3</td><td style="height:76px;width:432px;">To gain a knowledge of how environmental models work, and the factors that lead to instabilities and model artefacts. </td><td style="height:76px;width:72px;">X</td><td style="height:76px;width:66px;">X</td></tr><tr><td style="height:66px;width:64px;">ILO 4</td><td style="height:66px;width:432px;">To analyse environmental model output and describe and present results. </td><td style="height:66px;width:72px;">X</td><td style="height:66px;width:66px;">X</td></tr><tr><td style="height:66px;width:64px;">ILO 5</td><td style="height:66px;width:432px;">To synthesise results and critically evaluate different methods for solving real-world problems</td><td style="height:66px;width:72px;">X</td><td style="height:66px;width:66px;">X</td></tr><tr><td style="height:66px;width:64px;">ILO 6</td><td style="height:66px;width:432px;">To be familiar with the numerical methods that are applied in environmental modelling and to be able to describe their pros and cons</td><td style="height:66px;width:72px;">X</td><td style="height:66px;width:66px;">X</td></tr></tbody></table></figure>  Week 1:Lecture: Introduction to numerical modelling – what is a model? Why do we use them?Practical: Computer induction: downloading & preparing code, plotting data Week 2:Lecture: Modelling n-bodies using Newton's laws of motion / Milankovitch cycles and ice-ages. Practical: Solar system practical / Ordinary Differential Equations (ODEs) and analysis of time-series data. Week 3: Lecture: Box models in environmental science / ODEsPractical: Box model practical of thermodynamics and cloud-aerosol processes. Week 4:Lecture: Diffusion, mixing, and turbulence in Environmental Modelling (transport and mixing of pollutants)Practical: Gaussian Plume Modelling practical Week 5:Lecture: Kinematic Models in Environmental Science (Partial Differential Equations - PDEs & ODEs)Practical: Single Column Model of the interaction between aerosol, cloud microphysics, and precipitation. Week 6:Online formative assessment releasedLecture: Reaction-diffusion modellingPractical: Reaction-diffusion modelling Week 7:Lecture: Agent-based modellingPractical: Agent-based modelling Week 8:Lecture: Dynamical Models in Environmental Science (2-D PDEs)Practical: Shallow Water Modelling practical (tsunamis, ocean dynamics) Week 9:Lecture: Dynamical Models continued (parallel processing on a computer)Practical: More on shallow water model – extension to planetary science – modelling Saturn's Hexagonal Wind Pattern. Week 10:Lecture: Dynamical Models (3-D PDEs, Large Eddy Simulation)Practical: Large Eddy Simulation Model practical (mixing processes, Kelvin – Helmholtz instabilities, or marine stratocumulus simulation) Week 11:Revision session and Online assessment in class Week 12:Coursework: submit essay  1-hour lecture per week covering a different modelling approach; the relevant theory; and usage cases for the model, with examples.3-hour computer practical each week, with guided learning where students download and use models to simulate environmental processes, and plot / interpret the results, compiling their notebook, which is to be submitted at the end of the course.Occasional use of on-line JavaScript models for formative learning, which can be used away from the University.Occassional use of Binder web-pages, demonstrating python routines to plot and interpret model data. 2 Written assignment (inc essay) 50% 9 Set exercise 50%  <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="height: 68px; width: 102px">Assessment type</td> <td style="height: 68px; width: 85px">% Weighting within unit</td> <td style="height: 68px; width: 66px">Hand out and hand in dates</td> <td style="height: 68px; width: 94px">Length </td> <td style="height: 68px; width: 170px">How, when and what feedback is provided</td> <td style="height: 68px; width: 123px">ILO tested</td> </tr> <tr> <td style="height: 101px; width: 102px">Online test 1</td> <td style="height: 101px; width: 85px">0%</td> <td style="height: 101px; width: 66px">Week 6</td> <td style="height: 101px; width: 94px">1 hour</td> <td style="height: 101px; width: 170px">Automated feedback via Blackboard</td> <td style="height: 101px; width: 123px">1, 2, 3</td> </tr> <tr> <td style="height: 101px; width: 102px">Essay</td> <td style="height: 101px; width: 85px">50%</td> <td style="height: 101px; width: 66px">Week 11</td> <td style="height: 101px; width: 94px">1500 words</td> <td style="height: 101px; width: 170px">Written feedback</td> <td style="height: 101px; width: 123px">1, 2, 3, 4, 5, 6</td> </tr> <tr> <td style="height: 101px; width: 102px">Online test 2</td> <td style="height: 101px; width: 85px">50%</td> <td