Chemistry of the Earth (Term 1)
This module will introduce you to geochemistry and its application to problem solving in Earth and environmental science
Physics (Term 2)
This module will introduce you to aspects of physics that we use all the time in understanding how the Earth works as well as in exploration
A. Stratigraphic techniques: lecture/practical sessions on Geochronology methods and limitations; Litho-, Bio- and Ichno- logging and facies analysis; influence of sea-level and climate. ;
B. Reconstructing past environments: palaeogeographic map construction; using geochronology and geochemistry to aid reconstruction
Recommended textbook:
Woodcock and Strachan (2000): Geological History of Britain and Ireland (Blackwell Science).
This is available in the library and as an e-book. A different chapter will be recommended for each course section and there is a short pre-sessional multiple choice taster quiz based on material in the chapter.
Click on the reading list icon in the main menu. This book is at the top of the list.
How and why do they occur? What is the likelihood of repeat events? What can we do to control or predict them?
This course will investigate these issues by investigating the occurrence of earthquakes, tsunamis, radioactivity, landslides.........and other similar events.
Students conduct a small project involving the analysis and interpretation of a real geochemical dataset, which is assessed in form of a written report.
In this research led module skills in scientific writing, communication and data interpretation will be developed alongside an understanding of current research topics in Earth, Climate and Environmental Change.
A series of eight seminars will be led by experts on a range of research topics in the field of Earth, Climate and Environmental change. From these seminars students will gain an understanding of cutting edge research and the way in which research projects are planned and carried out.
A literature review exercise on one of the research topics from the seminar series will be undertaken with support from tutors. Students will receive training in techniques for literature searching, synthesising a large quantity of literature and reference managing.
Data interpretation skills will be developed through a short guided quantitative project. Students will make measurements, query, test and plot data in different ways using skills learnt in year 1. This project will be carried out in the last 2 weeks of term 2.
Students completing this module will have an excellent understanding of current issues and research in Earth, Climate and Environmental Change and will be well prepared for the independent research projects that will be carried out in year 3.
The purpose of doing this is for you to own your project. Rather than getting a topic from a supervisor, and just doing it, which might be less interesting for you, rather than being involved in its elaboration from the start. So you need to think first what you would like to do, although you need to take inspiration from what can be offered to you (shown in the list below), and consequently contact the relevant supervisor(s) from that list, discuss with them what can be done, and sort out a project together. Overall it is your choice, because it is an INDEPENDENT project.
However, supervisors CANNOT help you with a project topic that it is not part of their expertise, so please look at the list of topics carefully to remain close to subjects that can be offered to you.
Here below is the list of the potential supervisors, with the topics that they are working on. Supervisors will take a limited number of projects, so it will be on the principle of first come, first served, BUT to contact them you need to have an articulated project, at least a start of it, not with the “what project I can do with you?” attitude.
FOR THIS, YOU NEED TO THINK WHAT QUESTION(S) YOU WOULD LIKE TO ANSWER, ON A SPECIFIC ENVIRONMENTAL TOPIC.
Dave Lowry: methane, and other Greenhouse gases in different sites, gas leaks, sewage water treatment gases emissions, landfills.
Rebecca Fisher: methane, and other Greenhouse gases in different sites, like pond, lakes, wetland, etc.
Clem Clemistshaw: urban greenhouse gases emissions.
Nathalie Grassineau: water contamination; soil contamination; vegetation contamination in different sites: urban, rural, industrial.
Alex Dickson: to be added.
I require some initiative from you on this.
The project will start early October, and will finish at the end of the second term. As the course coordinator I am here to help you, making sure that it is going fine, and I will supervise a few projects if some of you are interested.
To make sure that you are not asking supervisors something that they cannot do directly with you, you can pass by me what you are thinking. I am very happy to help you to determine a topic and direct you towards the right person.
Nathalie
A research topic in the field of Earth and Environmental Sciences will
be chosen in the summer before the start of year 3 after discussion with a
relevant staff member. Projects can be field and/or laboratory based,
generating new scientific data, or they can be computational, analysing
existing data that has not been subject to detailed and critical analysis.
Early in term 1 students will submit a project plan to the supervisor and
course leader and will receive written feedback on the project plan. Formative
feedback will also be provided at the end of term 1 following presentations
showing progress made so far. Students will be expected to regularly meet with
their project supervisor for guidance. At the end of the project students will
present the results of their research as a scientific report and as an oral
presentation.
This module will develop comprehensive skills and knowledge critical for future generations to successfully explore and produce clean energy from multiple sources. Subsurface storage of energy and CO2, the topics of this module, are industrial processes that allow full exploitation of renewable energy (by storing it when there’s no Sun or Wind) and sustainable exploitation of fossil fuels (by allowing the greenhouse gases they produce to be permanently kept out of the atmosphere). This new module builds on our research & teaching excellence and outstanding links with the Energy Industry sector and allows us to provide academic leadership and training in support of the “Energy Transition” (the rapid move that our planet needs from 20th Century energy sources to 21st century ones). It is estimated, by the UK Government, that subsurface storage of energy and of CO2 below the seabed of the North Sea will, by the mid 2030s, become a bigger business that the oil industry. This module aims to ensure that our students are well trained for that Green future.
Independent Geological Field Mapping: What it means
This project is the opportunity for you to show your abilities and use the knowledge you have acquired in your degree course. Your mapping supervisor will start you off by introducing you to the area and will provide or suggest some background reading. Please take advantage of this help and advice, but do not restrict yourself just to what is provided.
We expect you to show initiative. Seek out relevant literature. Read it. Think about how you might use the observations you make in the field to support your hypotheses. Have you seen air photos or satellite imagery of your mapping area? Can this help you? Sometimes large structures may be easy to see on imagery and not so easy to see on the ground.
Look at published geological maps, papers describing structures and stratigraphy, and anything that deals with field observations. See how other people present their data. Consider if their techniques may be useful for you.
Under the guidance of a departmental Supervisor the student will design and execute an independent research project which will be submitted for examination as a a report. Data collection will be field based or laboratory based and may involve industrial placement. Field based projects will normally be based on a 7-10 days of field work. Data handling using statistical techniques must be integrated into the project . A vital aspect of the project development will be regular presentations of results in the form of seminars to their peer group and staff a number of times during the final year. The final seminar will be assessed by a panel of staff.
The module comprises two week-long classroom-based sections plus a field course. The main section deals with the characteristics and evolution of large-scale structures that control sedimentary basins and their fill. The second section involves studying a well-exposed fold-thrust belt in the field to consider the interactions between structure and sedimentation during its evolution. By the end of both sections students should be comfortable with identifying structures in a variety of datasets, including seismic, remote sensing and field observation, and should be able to interpret stress and structural evolution. They should be able to apply their knowledge to a wide range of research and applied projects.
The module is delivered via a combination of conventional lectures, guided group interpretation sessions, guided fieldwork (8 days), independent reading/review and independent interpretation practice.