Erasmus Catalogue Department of Geographical and Life Sciences

CANTERBURY CHRIST CHURCH UNIVERSITY

ERASMUS+ COURSE CATALOGUE SCHOOL OF HUMAN AND LIFE SCIENCES Life Sciences and Geography Option Choices for Life Science modules and Geography modules This document is split into two sections, a Life Sciences section and a Geography section. To help you orientate yourself in this document, it has the following order: Life Sciences options table, Life sciences level 5 module descriptors, Life sciences Level 6 module descriptors, Geography Level 5 module descriptors, Geography level 6 module descriptors. Level 5 equates to the second year of a degree program. Level 6 equates to a third and final year of a degree program. Erasmus students can take both level 5 and level 6 modules. The timetable was not designed to do this and so there are sometimes clashes. Erasmus+ students can also take options in the same level that are usually mutually exclusive. This can also lead to clashes. Current known clashes and issues: • Introduction to Bioinformatics clashes with Introduction to GIS • The first term of Introduction to GIS is mainly general Cartography. Applied GIS begins in the second (lent) term. • The Science Individual study can only be undertaken by a student who is staying for the entire academic year. • Module descriptors for the two Chemistry courses at level 5 (Chemistry for the Environmental Sciences and Chemistry for the Life Sciences) are missing. These were until last year one course, and so I have included the old single chemistry module descriptor to give you an idea of what will be in these courses.

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Life Sciences options For the purpose of Erasmus travel the rows in the tables below can be ignored. They just denote the degree programs that we offer to students at The University. Level 5 Slot Number of Credits

Z

Y

Y

20

20

20

20

An y 20

Y

Y

Y

Z

Z

Y

20

20

20

20

20

20

C

C

O

O

C

C

C

C

O

C

C

O

O1

C

C C

C

C

C

O

O

C O/ C

O C

O

O

O

O

O

O

O

O

O

OX

OX

O

O

O

C O

Animal Science

O

C

O1

C

Ecology & Conservation Combined Biosciences Environmental Science Animal Science

O

O*

C

C

O

C

O*

Integrated Science

Plant Science

O

C O/ C

Chemistry for the life Sciences Earth as a Planetary System

C

Evolution

Animal Care & Behaviour Anatomy & Physiology Reproduction & Development Applied Plant

ChemistryGenetics for the Environmental Sciences Molecular Biology

Comm. & Analysis in Science Plant Control Systems

Single Honours Biosciences Environmental Biology Environmental Science

Z

C

O

O/ C C

O

O

C

C

C

1

O

C

C

OX

O1 OX

O

Level 6

20

An y

X

An y

X Z&Y

20

20

20

20

20

20

20

20

20

20

20

O

O

O

O

O

O

O

O

O

C

O

O

C


20

International Marketing: Culture & Communication Applied Chemical Biology

C

Ecology and Conservation Biological imaging and Photography

Z

Animal Health & Welfare

Z

Practical Ecology

Z

Plant Responses to The Environment

Z

Bioinformatics 2

Y

O

Introduction to Bioinformatics Pests Parasites & Pathogens

Single Honours Biosciences Environmental Biology Environmental Science

20

An y

FAST School of Fruit

20

Y

Soil Science & Land Management

Number of Credits

Y

Individual Study

Y

Radiobiology

Y

Aspects of Pollution

Slot

O

C

O

C

O

C

O

C

C

O

O

C

C

C

O

O


Integrated Science Animal Science Plant Science Ecology & Conservation* Combined Biosciences

O

O

C C

O

O O

O

C

C

O

O

O

C

O

C

C

O

O

C

O O

O

O

O

Environmental Science Animal Science

O

O

M O M O M O

O

O

C

OX

OX

C

C

OX

OX

C

O

O O O

O O

C O

C C

C

O

C

C

C

O

O

O

O O M O

O

O

O

Life Sciences Module Descriptors Level 5 Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- and Co-requisites

Plant Control Systems MSCMD2CS1 HE Level 2 200 hours of student learning time 60 hours 20 credits K. Carlton (Module Director) D. Ponsonby None.

Module Aims: This module aims to investigate the physiology of a range of plant groups, and use this as a vehicle to integrate and explore the physics that underpins the discipline. In particular, it will focus on communication and the homeostatic process as a unifying theme and in this way, develop a holistic approach to the investigation of biological control systems and the means by which they respond to the environment. It will also provide students with the knowledge and skills necessary to use computers and logic circuits for monitoring, control and feedback in a laboratory environment. Intended Learning Outcomes: By the end of this module, successful students will be able to : 1. 2. 3. 4.

design and construct simple digital solutions to logic problems; use microcomputers for data logging and control in laboratory work; apply physical principles to biological systems of control; describe the importance of homeostasis to all organisms and identify the adaptations needed for survival in a selected range of extreme environments.



