UNIVERSITY OF EDINBURGHSCHOOL OF GEOSCIENCES

Grant Institute of Earth Science

THE FINAL YEAR HONOURS COURSEUTENVGE

2013-2014

ENVIRONMENTAL GEOSCIENCE

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COURSE CO-ORDINATOR

Degree Programme Convenor:Dr Raja Ganeshram Ext.:0131 650 7364; e-mail: Raja.Ganeshram@ed.ac.uk

EG4 Coordinator: Dr Bryne NgwenyaExt.:0131 650 8508; e-mail: Bryne.Ngwenya@ed.ac.uk

BACKGROUND INFORMATION

COURSE OBJECTIVES AND LEARNING OUTCOMES:

Environmental Geoscience 4 (EG4) is designed to build on previous years materials presented in the Oceanography and Global Environmental Processes courses, the 3 rd Year Quaternary Environmental Change, Aquatic Processes, and Environmental Techniques and Applications, Hydrogeology I, Environmental Pollution and during fieldtrips to Jamaica and Oban.

The EG4 programme will be delivered through a combination of lectures, fieldwork and independent and group research projects. A number of the courses will incorporate student literature searches, seminars, group discussions, and essays. Together with the research project reports, these are intended to provide practical experience in collecting, synthesising and interpreting environmental data, in critical assessment of information, and in written or oral presentation of the results.

The objectives of the course are to:1. Develop a theoretical understanding of fundamental geophysical, geochemical, geological and

biological processes that control the nature of the Earth’s surface and near-surface environments and the fates of natural and contaminant materials.

2. Develop an understanding of the ways in which the natural and anthropogenic processes interact within different environments.

3. Develop familiarity and practical experience with field and laboratory techniques that may be used to examine the surface and nearsurface geosphere.

4. Develop experience in the design and execution of independent scientific research projects, from the planning stage through field sampling, laboratory analysis and data processing and interpretation.

5. Develop experience in drawing together different types of information in addressing environmental questions.

6. Develop an appreciation of the context and role of the geosciences within the broader field of environmental science, and, in particular, to gain sufficient appreciation of the ‘big picture’ so as to be able to communicate and work effectively with environmental scientists from a wide range of disciplines.

7. Develop skills and knowledge base required to practice Environmental Geosciences as a profession through compulsory and option courses.

8. Develop time and personal management skills. Learning to multi-task and meet deadlines are integral parts of the degree.

9. Develop generic skills such as group study, data analysis and interpretation, literature research, scientific reporting, and oral and visual communication.

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ASSESSMENT:The honours degree final mark is based on a 50% contribution from EG3 (based on your final mark for EG3) and a 50% contribution from EG4. The EG4 consists of 80 units of core courses and 40 units of optional courses. The EG4 core course is assessed by a mixture of fieldtrip and project reports, seminars, essays/reports executed during the year and by exams in May. In addition, the option courses will have their own assessment format. Further details of the style and content of all exams will be provided during the year.

[NOTE: Appeals against examination results on the basis of illness can only be considered if the relevant medical certificate is received before the meeting of the Board of Examiners].

INFORMATION:Information will be sent to you via your university e-mail account. PLEASE MAKE SURE YOU CHECK YOUR E-MAIL REGULARLY as this is the most efficient way of getting information to you fast.

PROBLEMS AND QUESTIONS:You are encouraged to maintain a regular dialogue with all members of the EG4 teaching staff, throughout the year. Do not wait until the end of the year to get clarification, or background reading, on lecture material (etc.) that you do not fully understand. Also, your comments on the course are welcome! You will be asked to provide thorough feedback at the end of the year, but we will take constructive suggestions on board from the beginning. Any questions relating to specific aspects of the course should be directed in the first instance either to the specific lecturer concerned or to the Course Organiser for that particular component. Course Organisers for each component of the EG4 programme are given below. Any more general questions on the course, exams, projects etc. should be directed to Nikki Muir/Katie Leith or to the EG4 Course Co-ordinator.

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Environmental GeoSciences (EG4) COURSE SUMMARY The EG4 spread over 80 units of core courses and 40 units of optional courses. The assessed components of each core course and the relative contribution of each assessment are indicated in brackets.

