LECX4101: Foundation Skills for LEC

• Terms Taught:   Michaelmas
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A-level/high school equivalent Science and/or Geography

Course Description

This module aims to provide an integrative introduction to undergraduate studies in LEC. It will serve multiple purposes within this overarching aim. Firstly, it will provide a mechanism for supporting students as they settle into the university and LEC, signposting them to wider support and guidance, helping them to understand what universities and environmental researchers do and their role in society and how to navigate their part in this, as an undergraduate student, successfully. Secondly, it will develop core, generic skills vital for success, including engaging with literature, working ethically and with academic integrity, dealing with referencing, plagiarism and use of AI, understanding marking criteria and using feedback in their learning. Thirdly, it will develop communication skills in written, oral and graphic forms. Fourthly, it will introduce students to both individual and group-based work. Fifthly, it will begin the process of reflecting on their future pathways and potential careers. Sixthly, it will introduce students to the nature and range of research carried out in LEC and enable them to gain insights into this research focused on their programme discipline. Finally, and crucially, it will train them in the basic use of essential software: Excel, R (for quantitative data analysis) and ArcGIS (for spatial data analysis).

Educational Aims

Upon successful completion of this module students will be able to…

• Describe research challenges within LEC’s remit, demonstrating awareness of their complexity and the multiple approaches needed to address them.
• Obtain information from quantitative and qualitative sources across the LEC disciplines and appreciate the implications of the context of its production.
• Carry out basic analysis of data using appropriate software.
• Describe research design principles based on ethics and academic integrity.
• Work independently and with others using organisational skills and time management.
• Create outputs that communicate different types of information.
• Describe potential options for future employability or study.

Outline Syllabus

The module will consist of four linked sets of activities. The first will cover fundamental questions about university study, academic research, the challenges that LEC addresses, the impact in society of LEC’s work, and differences in approaches to these issues across the natural sciences, social sciences and humanities. Discussion of these issues will be focused on example challenges, which may include topics such as the climate crisis, sustainable agriculture, conservation or human migration. The second will address general, practical issues including settling in, how to navigate undergraduate study successfully, core skills (writing, engaging with literature etc.) and beginning to reflect on students’ potential future directions. The third will develop students’ abilities to use software packages to handle quantitative and spatial data. The fourth will develop students’ awareness of the research that goes on in LEC and grow their confidence in engaging with teaching staff.

Assessment Proportions

The teaching strategy will use a mix of whole-class lecture theatre sessions, small group tutorials, computer laboratory practicals, staff interviews and supported group work. These will introduce students to different types of learning context. While the whole class or large group activities will be used for efficient and consistent delivery of core teaching, the small group and computer lab elements will give students the opportunity to settle themselves into study in LEC and to engage with their cohort and LEC staff. Whole-class sessions will be Panopto recorded for accessibility, while small group sessions will enable individualised, EDI-sensitive support.

Learning outside of contact time will be carefully guided and signposted by staff teaching on the module. Formative feedback will be a strong element of the module, delivered via the tutorials and computer lab sessions, and through feedback on an exercise that will require small groups of students to interview selected LEC staff members about their research interests.

Summative assessment will take the form of one individual piece of work and one group portfolio. Creation of these will be partially supervised during teaching sessions and will feature questioning and assessing GAI outputs by students.

LECX4171: Geology

• Terms Taught: Michaelmas
• US Credits: 5 US semester credits 
• ECTS Credits: 10 ECTS credits 
• Pre-requisites: A-Level/high school equivalent Science 

Course Description

Understanding Earth processes is a core facet of environmental science and physical geography. This module aims to demonstrate the dynamic way in which the outer part of the solid Earth works. It will provide students with the tools to interpret the processes that have formed the planet on which we live. This module will explain the processes that create the solid outer surface of our planet. It will show that minerals, rocks, and sediments are critical natural resources that underpin the resilience and survival of the human population and will consider these in the context of the United Nations’ Sustainable Development Goals. The way in which minerals, rocks, sediments, landforms, and fossils are initially created and subsequently change, will be taught within the framework of (1) mineralogic, tectonic, deformation, igneous, metamorphic, and sedimentary processes and (2) the geologic timescale. Students will accrue outdoor field skills working within groups and independently. Students will be encouraged to read widely about geologic materials and processes, and to visualise geologic environments in three dimensions. Creation of a poster will provide experience of academic scientific writing, literature searching, synthesis of information, and presentation skills.

Educational Aims

Upon successful completion of this module students will be able to…

1. Specify the causes and effects of selected geologic processes (e.g. volcanism, deformation, sedimentation, metamorphism) that are known to occur on Earth.
2. Identify the properties of common minerals and rocks using hand-specimens and polarising (petrographic) microscopes in a laboratory environment.
3. Interpret geologic maps in terms of deformation structures and geologic histories in an indoor setting.
4. Create a poster on a geologic topic that communicates results accurately and with a structured and coherent argument.

Outline Syllabus

The module focuses on 6 topics (geologic time; minerals; volcanism and plutonism; tectonics and deformation; metamorphism; sedimentation) and 3 cross-cutting themes (minerals, rocks, and sediments are natural resources; the Earth is dynamic; processes generate minerals, rocks, sediments, landforms, and fossils). In the context of graduate attributes, the module also highlights (1) geoscience graduate-level career pathways and the way in which engaging with a ‘professional membership body and learned society’ can facilitate learning and career opportunities, (2) the links between the United Nations’ Sustainable Development Goals and geology, and (3) the importance of using Earth’s natural resources in an environmentally sensible way.

The module commences with a Moodle greeting from the convenor that explains the curriculum, activities schedule, and academic integrity. The initial lectures introduce the teaching team, reading, course structure, learning outcomes, assessments, curriculum, and foundational aspects of geology, e.g. quantification of the scales of geologic processes. The initial laboratory practical prepares students for fieldwork. Subsequently, two one-day field excursions to the Yorkshire Dales and Cumbria coast focus on geologic time and sedimentary processes via hands-on activities. There then follows lectures on (1) the geologic timescale in terms of construction methods, historical contributors, and international research-led case studies, (2) mineralogy, (3) volcanic and plutonic processes, (4) plate tectonics and deformation processes, (5) metamorphic processes, and (6) Earth’s natural resources. The lectures and field practicals are followed by three laboratory practicals that foster ‘learning by doing’ using mineral and rock samples, microscopes, and geologic maps, and facilitate consultation time for the coursework assignment poster. Following submission of the poster, there is an exam preparation lecture to help students work towards the exam.

Assessment Proportions

Geology involves the study of Earth’s materials and its processes. This requires students to examine geologic materials – and this is best done outdoors in the field and indoors in the laboratory. The module adopts a ‘learning by doing’ approach, with teaching (designed to be accessible to all) delivered via lectures (summarising broad concepts), laboratory activities, and fieldwork. Lectures have 4 parts, with the final part being a lecture summary plus a quiz slide, with an image and a question that focuses on a curriculum topic. This quiz slide is used at the start of each lecture to solicit discussion and derive an answer. The lectures also include (1) handling of geologic materials, and (2) demonstrations of geologic processes using everyday items. All teaching resources are on Moodle and lectures are recorded. Fieldwork involves students (1) sketching, photographing, measuring, and describing rocks and sediments close-up and at landscape scale, thereby deducing geologic processes from evidence collected, (2) keeping safe outdoors, and (3) working in challenging environments. Laboratory work involves students examining (1) rocks and minerals and using microscopes to identify samples, and (2) a professional geologic map. In field and laboratory environments students discuss their work with staff and receive formative feedback. To underpin their learning, students read independently. The poster coursework assignment allows students to choose their unique topic of interest (thereby reducing opportunities for plagiarism) and discuss their poster work (including any barriers faced) with staff. An exam preparation lecture and a Moodle forum is used to convey information about the (short answer) style and expectations of the exam.

LECX4172: Catchment Science

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / High school equivalent science

Course Description

This module is taken in parallel to LECX4101 Foundation Skills for LEC and provides footings to progress into the second half of first year and beyond. Hands-on field and laboratory approaches are a core part of an Environmental Scientist’s toolkit. In this module, we will start to establish the foundations of your toolkit, through the guided investigation of a real-world problem. We will address topics such as designing experiments, collecting data in an unbiased scientific manner, analysing that data using robust and appropriate methods and presenting findings in a clear and concise form appropriate to a relevant audience. During this module, we will be making use of the range of environments available to us here on the University estate, as well as our chemistry and computer labs.

Educational Aims

Upon successful completion of this module students will be able to…

1. Recognise the importance of variation in environmental systems, and how to measure and describe it.
2. Employ straightforward statistical tests to analyse data, having understood the underlying assumptions and rationale of those tests.
3. Use computer software (Excel, R and RStudio) to analyse and present data.
4. Report their findings in a style appropriate to the target audience.
5. Summarise numerical and other data in a variety of coherent formats.
6. Design and execute a project that is scientifically defendable, on time and appropriate to the resources available.

Outline Syllabus

This module is grounded in the students asking a science question, such as “How much terrestrial carbon is there on campus?”. The chosen question will be realistic (i.e. one in which the answer is useful, not one that has been simply fabricated to give the students a task to do), but still tractable and relatable to students in their first semester at university.

Students will undertake reconnaissance fieldwork on campus to make quantitative estimates and establish an experimental design to improve those estimates. Systematic sample collection and processing then provides the data foundation for answering the science question. Students then consider how they will communicate their findings to a specified target audience before describing the data and associated uncertainties. Students derive measures of data location and dispersion from first principles before engaging in a range of statistical tests to quantify their conclusions.

Assessment Proportions

This skills module embeds skills in a practical, real-world project that students can identify with and gain wider academic knowledge from. A typical problem that we might look at is the terrestrial carbon budget on campus. Students not only get to design the experiment and collect the data but also process this data into final high-impact communications for the relevant audiences.

The module will start with a full day of activities, which will allow the students to gather as a cohort for the first time. We will use this time to explore our campus environment, while asking questions and considering how we might approach the problem that we are attempting to address. We choose our routes to ensure that they are as accessible as possible.

Over the remainder of the semester, we will have one lecture session per week to address that week’s theme, followed by a practical session. All lectures are recorded on Panopto, so that students who miss sessions through illness, or who need to review the session later, aren’t left behind. Practical sessions will be a mixture of lab, computer and workshop style sessions, according to the learning outcomes for that week. They will be relatively small sessions, so that each student can have one-to-one interactions with the staff, and receive feedback as they are working. Students will be encouraged to ask questions.

There are two coursework assessments for this module, a data presentation piece (30%) and a data analysis piece (70%). We have a feedback session built into the module, and will encourage students to identify learning points from this first assessment that they can use on other modules.

LECX4273: Practical Skills for Environmental Scientists

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / High School equivalent Science

Course Description

This module aims to introduce hydrological science and to demonstrate how the movement of nutrients and pollutants through catchments is controlled by the flows of water and transformations of pollutants. To improve the water quality of rivers and lakes requires an integrated catchment-based approach. Building knowledge of water flows and nutrient cycling, the module takes and international and local approach, with fieldwork in the local Windermere catchment. Each disciplinary component (of hydrology and biogeochemistry) will be introduced from the foundational principles of each discipline.

