Field course: Integration of Environmental Investigation

EART35302 Field course: Integration of Environmental Investigation - Tenerife 10 Semester 2 Undergraduate Level 6 Joshua Lynn Unit coordinator Ann Webb Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <div> This field course marks the culmination of some of the BSc (Hons) Environmental Sciences pathways. Whereas the units of previous years address topics largely in isolation, this field course provides the students with the opportunity to study a complete environmental system and links between different aspects of the system. Here, core skills learnt over the previous three years of study are integrated through field-based examination of a complete environmental system and observations of the approaches that the government and population have taken towards achieving a sustainable lifestyle.</div>  <div> This field course marks the culmination of some of the BSc (Hons) Environmental Sciences pathways. Whereas the units of previous years address topics largely in isolation, this field course provides the students with the opportunity to study a complete environmental system and links between different aspects of the system. Here, core skills learnt over the previous three years of study are integrated through field-based examination of a complete environmental system and observations of the approaches that the government and population have taken towards achieving a sustainable lifestyle.</div>  <div> The aims of the course are to provide insight into the geological, atmospheric and vegetation systems of Tenerife. The ultimate goal is to allow the students to evaluate the sustainability of life on the island in terms of housing, water and energy demand</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;"> Explore and interpret relevant literature information about the Earth and environmental science of Tenerife.</td> <td style="width:72px;height:59px;"> X</td> <td style="width:66px;height:59px;"> X</td> </tr> <tr> <td style="width:64px;height:67px;"> ILO 2</td> <td style="width:432px;height:67px;"> Analyse how volcanic processes have formed Tenerife and how the shape of the island modulates the local atmospheric conditions</td> <td style="width:72px;height:67px;"> X</td> <td style="width:66px;height:67px;"> X</td> </tr> <tr> <td style="width:64px;height:76px;"> ILO 3</td> <td style="width:432px;height:76px;"> Investigate the water cycle and water resources on Tenerife.</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;"> Analyse how soil is produced by biological, physical and chemical processes acting on the volcanic rock, and linking this to the various local conditions and history around the island.</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;"> Evaluate the sustainability of life on the island in terms of housing, water and energy demand in a changing environment.</td> <td style="width:72px;height:66px;"> X</td> <td style="width:66px;height:66px;"> X</td> </tr> </tbody></table>  Pre-lecture 1: Introduction to the fieldtripPre-lecture 2: The geological and atmospheric framework for the IslandPre-lecture 3: The ecological framework for the island and the human impact. <div> Itinerary (tentative):Field Day 1- Central caldera of the volcanic edifice. Cover underlying geologic processes and the controls on species diversity in this harsh environment. (Geology and geochemistry emphasis)Field Day 2- The long walk down. Starting from Las Canadas pine forest, walking down the northeast slope through vegetation changes, monitoring atmospheric conditions, observing environmental control on biology as well as massive geohazards. (Atmospheric, Ecology and geophysics emphasis)Field Day 3- Visit to the Izana atmospheric observatory followed by the Anaga massif and detailed assay of flora unique to Tenerife. (Atmospheric and climate science emphasis)Field Day 4- Banana/Aloe Vera plantation and  Los Cristianos (Environmental studies and environmental impact emphasis)Field Day 5- Tide pool ecology, and recent lava flows north of Puerto de Guimar. (Ecology and Environmental sustainability emphasis).Field Day 6- Final test</div>  <div> The field trip is for 8 days in March/April. Six days are spent in the field (with a final test on day 6) and travel to and from Tenerife takes place in the remaining 2 days. There will be 3 pre-Tenerife fieldtrip meetings/lectures. The lectures are posted as PowerPoint presentations on Blackboard. Additional supporting research papers as well as the field guide will be posted on blackboard in advance of the fieldtrip. Students are expected to study this material ahead of the fieldtrip. The teaching on the field course primarily involves staff-led examinations of the key features (atmospheric, geological, biological/ecological and/or geographical) present at each locality. Having been introduced to these features, students examine