Applied Environmental Geochemistry (EASC10048) 10 units Semester11. EGeochem Theory Exam (100%)

Global Environmental Change (EASC10050) 10 units Semester 22. GEC seminar presentation (30%)3. GEC essay (70%)

Environmental Problems and Issues (EASC10049) 10 units Semester 1

4. EPI seminar Presentations (30%) 5. EPI Theory Exam (70%)

Environmental Geoscience Research Projects (EASC10009) 40 units Semesters 1&26. Research Project Report (85%)7. Research Project literature review (10%)8. Oral exams (5%)

Environmental Geoscience 4th year field course 10 units Semester 19. Oban field course report (100%)

Total Core courses: 80 unitsOption Courses: 40 units

Recommended Option Courses:The EG4 provides a choice of 40 units of options courses in the 4 th year and these can be split between semesters 1 and 2. The recommended option courses are listed below and detailed descriptions are provided towards the end of the booklet. Note that Semester 1 option courses may hold exams during the December.

Code Course Name Units SemesterECSC10013 Land Use Policy 10 S1 PGGE11067 Principles of Geographical Information Science 10 S1 PGGE11053 Fundamentals for Remote Sensing 10 S1 ECSC10012 Land Use and Water Resources 10 S1 PGGE11172 Environmental Geochemistry 10 S1ECSC10027 Current Issues in Ecology 10 S2EASC10077 Hydrogeology 2: Simulation of Groundwater Flow and Transport 10 S2 EASC10084 Earth Surface Processes 10 S2 EASC10083 Marine Systems and Policies (UG) 10 S2

Students may be able to take other earth sciences 10 credit option courses in semester 2. This is subject to the approval of Degree programme convenor (Dr. Raja Ganeshram) and availability of space and meeting the prerequisites. 20 credit options are not allowed.

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CORE   COURSES A. APPLIED ENVIRONMENTAL GEOCHEMISTRY (EASC 10048)

Course Organiser and team: Greg Cowie & Bryne Ngwenya.

Format: 14 x 1.5 hr lectures, 1st Semester; General format = ca. 50 min lecture followed by 10 minute break and 15-30 minute discussion or problem-solving session. (total contact time = 21 hours)

Method of Assessment (10 credits): May theory exam

Objectives and Learning Outcomes:

This course is intended as a continuation of the 3rd-year Aquatic Processes course, and also to build on concepts and methods previously introduced during field trips and the Environmental Techniques and Applications course. Fundamental concepts of trace-metal, organic and stable isotope geochemistry are put into a practical, “applied” context. Thus, EG4 students should gain a synoptic exposure to key natural and anthropogenic processes and issues relevant to terrestrial, aquatic and marine systems, and the potential applications of geochemical tracers. Lectures will include case studies from the literature and will be supplemented by discussion/problem-solving sessions.

COURSE STRUCTURE(order of lecture delivery may vary)

L1&2 Stable isotope geochemistry: Principles of environmental applications of the light isotopes. Stable isotopes of carbon and nitrogen. Case studies of specific applications in the marine and terrestrial environments. (GC)

L3&4 Sedimentary diagenesis and controls on organic matter distributions: A discussion of the processes and environmental conditions that control the generation of organic-rich sedimentary deposits and the makeup of sedimentary organic matter records. (GC)

L5 Fossil fuels: Long-term organic matter alteration and preservation, from diagenesis through metagenesis. Definitions of terms and environmental processes, and contrasts between marine and terrestrial systems. (GC)

L6 Geochemistry of organic contaminants: Descriptions of the major classes of organic contaminants and their cycling and fate in natural environments. (GC)

L7-9 Organic tracer applications: "Biomarkers" as indicators of source, biological and abiotic geochemical processes, and environmental conditions. A variety of tracers will be described and their applications, alone or combined with other parameters (e.g. inorganic or stable isotopic tracers), will be illustrated with a number of case studies. (GC)

L10 Introduction to trace-metal geochemistry: Controls on behaviour: speciation, redox effects, organic complexation, sorption. (BN)

L11 Trace metal behaviour in aquatic environments: Lake and ocean water column profiles; sediment profiles and redox; estuarine processes. (BN)

L12 Trace metal behaviour in terrestrial environments: Trace metals in soils, rivers and groundwaters; Techniques for trace metal speciation and their geochemical basis. (BN)

L13 The role of surfaces in trace metal cycling: Nature of mineral surfaces, surface speciation and development of surface charge, impact on metal adsorption and adsorption mechanisms, surface complexation models. (BN)

L14 Microbial metal geochemistry:  Microbe-metal interactions, nature of microbial cell surfaces, modelling microbe-metal interactions. (BN)

Recommended texts:1 An introduction to organic geochemistry, Killops and Killops, Longman.2 An introduction to environmental chemistry, Andrews et al, Blackwell.3 An introduction to marine biogeochemistry, Libes, Wiley.4 Introduction to Environmental Chemistry, Bunce, Wuerz.5. Global Environment: Water, air and geochemical cycles, Berner and Berner.6. The Geochemistry of Natural Waters, Drever.

