GV1FC: Geography and Environmental Science Field Class

Module code: GV1FC

Module provider: Geography and Environmental Science; School of Archaeology, Geography and Environmental Science

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

Module convenor: Professor Nicholas Branch, email: n.p.branch@reading.ac.uk

Module co-convenor: Dr Jess Neumann, email: j.l.neumann@reading.ac.uk

Additional teaching staff 1: Dr Rob Fry, email: r.j.fry@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

This is a field-based module designed to enhance training and experience of undertaking in situ problem-based research, involving data collection, analysis and interpretation. The module aims to train students in applying practical skills to a range of regional geographical and environmental issues. This will enhance their knowledge and understanding of field investigation methods used in human and physical geography, and environmental science, with a strong emphasis on authentic, ‘real world’ issues that affect society and the environment. The students will gain experience of collecting, analysing, interpreting and discussing data framed by a range of geographical and environmental issues. This will develop their research abilities and employability skills, which will be key to their career development and achieving their personal goals

Module learning outcomes

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

1. Collect, organize and analyze a range of field-based data types including their own observations. 
2. Describe and explain at an introductory level key environmental and geographical themes such as soil/sediment formation histories, the dynamics of ecosystems, coastal environmental change, tourism in the coastal zone and the changing environment, hydrological processes and flood risk, variations in water quality, urban regeneration and green spaces, cultural ecosystem services, consumption and space, and air and noise pollution. 
3. Design and implement sampling strategies for the collection of social and environmental data. 
4. Demonstrate project planning and organizational skills, problem solving and team working skills, and an awareness of key data sources and institutions.  

Module content

The field class will involve dividing the students into small, supervised groups. Each day will focus on a specific geographical and environmental issues, including soil/sediment formation histories, the dynamics of ecosystems, coastal environmental change, tourism in the coastal zone and the changing environment, hydrological processes and flooding, variations in water quality, urban regeneration and green spaces, cultural ecosystem services, consumption and space, and air and noise pollution. 

The students will be required in their groups to collect, organize and analyze a range of field-based data types including making observations, describing soil/sediment profiles, undertaking tasks such as vegetation/landscape surveys, topographic surveying, questionnaire surveys, evaluating flood risk, recording spatial variability in water quality, air and noise pollution.   

Structure

Teaching and learning methods

Prior to the field class, the students will attend seminars designed to contextualise the field class tasks and activities. It is anticipated that the field class will comprise 5 days of work in the field. Students are required to complete field records. In between field trips there will be a short briefing to review and discuss the day’s work, and to introduce the next day’s programme as well as giving time to work up data collected.  

Prior to the first field day, the students will attend preparatory sessions and safety briefings. After fieldwork, students will also attend tutorials to prepare them for writing their technical report. Each day of the field class will involve a short introduction to the tasks and activities, with a focus on the problem-based learning exercises, including a demonstration of field equipment. The small student groups will be required to work as a team, demonstrating leadership and organisation, to address the problem and gather the necessary data using a range of methods e.g. participatory action research, scientific analysis using appropriate instrumentation, observation and identification using field guides. The students will be expected to collate, analyse and interpret the data collected.  

Study hours

At least 55 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs