| Unit name | Climate forensics: Greenhouse gases in the atmosphere |
|---|---|
| Unit code | GEOG30033 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Ganesan |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
GEOG25010 Spatial Modelling 2 |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Geographical Sciences |
| Faculty | Faculty of Science |
Why is this unit important?
This unit will employ a data-driven approach to detecting changes in greenhouse gases in the atmosphere and the underlying causes of those changes. We adopt a forensic approach to data at a variety of spatial and temporal scales, playing the role of ‘detectives’, seeking clues to sources, sinks, tipping points and thresholds in the Earth system. The unit will be delivered through 12 lectures and six 2-hour practical exercises, thus focusing strongly on gaining hands-on experience with the types of data discussed in the lectures. In addition, due to the nature of this topic featuring prominently in policy and the media, the unit engages with material from newspapers, podcasts, policy documents as well as research articles.
Aims:
How does this unit fit into your programme of study?
This unit, while focusing on measurements of the atmosphere, draws upon the various aspects of the Earth system that will have been discussed in other units. It also builds on the techniques developed in GEOG25010 Spatial Modelling 2 to analyse environmental datasets. This unit is distinctive from other units in that it is data-driven and, in combination with lectures, allows students to use real-data to diagnose the underlying causes of greenhouse gas changes. It also develops student understanding of the major role that this topic plays in the media and in policy.
An overview of content
Element 1: Detection of atmospheric gases today
The main focus of this element is understanding how we quantify sources and sinks of greenhouse gases using modern day measurement and analytical techniques, the results of which inform climate policies such as the Paris Agreement the Montreal Protocol. The lectures and practicals introduce students to the datasets and how they are used to “fingerprint” sources and sinks, and to satellite data which provide the most detailed picture on greenhouse gases in the observational record. Case studies are presented which exemplify how measurement technology and data are used to detect changes in our emissions, and inform policy action.
Element 2 : Detection of atmospheric gases in the past
While direct measurement of greenhouse gases have been obtained from ice cores, the scientific community must rely on indirect, or proxy, records of CO2 and temperature for much of the geological past. This section of the course focuses on the measurement strategies used to detect changes in greenhouse gases and climate during the Quaternary period, when there were extensive ice sheets in both hemispheres and abrupt shifts between Earth system states. Lectures and practicals introduce students to a variety of archives with proxy data that are used to detect and understand changes in atmospheric greenhouse gases. Major themes include rate of change, leads and lags in the Earth system and climate teleconnections.
Learning outcomes
On completion of this Unit students should be able to:
How will students, personally, be different as a result of the unit
Students will develop skills in the following areas:
The unit will be taught through a combination of in-person teaching and online activities, including:
This unit will focus on the detection and attribution of greenhouse gases in the atmosphere, an area of strategic importance in the University and more widely across the UK and beyond. The unit will be delivered through 12 lectures and six 2-hour practical exercises, thus focusing very strongly on gaining hands-on experience with the types of data discussed in the lectures. In addition, due to the nature of this topic featuring prominently in policy and the media, the unit engages with material from newspapers, podcasts, policy documents as well as research articles. Students’ knowledge will be developed through cutting-edge examples and case studies in this very active research area, providing third year students with strong research-led teaching. Such data-driven courses allow students to gain vital practical experience working with datasets, simple models, and applying these techniques to areas recognised by the UK to have strategic importance. A formative assessment will be a write-up of one of the six practicals, following the same marking criteria as one of the summative assessments, which will require a written report of a subsequent practical exercise. The other summative assignment will be an essay, which will allow students to use their knowledge of the tools learned in the unit, to create their own platform for the measurement of a change in the Earth system.
Tasks which help you learn and prepare you for summative tasks (formative):
One of the six practicals will be a formative assignment that will include a writeup in the same format and using the same marking criteria the practical assessment below.
Tasks which count towards your unit mark (summative):
1. Practical Report (3 sides of A4), 40% [ILOs 1-4]
One of the six practicals will require a full written report, showing analysis of the data and answering questions about their interpretation. A walkthrough of most of this practical is provided after the class, which gives those who were unable to attend an opportunity to access the material in their own time. Students are expected to build on the practical exercise for the written report by adding an additional data set from a selection provided, or an independent choice.
2. 2000-word essay (plus figures), 60% [ILOs 1-4]
This work is examined as take-home essay and is expected to draw upon and synthesise material from both sections of the course. This essay will examine students’ understanding of how data is used to detect changes in the Earth system and will utilise themes that cut across the two elements of the unit.
When assessment does not go to plan
There will be enough online material in the lectures and in the practicals that will allow the student to perform the exercises outside of the scheduled sessions. The practicals use the platforms R and Python (all Python instruction provided) that can be accessed outside of practical sessions. Thus, it is expected that all students will be able to complete the assignments. Reassessments will be in the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. GEOG30033).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