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B. GLOBAL ENVIRONMENTAL CHANGE (EASC10050)Course Organiser + Team: Raja Ganeshram, Dick Kroon, Gabi Hegrel, Pete Nienow & Simon Tett

Format: 30 minute staff introduction each week; each student to give 1 x 15 minute seminar for assessment; Semester 2; total contact time = 5 hours lectures + 12 hours student seminars.

Method of Assessment (10 credits): Seminar + class participation (30%) and essay 70%

Course Objectives and Learning Outcomes:Investigation of controversial ‘hot-topics’ in the subject areas of global environmental variability and change. These topics will be introduced by the lecturer, read about by all students, using recent articles in the literature, then will form the basis for student seminars and general group discussion. The objective is to develop an understanding and recognition of the principal agents of environmental change, the subject areas of continued uncertainty, the strengths and weaknesses of specific tracers, and, importantly, to help further develop the student’s skills in critical assessment of scientific literature, as well as seminar presentation and debate.

COURSE STRUCTURE

Themes will vary with year, depending on what is topical. Examples of topics from past years are:1. Past warm climate periods in earth’s history2. What caused the glacial-interglacial changes in CO2?3. Stability of ice sheets & sea level change4. Impacts of warming climate5. Debate surrounding ongoing global change6. Future climate change predictions

C. ENVIRONMENTAL PROBLEMS AND ISSUES (EASC10049)Course Organiser + Team: Greg Cowie, Stuart Haszeldine, Ian Main, Sandy Tudhope, Dave Reay

Format: 18 x 1 hour lectures, 5 x 2-hour seminar sessions. Semester 1. Students to give 2 x 20 minute seminar each; total contact time = 31 hours (including Group Project presentations, Semester 2).

Method of Assessment (10 credits): Theory exam, seminars.

Course Objectives and Learning Outcomes:This course deals with the current state of the Earth and the role of geosciences in developing an understanding of the interactions between Man’s activities and natural cycles. It has been broken into 4 themes that are intended to complement other EG4 courses as well as to permit students to pursue in-depth studies of processes within the context of specific problems and case studies. By examining a range of real-life problems, the student will gain an appreciation of the ways in which processes interact within different settings. The course is particularly concerned with familiarising students with the interface between geosciences and other science disciplines in tackling environmental problems. Student seminars, to be based on topics set from each of the themes, and Group Projects (see below), will provide the student with experience in collecting, synthesising and critically assessing information, and in presentation and discussion of the results.

COURSE STRUCTURE

PART 1: Atmospheric Processes (Dave Reay, Meteorology) Global warming: Radiative forcing of climate change, observed variability and change, climate feedback

mechanism, climate modelling Atmospheric N deposition: sources and impacts, predictions and mitigation Pollution at the Earth's surface: Atmospheric controls on concentration, transport of pollutants, wet and

dry deposition of pollutants. Modelling of pollution concentrations.PART 2: Estuarine Processes (Greg Cowie)

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Physical and biogeochemical processes occurring in estuaries, and how these interact to control the cycling and fate of natural and contaminant materials.

Estuarine dynamics and classification; Processes occurring across the freshwater /marine interface; Eutrophication and other anthropogenic impacts and pollution issues in the coastal zone; Consequences of estuaries for global biogeochemical cycles; Case studies. (4 lectures).

PART 3: Natural Seismic and Climatic Hazards (Ian Main) Earthquake phenomenology causes & effects hazard & risk. Quantification and preparation forecasting - what are the chances? Tsunami - causes, effects and early warning (4 lectures)PART 4: El Nino and Other Sources of Climate Variability, and Environmental Issues Facing Coral Reefs (Sandy Tudhope). The nature, mechanisms and drivers of interannual to interdecadal climate variability with a focus on El

Nino (2 lectures), and, The science behind: coral bleaching, potential impacts of changing seawater CO2 on coral reefs;

eutrophication; pathogens in reef systems; plagues; controls on species diversity; species composition and relative abundance on reefs at different spatial and temporal scales; phase shifts in the reef ecosystem (2 lectures).

