Environmental Challenges: Arctic Climate Warming

EART31101 Environmental Challenges: Arctic Climate Warming 10 Semester 1 Undergraduate Level 6 Grant Allen Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <div> The focus of a set of third year modules will be on large scale, complex, cross disciplinary, environmental challenges by applying the key concepts/skills/techniques learned in previous years using a series of specific case studies, in this case the impact of climate warming in the Arctic region. After this module the students should be able to 1) synthesise and evaluate environmental data; 2) evaluate the impact on society and ultimately 3) create new and innovative solutions/hypothesis related to this specific challenge.</div>  <div> The focus of a set of third year modules will be on large scale, complex, cross disciplinary, environmental challenges by applying the key concepts/skills/techniques learned in previous years using a series of specific case studies, in this case the impact of climate warming in the Arctic region. After this module the students should be able to 1) synthesise and evaluate environmental data; 2) evaluate the impact on society and ultimately 3) create new and innovative solutions/hypothesis related to this specific challenge.</div>  <div> The aim of this course is to synthesise and evaluate environmental data with the final goal to be able to create new and innovative solutions/hypothesis related to the impact of climate warming in the Arctic region.</div>   <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td colspan="2" style="width:496px;"> 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="width:64px;height:59px;"> ILO 1</td> <td style="width:432px;height:59px;"> Evaluate the causes, controlling factors and impact of climate warming in the Arctic region</td> <td style="width:72px;height:59px;"> x</td> <td style="width:66px;height:59px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 2</td> <td style="width:432px;height:66px;"> Synthesise and evaluate environmental data related to climate warming in the Arctic region</td> <td style="width:72px;height:66px;"> x</td> <td style="width:66px;height:66px;"> x</td> </tr> <tr> <td style="width:64px;height:76px;"> ILO 3</td> <td style="width:432px;height:76px;"> Assess impact on society caused by climate warming in the Arctic region</td> <td style="width:72px;height:76px;"> x</td> <td style="width:66px;height:76px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 4</td> <td style="width:432px;height:66px;"> Create new and innovative solutions/hypothesis related to the impact of climate warning in the Arctic region</td> <td style="width:72px;height:66px;"> x</td> <td style="width:66px;height:66px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 5</td> <td style="width:432px;height:66px;"> Communicate and defend their ideas and findings clearly and concisely to a scientific audience</td> <td style="width:72px;height:66px;"> x</td> <td style="width:66px;height:66px;"> x</td> </tr> </tbody></table>  Still to be completed but will follow the following structure: W1: Lecture 1: Introduction to climate warming in the Arctic region.Group work session 1: introduction and dividing the groups. W2: Literature discussion 1: An end to summer sea ice?Group work session 2: Aims and directions of group work. W3: Lecture 2: Arctic climate change in a historical perspectiveGroup work session 3: Developing of group work; identifying resources needed. W4: Literature discussion 2: Expected Arctic warming. What do the models say?Group work session 4: Designing individual projects; alignment to overall aims/objectives. W5: Lecture 3: Climate warming in the terrestrial Arctic domain.Group work session 5: Developing of group work W6: Literature discussion 3: Changes for animals and in vegetation.Group work session 6: Developing of group work W7: Lecture 4: Subsea permafrost, coastal erosion and melting of the Greenland Ice sheet.Group work session 7: Developing of group work W8: Literature discussion 4: Economic & Social impacts of a changing Arctic climate.Group work session 8: finalising group project work. W9: Lecture 5: Methane release in the Arctic region.Group work session 9: debate preparations. W10: Oral presentations/debates.  <div>The course will be delivered using a variety of methods. These include videos and lectures (1 hour each) related to specific fundamentals of the case study, with podcasts enabled and notes posted online. This will be supported by a series of themed discussion sessions (1 hour each) during which the most recent literature regarding specific aspects of the environmental challenge will be discussed. Thus, to be successful, it is essential that students attend every lecture and themed discussion sessions and revise the previous week's materials between classes. In addition, students, working in groups, will be given a specific aspect of the environmental challenge and with the aid of a facilitator identify issues and questions in weekly seminar sessions (1 hour each). Students will be expected to work collaboratively outside of class time to find, evaluate, manage and curate information and develop a capacity to work effectively as a team. To promote leadership skills the ‘manager’ will rotate weekly through the group. There are no exams. The work will be assessed through a group oral presentation around a given statement related to the environmental challenge, followed by a debate (50% of the mark). This will be done in a conference/debate style seminar in the final week of the course. Finally, the outcomes of the group assessments will be assessed through a portfolio of combined individual reports around the specific aspects of the challenges. For this, the students will write an individual report (50% of mark), in which they summarize their specific aspect of the group environmental challenge, evaluate the environmental data available, assess the impact on society and propose new and innovative solutions.