Educational Aims

Upon successful completion of this module students will be able to…

1. Develop simple mass balance approaches to complex systems.
2. Explain, with accuracy, the hydrological processes represented in the catchment water budget and Darcy equations.
3. Appraise the sources of error within hydrological measurements.
4. Calculate, with accuracy, instantaneous channel flow using a dilution gauging method.
5. Carry out a budgeting and chemical fate calculation for Windemere using nutrients as an example.
6. Describe the impact of land management on hydrology and water quality.

Outline Syllabus

The module begins with introduction to catchment science through international and local case studies. The role of water movement in regulating floods and catchment water quality is then addressed, with a focus on the key processes and measurement technologies for precipitation input, water-flows in soil and groundwater and then channel flows. Particular emphasis is given to how flows may be measured with accuracy. Key biochemical processes operating are then explained. Integral to the lectures are field practical exercises in the Windermere catchment and subsequent laboratory chemical analyses. The module will cover:

• An introduction to quantifying water flows in to, through and out of catchments.
• Rainfall measurement.
• Measuring subsurface water flows.
• Evaporation measurement.
• Measuring channel flows.
• The importance of biogeochemical processes in catchments including feedback mechanisms
• Introduction to box-model approach to quantifying the dynamic behaviour of aquatic biogeochemical systems. Related concepts, e.g. mass balance, residence times, steady versus non-steady state.
• Water quality issues using Windermere as an example.
• Throughout, numerical skills training.

Assessment Proportions

Lecture-based interactive learning: Use of demonstrations involving professional equipment will be a key part of student engagement and is so important to such technology-intensive disciplines.

Developing skills in field measurements: Training in key skills utilising field technology and measurement (hydrometric) theory is first introduced as part of small-group exercises.

Controlled experiments and water analyses in the laboratory: First students will utilise learning-focused apparatus to reinforce/embed the theory gained in lectures through practical application. Within other types of experiments, students will undertake physical and chemical analyses on water and soil samples collected during the field days.

An inclusive, safe and exciting experience: Throughout we will use examples taken from across the globe, highlighting the research of scientists from a broad spectrum of countries. Teaching materials will be provided digitally ahead of in-person delivery to support all, but particularly those whose first language is not English, and those with health or learning conditions. All field and laboratory tasks will be accessible to those with particular health conditions.

Assessment to deliver learning of key objectives: The skills being learnt by individual participants in the field and laboratory exercises is reinforced and evaluated by them via assessment tasks. This includes quantitative science tasks to develop numerical skills, but also to show the value of such calculations to deliver meaningful learning of natural environmental phenomena and effective environmental solutions. It is essential that each student does not hold erroneous views of these core ideas. To ensure this, these views are evaluated within in-person class test.

Pathway to a professional career involving hydrology, aquatic biogeochemisty and soils: The Level 4 Catchment Science module is a first step in the progression of systematic disciplinary training given at Level 5.

LECX4274: Atmosphere, Weather and Climate

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / High School equivalent Science

Course Description

This module provides an introduction to atmospheric and climate science, through both theory and observations, and supports students in developing an understanding of the physical behaviour of the atmosphere and the Earth’s climate system. It introduces the structure and characteristics of the atmosphere, the physical principles that govern its behaviour, which underpin our everyday experience of weather, and the wider role of the atmosphere and greenhouse effect in governing Earth’s climate. The module provides an overview of the different components of the climate system and the interactions between them, explores evidence of past climates, and considers how mankind’s activities may influence future climate. Students will gain a sound foundation in atmospheric and climate science, preparing them for further study of meteorology, atmospheric pollution and climate science at higher levels, along with the key practical, theoretical and numerical skills needed to support these.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe and explain the structure and properties of the atmosphere with reference to key physical and meteorological principles.
2. Interpret atmospheric observations, weather charts and satellite images and relate them to the prevailing meteorological conditions.
3. Describe the different components of Earth’s climate system, explaining how their interactions lead to complexity in climate system responses.
4. Describe the scientific principles behind theories of anthropogenic climate change.
5. Apply appropriate numerical skills to compute atmospheric and climate variables.
6. Make and report meteorological measurements at an appropriate level of accuracy, demonstrating awareness of their uncertainty and representativeness.
7. Write a laboratory report that presents experimental results clearly and relates them to subject-specific knowledge.

Outline Syllabus

The module starts by introducing the structure and characteristics of the atmosphere and the fundamental properties that define its behaviour. It takes a hands-on practical approach, introducing the observations of the atmosphere made at meteorological measurement stations, and providing an opportunity for students to develop observational and reporting skills through practical involvement. It then covers the physical principles that explain the pressure and temperature structure of the atmosphere, including hydrostatic balance, thermodynamics and potential temperature, supporting acquisition of key scientific and numerical skills through workshop activities. The module covers clouds, precipitation and the water cycle, emphasising their importance to the broader climate system. It then demonstrates how a simple consideration of forces on the surface of a rotating planet leads to geostrophic flow and the circulation of air around weather systems. This theoretical knowledge is placed in context through practical activities linking station observations, satellite images and theory to show how weather charts are created and explore the information that they provide.

The module then turns to explore the role of the atmosphere in the Earth’s climate system, providing students with a broad introduction to climate science and the physical principles behind it. It explores the evidence for past climates, covering Earth’s energy balance, atmospheric composition and the role of the carbon cycle, and investigates the role of natural processes in governing climate changes over geological timescales. Lectures are supported through workshops supporting development of the scientific and numerical skills required to underpin this understanding. The module then explores the anthropogenic contributions to climate change in recent times and the impacts that it may have. It concludes by exploring a range of suggestions for tackling climate change, ranging from carbon sequestration to solar radiation management.

Assessment Proportions

The module will be taught through lectures, practicals and workshop activities. Lectures provide the most appropriate approach to introduce students to key concepts in a guided environment permitting thorough exploration of important theories and approaches. Practical sessions provide an opportunity for students to apply their knowledge and to learn in a small-group practical environment. The activities directly support topics covered in lectures, permitting hands-on learning and allowing development of important lab- and field-based observation and reporting skills.

Numerical aspects of the module will be supported through workshops that introduce the key quantitative skills needed to tackle atmospheric and climate sciences. These allow students to work through problems in a well-supported environment before progressing to tackling further problems in their own time.

To ensure accessibility and enhance inclusivity, all lectures will be recorded through Panopto and will be available on Moodle together with lecture learning outcomes, recommended reading material and links to additional information. Online versions of practical activities are available to those unable to undertake hands-on laboratory sessions.

Formative feedback will be provided during workshops and lab practicals when students have an opportunity to apply their learning in an unpressured environment. Moodle quizzes (unassessed) will be used to support learning and provide formative feedback.

Assessment is split evenly between coursework and an exam. The first piece of coursework focusses on scientific writing and is mid-semester to allow time for feedback before the second piece on the climate system is submitted. The exam permits a critical test of students understanding of key topics as well as an opportunity to assess quantitative skills through relevant calculations.

LECX5171: Environmental Field Skills

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  Geology and Hydrology

Course Description

The module aims to build on Level 4, and develop students’ skills in key Environmental and Earth Science field and laboratory techniques, both in competence with the data collection, and subsequently in the interpretation and integration of the different types of data collected, towards an environmental research question. Assessment involves the writing of a scientific report to answer the research question posed, allowing students to develop skills in academic writing including how to structure a report, summarise and synthesise data, and critically examine such data.

Educational Aims

Upon successful completion of this module students will be able to:

1. Carry out fieldwork using a range of environmental and Earth Science field techniques
2. Carry out laboratory analyses using a range of techniques.
3. Evaluate, interpret and integrate the different data types.
4. Analyse the data using appropriate methods, and apply it to the research topic in question, presenting it through clear academic writing.
5. Keep an accurate and comprehensive field notebook.
6. Work in the field, having learnt field craft and field safety.

Outline Syllabus

Students will work towards assessing the potential impact on water quality from a disused tungsten mine. Four days will be spent in the field, in which data will be collected pertaining to the geology of the area, the hydrology, and the erosion of contaminated material into the river system. Water samples will be taken that will be subsequently analysed by students back in the lab in Lancaster. On return to Lancaster, students will receive instruction in writing skills and build on data analysis methods introduced at Level 4. Students will then write a report on their assessment of the degree of contamination found in the water courses affected by the mined area.

Assessment Proportions

Practical field skills are a vital element of all Environmental and Earth Science programmes, and this module aims to provide essential grounding in these skills, as well as building on the skills first introduced at Level 4.

The module starts with an intensive 4-day residential field trip, which serves two broad purposes. Firstly, students will gain “hands on” experience in the field to learn the various techniques of:

• Geological field work
• Hydrological field work
• Surveying and erosion field work
• Working safely and conducting themselves appropriately in the field.

In addition, cohort building is another important facet of these days. It is essential for us to fully consider inclusion in planning the field work, as our aim is to make it as accessible as possible for all, bearing in mind that the residential element is as equally challenging for some students as the physical environment. Thus, we typically consider not only mobility impairments and other physical disabilities, but also the increasing prevalence of students with mental health and neurodiversity challenges. We ensure that a briefing meeting is given far in advance of the field trip, and encourage students to both flag any issues either in written format with a questionnaire to be filled in, and/or by direct verbal/ digital interaction with the module convenor, as per the preference of the student. Individualised plans for any adaptions are thus made in advance, to avoid uncertainty and stress. During the field trip, staff are always available on-call for consultation, at any time (and yes, this does include spider-removal from a dormitory in the middle of the night).

On our return from the field, students spend a day in the lab, analysing samples. We then move to skills that support the production of the coursework report, namely writing, data analysis and interpretation, which are covered in a series of workshops and lectures. We aim to make the development of these skills as practical as possible, giving students opportunities to practice and be given formative feedback.

The assessment is 100% coursework, involving:

1. Assessment of the field notebook and geological map, which will evaluate the students’ documentation of their data collection.
2. Writing of a report, requiring analysis and integration of the data, to answer the scientific question posed. This second piece will require the students to draw on all elements of the module and present their work in a professional manner.

LECX5172: Practical Geoscience

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  Geology or Physical Geography

Course Description

In this practically-focussed module students will gain theoretical knowledge of geological processes and acquire key practical laboratory and field skills, enabling them to collect and interpret geological data and to place this in the broad context of the geological evolution of the Earth. The module introduces the importance of geological materials as resources and considers how Earth's natural resources are formed through geological processes, considering their extraction and associated concerns about environmental impacts and sustainability.

Students will learn to work independently, to solve problems, and to utilise and integrate independent datasets with the aim of answering overarching questions on the geological processes that have led to the geological evolution of study areas. Students will also learn how to conduct themselves safely in a fieldwork environment.