PART 5: Radioactivity and radioactive wastes (Stuart Haszeldine) What is radioactivity? Natural radioactivity in the UK. Nuclear power cycle. Reprocessing Human releases of radioactivity in the UK. Natural geological sites of high radioactivity. Geology and

geochemistry of deep disposal world-wide Waste types in the UK. Shallow disposal in the UK. Deep geological disposal at Sellafield, UK Geochemistry of deep disposal at Sellafield, UK. Existing and future disposal options in the UK and

world-wide. (4 lectures)

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D. UNDERGRADUATE RESEARCH PROJECTS (EASC10009):The objective of Research project is to provide experience in planning and implementing independent sampling and/or analytical research plans addressing a specific environmental question (with help from an Advisor and support staff). Field- and preliminary laboratory work will be carried out over 4 approximately weeks during the summer break preceding EG4. Laboratory work and data processing will continue in Semester 1. A Literature Review, totalling 2500 words (excluding bibliography), is due the first week of semester 1 (18/09/2012). This should provide scientific background for the project, a listing and explanation of the main questions and objectives, and a description and explanation of sampling and analytical approaches. Full and proper literature citation should be used. Progress seminars (15-20 minutes, not assessed) will be conducted in weeks 4 (7/10/2013) and 11 (25/11/2013) of Semester 1. The first of these should briefly outline the project objectives and approach, and should clearly present the extent of progress on sampling and analytical work as well as a timetable for completion. The second should provide a near-complete assessment of the collected data, leaving sufficient time to complete the final written report (Deadline week 2 in second semester, 24/01/2014). Feedback will be provided by project advisors and other EG staff attending the progress seminars. Regular liaison with your advisor is expected, but planning, scheduling and carrying out your research project, and preparation of interim and final reports, will be your responsibility.Assessment will be based on your report, field book/maps and your lab’ book, as well as your literature review. Any delay in submitting any of the assessed components or failure to attend your progress seminars will require a medical certificate. A penalty of 10% of the final mark per day will be given to those who fail to submit their dissertation reports on time.

Course Organiser (General queries, Progress Seminars organisation and Coordinating Final Marking) Dr. Bryne Ngwenya)

Please note that a detailed. Separate dissertation booklet will be provided to you.

Research dissertation and literature review:

Oral exams (Course Organiser: Dr. Raja Ganeshram)

Finally, there will be a two-stage Oral Assessment. This will be conducted in the format of an interview. Practice will be provided through a mock oral exam during Week 6 of Semester 2. Further information will be provided in Semester 2.

This course has several deadlines throughout the year. Any delays in submissions must be justified by medical certificate or will be subject to a mark penalty.

Important deadlines:

Assessment Deadline Delivery mode

Dissertation Literature Review 18/09/2013, 4pm Turnitin

Oban Field Report 23/09/2013, 4pm Turnitin

Dissertation Progress Seminar 1 07/10/2013 Oral

Dissertation Progress Seminar 2 25/11/2013 Oral

Dissertation Final Report 24/01/2014, 4pm Two hard copies, laboratory/field notebooks, electronic copy - Turnitin.

Oral Exam 2/04/2014 (all day) Interview format

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OPTION COURSES

Please note the following in selecting your options: We provide a list of recommended options below. These courses are carefully selected to meet the needs of the EG degree programme in discussion with the course organisers. You are only allowed to take 10 credit options in the 4 th year. 20 credit options are not allowed. This is to ensure that you have exposure to a number of subject areas.

Many of the options courses listed here have class limits and hence your enrolment is subject to availability of space. Students are recommended to sign up for option course as early as possible. Please be aware some option courses may not run every year.

EG students may be able to take other earth sciences 10 credit option courses in semester 2. This is subject to the approval of degree programme convenor (Dr. Raja Ganeshram) and availability of space and meeting the prerequisites. Please discuss with your Degree Programme Convenor first if you wish to take any other option course that is not in the recommended list.