</div>  3 Report 50% 7 Oral assessment/presentation 50% <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:102px;height:68px;"> Assessment type</td> <td style="width:85px;height:68px;"> % Weighting within unit</td> <td style="width:75px;height:68px;"> Hand out and hand in dates</td> <td style="width:85px;height:68px;"> Length </td> <td style="width:170px;height:68px;"> How, when and what feedback is provided</td> <td style="width:123px;height:68px;"> ILO tested</td> </tr> <tr> <td style="width:102px;height:101px;"> Report (individual)</td> <td style="width:85px;height:101px;"> 50%</td> <td style="width:75px;height:101px;"> Early January</td> <td style="width:85px;height:101px;"> Max 2500 words</td> <td style="width:170px;height:101px;"> Written/oral feedback will be provided when marks released</td> <td style="width:123px;height:101px;"> 1, 2, 3. 4, 5</td> </tr> <tr> <td style="width:102px;height:101px;"> Oral (group)</td> <td style="width:85px;height:101px;"> 50%</td> <td style="width:75px;height:101px;"> Last week of teaching</td> <td style="width:85px;height:101px;"> 15-20 min followed by 15 min debate</td> <td style="width:170px;height:101px;"> Written/oral feedback will be provided when marks released</td> <td style="width:123px;height:101px;"> 3, 4 & 5</td> </tr> </tbody></table>  BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geology) Third Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Planet Sci) Third Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geochemistr) Third Year Optional BSc (Hons) Earth and Plan Scie BSc(Hons)Earth&Plan Sci-Palaeo Third Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Eart and Plan (GPG) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geolo) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Plane) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geoch) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Palae) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci(Hons)Ea&Pl Sci(G&PG) Third Year Optional MEarthSci (Hons) Earth Industr MEarthSci EPS w IE (GeoChem) Third Year Optional MEarthSci (Hons) Earth Industr MEarth Sci (Hons) EPS IE (GPG) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS Abroad (PS) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS w YA (Geochem) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS Yr Abroad (Pala) Third Year Optional MEarthSci (Hons) Earth Abroad MEaSci (Hons) EPSwYA (GPG) Third Year Optional BSc (Hons) Environmental Sci BSc (Hons) Envir Science (PEP) Third Year Mandatory BSc (Hons) Environmental Sci BSc (Hons) Env Science (EECB) Third Year Optional BSc (Hons) Environmental Sci BSc(Hons) Envir Science (ACS) Third Year Optional MEnvSci Environmental Science MEnvSci Environ Science (EECB) Third Year Optional MEnvSci Environmental Science MEnvSci Environ Science (ACS) Third Year Optional MEnvSci Env Sci with Ind Exp MEnvSci Env Sci with IE (EECB) Third Year Optional MEnvSci Env Sci with Ind Exp MEnvSci Env Sci with IE (ACS) Third Year Optional MEnvSci Env Sci with Int Study MEnvSci Env Sci with IS (EECB) Third Year Optional MEnvSci Env Sci with Int Study MEnvSci Env Sci with IS (ACS) Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS w R (GeoChem) Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS w Res (GPG) Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS (Plan Sci) w Res Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS (Paleo) with Res Third Year Optional MEnvSci (Hons) Env Sci w Resea MEnSc (H) Env Sci (PEP) w Res Third Year Mandatory MEnvSci (Hons) Env Sci w Resea MEnSc (H) Env Sci w RP (ACS) Third Year Optional MEnvSci (Hons) Env Sci w Resea MEnSc (H) En Sc (EECB) with RP Third Year Optional NA since latest literature will be assessed.  0 0 100 <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;">5</td><td style="height:39px;width:160px;">5</td><td style="height:39px;width:104px;"> </td></tr><tr><td> </td><td>Lecture (revision/examples)</td><td>Mostly listening & taking notes (no new material- revision of course)</td><td> </td><td> </td><td> </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;"> </td><td style="height:101px;width:160px;"> </td><td style="height:101px;width:104px;"> </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>25</td><td>5</td><td>20</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>5</td><td> </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>5</td><td> </td><td>5</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>