Pollutant Mobility and Transformation

EART62022 Pollutant Mobility and Transformation 15 Semester 2 Postgraduate Taught Level 7 Stephen Boult Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The unit begins with a brief consideration of the definition of pollution to put the subsequent content into a framework that makes explicit the connections between natural processes and pollution.  The concept of misplaced materials – e.g. for earth materials; the difference between environment of deposition and exposure - and misplaced people then guides discussion of particular types of pollution.  Some important concentration gradients that then drive pollution such as pH and eH are explained and methods to measure and predict their impacts quantified through consideration of organic (sewage and other reduced carbon) and metal pollution.  In parallel, physical mobility primarily as a result of diffusion and dispersion is considered, quantified and compared in various media from water, to sediment, to groundwater, to streamwater and atmosphere.  Immobility is considered through explanation of the critical role of sorption in controlling much of the pollutant chemistry of natural waters, and methods of measuring and using such measurements to predict mobility.A 1-day field trip to the Hope Valley integrates the content by providing opportunities to make measurements, to predict outcomes and validate these predictions.  The unit begins with a brief consideration of the definition of pollution to put the subsequent content into a framework that makes explicit the connections between natural processes and pollution.  The concept of misplaced materials – e.g. for earth materials; the difference between environment of deposition and exposure - and misplaced people then guides discussion of particular types of pollution.  Some important concentration gradients that then drive pollution such as pH and eH are explained and methods to measure and predict their impacts quantified through consideration of organic (sewage and other reduced carbon) and metal pollution.  In parallel, physical mobility primarily as a result of diffusion and dispersion is considered, quantified and compared in various media from water, to sediment, to groundwater, to streamwater and atmosphere.  Immobility is considered through explanation of the critical role of sorption in controlling much of the pollutant chemistry of natural waters, and methods of measuring and using such measurements to predict mobility.A 1-day field trip to the Hope Valley integrates the content by providing opportunities to make measurements, to predict outcomes and validate these predictions.  <div> To use specific examples of pollution to teach general concepts and skills required to measure and predict pollutant mobility and transformation.</div>      <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td colspan="2" style="width: 640px"> On the successful completion of the course, students will be able to: </td> </tr> <tr> <td style="height: 41px; width: 158px"> ILO 1</td> <td style="height: 41px; width: 482px"> Define pollution and thereby general approaches to its control</td> </tr> <tr> <td style="height: 41px; width: 158px"> ILO 2</td> <td style="height: 41px; width: 482px"> Use knowledge of the chemistry of natural waters to predict the distribution of organic and inorganic pollutants.</td> </tr> <tr> <td style="height: 41px; width: 158px"> ILO 3</td> <td style="height: 41px; width: 482px"> Use knowledge of the chemistry/mineralogy of earth materials to predict the potential for certain environments to be pollution sources or sinks</td> </tr> <tr> <td style="height: 38px; width: 158px"> ILO 4</td> <td style="height: 38px; width: 482px"> Formulate knowledge of dispersion and diffusion into predictive models of pollutant mobility </td> </tr> </tbody> </table>    3 hour weekly + 2 hour sessions every 2 weeks or when requested1 day field trip to UK Peak District – “Environmental Statements for the Hope Valley” Classroom content1. What is pollution?2. The chemistry of natural waters – concepts, measurement and prediction3. Reduced carbon as the commonest type of pollutant – concepts, measurement and prediction4. Earth materials as source of pollutants - concepts, measurement and prediction5. Electron and proton gradients and pollution - concepts, measurement and prediction6. Earth Materials and pollutant retardation – concepts, measurement and prediction2- 6.  Also include: Diffusion and dispersion – concepts, quantification, comparison between various media from water, to sediment, to groundwater, to streamwater and atmosphere <ol> <li> Collation and analysis of field-trip data so as to meet field trip objectives</li> </ol> Field DayDuring Week 9 – One day field (or virtual) visit to Hope Valley to integrate the prior content by meeting objectives of an exercise related to preparing Environmental Statements.  This will include making measurements, predicting outcomes and validating these predictions.  <ul> <li>The first 2/3 of the content teaches general concepts, methods of environmental measurement and data analysis and give a framework into which the subsequent sessions on specific pollution case studies can be integrated.  The latter are linked to an opportunity to synthesise the prior learning in a field trip.</li> <li>Each section uses lectures and practical exercises.  The exercises are largely done as guided on-line video, and followed by question and answer sessions – in class and / or via BB bulletin boards.</li> <li>In addition to these exercises there is a full day (or if necessary virtual) field trip.</li> <li>Formative assessment through on-line BB tests with immediate feedback is given each week.</li> <li>Summative assessment is by a single on-line open book test (taken after the last week of teaching) using questions in the same style as the formative tests and with immediate feedback. </li></ul> 1 Written exam 100%  <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"> Formative testsWeekly</td> <td style="height: 101px; width: 85px"> 0</td> <td style="height: 101px; width: 66px">  </td> <td style="height: 101px; width: 94px"> 5 – 30mins</td> <td style="height: 101px; width: 170px"> On-line immediate</td> <td style="height: 101px; width: 123px"> All</td> </tr> <tr> <td style="height: 101px; width: 102px"> On-line test</td> <td style="height: 101px; width: 85px"> 100</td> <td style="height: 101px; width: 66px"> After last week of teaching</td> <td style="height: 101px; width: 94px"> 2 hours</td> <td style="height: 101px; width: 170px"> On-line within 3 days</td> <td style="height: 101px; width: 123px"> 1 – 4</td> </tr> </tbody></table>  MSc Pollution & Env Control MSc Pollution & Env Control PGDT Taught Component Mandatory Lectures 50 0 100 <div> Other Scheduled teaching and learning activities: 1 day field trip</div><div>  </div>