Modules
Reconstructing Past Environments
| Module title | Reconstructing Past Environments |
|---|---|
| Module code | GEO2230 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Dunia H. Urrego (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 60 |
|---|
Description - summary of the module content
Module description
Reconstructing the history of environmental changeprovides an invaluable insight into the role climate and anthropogenic activity have played in moulding landscapes. This module provides a practical introduction into the study of past environmental change over the last 21,000 years. This was a period of tumultuous change, characterised by violent swings in climate as the planet experienced the end of the Last Glacial Cycle. At the same time, with the rapid evolution of human society and the expansion of early cultures, the role of anthropogenic activity in driving the evolution of landscapes became ever more significant. This module presents an overview of Late Quaternary environmental change and introduce a range of techniques used to reconstruct past environments from sedimentary archives. The module structure follows the process of palaeoenvironmental research from initialsample collection, through laboratory, data collection and analysis, and interpretation. The knowledge and skillset developed during this module will offer an excellent grounding to undertake a dissertation project in palaeoenvironmental science.
Module aims - intentions of the module
This module aims to introduces the principles and techniques used to reconstruct past climates and environments. The module content is driven by the research expertiseof the teaching staff, which lie in the field of long-term ecology and palaeoenvironmentalchange. The syllabus provides some important background for dissertation topics, which may include recovery ofsedimentological archives, development of chronologies, and work with biological proxies such as pollen, spores, and charcoal.
Enquiry-led learning is embedded in the module through guided independent practicals and assessment. Much of the content includes research and applications from the lecturer’s own work on the topic. This includes investigating environmental change over long timescales, the use of sedimentary records, chronology development and a range of microfossil analyses.
This module will help you develop skills to enhance your employability potential and career development through:
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Enhancing your understanding and application of research skills including sampling design and statistical methods.
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Providing you with the opportunity to engage in enquiry-led learning through exploring topics of long-term environmental and climate change.
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Developing your communication skills and portfolio by delivering presentations, and a written report.
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Developing good practice of contributing to and working in groups through practical exercises and formative work.
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Encouraging you to think critically about the ways in which knowledge is applied and communicated in the media, literature and online.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Summarise the theories and techniques involved in palaeoenvironmental science
- 2. Discuss the mechanisms and causes of large climate changes during this period of Earths history
- 3. Describe, evaluate and apply a range of specialised techniques and approaches to palaeoenvironmental questions
- 4. Assess, synthesise and discuss palaeoclimate data and its relevance
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Illustrate and discuss the contested and provisional nature of knowledge and understanding
- 6. Identify a diverse range of approaches to the generation of knowledge and understanding
- 7. Evaluate a diverse range of specialised techniques and approaches involved in collecting geographical information
- 8. Describe, apply and evaluate the diversity of specialised techniques and approaches involved in analysing geographical information
- 9. Outline the nature of change and system interconnectedness within physical environments
- 10. Discuss reciprocal relationships between physical and human environments
- 11. Explain the significance of spatial relationships and the temporal distribution of physical processes on physical and human environments
- 12. Analyse the spatial and temporal characteristics of environmental perturbations appropriately to understand change
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 13. Communicate ideas, principles and theories effectively and fluently by written means
- 14. Develop a sustained and reasoned argument
- 15. Formulate and evaluate questions and identify and evaluate approaches to problem-solving
- 16. Identify, acquire, critically evaluate and synthesise data from a range of sources
- 17. Effectively and appropriately interpret and use physical theory and statistical information
- 18. Undertake independent/self-directed study/learning (including time management, library use and website investigation) to achieve consistent, proficient and sustained attainment
- 19. Reflect on the process of learning and evaluate personal strengths and weaknesses
Syllabus plan
Syllabus plan
Taught aspects of the module are likely to include some or all of the following content:
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Introduction to palaeoenvironmental science
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The Earth System and natural climate variability
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TheLate-glacial and Holoceneperiods
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Quaternary archives
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Geochronology and age-depth modelling
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Peatlands and climate change
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Records of vegetation change and fire activity
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Introduction to microfossil analysis
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Testate amoeba identification
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Time series data analysis and stratigraphic plotting
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 14 | Lectures |
| Scheduled Learning and Teaching | 8 | Practicals |
| Guided Independent Study | 122 | Additional research, reading and preparation for module assessments, asynchronous learning activities |
Assessment
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Outputs of practical exercises | Practical exercises (varied length) | All | Live and/or remote discussion sessions |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Data analysis exercise | 60 | 2000 word report | All | Lecture and feedback sheet |
| Presentation | 40 | 20 minutes | All | Lecture and feedback sheet |
Re-assessment
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Data analysis exercise | Data analysis exercise | All | August Ref/Def |
| Presentation | Alternative assessment | All | August Ref/Def |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Resources
Indicative learning resources - Basic reading
- Lowe, J.J. and Walker, M.J.C. (2014) Reconstructing Quaternary environments. (3rd ed.) Longman, London.
- Bradley, R.S. (2014) Paleoclimatology: reconstructing climates of the Quaternary. (3rd ed.) Chapman and Hall, London.
- Roberts N. 2014. The Holocene: an environmental history (3rd ed.). Wiley-Blackwell, Chichester.
- Walker, M.J.C. (2005) Quaternary Dating Methods. Wiley, Chichester.
Indicative learning resources - Web based and electronic resources
Module has an active ELE page
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 01/03/2013 |
| Last revision date | 20/02/2023 |