E. PRINCIPLES OF GEOGRAPHICAL INFORMATION (PGGE11067)Course organiser - Dr William MackanessSemester 1 – Thursdays 2-6pm, 1-6 weeks, Old College Lecture Theatre 183. No prerequisites. It is RECOMMENDED that students have passed Environmental Sensitivity and Change (GEGR08001) AND Economic and Political Geography (GEGR08003) or equivalent earth science courses

Degree assessment (10 credits): One two-hour examination (2 questions) 50%; One computer-based GIS project (2000 words) 50%

This module provides an essential background for students with limited knowledge of the field and a foundation for other modules. The module begins by tracing the origins and recent rapid development of GIS and outlines the basic differences between GIS and related technologies of digital mapping, CAD and DBMS. Principles covered include co-ordinate reference systems, map projections and the different models that GIS employ to represent real-world entities. Also considered are the effects that these models and the analytical functionality of systems have on the information that can be derived. Vector and raster data models are explained and there is an introduction to representing 3D and temporal phenomena. Basic elements of graphic design and communication are reviewed to ensure that output from GIS is comprehensible and effective. The module concludes by addressing the wider social and economic factors that influence the success or failure of GIS in an institution. A series of associated practicals reinforce lecture material and provide a practical hands-on introduction tailored for new users of GIS.

F. LAND USE POLICY (ECSC 10013)Course Organiser - Dr John MoncrieffSemester 1 – Friday 2-5pm, Crew Annex Room 5, KBAssessment (10 Credits) - One in-course assessment in the form of an essay (50%)One written examination (50%)Users of rural land in Britain are experiencing both inducements and constraints on what they may or may not do on this basic resource and increasingly wider public interests are influencing the boundaries within which social and economic activities are allowable.

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This unit introduces students to a variety of discussion leaders from commercial, governmental and non-governmental organisations all with their own particular viewpoint and expertise in land use policy; and through presentations, seminars and visits explores the main inducements and constraints which have shaped land use in the past and which continue to shape the rural economy and environment of the future.To gain an integrated knowledge of the constraints and stimuli which affect land use in Britain. Legislative, institutional and support influences will be examined in detail in terms of their socio-economic and environmental impacts and students will learn how to deal with complex political and ethical issues in accordance with current professional practices. Students are expected to learn how to critically identify land use barriers and offer professional insights and interpretations to these problems. The presentations and seminars with discussion leaders from commercial, governmental and non-governmental organisations will give students practise in communicating with professional level peers and senior colleagues.

G. LAND USE AND WATER RESOURCES (ECSC 10012)Course Organsiers- Kate Heal & Neil StuartSemester 1 – Thursday 2-3:30 pm, Rm 213 Drummond Geography Assessment (10 Credits)- Group presentation & report on hydrological model building (50%) (750-word equivalent) Degree examination – ONE question in TWO hours (50%)

The successful management of the quantity and quality of water resources requires an understanding of both hydrological processes and the techniques for making relevant information available for decision-making. This course examines the fundamental relationships between land use and water resources. Students then explore how simulation modelling may allow relevant hydrological data to be analysed to support integrated catchment management.

LEARNING OUTCOMES To critically review the basic hydrological and geomorphological processes relevant for river

catchment management; To have a comprehensive understanding of the processes by which the use of land for agriculture,

and urbanisation may affect river flows and water quality; To understand and be able to construct simple simulation models in hydrology and interpret, use and

evaluate the graphical data produced; To consolidate data from a variety of sustainable urban drainage structures and make informed

judgements about the performance of these structures and devices; To formally present this data to informed audiences; To understand the principles and structures for sustainable urban drainage; To appreciate the application of these ideas for river restoration and flood control projects; To have a detailed knowledge of how to apply understanding of physical processes and

contemporary management practices in the context of current legislative frameworks; To be aware of contemporary developments affecting the management of water resources through

the attendance of additional lectures given by professional hydrologists and river managers; In the degree examination students are expected to apply their knowledge to evaluate complex,

professional level problems associated with the suitability of different contemporary techniques and management practices in water resource management.

TEACHING METHODSThe course will be taught by a series of lectures, supplemented by computer based practical work for model-building exercises and a field visit. Students will also individually research and make a group presentation about an aspect of sustainable urban drainage systems. Students have the opportunity to attend additional lectures on relevant real-world issues in water resources, given by visiting speakers.