style="height: 101px; width: 66px">Week 11</td> <td style="height: 101px; width: 94px">1 hour</td> <td style="height: 101px; width: 170px">Automated feedback via Blackboard</td> <td style="height: 101px; width: 123px">1,2,3,6</td> </tr> </tbody></table>  EART11200 The Natural Scientist's Toolkit Pre-Requisite Compulsory BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Planet Sci) Second Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geochemistr) Second Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Plane) Second Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geoch) Second Year Optional BSc (Hons) Ea and Plan Sci Ind BSc (Hons) Ea and Plan Sci Ind Second Year Optional MEarthSci (Hons) Earth Industr MEarthSci EPS w IE (GeoChem) Second Year Optional BSc (Hons) Ea and Pl Sc Abroad BSc (Hons) Ea and Pl Sc Abroad Second Year Optional BSc (Hons) Ea and Pl Sc Abroad BSc (Hons) EPS Yr Abroad (Geo) Second Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS Abroad (PS) Second Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS w YA (Geochem) Second Year Optional BSc (Hons) Environmental Sci BSc(Hons) Envir Science (ACS) Second Year Mandatory BSc (Hons) Env Sci with Indust BSc Env Sci Yr Industry (AS) Second Year Mandatory MEnvSci Environmental Science MEnvSci Environ Science (ACS) Second Year Mandatory MEnvSci Env Sci with Ind Exp MEnvSci Env Sci with IE (ACS) Second Year Mandatory MEnvSci Env Sci with Int Study MEnvSci Env Sci with IS (ACS) Second Year Mandatory MEarthSci (Hons) EPS with Res MEaSc (H) EPS w R (GeoChem) Second Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS (Plan Sci) w Res Second Year Optional MEnvSci (Hons) Env Sci w Resea MEnSc (H) Env Sci w RP (ACS) Second Year Mandatory Jacobson, M. Z. (1999). ``Fundamentals of atmospheric modelling’’. ``Cambridge University Press’’. Stull, R.B., 2015: Practical Meteorology: An Algebra-based Survey of Atmospheric Science. 938 pages. Free online, https://www.eoas.ubc.ca/books/Practical_Meteorology/ Boeker et al. 2011. Environmental Physics. Chichester, UK: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119974178. Lectures 11 Practical classes & workshops 33 0 56 <figure class="table"><table border="1" cellpadding="0" cellspacing="0" width="0"><tbody><tr><td style="height:68px;width:139px;"> </td><td style="height:68px;width:85px;">Type</td><td style="height:9.75pt;padding:0cm;width:169.5pt;" width="226">Example student activity</td><td style="height:68px;width:75px;">Total Hours</td><td style="height:68px;width:160px;">New material</td><td style="height:68px;width:104px;">Consolidation and Practice</td></tr><tr><td style="height:39px;width:139px;">Contact time (students are in front of staff)</td><td style="height:39px;width:85px;">Lecture (new material)</td><td style="height:39px;width:75px;">Mostly listening & taking notes (mostly new material)</td><td style="height:39px;width:75px;">10</td><td style="height:39px;width:160px;">8</td><td style="height:39px;width:104px;">2</td></tr><tr><td> </td><td>Lecture (revision/examples)</td><td>Mostly listening & taking notes (no new material- revision of course)</td><td>1</td><td> </td><td>1</td></tr><tr><td style="height:101px;width:139px;"> </td><td style="height:101px;width:85px;">Practical (new material and practice. Typically 25-50% of practical time is spent on new material)</td><td style="height:101px;width:75px;">Interactive individual or group work (problem solving, experiments, watching demonstrations, describing and interpreting samples, paper-based exercises, computer-based exercises)</td><td style="height:101px;width:75px;">33</td><td style="height:101px;width:160px;">17</td><td style="height:101px;width:104px;">16</td></tr><tr><td style="height:101px;width:139px;"> </td><td style="height:101px;width:85px;">Tutorial</td><td style="height:101px;width:75px;">Interactive small group work</td><td style="height:101px;width:75px;"> </td><td style="height:101px;width:160px;"> </td><td style="height:101px;width:104px;"> </td></tr><tr><td> </td><td>Seminar/examples class</td><td>Working on and discussing questions (here: field seminar)</td><td> </td><td> </td><td> </td></tr><tr><td>Independent study time</td><td style="height:9.75pt;padding:0cm;width:131.5pt;" width="175">Pre/post lecture work</td><td>Reading own notes, re-solving examples, prep work, revisit podcast</td><td>10</td><td>5</td><td>5</td></tr><tr><td> </td><td>Pre/post practical work/write up</td><td>Complete practical work, prep work, reading feedback</td><td>30</td><td>15</td><td>15</td></tr><tr><td> </td><td>Studio/workshop time</td><td>Individual or group work (student led)</td><td> </td><td> </td><td> </td></tr></tbody></table></figure>