GV2QCEC-Quaternary Climate and Environmental Change

Module Provider: Geography and Environmental Science
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

Module Convenor: Prof Nicholas Branch

Email: n.p.branch@reading.ac.uk

Type of module:

Summary module description:

The module is designed to provide an understanding of past climate and environmental changes over the Quaternary (the last 2.6 million years) of Earth’s history. Students will develop their knowledge and understanding of long-term climate and environmental change from global to regional-scale perspectives, evaluating a range of proxy records and analytical approaches. The module will also explore the evidence for human modification of the natural environment, and the response of human communities to climate and environmental change. The relationships between climate and environmental change, and human activities, will be investigated using case studies from around the world but with an emphasis on the UK and Ireland. The module will consider the relevance of these scientific data for present day and future environmental conservation and management, and human adaptation to climate change. Using lectures, seminars and laboratory practical classes the module will study proxy records from a range of archives, especially sub-fossil plant and animal remains (e.g. pollen, plant macrofossils, testate amoebae, charcoal, insects and megafauna), and other records of past climate and environmental change. In particular, it will consider the fundamental principles of studying sub-fossil remains, with an emphasis on past vegetation succession, climate change and land-use history. In the field, we will look at issues of site selection, sampling strategies, analytical techniques for both Pleistocene and Holocene remains, archaeological records of human activities, and the causes of landscape and environmental change through time.Ìý

Aims:

This module is intended to provide knowledge and understanding of the theoretical framework together with the main practical approaches used to reconstruct climate and environmental change, and land-use histories using a range of approaches including sub-fossil biological remains, sediments, soils and other proxy records. Students will learn and think critically about a range of past environmental and climate issues and apply problem solving skills.Ìý

Assessable learning outcomes:

By the end of the module, it is expected that students will be able to:

1. Understand the key evidence for past climate and environmental change.


2. Understand natural vegetation succession, human interference in vegetation succession and the influence of climate change.


3. Understand evidence for human modification of the environment and land-use and the impact of climate change on human evolution.


4. Evaluate relevant curr ent theoretical issues and debates in Quaternary palaeoecological and palaeoenvironmental research, including the relevance of these data for environmental reconstruction, conservation and management.


5. Demonstrate knowledge and understanding of appropriate methods through fieldwork, laboratory work and seminars.


6. Identify, describe, interpret, integrate and present information in the form of scientific reports.

Additional outcomes:

By the end of the module, it is expected that students should be able to apply the knowledge and skills to ensuing courses. In addition, students' observational and recording skills will be enhanced. Their critical analytical and laboratory skills will be honed and they will learn how to develop their interpretative skills through accurately observing and recording data. They will broaden their minds by learning how to think for themselves. Seminar presentations will provide additional training in communication and IT skills. The following employability skills will be gained: awareness of the research environment, communication and teamwork skills, discussion and problem solving, leadership and organisation, ability to work under pressure and with confidence.

Outline content:

The module will outline the theoretical framework and main practical approaches used in the study for the evidence of Quaternary materials including sub-fossil remains, and demonstrate how information generated from geological archives (e.g. tree rings, peat bogs, lakes, speleothems) can provide improved understanding of past climate and environmental change, vegetation history, human interference in vegetation succession and land-use. The module will also consider the relevance of palaeoecol ogical data for present day and future environmental conservation and management. To illustrate these themes, global case studies will be used but with a particular emphasis on the UK and Ireland. The laboratory practical classes will focus on a range of materials and records including sediment sequences, tree rings, speleothems, fossil megafaunal evidence, human tools and two laboratory practical classes on sub-fossil pollen grains and spores, and testate amoebae, as well as sedimentology. The classes will involve practical observations, microscopy and statistical analysis of data. The two field visits will introduce the students to practical approaches used for studying the evolution of British Quaternary sequences as well as the formation of culturally important heathland landscapes and their archaeological importance. Seminars will involve discussion of key issues, including:

1. The impact of climate change on the environment and human communities;


2. Vegetation and hydrological responses to climate change, and


3. Human impact on the environment.

Global context:

The insights that palaeoclimate records provide for the debates on current climate change, and human adaptation to climate change, are of global importance. Lecture and practical examples are drawn from the UK, Europe, North America, Africa, Asia and Antarctica.

Brief description of teaching and learning methods:

The module includes blended teaching and learning methods, involving pre-reading/thinking, using PowerPoint slides, green-board, short video clips related to topics covered in the class, field exercises, laboratory practical classes, problem solving sessions and intensive open-ended assignments.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	18	12
Seminars		2
Practicals classes and workshops	16	15
Fieldwork	4	6
External visits	4
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)	5	5
Ìý Ìý Wider reading (directed)	15	15
Ìý Ìý Advance preparation for classes	10	7
Ìý Ìý Preparation for seminars		2
Ìý Ìý Preparation of practical report	8	16
Ìý Ìý Reflection	20	20
Ìý	Ìý	Ìý	Ìý
Total hours by term			0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

1. Practical write up 1: Based on the practical sessions in the autumn term.Ìý


2. Practical write up 2: Write up of both elements of the practical sessions conducted in the spring term. The students are encouraged to use recommended books, online literature, journals and factual data (directed reading).Ìý

Formative assessment methods:

In-class spot quizzes will enable feedback and feed-forward on strengths and weaknesses, and help the students to prepare for their summative assessments.

Penalties for late submission:

The Module Convenor 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[1] (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:

A mark of 40% overallÌý

Reassessment arrangements:

Re-examination in February

Additional Costs (specified where applicable):

Last updated: 4 April 2020