Week Content

1 Conflicting demands on water resources

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2 Land use & water resources: agriculture, urbanisation

3 Field visit to SUDS Dunfermline East Expansion Site

4 Group Presentations on SUDS structures

5 Hydrological models and model building methods

6 Simulation techniques – calibration, validation, measuring efficiency

7 Land use & water resources: forests

8 Hand in modelling report 12.00GEGR10023 (CWR) 1 hardcopy to Geography Office, Drummond Street, plus 1 softcopy uploaded to WebCT;ECSC10012 (LUWR) 1 hardcopy to Meredith Corey, Crew 215, plus 1 softcopy uploaded to WebCT

8 Flooding and flood control and Flood Prevention Schemes in Edinburgh

9 Fluvial geomorphology for river management and restoration

10 Revision class

10 Surgery session: hydrological modelling

11 Natural flood management

H. HYDROGEOLOGY II: SIMULATION OF GROUNDWATER FLOW AND TRANSPORT (EASC10077)

Course Organiser : Chris McDermott.10 Credits - Assessment 60% Course work and exercises and 40% ExamFormat: 10 x 3 hour lectures/tutorials, total contact time = 30 hours Prerequisite Hydrogeology 1.Pre-requisitesNormally the student taking this course will have taken and passed Hydrogeology 1. This may be waived under certain circumstances. Maths is not a pre-requisite, we are teaching hydrogeology not maths, but maths tools will be used.Summary of Intended Learning OutcomesAt the end of this course students should understand the principal areas, features, boundaries, terminology and conventions of groundwater and solute transport modelling. They should understand the concepts of the development of partial differential balance equations describing groundwater flow, solute and heat transport; have a good understanding of the finite difference and finite element methods of solving the balance equations and will understand calibration, validation, sensitivity analysis and verification. They should have a critical understanding of the principal theories, concepts and principles. Students will develop a hydrogeological conceptual model into a predictive model of groundwater and contaminant transport based on a scenario of saltwater intrusion into a coastal aquifer. Students should understand the key principles behind most numerical models of flow and transport (readily applicable beyond the field of hydrogeology) and will understand the key constraints required for solving the balance equations such as different boundary conditions, initial conditions, source terms, time control and mesh generation. Students will principally be trained in the use of a finite element research code, but also gain experience of an industry groundwater and solute transport model code, Visual Modflow. The course covers the following topics:

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Modelling groundwater flow and transport in the subsurface; Hydrogeological relevant material parameters in the subsurface; Worked examples of finite difference, finite element and finite volume modelling

approaches Generic model design Tutorials and application of finite element software for flow and mass transport.

(OpenGeosys) Field visit and assignment of parameters

Recommended LiteratureAnderson, M and Woessner, William: Applied Groundwater Modelling, Simulation of Flow and Advective Transport, 381 pages, Academic Press; 1st edition (1991) ISBN-10: 0120594854, ISBN-13: 978-0120594856 Freeze, R .A. and J.A. Cherry (1979): Groundwater.- Prentice-Hall, Englewood CliffsFetter, C.W. (2001): Applied Hydrogeology.- Prentice Hall, Englewood CliffsFetter, C.W. (1993): Contaminant Hydrogeology. - Macmillan Publishing Company, New York; S. 458McDermott, C.I. Inside Finite Elements for Outsiders. (Available on WebCT)

I. MARINE SYSTEMS AND POLICIES (EASC10083)

Course Organizer: Dr. Meriwether Wilson Semester 2, Friday 9-12.45

Assessment (10 credits): Group presentation 40% & 2500 word Policy Position Paper 60%

Marine (coastal and ocean) environments are fundamental features of the Earth system and profoundly influenced by human interactions. These ecosystems are trans-boundary and multi-dimensional, so policy instruments governing the utilization of coastal ocean systems are complex. Policies, laws and regulations are often disconnected to the scale and dynamics of targeted ecosystems and species in both time and space, e.g. oceanographic processes, migratory species, and multi-site life stages. Many global to local scale policies when viewed through an ecosystem lens, can be more effective, support deeper understanding of ecosystem processes, and take into account cumulative impacts of social pressures and environmental change, from the past and looking ahead.

