2013/14 Undergraduate Module Catalogue

GEOG3875 Biogeochemical Cycles: Process to Policy

20 creditsClass Size: 40

Module manager: Dr Clare Woulds
Email: c.woulds@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2013/14

Pre-requisite qualifications

GEOG2085 or an equivalent qualification as agreed with the module convenor

Pre-requisites

GEOG2085

Ecosystems: process, pattern, and change

This module is mutually exclusive with

GEOG3876	Biogeochemical Cycles and Environmental Issues
SOEE3110	Earth System Science: BGC Cyc

Module replaces

GEOG3950 Earth as an Integrated System

This module is approved as an Elective

Module summary

Global biogeochemical cycles describe the movement of biologically important elements through the Earth System (the combination of atmosphere, oceans, rocks and biota). The processes which govern such cycles are fundamental to all life, and result in a complex series of interactions and feedbacks. This module takes an Earth System Science approach to the study of the global cycling of biologically important elements, such as carbon, nitrogen, and phosphorous. You will learn about the processes governing the movement of these elements, and how to represent them using simple box models. You will apply this understanding to debates about contemporary environmental issues, and you will learn how the cycles combine to control Earth evolution, regulation, and climate.

Objectives

To teach a knowledge of the global cycles of the important bioelements, and how these have changed over time.
To foster an understanding of feedbacks within the Earth System, and of how cycles are closely interconnected.
To foster an understanding of human impacts on the Earth System, and their future implications.
To develop the ability to debate and discuss possible future courses of action.
To develop an understanding of numerical modelling of biogeochemical cycles.
To develop critical reading and information synthesis skills.
To develop written and verbal communication and teamwork skills.

Learning outcomes
Students will gain a knowledge and understanding of:
The concepts used to describe global cycles.
The mechanisms and processes involved in the global cycles of a range of important bioelements, including C, N and P.
The ways in which humans have impacted biogeochemical cycles, and the future implications of this.
An understanding of the numerical modelling of biogeochemical cycles, and the ability to construct a simple model.
An understanding of how the different bioelement cycles are linked, and together play a major role in determining Earth evolution, regulation, and climate.

Skills outcomes
This module will develop skills in critical reading, and in synthesising information from multiple sources. Group discussions, debates and presentations will develop communication, presentation and teamwork skills, and the ability to construct a persuasive argument. Practical activities will develop numerical modelling in R, and data handling and interpretation skills.

Syllabus

The module will be taught in three blocks as follows. The order in which the blocks occur may change between years, although the course will always start with a lecture introducing basic cycle concepts.
Block 1: Global cycles and modelling
Block 2: Focus on biogeochemical environmental issues and debates
Block 3: Linking bioelement cycles in the past, present and future

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	22	1.00	22.00
Practical	5	2.00	10.00
Seminar	4	2.00	8.00
Private study hours			160.00
Total Contact hours			40.00
Total hours (100hr per 10 credits)			200.00

Private study

Private study will include reading of set material after each lecture, and in preparation for seminars. Additional reading and writing up of one seminar will be required for the essay assessment. It will also include reading for and preparation of the group presentation, and analysis, interpretation and writing up of data from practical sessions.

Opportunities for Formative Feedback

Assessments will be spaced out through the year, with one major assignment in each semester. The order in which they occur will depend on the order in which blocks 1 and 2 are delivered. These will provide some scope for progress monitoring and feedback. In addition, students will be required to make one blog post per semester, on a question relating to one of their practical or workshop sessions. Staff will read and comment on these, providing further scope for progress monitoring and formative feedback. The blog posts will be formative assessment, and will be pass-to-progress.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	2000 words	40.00
Report	2500 words	50.00
Oral Presentation	10 minutes	10.00
Assignment	Blog posts (pass to progress) - one for each semester	0.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 01/12/2014

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