Educational Aims

Upon successful completion of this module students will be able to:

1. Recognise rocks and minerals as resources, explaining the formation, exploration and production processes of key energy and mineral resources.
2. Collect geological data in field and lab settings.
3. Read geological maps and interpret the Earth’s subsurface from them.
4. Interpret and describe geological data from theoretical and practical perspectives in terms of Earth’s surface and internal processes, and applications.

Outline Syllabus

The module focusses on understanding how geological materials can be used to interpret Earth’s evolution, and their value to the economy. Students will learn how to collect and interpret geological data in both lab and field settings, and how to read geological maps to construct Earth’s subsurface architecture. This information can then be synthesised to determine the geological history of a region. Students will be introduced to the importance of rocks as a resource. The module starts by explaining the importance of geology as an Earth’s resource, and by exploring the building blocks of geology;

• Sedimentary rocks, in theoretical (processes and interpretation), practical (hand specimens and thin sections) and field settings.
• Igneous rocks, in theoretical (processes and interpretation), practical (hand specimens and thin sections) and field settings.
• Metamorphic rocks, in theoretical (processes and interpretation) and practical (hand specimens and thin sections) settings.
• Geological maps, introduced in a theoretical setting, and then adopted in a field setting.
• The basic principles of structural geology, introduced in a theoretical setting, and then applied in a field setting.

Students will acquire both descriptive and interpretative skills related to these building blocks through lectures, practical lab exercises and subsequently field activities. They will apply these skills in a practical setting, combining theoretical knowledge and practical skills to focus on sedimentary, igneous and metamorphic rocks to determine the geological history of a region (Assessment 1, lab based) and on structural geology, geological maps, and use of rocks as resources (Assessment 2, field based). In additional to discipline-specific skills, students will acquire key graduate attributes including the ability to conduct independently driven project work, to work competently and safely in field settings, to synthesize data, and to appreciate industrial practices on a field trip to a working quarry.

Assessment Proportions

Geology is a practical, hands-on subject, and this is reflected in the module teaching strategy which has a strong emphasis on field and lab activities. In addition to lectures, the module adopts a problem-based learning approach, with a “flipped classroom” that introduces students to key concepts and follows this up with practical, field, and guided (weekly supervised sessions) independent learning to foster independence. Theoretical topics covered in lectures are supported through hands-on activities in the lab and followed up by outdoor activities in the field. The module provides students with a strong practical and theoretical foundation in the geosciences, supporting subsequent modules in the Earth and Environmental Sciences that further develop skills in fieldwork and focus on understanding of geological processes and hazards.

In keeping with the practical focus of this module, it is assessed 100% through coursework, with one assessment testing lab skills, and interpretation of the data collected, and another testing field skills and interpretation. Formative feedback on lab skills is provided during regular lab workshops where students work on their first assessment under guidance. Formative feedback on field skills is provided by a first “practice” field trip, during which feedback is given on the skills that have been acquired, and this can be built on during the second (assessed) field day.

LECX5174: Hydrology and Water Quality

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  Catchment Science or Hydrology

Course Description

Increasingly, employers in the UK and internationally from environmental consultancies, water companies, government regulators and environmental/humanitarian charities require graduates with professional skills in hydrology and water quality. This module aims to detail how water and pollutants move through surface and subsurface environments, and the latest theory and technology (both monitors and models) that professionals use for its investigation. The module will be illustrated throughout with examples of solutions to water problems, including the effects of climate change on water resources, flood mitigation using natural approaches, sustainable abstraction of groundwater, and the nitrate time-bomb. Training will involve hands-on experience of measurements and modelling in the field and lab.

Educational Aims

Upon successful completion of this module students will be able to…

1. Effectively communicate a systematic knowledge of hydrological processes and practical techniques relevant to assessments at landscape scales.
2. Critique, correctly, competing hydrological theories.
3. Critically appraise the dominant biogeochemical processes within surface-water and groundwater systems.
4. Develop arguments that are supported by quantitative evidence found by personal research of the primary literature.

Outline Syllabus

The module covers surface-water hydrology (precipitation, evaporation and streamflow), its processes and measurement. Students then learn about subsurface hydrological processes (flow and solute transport in soils and groundwater bodies). Lastly, key aspects of pollutant sources, transformation and impact along hydrological pathways will be covered. There will be demonstrations of hydrological and water quality apparatus within lectures, and field-based and lab practicals covering hands-on skills in monitoring and data analysis skills, with reference to journal published studies. The module aims to cover training in theoretical, practical and numerical skills needed by professional scientists working in the water sector of the UK or other countries.

Assessment Proportions

Lecture-based interactive learning: Systematic coverage of scientific principles underpinning hydrology and aquatic biogeochemistry demands the disciplinary skill of research-active scientists and the delivery format of lectures. Lecture material and guided reading will be provided ahead of delivery to ensure participants are prepared for the technical terms, core principles and technologies being taught.

Developing skills in field measurements: Training in key skills utilising field technology and measurement (hydrometric) theory will be gained as part of small-group exercises covering groundwater, surface-water hydrology and water quality - undertaken during intensive field days in Cumbria, supported by analyses in the laboratory.

Numerical modelling and water quality analyses in the laboratory: The practicals will involve the development of skills in water quality analyses and introduce hands-on use of numerical models of hydrology.

An inclusive, safe and exciting experience: Throughout we will use examples taken from across the globe, highlighting the research of scientists from a broad spectrum of countries. Teaching materials will be provided digitally ahead of in-person delivery to support all. All field/laboratory tasks will be accessible to those with particular health conditions.

Assessment to deliver learning of key objectives: The scientific theory and hydrometric (measurement) theory being learnt by individual participants in the lectures, reading, field and a range of laboratory exercises is reinforced and evaluated by them via assessment tasks. A key part of the summative assessment (coursework and in-person exam) involves students demonstrating their learning from reading primary journal articles / original research. The controlled conditions of an in-person exam really challenges and reduces the presence of erroneous views, so damaging to accurate solutions for the water environment the individuals need to deliver in their future careers.

Pathway to a professional career involving hydrology and water quality expertise: The module delivers competences needed by an individual wishing to enter employment as a professional hydrologist or technical expert in water quality

LECX5273: Soil Science

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

This module aims to:

• Introduce and develop the concepts, principles and practices of soil science.?
• Develop the student’s ability to analyse and critically evaluate data relating to soil formation and soil processes.
• Develop teamworking skills via working in teams in the field and laboratory and whilst working on a soil podcast.
• Integrate complex soil system information from field observations, laboratory analysis, and literature sources and communicate findings in a scientific report.
• Communicate the science behind a soil sustainability issue through the development of a podcast.

Soils are critical to life on Earth, the climate system, for water resources, food production and change in relation to landscapes and climates. Therefore, soil science is a key component of any environmental, Earth science, geography or ecology degree.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe a soil profile in the field, carry out soil sampling and analyse the samples in the laboratory.
2. Interpret and critically evaluate soil observations and data in the context of soil formation.
3. Apply knowledge of pedology, soil biogeochemical cycles, soil physics and soil biology, and effectively communicate their relationship, to the challenge of a soil sustainability issue.
4. Effectively integrate information from the soil system and communicate scientific findings from field observations and laboratory analysis in a scientific report and podcast.
5. Work in a team to deliver field and laboratory data and create a podcast.

Outline Syllabus

Soil Science will start with a study of the foundational components of the soils system, introduced in increasing complexity as the module progresses. Specifically, the module will start with a consideration of foundational components, the intellectual aspects of soils, its value and importance. We will then consider the processes of soil formation including the biotic and abiotic components. Students will be schooled in soil taxonomy, before proceeding to an overview of key foundational components of soil chemistry, biology and soil physics, including a field and subsequent lab components. The module will then involve a deeper exploration of water, carbon, nitrogen and phosphorus within soil. Complex case studies will be explored around communication (including podcasting), soil and water quality impacts, erosion, soil rhizosphere, soil ecology (including above and below ground) and finally a consideration of soil systems as an integrated science.

Assessment Proportions

The learning and teaching strategy for this module is approached through a series of standard lectures, a walking lecture, a field excursion, a laboratory class and the development of a soil sustainability podcast. Our philosophy is for students to gain knowledge of pedology, soil biogeochemical cycles, soil physics and soil biology in the lecture programme which can be deepened through its application in the field and laboratory and through the development of a podcast. The use of a walking lecture encourages engagement with the fundamentals of pedology and with the lecturers. Repeated practical and laboratory sessions provide an opportunity for learning to describe a soil profile in the field, carry out soil sampling and analyse the samples, as well as a forum for discussion with the teaching team in small (<20) groups, providing opportunities for formative feedback, and encouraging development of team working skills, as collaboration is essential.

We try to make all components of the module accessible to all students, including those with mobility issues by working with students on a case-by-case basis to support their access to the field components of the course. The podcasting activity supports development and assessment of team working, communication and digital media skills, while the scientific report develops and assesses the integration of information from the soil system analytical and critical thinking.

LECX5275: Geologic Mapping

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Intermediate-level (Year 2) practical Geology

Course Description

LECX5275 aims to provide training in geologic field skills – with a focus on geologic map making. Geologic mapping is a core skill for Earth scientists/geologists/geoscientists. An inherent part of geologic mapping involves scrutinising in detail a specific geologic area and interpreting the geologic processes that have formed that part of the planet. Essential in both commercial and academic work, geologic maps show the geographic distribution of rocks and sediments at the Earth's surface. Geologic maps provide information about processes on and beneath the surface of the Earth; they are used to determine the histories of past events and locations of subsurface resources.

This module, with campus-based workshops ahead of a residential held on the Isle of Mull, Scotland, will provide field training in geologic mapping plus a visual demonstration of geologic processes. Students will be trained in how to: collect field data to make a geologic map; record information in field notebooks; interpret geologic processes using an evidence-based approach; use professional geologist’s tools; map read and navigate; plan field campaigns and keep safe in the field; and work effectively both within a team and as a team leader while outdoors. Having the skills and confidence to work outdoors is key for many Earth scientists; this module aims to provide these attributes while recognising and accommodating accessibility issues for all.

Educational Aims

Upon successful completion of this module students will be able to…

1. Apply professional techniques of geologic map making, including plotting structural data on maps, using observations collected outdoors to make a 1:10,000-scale geologic map.
2. Assemble comprehensive geologic field notes by collating observations outdoors and reviewing them when ‘in the office’.
3. Evaluate geologic processes from evidence collected outdoors in the field.
4. Collate key aspects of the geologic history of the British Isles, from the Precambrian to the present day, from the published literature.
5. Work both independently and as part of a team with the ‘tools of the trade’ of a professional geologist.