This course will use case-study based examples to explore linkages between different scales of coastal-ocean ecosystem processes and ecological dynamics in connection with applicable scales of policy instruments. E.g. Law of the Sea for seabed and oceanic properties; Convention of Biodiversity for habitats and species; UNESCO World Heritage for trans-boundary and multi-site contexts. Regional conventions map well to regional scales of semi-enclosed seas, continental margins.   Local codes and policies are often framed around permitted-activities and zoning, e.g. fishing regulations, coastal zoning.

The first part of the course examines diverse exemplary case studies across a range of biomes, scales, issues through which suitability of different policies will be examined and tested.   Examples of case study scales: Archipelagos and Islands, Estuaries and Semi-enclosed Seas, Continental Margins and Shelves, Urbanizing Shorelines and Global Oceans.  Building on these examples, students will conduct their own case studies and develop the following skills:

Capacity to conduct policy analysis and solutions for different settings and scales Writing and reviews of key literature and policies. Leadership and participation in group discussions. Team based oral presentations. Researching, constructing and delivering individual policy papers.

This course will help students in preparing for positions in governments, NGOs, environmental consultancy, and private enterprise, which require competency at the science-policy interface, and to enable critical

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analysis of marine environments and social interactions.

J. EARTH SURFACE PROCESSES (EASC 10084)Course Organiser and Team: Dr. Bryne T. Ngwenya (BTN) and Dr. Oliver Knox (OGK, SAC)SEMESTER 2 TUESDAYS 9-12AMAssessment (10 Credits): Assessment will be in the form of an essay chosen from a set of topics designed to cover (a) critical appraisal/debate of evidence/concepts from literature, (b) synthesis of ideas and/or (c) evidence-based assessment of policy issues/developments. Deadline: Week 9 of Semester 2 (14/03/2014).

Rationale and objectives

The Earth’s near surface environment, also known as the Critical Zone is defined as the Earth’s outer layer from vegetation canopy to the soil and groundwater that sustains human life. As such, it forms the interface through which biology has the largest impact on geology, with potential for irreversible anthropogenic disturbance. The Earth Surface Processes course takes a holistic view of the natural geochemical processes in this zone and how these processes are modified by human/biological activities in order to develop the science base that underpins development of policies for dealing with contamination of this critical interface. The objectives of the course are:

To understand the basic processes which influence the physical and chemical properties of the Earth’s critical zone terrestrial environment;

To explore the way in which these processes have interacted during the recent geological past to determine the character of shallow systems;

To examine the way in which human behaviour has modified the Earth’s critical zone and how geological understanding can help in remediating past damage and planning for future sustainable use.

To develop critical appraisal of these interactions as a basis for improving regulatory framework.

Delivery mode

The course will be delivered through a mixture of lectures, suggested reading followed by focussed discussion and debates on important scientific/policy issues. The following topics will be covered:

1. Water-rock interaction and material cycling in the Earth’s critical zone (BTN): Controls on mineral weathering rates. Field and laboratory methods for quantifying weathering, Field versus laboratory measurements, effects of temperature on mineral dissolution rates, organic-mineral and organic-metal interactions; mechanisms of mineral dissolution reactions. Discussion topic: What is the evidence for/against the leached layer hypothesis of mineral weathering?

2. Interpreting Rock weathering at catchment scale (BTN): Factors controlling rock weathering in catchments, links to climate through glacial processes and mountain building; the Amazon Basin case study for interpreting catchment scale weathering rates. Geochemical tracers of weathering and soil formation, consequences for engineering properties of soils using the Hong Kong case study for geotechnical and landslide regulation.

3. Coupling between biology and earth materials in the Earth’s critical zone (BTN): The geosphere-biosphere interface, role of biology in mineral growth and alteration. Mechanisms of biological weathering, Role of bacteria in acidic mine drainage, Effects on soil, groundwater and surface water sustainability.

4. Links between population growth, waste generation and disturbance of the Earth’s critical zone (OGK, SAC): (i) Trends in population growth, resource exploitation and waste production, environmental degradation and sustainable development? (a) Population growth and pressures linked to resource use and increased pollution. (b) Exemplify a historical and scientific approach through the following examples: Thomas Malthus Essay on the principles of population, Club of Rome/Limits to growth, Limits to Growth 30(40) year update

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(ii) Environmental management: Soils as a non-renewable resource in environmental management and stewardship. Sustainable use and sustainable development. What is sustainable? Bruntland Commission (1987). Legislation relating to soil management Soil management processes. Land Use Strategy for Scotland. Environmental Impact Assessments - offering enhancement over mitigation.

