Geohazards in Dry Places

GEOG30532 Geohazards in Dry Places 20 Semester 2 Undergraduate Level 3 Abigail Stone Unit coordinator Geography 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 Will the Earth’s terrestrial surface soon exceed 50% as ‘drylands’, and what environmental challenges does this present to populations? Is our Earth becoming more hazardous, and how does this play out across dryland regions in terms of climatological and geomorphological hazards? In this course, we will investigate geohazards and environmental challenges in the dry regions of the globe. We will explore how understanding the physical science of dryland processes aids in our understanding of, as well as in mitigating against, geohazards and environmental challenges. Despite currently covering 41-47% of the terrestrial land surface, and being home to more than 2 billion people, drylands are an often overlooked environment in the public and global imagination and certainly within geographical education and study. Most people have a picture of the desert: hot and dry, an empty landscape of rolling sand dunes, or a herd of camels. . This Optional Course Unit will help you to see beyond these stereotypes, and understand the environmental challenges and geohazards in the context of how these physical landscapes operate.   Will the Earth’s terrestrial surface soon exceed 50% as ‘drylands’, and what environmental challenges does this present to populations? Is our Earth becoming more hazardous, and how does this play out across dryland regions in terms of climatological and geomorphological hazards? In this course, we will investigate geohazards and environmental challenges in the dry regions of the globe. We will explore how understanding the physical science of dryland processes aids in our understanding of, as well as in mitigating against, geohazards and environmental challenges. Despite currently covering 41-47% of the terrestrial land surface, and being home to more than 2 billion people, drylands are an often overlooked environment in the public and global imagination and certainly within geographical education and study. Most people have a picture of the desert: hot and dry, an empty landscape of rolling sand dunes, or a herd of camels. . This Optional Course Unit will help you to see beyond these stereotypes, and understand the environmental challenges and geohazards in the context of how these physical landscapes operate.The key characteristic of dryland environments from a physical geography point of view is aridity, which is not only a function of the amount of rainfall (and other forms of moisture input) but relates to a deficit in the ‘water balance’, where levels of potential evapotranspiration are often extremely high. These environments have distinctive characteristics in their atmospheric, lithospheric, hydrospheric and biospheric components. As a result, there are a set of geomorphological processes and landforms that differ to those found in a glacial environment, or the temperate and drizzly environment of Manchester. However, if sand dune landscapes only make up around38% of dryland regions, then what does the majority of most deserts look like? Drylands are far from homogenous, with a great diversity of landscapes. This means that whilst there are some environmental challenges in common, for example reliance on groundwater resources that are not being refilled as quickly as they are being used, there is also a level of diversity in the environmental challenges and geohazards being faced by human populations.In the lectures, seminars, fieldwork and laboratory classes of this course, we will explore answers to some of these questions, and consider and generate many other questions. I hope you will discover the diversity and beauty of dryland environments alongside an appreciation of their challenges and geohazards. What you will learn here has a wide application for environmental management in any environment. - Outline and explain the nature of geohazards and environmental challenges in drylands, via understanding the physical operation of processes in these regions, including a consideration of long-term operation of processes, for long-term context.- Allow students to highlight the importance, relevance and uniqueness of dryland environments, which cover 47% of the terrestrial Earth surface, are home to over 2 billion people.- Develop students’ understanding of the physical characteristics of drylands, in terms of landscape features, geomorphological processes and interactions between processes.- Provide an introduction to the effects that dryland environments have on human populations and the impact that humans have on dryland environmental processes.