Outline Syllabus

LECX5275 Geologic Mapping focuses on geologic mapmaking and the associated underpinning geologic field skills (e.g. field data collection and interpretation), plus the processes that created the geology of Mull. In the context of graduate attributes, the module also highlights (1) geologic mapmaking as an international endeavour in both research and industry, (2) the importance of social responsibility during fieldwork and as a Lancaster University student in general, (3) geoscience graduate-level career pathways and the way in which engaging with a ‘professional membership body and learned society’ can facilitate learning and career opportunities, and (4) that minerals, rocks, and sediments are critical natural resources and therefore these must be considered in the context of the United Nations’ Sustainable Development Goals and used in an environmentally sensible way. This module provides opportunities for students to develop their leadership skills in an outdoor setting and demonstrate inclusivity in decision-making.

The module commences with a Moodle greeting from the convenor. The first on-campus workshop introduces the module’s curriculum, teaching team, Ross of Mull field area, geology of Mull, learning outcomes, credit weight, learning hours activity map, safety during the residential, accessibility, logistics of the residential, field equipment, reading, and assessments. The second on-campus workshop focusses on the process of field data collection and construction of a geologic map from these data. With six days of outdoor work plus six evening classes, the field residential fosters ‘learning by doing’ plus group and one-to-one formative feedback. Five days are focussed on geologic mapping plus one day on placing the geologic history of the mapped area into a broader geologic context. Following the residential, time is devoted to (1) creating a fair copy geologic map using the information collected on Mull and (2) finalising the field notebook and writing the geologic history of Mull.

Assessment Proportions

The process of geologic mapping involves the study of Earth’s materials exposed in specific geographic areas. LECX5275 Geologic Mapping adopts a ‘learning by doing’ strategy, with teaching (designed to be accessible to all) delivered via workshops on campus and Mull, and fieldwork on Mull. A campus-based series of exercises is available for any student who cannot do fieldwork.

All teaching resources are on Moodle. The first on-campus workshop is an interactive discussion, covering key aspects of the module punctuated by videos taken of Lancaster University students working on geologic mapping projects on Mull. These videos demonstrate the work environment. The second on-campus workshop uses slides plus videos to describe geologic map making, keeping a field notebook, and writing a geologic history of Mull. To underpin their learning, students read independently.

The residential is designed as an immersive experience. The field accommodation, adjacent to the mapping area, is in a rural setting where the geology is vividly exposed. Daytime fieldwork involves (1) sketching, photographing, measuring, and describing rocks and sediments close-up and at landscape scale, and recording information in field notebooks (2) marking up maps, (3) route-planning, navigating and keeping safe, and (4) working in challenging weather. Evening workshops facilitate the standard professional practice of inking in maps and notebooks and planning the next day’s mapping. While on the residential, students take responsibility for their own work while receiving substantial staff instruction and formative feedback. Additionally, students work within a mapping group and take turns to lead their group. The coursework assignment is submitted as hard copy, thereby removing opportunities for plagiarism.

As a Level 5 core module for the Earth and Environmental Science programme, LECX5275 is a stepping stone to Level 6 modules including geologic mapping- and field-based dissertation work.

LECX5276: Atmospheric Science

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

This module develops students’ understanding of the dynamics and composition of the atmosphere. It explores how the physical and chemical properties of the atmosphere drive air movement across a range of scales, from boundary-layer flows to global circulation patterns. Key aspects of atmospheric circulation are examined, including monsoons and El Niño, alongside the chemical composition of the atmosphere, examining the role of trace gases and the fundamental chemical processes affecting urban air pollution and stratospheric ozone depletion. The module also focuses on atmospheric processes relevant to UK weather, including mid-latitude synoptic systems, cyclones, and fronts.

Learning is reinforced through a field visit to the Hazelrigg meteorological station and through laboratory-based practicals. These provide students with hands-on experience in meteorological observation and data analysis, as well as in chemical kinetics and air quality analysis.

By the end of the module, students will have developed the analytical skills and practical experience required to interpret and assess atmospheric phenomena from both physical and chemical perspectives.

Educational Aims

Upon successful completion of this module students will be able to…

1. Explain the vertical structure and behaviour of the atmosphere with reference to meteorological observations.
2. Draw schematic diagrams of the general tropospheric circulation and explain the key physical processes and forces driving it.
3. Explain the main factors controlling the concentration of trace gases in the Earth’s atmosphere.
4. Analyse pathways of atmospheric transport at regional and global scales and evaluate their impact on the distribution of atmospheric trace gases.
5. Apply quantitative methods to calculate key atmospheric properties (e.g. potential temperature, chemical lifetimes) and describe atmospheric states using appropriate physical and chemical metrics.
6. Explain, using chemical equations, the chemical processes behind acid rain formation, urban air pollution, and stratospheric ozone depletion.
7. Convert between common units used to express atmospheric composition in scientific analysis.
8. Work confidently in field-station and chemical laboratory settings, including in groups, with due regard for safety, careful measurement, and care of equipment.

Outline Syllabus

The first half of the module focuses on the physical and dynamical properties of the atmosphere and their influence on air movement. Students will be introduced to meteorological analysis and forecasting, with topics ranging from small-scale flows in the atmospheric boundary layer—important for pollutant transport—to large-scale circulation systems such as monsoons and El Niño. These concepts are reinforced through practical sessions and a field trip to the Hazelrigg meteorological station, which provides direct experience with mid-latitude synoptic systems, cyclones, and frontal systems.

The second half of the module explores the chemical functioning of the atmosphere. Students will examine its composition and the key factors controlling the concentrations of trace gases. Emphasis is placed on the chemical processes that contribute to major environmental issues, including tropospheric air pollution, acid rain, and stratospheric ozone depletion. Laboratory sessions support this learning by introducing chemical kinetics and providing practical experience with atmospheric measurement techniques commonly used in local air quality monitoring.

Assessment Proportions

This module combines lectures, fieldwork, and laboratory-based practicals to provide an integrated learning experience that builds both theoretical understanding and practical competency in atmospheric science. The teaching approach reflects the programme’s emphasis on active, research-informed, and experiential learning, while supporting the development of key scientific and transferable skills.

Lectures introduce the core principles of atmospheric structure, dynamics, transport, and chemistry, providing the theoretical foundation for applied learning. Schematic representations and physical models of tropospheric circulation and trace gas behaviour are embedded within lectures and linked to real-world observations. These are supported by formative activities to consolidate conceptual understanding and prepare students for summative assessment.

Fieldwork at the Hazelrigg meteorological station enables students to apply observational techniques to interpret atmospheric behaviour. Laboratory practicals develop competency in atmospheric chemistry methods, including a diffusion tube experiment and a reaction kinetics lab. The latter forms the basis for a coursework assessment (50%) that assesses students’ ability to conduct experiments, analyse data, and communicate results.

Numerical and unit conversion skills are reinforced through a dedicated practical and optional support workshops, helping students build confidence in applying quantitative methods. These sessions prepare students for the second summative component: a written exam (50%) that evaluates students’ ability to explain and apply scientific principles to specific meteorological and chemical questions.

This mixed assessment strategy—balancing coursework and examination—supports critical thinking, scientific communication, and data analysis. It ensures full coverage of all module learning outcomes and aligns closely with programme-level aims for mathematical literacy, scientific reasoning, and experiential learning.

LECX5277: Environmental Data Analysis and Visualisation

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

The module aims to build confidence in handling and understanding numerical scientific data through supported exposure to real environmental data in intensive workshops. The module, while being principally a skills module, provides a pragmatic perspective on use of data and visualisation as scientists' tools, including the role of software and visualisation in scientific communication. Selected aspects of data modelling and their place within the scientific method and process are presented.

The module will introduce the skills required to explore, analyse, and visualise numerical datasets of different origins. It includes introductory elements of a modern programming language (e.g. Python) and interactive development environments (e.g. Jupyter Notebook). The module will provide students with scientific computing skills going beyond the use of spreadsheets. The module focuses on data pre-processing and quality assurance, analysis, and visualization, mainly for use with dissertation work, which provides the focus and immediate motivation. The main elements of programming are introduced and skills are developed through exploring examples: data input, processing, output in numerical and graphical forms, programming tools and structures (e.g. arrays, loops, conditional statements, and comments).

Educational Aims

Upon successful completion of this module, students will be able to:

1. Design and implement code in a modern programming language (e.g., Python) to automate data cleaning, analysis, and visualization tasks.
2. Explain and apply core programming principles (e.g., variables, loops, conditional statements, and functions) in the context of environmental data science.
3. Critically evaluate the quality and useability of environmental datasets and apply appropriate preprocessing techniques to prepare them for analysis.
4. Apply and compare data analysis methods to explore environmental data from diverse sources using programming tools.
5. Create and justify the use of appropriate data visualizations to communicate patterns and insights in environmental datasets.

Outline Syllabus

This module serves as a foundation for environmental scientists to develop proficiency in data analysis and programming techniques. Designed for those with no prior coding experience, it introduces the use of a modern programming language (e.g. Python, a widely used and accessible programming language) within an interactive development environment (e.g. Jupyter Notebook).

The module begins by covering the fundamental tools of basic programming: running code in interactive development environments, editing, commenting, debugging, variables, loops, conditional statements, and functions. These foundational tools are introduced through hands-on tasks that explore a range of environmental challenges. As confidence with programming develops, the module moves from basic concepts to the design of complete workflows that automate data cleaning, analysis, and visualization. Emphasis is placed on working with real environmental datasets and in developing rigorous, research-informed approaches to evaluating data quality and integrity, essential skills in environmental research. The module covers how to handle different types of datasets (categorical, timeseries, geospatial, etc), how to perform exploratory data analysis, and allow students to develop the ability to use programming for statistical analysis, hypothesis testing, and data visualisation.

Throughout the module, students will apply problem-solving, analytical, and communication skills to engage critically with environmental data and modelling tools. By exploring environmental datasets with global relevance (e.g., climate change, biodiversity, and pollution) the module connects technical skills to broader environmental challenges.

Assessment Proportions

This module introduces environmental science students to essential data analysis and programming skills through an integrated, hands-on learning approach. Aligned with the programme’s emphasis on practical, applied learning and digital literacy, the module is designed to build foundational programming competence with no prior experience required.

Teaching is delivered through workshops. Each session blends concise theoretical input with structured, guided programming exercises in an interactive development environment such as Jupyter Notebook. This format supports active learning and immediate application of concepts, helping students develop confidence with core programming tools - including variables, loops, conditional statements, and functions - as well as data analysis techniques such as hypothesis testing and data visualisation.

Two online module tests (each worth 25%) assess understanding of programming fundamentals and basic data analysis techniques. Delivered through Moodle with instant automated feedback, these tests are followed by in-class discussion of anonymised results to encourage peer learning. The final assessment is a coursework project (50%) that asks students to create a data-driven infographic based on a real-world environmental dataset. This task assesses the application of skills and encourages independent problem-solving, interpretation, and communication of findings.

Throughout, emphasis is placed on independent problem-solving, reproducible research practices, and clear code documentation. These are core skills in both environmental science and the broader data science landscape.