(iii) Waste Policy Framework, EU legislation on what is waste. Waste Framework Directive. EU Landfill directive, Zero Waste Scotland, Solutions to waste generation. Controlling waste and methods of dealing with waste. Reducing waste as a method to offset potential global shortages

(iv) Discussion/debate topic (a) Is there a link between population growth and critical zone degradation? What is the future for humanity and the planet? (b) ) Has the EU Landfill Directive been a success? At what level is this success measured

5. Scientific basis of the Contaminated Land Act 1990 (BTN/OGK): Contamination and risk assessment (Source-pathway-target concept), Legal framework, contaminant transport and prediction, geological and experimental determination of transport parameters. Discussion/debate topics to include: (i) what is the scientific basis of the Contaminated Land Act? (ii) Are Soil Guideline values relevant?

Learning Outcomes

Learning how to integrate information and data from various sources into a coherent framework that helps them design problem-based investigations.

Visualising and applying this information to natural settings and at different scales in order to facilitate prediction.

Gaining an appreciation of the link between theory and technology in order to develop a practical approach to problem solving.

Appreciating the impact of human activities on the near-surface environment and learning how to develop strategies for sustainable use of the environment.

K. ENVIRONMENTAL GEOCHEMISTRY (PGGE11172)Course Organiser and Team: Dr. Margaret Graham Semester 1 Friday 11.10-12 pm and 12.10-1 pmThe assessment comprises an oral presentation (25%) and an essay (75%).

This course consists of 14 one-hour lectures and 6 one-hour tutorial/discussion/presentation sessions. The lectures cover the main characteristics and geochemical processes of soils and waters, a fundamental treatment of acid-base equilibria in aquatic systems, and an inregrated approach to redox and complexation equilibria in soil waters. The second hour involves discussion of case studies which develop the concepts presented in the lectures. These sessions are devoted to worked examples, including computer lab spreadsheet construction for problem-solving as well as student presentations and discussion of case studies and research literature. The second hour involves discussion of case studies which develop the concepts presented in the lectures.

Learning Outcomes

Learning various geochemical processes in soils and waters .

Applying this information to natural settings and at different scales in order to facilitate prediction.

Gaining an appreciation of the link between theory and practice to develop a practical approach to problem solving.

Appreciating the impact of human activities and pollutant behaviour in soils water systems

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L. CURRENT ISSUES IN ECOLOGY (ECSC10027)

Course Organiser and Team: Drs. Caroline Nichols & Gail Jackson Semester 2 Week1-4 Tuesday & Thursday10am-1pm; Wk5: Class test Tues 9:30am-1:30 pm and Thurs class presentations Tues 9:30am-1:30 pmThe assessment comprises class test (60%) and problem based learning exercise (40%).

The central question of the course is "what are the current research issues in ecology?" This course would aim to fill a niche by introducing the students to research level ecosystem and marine ecology, drawing from the cutting edge research topics currently being explored within the Schools of Geosciences and Biological sciences. Topics covered include (but are not restricted to) tropical rain forest ecology, modelling biogeochemical cycles, arctic environmental change, biodiversity, atmospheric ozone and geoengineering.

This course is useful not only to equip those wishing to pursue a career in academia, but also those who seek careers in the UK and overseas as environmental consultants, environmental regulators, conservation organisations, within forestry industry and water companies and environmental policy advisors for government agencies.

M. FUNDAMENTALS FOR REMOTE SENSING (PGGE11053)

Course Organiser and Team: Dr. Noel GourmelenSemester WeeK 7-11 Tuesday 2-5pmWritten Exam 60 %, Coursework 40 %.

This course introduces the principles lying behind remote sensing, concentrating on space-borne platforms. The fundamentals of electro-magnetic (EM) radiation are explained, as are its interactions with Earth=s surface and atmosphere. The course goes on to examine sensor characteristics, satellite orbits and various current and future missions involving a range of sensors across the visible, radar and microwave components of the spectrum. When dealing with images, the skills of image processing are used to extract meaning and interpretation from the spatial relationships of data, and the basics of image processing are also taught. The course includes a large number of examples of applications of remote sensing to environmental questions.

Option Courses: Summary Table

SEMESTER OPTIONS DAY/TIMECOURSE ORGANISER

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