- Provide students with confidence in independent learning, as a vital transferable, employability skill, through guidance of key self-led tasks: (i) an introductory blog post, (ii) field and laboratory investigations and (iii) applying principals learned about the operation of drylands to a formative class-led discussion about people and drylands (geohazards and environmental resource challenges). [Honing these skills will improve your dissertations] <ul><li>Demonstrate knowledge of the importance of dryland environments </li><li>Identify, describe and explain key physical characteristics of, and processes within, drylands </li><li>Understand key geohazards and environmental challenges faced in dryland regions</li></ul> <ul><li>Apply critical thinking with respect to the importance of dryland environments within the Earth system. </li><li>Demonstrate comprehension of how sources of data are used in answering questions about dryland processes including in the context of geohazards and environmental challenges.</li></ul> <ul><li>Use academic resources (readings and datasets) to demonstrate understanding (KU1,2,3) and critical thinking to develop an argument. </li><li>Undertake design of field research tasks to address research questions, understand the use of field equipment. </li><li>Operate analytical equipment in the geography laboratories.</li></ul> <ul><li>Collate information, read critically, evaluate ideas, methods and datasets. </li><li>Use of spreadsheets and numeric analytical skills</li></ul> The course will use geohazards and environmental challenges to explore the fascinating landscapes of drylands, which cover ~47% of the Earth’s surface, with an expansion of this areas expected under climatic change. Topics will be drawn from: (i) flash-flooding, linked to understanding the action of hydrological processes; (ii) migrating sand dunes and dust storms, linked to the action of wind (aeolian processes), (iii) sinkholes and land subsidence, linked to the action of subsurface water (hydrogeology), (iv) climatological hazards (e.g. drought and ‘dzud’ extreme cold); (v) wildfires, (vi) loess landslides. The course is delivered though lecture classes (10 x 2 hour), which include discursive elements and a class-led discussion in the penultimate week, and supported by a further 10 hours made up of a day-trip fieldclass and 2, or 3 x 2 hour laboratory classes. Independent reading and study is essential. Reading lists and links to electronic resources will be provided on the virtual learning environment. You are encouraged to use the online discussion forum on to discuss common questions and ideas about the course and share useful resources.Feedback will be provided in the following ways during this course unit: Verbal feedback through Q&A, discussion and interactive activities within lectures, the fieldtrip and laboratory classes; verbal feedback on any course unit issue through consultation hours; online feedback via a discussion board; written feedback on the coursework report during semester; written feedback on the examination on Turnitin, which academic advisers discuss through personal tutorials. 0 Other 100% Formative Assessment Task       Length (word count/time)      How and when feedback is provided Introductory blog post                 300 words max                         Online comment to blog with additional opportunities in office                                                                                                         hours/via emailClass-led discussion            2 pages with diagrams,                   In the class from peers, lecturer and TA                                              encourage bullet points                                              (600 words max). To guide                                               talking for 10 minutes, with                                               2 minutes for questions.  Assessment task(1) Coursework report: note 7 page pro-forma for write-up guidance and placement of data plots and sketches is provided).Length: 1800 (plus data plots, figure headings and annotations on sketches).How and when feedback is provided: Written comments via the VLE. Students can discuss further in office hours.  Prior to examination and at the 15 working day guideline.Weighting : 50%(2) (Open book) Examination: Answer two questions from a wider choice.Length: Equivalent of 2 hour examHow and when feedback is provided Written comments via the VLE. On return of grades as specified by programme team.Weighting : 50%   BA (Hons) Geography BA (Hons) Geography Third Year Optional BSc (Hons) Geography BSc (Hons) Geography Third Year Optional N Key readings will be given for each lecture, as well as extended lists to help with wider reading and revision. Course texts are (available through The University of Manchester library): <ul><li>Thomas, D. S. G. (ed) (2011) Arid Zone Geomorphology: Process, form and change in drylands. Third edition. John Wiley and Son Ltd. Chichester. particularly see chapter by Wiggs, G.S.F. “Geomorphological hazards in dyrlands” </li><li>Parsons, A. J., Abrahams, A. D. (2009) Geomorphology of Desert Environments 2nd Edition. Springer. Dordrecht. </li><li>Williams, M. (ed) (2014) Climate Change in Deserts: Past, Present and Future. Cambridge University Press. Cambridge. </li><li>Prăvălie (2016) Drylands extent and environmental issues. A global approach. Earth-Science Reviews 161, 259-278.</li></ul> Lectures 20 Practical classes & workshops 8 Seminars 2 0 170