LECX6172: Environmental Pollution: Management and Remediation

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

Environmental pollution from metals, radionuclides and emerging organic contaminants such as pharmaceuticals and microplastics has received a lot of attention across the media and elsewhere. Their effects on humans, wildlife and the wider environment are the subject of exciting and novel research, motivated by the desire for a cleaner, healthier and more sustainable approach to the use of chemicals. However, the sources of pollution and their pathways through the environment are still poorly understood. This module will provide a case study approach to understanding the sources, fate and impacts of a wide range of pollutant classes across all parts of our terrestrial and marine environments.

However, understanding the impacts is only one part of the story, developing monitoring, remediation and management approaches is also an important part of reducing environmental pollution and risk, all of which feed into the regulation of polluting industries. Thus, this module will also cover state of the art approaches to minimising exposure and risk to human health and the environment. We will draw on professional perspectives from regulatory bodies, and aim to develop your professional communication skills.

Educational Aims

Upon successful completion of this module students will be able to…

1. Compare and contrast the factors that determine the fate of pollutants in the terrestrial and marine environments.
2. Evaluate the impacts of specific pollutants, including quantitative determination of the risk to people and the environment arising from the presence of different pollutants.
3. Critically appraise the regulation of different pollutants, taking into account economic, social and environmental sustainability.
4. Explain different approaches to remediation of specific pollutants.
5. Write a professional briefing paper, that succinctly explains the current state of play with respect to a pollutant’s risk and mitigation.

Outline Syllabus

The module will start will an overview of key environmental pollution issues from both the UK and global perspectives, and consider the key processes by which pollutants are distributed through the environment. We will then cover three broad classes of pollutants: emerging organic pollutants (such as pharmaceuticals and microplastics), inorganic pollutants and radionuclides.

In each section, we will investigate major sources of these pollutants to the environment, key issues in their distribution through the environment, key regulatory issues, and remediation strategies. We will adopt a case-study based approach, with examples drawn from around the world.

There will be three practical sessions, including lab sessions, in which we determine pollutant concentrations in environmental materials, and computer-based sessions, in which we will explore risk assessment frameworks.

Through the module we will draw on industry perspectives, with contributions from the regulators. We aim to develop your professional skills, and perspectives on potential career pathways you can follow after graduation.

Assessment Proportions

This module addresses three key areas: the fundamental processes governing the distribution of pollutants in the environment, the risks posed by various pollutants and finally the way in which we regulate the release of pollutants.

In order to bring the topic to life, we aim to centre our approach on a series of case studies, which will capture the student’s interest. These case studies will be drawn from around the world. Some pollutants are trans-national in their impact, and in all cases we will be considering the economic, social and sustainability contexts in which regulation sits. All lectures will be recorded using Panopto, to support inclusive learning for all students.

Lectures will be supported by practical sessions, which will be used to develop hands-on skills in laboratory analysis and simple computer analysis / modelling. During these sessions, students have the opportunity to speak one-to-one with staff, in order to get feedback on their work. These practical skills will be further linked with an exploration of post-graduation opportunities. We will be bringing in guest speakers from related regulatory industries, allowing students to explore the practical application of the knowledge and skills gained in this module in real-world settings. The coursework further speaks to this aspect of the module, requiring students to prepare a briefing paper on a pollutant of their choice. The paper will require students to draw together multiple strands of evidence in a clear and concise format, accessible to the lay person. The coursework deadline is sufficiently early to allow us to provide feedback, before students sit the exam, during the assessment period.

We will assess the broader aspects of the module through an exam, which will require students to think holistically about the module content, as well as being a robust assessment from an integrity perspective.

LECX6173: Environmental Geophysics

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

This module aims to…

• Develop insight into the geophysical techniques used to investigate the Earth's surface and near surface such as seismic, gravity, magnetic, radar and electrical methods for sub-surface characterisation and GPS, radar and laser techniques for surface measurements.
• Provide an understanding of the theory underpinning techniques and some quantitative skills such as estimation and error identification.
• Enable selection of appropriate geophysical methods for specific environmental applications, considering requirements in terms of both spatial and temporal coverage and resolution, and making recommendations based soundly on methods’ relative advantages and limitations.
• Illustrate the range of application scenarios (scientific and commercial) to which environmental geophysics contributes (e.g. hydrogeology, investigation of contaminated sites, archaeology, forensics, exploring for resources such as minerals or hydrothermal energy, monitoring hazardous regions such as volcanoes).
• Expose students to some of the practicalities of field surveys and considerations relevant to the consultancy environment.

The module is offered because geophysics is a fundamental tool for investigating environmental and geohazard processes. The methods practiced by geophysics professionals, and the application areas they work in, are directly relevant to students graduating in Environmental Science, Earth and Environmental Science and in BSc Geography programmes. Geophysics is included in the QAA Benchmark topics for Earth Sciences and Environmental Sciences.

There are no formal module pre-requisites but, as a Level 6 physics-based module, students should have basic numerical skills such as competency with units and re-arranging equations.

Educational Aims

Upon successful completion of this module students will be able to…

1. Evaluate the advantages and disadvantages of different geophysical techniques for environmental investigations.
2. Assess appropriate measurement strategies for specific environmental problems.
3. Identify and explain sources of geophysical measurement error.
4. Relate different geophysical measurements in terms of spatial and temporal coverage and resolution.
5. Construct an organised report containing geophysical data, suitable for communicating with geophysics specialists.

Outline Syllabus

The module explores the range of geophysical methods (e.g. gravity, radar, resistivity, seismic, electromagnetic) that are commonly used for understanding environmental processes. For each method, the underpinning theory is described, practical applications are illustrated and the associated advantages and limitations discussed. The different styles of platform from which measurements are made (e.g. from borehole to satellite) are assessed, and their implications for repeat measurements and data resolution are considered. Geophysical data from different techniques are often combined, and the associated methods are described, with the advantages of multi-parameter approaches considered. The concepts of error, non-unique solutions, detectability and data inversion are explored and their impact on interpreting data in terms of environmental processes assessed. The module draws on case studies throughout to exemplify the capabilities and of geophysical methods for a wide range of applications such as groundwater contamination, resource exploration, utility detection, archaeology, forensics and volcano monitoring.

Assessment Proportions

The module will be taught through lectures, workshops and practical sessions. For accessibility and inclusion, all lecture sessions will be Panopto recorded and online material will be made available prior to sessions. Lectures will provide the underpinning theory for the geophysical methods covered (assisted orientation and conceptualisation) and will link to the wider context of students’ programmes through exploring global application case studies covering diverse environments (e.g. hydrological, geohazards). The workshop sessions will enable students to consolidate their theoretical understanding by working through application case studies and by seeing/exploring geophysical equipment typically used in research applications and commercial settings. The practical sessions will develop quantitative, critical interpretive, and data processing skills, with one session feeding directly into the coursework assessment. Students will gain experience in research-level data processing software and the coursework will enable them to use this to demonstrate their command of advanced concepts such as geophysical survey design and sources of uncertainty. Workshops and practicals will take an interactive approach to facilitate formative feedback throughout the duration of the module. Coursework is timed mid-module to enable students to gain from the feedback provided before the exam. An exam will comprise quantitative and discursive elements to provide an equitable approach that allows all students to demonstrate their competency.

LECX6174: The Earth's Interior

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  Geology or Physical Geography

Course Description

We begin with a brief overview of the current state of knowledge of the Earth's origin and early evolution, including the development of the core, mantle, lithosphere, hydrosphere, atmosphere and biosphere. This sets the context for understanding how the Earth's internal processes have profoundly altered the surface environment over geologic time and continue to do so today through plate tectonics and volcanism.

We then develop coherent and detailed understanding of volcanoes and volcanic systems founded on the properties and behaviour of igneous and volcanic materials gained through laboratory, theoretical and field study. The interaction of volcanic processes with the biosphere, atmosphere and hydrosphere are discussed. You will explore fundamental physico-chemical processes that underpin the often complex and unpredictable behaviour of Earth's interior and surface volcanic activity, including solubility, rheology, phase transitions, density and permeability. A degree of quantitative skill is useful to better grasp straightforward expressions relating physical parameters. The assessment will assemble subject-specific knowledge and develop key generic and transferrable skills including research methods.

This module complements LECX6276 Geological Hazards and provides a foundation for LECX6277 Volcanic Processes Field Course.

Educational Aims

Upon successful completion of this module students will be able to…

1. Combine fundamental physico-chemical processes to distinguish pathways from Earth's interior to surface impact.
2. Distinguish and combine different styles of volcanic activity including intrusive, effusive and explosive processes.
3. Identify volcanism as present on many solar-system bodies and explain process generality.
4. Appraise the complex and uncertain nature of Earth's interior and the consequent surface processes.
5. Develop key generic and transferrable skills including process assimilation and problem-based learning.

Outline Syllabus

Earth's interior comprises the great majority of our planet's mass but is often out of sight and out of mind compared to the ecosphere that floats on the surface. This module examines the evidence that allows us to constrain the flows of matter and energy that characterise our dynamic planet. Earth's interior processes play a major role in the state of the ecosphere we inhabit with volcanism being the discernible sign on Human timescales combined with continental drift operating at much longer timescales.

This module asks questions about the fundamental properties of Earth materials and how these combine to generate the spectacular volcanic displays we see interacting with the ecosphere. We explore key physical and chemical interactions between geological molecules and how these lead to complex processes whose prediction is highly uncertain. This complexity is increased as geological materials mix with the hydrosphere and atmosphere to become distributed across Earth's surface.

This module will equip you with critical knowledge of Earth's interior and surface volcanism through engagement with transformational, research-stimulated learning delivered by professional Earth scientists. The assessment encourages you to draw on your research skills and to assimilate information widely from the module and external reading.

Assessment Proportions

This module takes a workshop-based approach to teaching and learning. A wide range of engagement tactics are taken including sections of formal lecture, making observations from dynamic processes using videos, study of rock samples to provide evidence for hypotheses of physical formation processes, small scale illustrative experiments to provide direct insights into the behaviour of Earth materials and the use of maps to identify surface features characteristic of internal dynamics. As much as possible, progress is made through formative staff-student discussion to draw out student knowledge and ideas then feedback on the gaps to achieve a deeper and more complete picture. This diverse approach aims to engage all students regardless of their specific learning preferences.

Half of the module assessment is by in-person exam (50%). We consider the revision process an important integrative step to assimilate temporally disparate module content into a more coherent whole. The exam format is designed to encourage this by asking broad-ranging questions that require students to draw on insights from across the module. In recognition of this, students answer one question from a choice of two over two hours. Students can take a two-side sheet of A4 annotated with module information into the exam. This both reinforces revision strategies and provides a foil against exam anxiety.

The other half of the assessment is coursework (50%) designed as a compact research project. Students are asked to explore a specified part of the physical system using an accessible web-based modelling programme. The outcome of the modelling is documented and compared to evidence from the existing literature. Students are expected to develop their modelling approach (method) to answer a research question, then devise appropriate ways of visualising their modelling observations. These observations should then be interpreted in terms of the fundamental properties and processes explored across the module. Students then critique the model in terms of its assumptions and limitations and discuss why the model outcomes are not as complex as the natural system.

