GV317-Carbon and Global Change

Module Provider: Geography and Environmental Science
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Prof Anne Verhoef
Email: a.verhoef@reading.ac.uk

Type of module:

Summary module description:

The impact of human activity on the global carbon cycle and subsequent effect on the climate is one of the main environmental issues of our time. This module will provide students with an overall understanding of the global carbon cycle as a basis for evaluating recent advances in scientific knowledge on the impact of climate change, land use and atmospheric pollution on carbon cycling in natural environments. Particular focus will be given to understanding carbon on the land surface. There will be additional emphasis on the links between the global carbon-, water, - and energy balance, and monitoring and modelling efforts in this area

Aims:

This module aims to develop understanding about the global carbon cycle, and how it is linked to the water and other biogeochemical cycles, to enable assessment of the human impact on the carbon cycle and the implications for global change.

Assessable learning outcomes:

Intended learning outcomes:

By the end of this module, students should be able to:

• Identify and explain the key components of the global carbon cycle, and the relationship between the carbon cycle and the hydrological and other biogeochemical cycles on land


• Describe the ways in which the carbon balance, the water balance and other biogeochemical cycles are being monitored and modelled, i.e. what (kinds of) d ata are being produced by the monitoring efforts, and what are the inputs to and outputs from state-of-the-art carbon and land surface models


• Calculate changes in carbon stores and fluxes on land


• Assess the evidence for human impacts on carbon stores and fluxes on land, either directly or via the other fluxes


• Discriminate between ‘certainties’ and ‘uncertainties’ in scientific knowledge and understanding about carbon and glo bal change

Assessable learning outcomes:

By the end of this module, students should be able to:

• Identify and explain the key components of the global carbon cycle, and the relationship between the carbon cycle and the hydrological and other biogeochemical cycles on land


• Describe the ways in which the carbon balance, the water balance and other biogeochemical cycles are being monitored and modelled, i.e. what (kinds of) data are being produced by the monitoring efforts, and what are the inputs to and outputs from state-of-the-art carbon and land surface models


• Calculate changes in carbon stores and fluxes on land


• Assess the evidence for human impacts on carbon stores and fluxes on land, either directly or via the other fluxes


• Discriminate between ‘certainties’ and ‘uncertainties’ in scienti fic knowledge and understanding about carbon and global change

Additional outcomes:

The interdisciplinary nature of this module will enable student to pull together and build on knowledge and skills gained in other modules from parts 1, 2 and 3. Students will be able to recognise the need for scientific evidence (and continued research) to inform policy. They will also have the opportunity to develop transferable skills in:

• Independent project work


• Independent critical reading


• Team work during lecture-based activities and practical tasksÌý


• IT and data analysis from use of models and online data (climate change projections etc.)


• Communication of scientific knowledge to a range of audiences (general public, policy and scientists)

Outline content:

Topics will include:Ìý

• Overview of the global carbon cycle, global change issues and the political agenda


• Land carbon: plant productivity vs decomposition in terrestrial ecosystems


• Land carbon: is carbon in surface waters important?


• Link between carbon, water, nitrogen, phosphorus and sulphur on land


• The geographical distribution of carbon on land (e.g. tropical forests and peatlands)


• Quantifying carbon accumulation and storage in urban trees (including spreadsheet practical)


• Modelling carbon stocks and fluxes in soils (including practical using carbon models)

Global context:

The carbon cycle, and the relationship between the carbon cycle and the hydrological and other biogeochemical cycles on land will be taught from a global scale perspective. More local examples will be given to illustrate the spatiotemporal variations of these cycles.

Brief description of teaching and learning methods:

Teaching will be through 6 x 3 hour lectures (including breaks and activities), 2 hours fieldwork, 2 x 3 hour computer practicals, and 4 x 3 hour workshop sessions. Learning during lectures will include presentations, group discussions and activities. Practicals provide training in the use of models to predict climate change impacts on carbon stores and fluxes, and worksheets to calculate carbon storage in urban trees. Tutorials will discuss formative and summative assessment topics and provi de formative feedback. Three assessments will provide the opportunity for independent project-based learning from set assignments involving writing and practical tasks.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		18
Project Supervision		2
Practicals classes and workshops		6
Supervised time in studio/workshop		12
Fieldwork		2
Guided independent study:		160
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	200	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written exam	50
Written assignment including essay	50

Summative assessment- Examinations:

One 1.5-hour paper – 50%Ìý

Summative assessment- Coursework and in-class tests:

Assessment 1: 1 x 1000 word essay (choice of 2 topics) – 30%, submitted in Week 9 of term time

Assessment 2: 1 x 2-page policy briefing note based on a practical exercise – 20%, submitted in Week 11 of term time

Formative assessment methods:

Verbal feedback on draft work during workshops and practical sessions. Discussion during lectures. All students will have opportunity to discuss their course work with module convenor and get advice on structuring their essays and briefing note, suggestions on how these can be improved, and feedback at every stage of their work. The consultations will be normally conducted once a week outside the module hours.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at:
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

An overall mark of 40%

Reassessment arrangements:

Re-sit of exam, in August

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 14 December 2021