them for themselves and make a field notebook record of their observations. In this way they build up a suite of locality descriptions/information from across the island. These are complimented by a range of field measurements/analyses performed by the students, including atmospheric measurements, soil analyses, questionnaires and biological measurements. The students are encouraged to think, in discussion with staff, about how the observations and measurements may be combined to build an understanding of the sustainability of life on the island in terms of housing, water and energy demand in a changing environment. The students are provided with a comprehensive field guide, partly written by themselves, and supporting materials such as maps, guides to the flora on the island etc, in hard copy. This material is also posted on Blackboard/and in the field guide. Several supporting research papers are also made available. With the excepting of the pre-fieldtrip assignment all assessments are submitted on the field course and post fieldtrip will be provided during a special session to be organised after the fieldtrip.</div>  2 Written assignment (inc essay) 60% 3 Report 20% 9 Set exercise 20% <table border="1" cellpadding="1" cellspacing="1" style="width:500px;"> <tbody> <tr> <td>Assessment type</td> <td>% Weigthing 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>Individual report</td> <td>20</td> <td>3 weeks before fieldtrip</td> <td>1000-1500 words</td> <td>Oral/written feedback will be given during a spoecial feedback session</td> <td>1</td> </tr> <tr> <td>Assignment (field exercise)</td> <td>60</td> <td>Last day of fieldtrip</td> <td>NA</td> <td>Oral/written feedback will be given during a special feedback session</td> <td>2-5</td> </tr> <tr> <td>Test</td> <td>20</td> <td>Last day of fieldtrip</td> <td>1.5 hour</td> <td>Oral/written feedback will be given during a special feedback session</td> <td>2-5</td> </tr> </tbody></table>  <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:204px;"> Pre-requisite units</td> <td style="width:437px;"> None</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 (Geochemistr) 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 (Geoch) Third Year Optional MEarthSci (Hons) Earth Industr MEarthSci EPS w IE (GeoChem) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS w YA (Geochem) Third Year Optional BSc (Hons) Environmental Sci BSc (Hons) Envir Science (PEP) Third Year Mandatory BSc (Hons) Environmental Sci BSc(Hons) Envir Science (ACS) Third Year Mandatory MEnvSci Environmental Science MEnvSci Environ Science (ACS) Third Year Mandatory MEnvSci Env Sci with Ind Exp MEnvSci Env Sci with IE (ACS) Third Year Mandatory MEnvSci Env Sci with Int Study MEnvSci Env Sci with IS (ACS) Third Year Mandatory MEarthSci (Hons) EPS with Res MEaSc (H) EPS w R (GeoChem) 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 Mandatory 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.  0 0 100 <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:230px;"> Type</td> <td style="width:204px;"> Example activity</td> <td style="width:203px;"> Hours or Days (hr/per day)</td> </tr> <tr> <td style="width:230px;"> Lecture (new material)</td> <td style="width:204px;"> Mostly listening & taking notes (mostly new material)</td> <td style="width:203px;"> 3 hours</td> </tr> <tr> <td style="width:230px;"> Pre/post lecture work</td> <td style="width:204px;"> Reading own notes, re-solving examples, prep work, revisit podcast</td> <td style="width:203px;"> 3 hours</td> </tr> <tr> <td style="width:230px;"> Pre-fieldtrip coursework</td> <td style="width:204px;">  </td> <td style="width:203px;"> 7 hours</td> </tr> <tr> <td style="width:230px;"> Reading</td> <td style="width:204px;"> Guided reading of research articles and fieldguide</td> <td style="width:203px;"> 25 hours</td> </tr> <tr> <td style="width:230px;"> Guided fieldwork (contact time with new material and consolidation/practice)</td> <td style="width:204px;"> Fieldwork led by members of staff (excludes daily travel)</td> <td style="width:203px;"> 5 days (≈7.5 hr per day)</td> </tr> <tr> <td style="width:230px;"> Evening work (consolidation/practice/ assessed coursework)</td> <td style="width:204px;"> Evening work consolidating the day’s collection and preparing the assessed material</td> <td style="width:203px;"> 5 days (≈2 hr per day)</td> </tr> <tr> <td style="width:230px;"> Test</td> <td style="width:204px;"> Test on last day of the trip + preparation for the test</td> <td style="width:203px;"> 6 hours</td> </tr> <tr> <td style="width:230px;"> Travel</td> <td style="width:204px;"> Travel to and from the field area at the start and end of the field course</td> <td style="width:203px;"> 2 days</td> </tr> <tr> <td style="width:230px;"> Total excluding travel</td> <td style="width:204px;">  </td> <td style="width:203px;"> 94 Hours</td> </tr> </tbody></table>