Evolution of the subject knowledge is achieved through painstaking and combined field observation, numerical modelling and laboratory investigation and published in the primary literature. The research-active module staff ensure students are exposed to the latest subject thinking. Gen AI does not generate fundamentally new subject knowledge but mines, restructures and regurgitates existing knowledge. Students will be encouraged to use Gen AI as a tool to support their work.

This module is not considering human subjects but considers global-scale non-biological processes. The resource list is populated with work written by authors from across humanity, but there is dominance by nations with the highest level of per capita environmental degradation (aka GDP).

LECX6175: Water Resources Management

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

Water is a critical natural resource for humans and for all ecosystems. Therefore, successfully managing water resources is one of the most fundamental challenges facing human society. Graduate employers in the water sector require understanding of the policy and regulatory frameworks, technologies, monitoring and classification approaches through which water resources can be developed, conserved and restored. The module aims to provide this understanding, via core material drawn from the UK water sector and supplemented by global case studies where required. Students will learn about the science and the management of both surface water and groundwater, covering challenges related to water quality and to water resources. Learning will be supported by field visits and practicals linked to key stakeholders in the UK water sector, such as the Environment Agency and the water companies, providing skills and experience directly relevant to future careers in the water sector.

Educational Aims

Upon successful completion of this module students will be able to:

1. Evaluate the policy and regulatory frameworks used to develop, conserve and restore surface water and groundwater resources.
2. Judge the efficacy of current approaches to hydrological, chemical and biological monitoring and classification of surface water and groundwater, using this understanding to identify and develop opportunities to improve these approaches in the future.
3. Demonstrate the ability to apply the fundamental principles of raw water and wastewater treatment to address water pollution challenges in surface water and groundwater resources.
4. Integrate understanding of the multiple pressures facing groundwater and surface water resources in the future, using this understanding to design appropriate management options to mitigate these pressures.

Outline Syllabus

The module will cover the science and management of surface water and groundwater resources, from the perspectives of both water quality and water quantity. The UK, wider European, and global policy and regulatory context for water will be examined. This will provide the basis for material exploring the current approaches used to monitor and classify the hydrological, chemical and biological status of water resources, including identification of limitations in these approaches and opportunities for future development in these areas, such as the introduction of new monitoring technologies. The module will also cover raw water and wastewater treatment technologies used to address multiple forms of water pollution, and the relationships between land management and the quality and quantity of water resources available to human society and to ecosystems. Finally, the module will deal with future pressures on water resources and water supplies, alongside the design of appropriate mitigation strategies to address these pressures including under future climate scenarios.

Assessment Proportions

Three key themes underpin the design of the teaching, learning and assessment strategy for this module. Firstly, to respond positively to the diversity of students who are engaged with this module, particularly in terms of diversity in disciplinary backgrounds, skills and experiences. Secondly, to use teaching, learning and assessment strategies that place emphasis on connections between module content and real-world challenges in the water area. Finally, to engage students with research-informed teaching in the environmental sciences, as part of developing critical, self-reflective graduates in this discipline.

The module is designed to provide an integrated learning experience across lecture, workshop, practical and field teaching activities. Core lectures within the module deliver the fundamental knowledge and field visits are specifically designed to support and deepen student understanding of material, including by providing a different learning environment that deliberately responds to the diversity of learning styles deployed by students on the module. These field visits are led by partners external to the university, providing students with access to perspectives that move beyond only those of academics.

The coursework assessment for the module is constructively aligned with the teaching activities. Students will be challenged to integrate knowledge from across all lectures and field visits, applying this knowledge to the problem-based, real world challenges that underpin the coursework assessment. The coursework is also designed to provide opportunities for small group-based learning, for building collaboration between students on the module, and for formative feedback during coursework workshops.

LECX6239: Cryosphere in a Changing Climate

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

This module aims to provide insight into Earth's Cryosphere as part of an integrated system. It teaches cryospheric processes through exemplar cutting-edge research, thus ensuring you are equipped with a deep and critical knowledge of the discipline. We address the taught content in a structured fashion. We aim to guide you through the physical processes that govern the behaviour of ice masses today; the profound implications that the Cryosphere holds upon downstream environments (ecology, ocean and climate); and the methods behind the science of the cryosphere (in the field, the computer lab and remotely from space). As students, we aim for you to use knowledge gained throughout the lecture series and home study to discuss and analyse key concepts in-depth (via tutor-led discussion groups). In practical classes you will learn how to analyse, interpret and present complex data. You will become proficient at writing cogently and critically, using numerical modelling approaches, and resolving complex datasets, all of which help to equip you with relevant skills for future graduate level opportunities. The module aims to provide a balance of guided and independent learning to ultimately allow students to demonstrate a critical understanding of cryospheric processes in the context of climatic change, informed by the forefront of research in the discipline.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically assess contemporary global issues in cryospheric science based on lecture, seminar and practical learning.
2. Demonstrate a systematic understanding of key topics in cryospheric science, informed by the forefront of research in the discipline, instilled through research-led teaching.
3. Retrieve, synthesise and critically evaluate information from a variety of sources to develop an informed opinion on key cryospheric issues.
4. Conduct data analysis techniques to formulate scientific conclusions from large datasets.
5. Execute and report an independent research project based on model outputs or provided datasets to demonstrate process level understanding.
6. Write cogently and critically about key issues in cryospheric science, whilst demonstrating academic integrity throughout.

Outline Syllabus

We begin by considering the current state of the cryosphere, drawing on prior learning, ensuring everyone has the necessary foundations for a structured and progressive learning experience throughout the remainder of the course. We then progress to studying the physical processes that govern the behaviour of ice masses today, from the production of meltwater through to its impact on ice motion. The profound implications of the cryosphere upon downstream environments will be explored, and by considering glaciers as ecosystems, we will link our ever-changing ice masses to ecological processes, sea-level dynamics, volcanic activity and climate feedbacks. Finally, we will consider how current research is conducted in the Cryosphere, through examples of fieldwork (e.g., using ice cores to place the unprecedented climates of the present into the context of the past), remote sensing (e.g., observing change over vast regions), and modelling (e.g., to project how ice masses will respond to the changing climate).

Assessment Proportions

The mode of teaching delivery uses a mixed approach of direct and independent learning to ensure accessibility of information pertaining to issues in cryospheric science to all students. The learning experience is scaffolded around a core lecture series. Lectures build on prior experience to ensure an equitable foundation of knowledge for all students to progress from. Deep learning opportunities delivered via seminars and practical classes build coherently from the lectures. Each of the guided deep learning opportunities provides an opportunity to cover the core lecture topics in a more independent fashion. Seminars provide the opportunity for directed reading of contemporary research articles drawn from a wide range of voices within the field, with subsequent small group discussion forums used to elicit informed opinions on key cryospheric issues. Practical classes provide the opportunity for problem solving via numerical analysis, computer modelling and spatial analysis (GIS/remote sensing) of large datasets. The coursework assessment (research project) builds from one of the practical sessions (choice to undertake one of four possible projects, each linked to one of the four practicals). This level of choice within the coursework assessment ensures an inclusive learning environment, with each of the associated practicals serving as a formative learning opportunity prior to completing the coursework task. Drop-in support sessions provide further formative learning opportunities. A summative exam delivered at the end of the module affords the opportunity for students to demonstrate they can write cogently and critically about key issues in cryospheric science, whilst demonstrating academic integrity throughout.

Collectively, this teaching and assessment strategy represents a carefully curated and equitable learning experience with opportunity afforded for depth and independence of study throughout.

LECX6276: Geological Hazards

• US Credits: 5 US Credits 
• ECTS Credits: 10 ECTS credits 
• Pre-requisites: Introductory (Year 1) Geology or Physical Geography   

Course Description

The module aims to provide students with specialist knowledge of the nature of geological hazards, which can be used to assess and evaluate mitigation and management strategies.

Students will critically examine cutting-edge literature on the physical processes underpinning geological hazard events - slope instability, seismic events, and volcanic eruptions – and their human impacts.

Students will conduct evidence-based decision-making related to geological hazard management, via application of mechanistic or probabilistic models and assessment of feasibility.

By writing a reflective report on a chosen case study of a geological hazard event, students will hone their critical thinking and communication skills, whilst appraising the interconnected physical and social dimensions of geological hazards and their management.

Students will gain employability-relevant experience of the documentation and characterisation of?geological?hazards, and more widely develop systematic and creative approaches to identifying and solving problems.

Educational Aims

Upon successful completion of this module students will be able to…

1. Evaluate which processes determine the location, timing, and magnitude of geological hazard events, using evidence that includes the latest research in the field.
2. Appraise established analytical techniques used to quantify geological hazard, including physical models of slope stability.
3. Compare effective hazard mitigation strategies across a wide range of physical and social contexts.
4. Communicate the nature of geological hazards and potential mitigation solutions to a specialist audience.

Outline Syllabus

We will start with an overview of geological hazards – who is threatened, where, and why? How are the impacts distributed in time and space, and how does this relate to geology, topography, climate, population, and preparedness?

We will then tackle seismic hazards, which are the most important in terms of human impacts. We will examine the extent to which earthquakes can be predicted or forecast, how catalogues underpin probabilistic models, and management and mitigation techniques.

Next we will examine the diverse range of processes and phenomena that are responsible for complex volcanic hazards and evaluate ongoing monitoring and mitigation strategies.

Finally, we will focus on slope instabilities and landslides, by first outlining their distribution and triggers, and then appraising a variety of susceptibility models used in hazard management.

To conclude the module, we see how new initiatives in data sharing, open-access publication, and international collaborations, partly initiated by LEC alumni, are changing the game for many in developing countries who are threatened by geological hazards.

The lecture and practical sessions are co-delivered with LECX7276 students, who have additional seminar sessions that an enable a deeper dive into geospatial and modelling approaches, alongside the level 7-only field case study.

Assessment Proportions

The learning, teaching, and assessment strategy ensures that the module delivers level-6-appropriate disciplinary knowledge, to provide comprehensive understanding of the origin, monitoring, and mitigation of geological hazards. Real-world case studies are used to connect theory with practise. Underpinning knowledge and understanding from interactive lectures provide a framework (assisted orientation/conceptualisation phase) that allows students to to conduct inquiry-based learning via their free choice of assessed case study, and the report is necessarily critical.

To reflect advancing GenAI technologies in the field, we will highlight the latest machine learning approaches to geological hazard mapping.

EDI and curriculum decolonisation initiatives are central to the design and delivery of this module. We take positive steps to support underrepresented and marginalised groups, including purposely highlighting cutting-edge recent research by non-white, non-English-speaking researchers from the countries most affected by hazardous geological processes. To provide diverse perspectives, especially from those directly affected by geological hazards, we invite a Turkish academic from Politics, Philosophy and Religion to give a guest lecture that addresses the devastating 2023 Turkiye-Syrian earthquakes.

Module assessment methods are constructively aligned to learning and teaching – testing student command of knowledge and evidence of critical thinking. The first unit of assessment (50 %) is via a consultancy report on a case study of a geological hazard event. Students have an introductory workshop in the second week of the module that provides a comprehensive overview of the nature of the assessment and marking criteria and encourages students to engage early in planning for their case study report. This report provides students with the opportunity to draw together the physical and social (hazard mitigation and management) components of the teaching.

The remaining 50 % of the module assessment is by in-person exam as the only definitive way of minimising cheating. We provide a dedicated exam preparation workshop to facilitate the revision process, in which students integrate disparate threads into a coherent whole. The exam questions are broad-ranging questions that require students to draw on a range of concepts covered throughout the module, and include quantitative aspects. Students answer two questions from a choice of three over two hours and are encouraged to take a double-sided A4 sheet of revision notes into the exam, with tips for effective notes given in the exam preparation workshop.

Formative assessment will be provided throughout the module, e.g. via copious opportunities to discuss report case study selection and receive feedback on draft ideas prior to formal report writing.

LECX6281: Managing the Energy Transition

• US Credits: 5 US Semester Credits 
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Introductory (Year 1) Geography or Environmental Science 

Course Description

This module aims to provide cross-disciplinary insight into how the supply and use of energy is changing to achieve net zero. The module is offered as part of the degree program to provide knowledge and skills that will position you for further study or employment focused on a major societal challenge.

The module examines decarbonisation pathways in electricity, transport and heat, whilst considering supply and demand dynamics. The role of energy storage, network needs and greenhouse gas removal technologies are also outlined. The real-world challenges associated with net zero energy technologies and the transition are investigated, including how to manage the energy system, environmental consequences, societal engagement and energy security.

Through a combination of lecture, workshop and field-based activities, you will gain a ‘whole system view’ cutting across disciplines, refining your critical thinking skills and ability to weigh up the opportunities and challenges associated with energy decarbonisation. You will benefit from real-world insight through understanding the university energy system and contributions to the module from energy professionals.

Educational Aims

Upon successful completion of this module students will be able to:

1. Analyse energy system transitions and critically assess options for managing the transition to net zero.
2. Critically evaluate net zero energy technologies and approaches, including technological, environmental and societal factors, using quantitative and qualitative information.
3. Collaboratively prepare a professional report on an energy system.
4. Apply a systems-based approach to the analysis of complex energy challenges.
5. Critically read, interpret, appraise and effectively communicate evidence from a range of sources, assessing the validity and reliability of those sources.

Outline Syllabus

This module explores a critical societal challenge: how to manage the transition to net zero energy systems that are also affordable & fair, secure, and have a low environmental impact. First, we will introduce the module by covering types of energy, what we use it for, important energy metrics and what energy systems comprise. We will then examine how to research energy transitions, highlighting the need for critical thinking, evaluation of evidence and data quality, and rigorous research. We will explore challenges of managing the transition, investigating the linked contributions of government, business and society. The three energy vectors – power, transport, and heat & cooling – alongside energy storage, networks and greenhouse gas removal technologies will be detailed, alongside insight into their benefits and weakness, including cost and security. We will then focus in on key challenges including resource use, environmental consequences, and societal engagement.

The course will focus on real-world examples, including the transition of Lancaster University’s own energy systems and that of Burneside village in the Lake District. Given that diversity in energy resources, historical decisions and politics within nations dictates their current energy systems and net zero pathways, we will provide insight into contrasting energy system decarbonisation transitions, including an example from the global south.

Assessment Proportions

This module will draw in students from Natural Sciences and all LEC degree schemes except Ecology & Conservation. Given that, and the interdisciplinary nature of the module content and teaching team, the modes of delivery and content have been designed to reflect the interests and skill strengths of students across degree schemes. Specifically, the module offers a range of lectures that are focused primarily by topic rather than discipline, supporting integration of different facets and student understanding across domains. Workshops are used to provide whole-class practical skills, alongside smaller group sessions that facilitate deeper discussion and meaningful contact time. The module also includes two fieldtrips that have been a key strength of the precursor module, bringing to life the theory taught in lectures and workshops and, critically, giving students the chance to interact with energy professionals in different roles. Online Q&A sessions will provide additional support as required.

In terms of assessment, the module includes a 50% piece of group coursework in the form of a professional report (i.e. an energy system decarbonisation plan for a nation or business). The coursework focuses on the energy system aspect because conveying the complexities of an energy system within an exam context is challenging. Group work has been selected to bring together the broad skillset needed to produce a strong professional report and to create opportunities for peer learning. Peer assessment will be implemented if needed, and time will be spent sharing insight into effective group working. The exam will assess in-depth knowledge of specific aspects, with questions covering a range of areas to enable students to play to their strengths while also maintaining academic integrity.

The inclusive learning practices developed in the precursor module will be continued (e.g. recording all lectures and workshops, providing videos of the fieldtrips for students who cannot attend due to ILSPs, avoiding selecting individual students to speak, and so forth).

In terms of decolonisation, the module will focus on three nations, including at least one from the global south, and will incorporate additional examples from elsewhere. The strong societal elements of the module will also draw in a range of voices.

The workshops, fieldtrips and Q&A sessions will provide individual contact and opportunities for formative feedback.

LECX7171: Physical Volcanology

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: Cannot take with LECX6174

LECX7179: Behaviour of Contaminants in the Environment

• Terms Taught: Michaelmas
• US Credits:   5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module focuses on the fate and behaviour of contaminants in the environment, considering the fundamental principles and processes that control their release, transport and removal in environmental systems. It introduces students to the broader challenges associated with environmental pollution and covers topical issues for a wide range of contaminants through different environmental media (soil, water and air), exploring the fate, transport and transfer of pollutants between media. This is supported through consideration of detailed case studies taken from the peer-reviewed literature. The module introduces students to the modelling approaches used to assess the transport and fate of contaminants through the environment, and to assess their chemical risk and impacts. This is supported through hands-on workshop activities providing students with the skills and experience to apply models to assess the fate and impacts of contaminants in the environment.

Educational Aims

On successful completion of the module students will be able to:

1. Critically assess the behaviour and processes controlling contaminants (including their chemical form, transport and fate) in the environment.
2. Evaluate the movement of contaminants between and within different environmental media, and interpret this in terms of the biological, chemical and physical processes involved.
3. Evaluate modelling approaches for prediction of spatial and temporal trends in contaminant behaviour and impact.
4. Critically appraise the scientific literature and formulate robust scientific arguments to tackle environmental contaminant problems.

Outline Syllabus

This module introduces students to the wide range of processes controlling the sources, transformation and fate of contaminants across soil, water and air, and their transfer between and withing these different media. It first provides a background to the general concepts and behaviour of contaminants in the environment, including types of contaminants, their sources and entry into the environment, the factors controlling their distributions in environmental media and their transfer between them. It then focusses in more detail on specific areas of key interest, drawing examples of contemporary pollutant challenges from the scientific literature. These include:

1. Interactions of organic contaminants in terrestrial and aqueous environments, including their partitioning, reaction types and degradation mechanisms. We consider movement into and through foodchains and cover examples of the effects.
2. Behaviour of inorganic contaminants in the environment, including the chemical speciation and bioavailability of heavy metals and nutrients in waters and soils, and heavy metal pollution in soils and approaches for soil remediation.
3. The sources, transport, transformation and fate of pollutants in the atmosphere, introducing the key physical, chemical and meteorological processes involved, and investigating the implications for a range of important species contributing to air pollution,
4. Modelling of contaminant behaviour and its application to assessing chemical risk. This introduces a range of different models that operate on different temporal and spatial scales that can be used to answer a range of research, risk and policy questions, and covers how chemical risks are assessed.

This theoretical knowledge is supported through hands-on practical workshops that give students an opportunity to apply computer models to investigate contaminant behaviour. One explores the sources, fate and risk of a selected organic contaminant using a catchment model, providing students with experience in selecting input data and running different source and fate scenarios to determine which factors affect chemical risk. The other applies a well-established chemical speciation model (visual MINTEQ) to investigate metal speciation and major components in natural waters under different conditions.

Assessment Proportions

The module is assessed through two approaches. The first involves an essay drawing from theoretical material in lectures (MLO1,2) and reading of the scientific literature (MLO4), allowing students to demonstrate their critical appreciation and understanding of key topics. The second is a report investigating a real-world pollutant problem based on computer modelling activities undertaken during the workshops, giving students the opportunity to demonstrate their in-depth understanding and applied knowledge (MLOs 1-4).

LECX7247: Sustaining Soil Health

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to cover fundamental soil physical, chemical and biological processes contributing to soil health, the value of sustainable soil management, and the challenges faced by soils in the light of global change. You will gain an advanced understanding of the research that underpins our knowledge of soil formation, soil structure and soil chemistry, together with the cycling of nutrients, water and carbon within soils. We will additionally examine soil biology and biodiversity, and the interaction between soil microbes, soil biota and plants, with respect to soil processes. Finally, we will critically assess the role of soils in addressing sustainability challenges, such as climate mitigation.

Soils are a fundamental component of our environment and therefore an understanding of soil health is critical for anyone working within the environmental sector.

Educational Aims

Upon successful completion of this module students will be able to…

1. Identify the characteristics of healthy soil for the delivery of particular soil functions.
2. Collect, analyse and assess approaches to soil health determination using a variety of field methods.
3. Apply the soil models and techniques to predict future soil responses to climate and management changes.
4. Synthesise diverse soil health information to evaluate potential soil management effects on soil health.

Outline Syllabus

This module will be delivered over a series of one-day workshops which will focus on different aspects of soil health.

We will cover:

• The soil landscape, soil diversity and function. Soil health definitions, soil multifunctionality. An introduction to soil in the field including soil descriptions, soil forming factors and soil processes.
• The physical health of soils. Aggregation, structure, water movement, vulnerability to erosion.
• The chemical health of soils. Soil contamination, soil salinity and sodicity. Nutrient cycling, fertilisers and pesticides.
• Soil biological health. Macro and micro fauna. Decomposition and carbon turnover. Monitoring greenhouse gas emissions from soils.
• Soil futures. Approaches to improving soil health and restoring soil functioning, covering topics such as soil erosion control, soil biological restoration, addressing soil salinity, restorative agriculture approaches.

Assessment Proportions

This module takes a workshop-based approach to teaching and learning. A wide range of engagement tactics are taken including sections of formal lecture, visiting the field to study soil health in real-world situations, and spend time in the laboratory analysing soil health and discussing results in a workshop setting. As much as possible progress is made through formative staff-student discussion to draw out student knowledge and ideas then feedback on the gaps to achieve a deeper and more complete picture. This diverse approach aims to engage all students regardless of their specific learning preferences.

75% of the module assessment is coursework designed as a report on he state of soil health in a chosen region of study and the potential for mitigation. Students will have a choice of a range of soil health situations ranging in scope across different ecosystems focussing on different aspects of soil health in a global context.

25% of the module assessment gives students free choice to select an approach to mitigating a soil health problem and to develop a presentation for land managers describing a proposed approach and its likely impact. The expectations here are high and students should demonstrate assimilation and integration of information from a broad literature base to formally communicate genuine insight into their topic of choice. Their work should use illustration and quantification in a transparent way and be free of contradiction, misunderstanding and misconception.

Evolution of the subject knowledge is achieved through combined field observation, numerical modelling and laboratory investigation and exploration of the primary literature. The research-active module staff ensure students are exposed to the latest subject thinking.

LECX7274: Physical Volcanology Field Course

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: Has financial contribution and trip is usually in Easter, cannot take with LECX6277

LECX7275: Environmental Impact Assessment

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

LECX7276: Geological Hazards

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: Cannot take with LECX6276

LECX7277: Managing the Energy Transition

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: Cannot take with LECX6281

Course Description

This module aims to provide cross-disciplinary insight into how the supply and use of energy is changing to achieve net zero. The module is offered as part of the degree program to provide knowledge and skills that will position you for further study or employment focused on a major societal challenge. The module examines decarbonisation pathways in electricity, transport and heat, whilst considering supply and demand dynamics. The role of energy storage, network needs and greenhouse gas removal technologies are also outlined. The real-world challenges associated with net zero energy technologies and the transition are investigated including how to manage the energy system, environmental consequences, societal engagement and energy security. Through a combination of lecture, workshop and field-based activities, you will gain a ‘whole system view’ cutting across disciplines, refining your critical thinking skills and ability to weigh up the opportunities and challenges associated with energy decarbonisation. You will benefit from real-world insight through understanding the university energy system and contributions to the course from energy professionals.

Educational Aims

Upon successful completion of this module students will be able to:

1. Analyse energy system transitions and critically evaluate options for managing the transition to net zero.
2. Critically evaluate net zero energy technologies and approaches, including the synthesis of quantitative and qualitative information that incorporates technological, environmental and societal factors.
3. Independently prepare a professional report on an energy system, drawing on a range of appropriate sources.
4. Critically assess the work of peers in a positive and productive way, and synthesise peer feedback on your own work and use the insight to improve it.
5. Apply a systems-based approach to complex challenges, integrating information from diverse sources
6. Critically read, interpret, appraise, synthesise and effectively communicate evidence from a range of sources, assessing the validity and reliability of those sources

Outline Syllabus

This module explores a critical societal challenge: how to manage the transition to net zero energy systems that are also affordable & fair, secure, and have a low environmental impact. First, we will introduce the course including types of energy, what we use it for, important energy metrics and what energy systems comprise. We will then examine how to research energy transitions, highlighting the need for critical thinking, evaluation of evidence and data quality, and rigorous research. We will explore challenges of managing the transition, investigating the linked contributions of government, business and society. The three energy vectors – power, transport, and heat & cooling – alongside energy storage, networks and greenhouse gas removal technologies will be detailed, alongside insight into their benefits and weakness, including cost and security. We will then focus in on key challenges including resource use, environmental consequences, and societal engagement. The course will focus on real-world examples, including the transition of Lancaster University’s own energy systems and that of Burneside village in the Lake District. Given that diversity in energy resources, historical decisions and politics within nations dictates their current energy systems and net zero pathways, we will provide insight of contrasting energy system decarbonisation transitions, including an example from the global south.

Assessment Proportions

Assessment will include the production of a professional report (e.g. energy system decarbonisation plan for a nation or business, MLOs 1-6). The energy system focus will provide opportunity for them to develop their understanding of complexity. There will be an oral presentation (MLOs 1-6), which will be used as an opportunity for formative assessment. Finally, there is a peer feedback piece of coursework that will directly assess their critical evaluation and synthesis skills (MLOs 1-6).

LECX7278: Contaminated Land and Remediation

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module is designed to provide students with a broad view of issues related to contaminated land, and the size of the problem at a global level. It broadly focuses on (a) chemical contamination problems in the environment; (b) contaminated land regulations in the UK and elsewhere; (c) the science underpinning contaminant fate and behavior in the environment; (d) methodologies for measuring contamination and its potential impact, and (e) applicability and effectiveness of remediation techniques to clean up the environment.

Educational Aims

Upon successful completion of this module students will be able to:

1. Critically evaluate the scale of contaminated land in the UK and in other countries.
2. Appraise the changes in legislation and regulations pertaining to assessment and management of contaminated land in the UK and in other countries.
3. Synthesise knowledge of the science underpinning the fate, behaviour and potential impacts of chemicals in soil in order to make informed judgements about remediation strategies for contaminated land.
4. Create effective, evidence-based communication about methods of assessment and remediation of contaminated land.
5. Critically appraise aspects of the scientific literature, formulating robust scientific arguments.
6. Work effectively as part of a team as well as planning, researching and delivering information as a group.

Outline Syllabus

The module content is delivered through in-person lectures and problem-based group work. The lectures are delivered under five headings:

1. Defining the problem of contamination in the environment.
2. Legislation and regulations relating to contaminated land in the UK and in other countries.
3. Fate and behaviour of contaminants in the environment, particularly in soils.
4. Risk-based approaches to contaminated land assessment.
5. Remediation techniques for contaminated land.

The problem-based group work will entail:

• Students forming groups, each of which is a consultancy with expertise in contaminated land risk assessment and remediation.
• The consultancy role-playing exercise involves constructing a bid for government funding, developing a risk assessment strategy, and managing risk using appropriate remediation protocols that are aligned with best practise.

Assessment Proportions

Through lectures and workshops, students gain an understanding of the pollution problem, its fate, behaviour and impact, and processes for assessing risk and reducing its impact. They receive up-to-date information from various sources, including research, regulations and applied technology, highlighting the global nature of pollution challenges and their widespread impacts. In lectures, students engage in discussions, presenting linked questions using Mentimeter for real-time responses and subsequent discussions. In the first CWA, students select a topic from five and develop a critical research review (maximum 1500 words) using scientific literature, demonstrating understanding of major chemical pollution challenges (MLO1; MLO3; PLO1), critical evaluation of environmental information and its application to issues (MLO4; PLO3), and the ability to develop, execute and report on a research topic (MLO generic; PLO1). In seminars, students work in groups on a contaminated land problem set in Nigeria. They receive specific information weekly to develop solutions to the problem. During each session, groups receive advice, support, and encouragement to discuss challenges and potential solutions. Each group presents in a group presentation, covering:

• Introduction: background information, location, problem statement, and aims
• Partnership in Nigeria
• Risk assessment: CSM development (sources, pathways, receptors, pollutant linkages, procedures, methodologies, refined CSM)
• Remediation: techniques, links to RA and CSM, and cost

This research and presentation support a significant part of CWA, where each student presents an individual assessment (MLO1, 2, 4). It bridges the gap between theoretical understanding and practical application, helping students develop an in-depth appreciation of environmental management, monitoring, and mitigation approaches, concepts, methods, and tools (MLO1, 2, 4). They critically evaluate environmental information and its application to various environmental management issues (MLO1, 4). Students communicate effectively and present information professionally via various media. They apply theoretical understanding to real-life environmental problems and design genuinely interdisciplinary approaches to complex environmental problems. The students receive curated information on the Moodle platform, but they are encouraged to interrogate the available literature. As part of the seminar programme, guest speakers engage with the students. This helps in discussions and supports understanding of the problems in the Nigerian environment.

LECX7280: Environmental Data Analysis and Programming

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

The module aims to build confidence in handling and understanding numerical scientific data through supported exposure to real environmental data in intensive workshops. The module, while being principally a skills module, provides a pragmatic perspective on use of data and visualisation as scientists' tools, including the role of software and visualisation in scientific communication. Selected aspects of data modelling and their place within the scientific method and process are presented. The module will introduce the skills required to explore, analyse, and visualise numerical datasets of different origins. It includes introductory elements of a modern programming language (e.g. Python) and interactive development environments (e.g. Jupyter Notebook). The module will provide students with scientific computing skills going beyond the use of spreadsheets. The module focuses on data pre-processing and quality assurance, analysis, and visualization, mainly for use with dissertation work, which provides the focus and immediate motivation. The main elements of programming are introduced and skills are developed through exploring examples: data input, processing, output in numerical and graphical forms, programming tools and structures (e.g. arrays, loops, conditional statements, and comments).

Educational Aims

Upon successful completion of this module, students will be able to:

1. Design and implement code in a modern programming language (e.g., Python) to automate data cleaning, analysis, and visualization tasks.
2. Explain and apply core programming principles (e.g., variables, loops, conditional statements, and functions) in the context of environmental data science.
3. Critically evaluate the quality and useability of environmental datasets and apply appropriate preprocessing techniques to prepare them for analysis.
4. Synthesise information from diverse quantitative and qualitative sources, critically evaluating and assessing the merits of contrasting datasets and apply this information to create and interpret new knowledge.
5. Apply appropriate numerical, statistical and qualitative skills to create appropriate data visualizations and justify the use of appropriate data visualizations to communicate patterns and insights in environmental datasets.
6. Evaluate possible solutions to complex problems, demonstrating competence in dealing with uncertainty.

Outline Syllabus

This module serves as a foundation for environmental scientists to develop proficiency in data analysis and programming techniques. Designed for those with no prior coding experience, it introduces the use of a modern programming language (e.g. Python, a widely used and accessible programming language) within an interactive development environment (e.g. Jupyter Notebook). The module begins by covering the fundamental tools of basic programming: running code in interactive development environments, editing, commenting, debugging, variables, loops, conditional statements, and functions. These foundational tools are introduced through hands-on tasks that explore a range of environmental challenges. As confidence with programming develops, the module moves from basic concepts to the design of complete workflows that automate data cleaning, analysis, and visualization. Emphasis is placed on working with real environmental datasets and in developing rigorous, research-informed approaches to evaluating data quality and integrity, essential skills in environmental research. The module covers how to handle different types of datasets (categorical, timeseries, geospatial, etc), how to perform exploratory data analysis, and allow students to develop the ability to use programming for statistical analysis, hypothesis testing, and data visualisation. Throughout the module, students will apply problem-solving, analytical, and communication skills to engage critically with environmental data and modelling tools. By exploring environmental datasets with global relevance (e.g., climate change, biodiversity, and pollution) the module connects technical skills to broader environmental challenges.

Assessment Proportions

Two online module tests (each worth 25%) assess understanding of programming fundamentals (MLOs 1 and 2) and basic data analysis techniques (MLO 3). Delivered through Moodle with instant automated feedback, these tests are followed by in-class discussion of anonymised results to encourage peer learning.

The final assessment is a coursework project (50%) that asks students to create a report that examines environmental change in both observational and model derived datasets, focusing on the use of programming skills to quantitatively evaluate model performance, and communicate complex conclusions supported by relevant graphics produced by the student. This task assesses the application of skills across all MLOs, with a particular focus on MLOs 4-6, and encourages independent problem-solving, interpretation, and communication of findings.

NATS6201: Teaching, Outreach and Public Engagement

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits 
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: None