Indicative Module Content: This module will focus on the role of positive and negative feedback in biological systems. It will build upon the knowledge developed in the first year modules and develop an integrated theme between the biological and physical science disciplines. The module begins with an experimental approach to physiology, underpinned by an investigation of the physical laws and environmental stimuli that govern such factors as plant growth and differentiation and water and solute movements, across membranes, surface tension, etc. Modern laboratories in all areas of science make increasing use of microcomputers to capture data and to control experiments. Using the context of plant and animal physiology, the module introduces the students to basic digital logic systems in terms of combinational logic. The module will lead onto the microcomputer and how it is interfaced to laboratory equipment. This will involve hardware and software developments. The module then goes on to use these applications to provide a comprehensive review of the physiology of a range of plant groups, concurrently examining the physical principles and laws that underpin the discipline and exploring comparisons between the key groups. Special attention will be given to plants of extreme or specialist habitats. As well as linking with the optional module, Reproduction and Development, Control Systems 1 builds upon the elements of physiology introduced in the Level 1 modules Variety of Life and The Organism and its Environment. Learning and Teaching Strategies: Lectures, tutorials and student-centred learning exercises will be employed. Practical investigations will form a substantial part of this module. Analysis of experimentally derived data will also be attempted as appropriate. Wherever possible reference will be made to scientific journals. Assessment: The module will be assessed by a final 2-hour examination (learning outcomes 1-4) (60% of the final total mark). In addition, each student will typically undertake a number of pieces of written work which will collectively cover learning outcomes 1 – 4 and a presentation (learning outcomes 1-4) (See 11.2) up to an equivalent of 2000 words. Illustrative Bibliography: Ashcroft, S. & Pereira, C.. (2003) Practical Statistics for the Biological Sciences. Basingstoke, Palgrave Macmillan. Campbell, N.A., Reece. J.B. (2005) Biology (7th Edition), Pearson. Hopkins, W.G. (1999) Introduction to Plant Physiology. John Wiley and Sons, New York. Mead, R., Curnow, R. N. & Hastead, A..M.Statistical Methods in Agriculture and Experimental Biology. Chapman & Hall, London. Opik, P & Rolfe, J (2005) The Physiology of Flowering Plants. Cambridge University Press. Purves, W.K., Sadava, D., Orians, G.H., & Heller, H.C. (2004) Life: The Science of Biology (7th Ed.). Massachusetts, Sinauer Ass. Ridge, I. (ED.) (2002) Plants. Oxford University Press. Taiz, L & Zeiger, E. (2002) Plant Physiology (3rd Ed.). WH Freeman, Massachusetts.



Communications and Analysis in Science

Module Title: Module Code: Level: Duration Teaching Hours: Credit rating: Academic Responsibility:

MSCMD2CAS HE5 200 hours of student learning time 60 hours 20 credits D. Andrews (Module Leader) K. Carlton

Pre- or Co-requisites

Core Science

Module Aims: This module aims to develop the necessary background in science communication, skills and methods essential for the study of biological and/or the environmental sciences and to increase the students’ employability. This will build on the core module Core Science in level 4 Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. manipulate and solve simple mathematical equations and demonstrate understanding of simple statistical procedures and tests of significance; 2. apply the principles of scientific methodology to experimental design; 3. critically evaluate others’ experimental designs, for example those outlined in scientific publications; 4. effectively plan and implement a statistical procedure necessary to accomplish an experimental goal; 5. effectively communicate the results of such planned experiments; 6. apply the principles of basic physical laws to environmental and biological systems; 7. develop an increased level of sophistication in the field of mathematics to include such things as mathematical modelling of complex systems. Indicative Module Content: Scientific methodology: - experimental design including a statistical approach which will include power calculations. A variety of important experimental techniques will also be addressed. Statistics – this will include regression and correlation, the student t test, mann witney tests, 1 and 2 way ANOVA. Mathematics – Quantitative scientific endeavour requires a high level of mathematical sophistication. This module aims to provide the students with the necessary tools to be successful in this form of experimental investigation. It will also enable them to deal with the physical science aspects of the biological and environmental sciences. It will also deal with using computers to successfully model scientific processes. Physical sciences – This will largely be in the field of biophysics since chemistry has its own compulsory module. At the basic level we live in a physical world. All biological and environmental processes have a basis in the laws of physics. To quote a famous fictional character “You cannot break the laws of physics Captain”. (no reference necessary). This part of the module will address the physical principles which underpin many of the most important aspects of biological and environmental sciences.



Learning and Teaching Strategies: Students will be relied upon to carry out a great deal of work individually. In this way we intend to develop an independence and autonomous way of working within our graduates. Workshops and demonstrations will be organised in different topics to help the students master different practical laboratory skills and complement their knowledge. Lectures, tutorials and student-centred learning exercises, such as student-lead seminars, poster presentations or group projects will be employed. Wherever possible reference will be made to scientific journals. Assessment: The module will be assessed entirely by continuous assessment up to an equivalent of 10,000 words. Typically, each student will undertake a number of pieces of written work (collectively covering learning outcomes 1, 2, 6, 7), presentation (learning outcomes 3, 4 & 5) and practical assessment (learning outcomes 1, 2, 4,5 & 7) Illustrative Bibliography: Ashcroft, S. & Pereira, C. (2003) Practical Statistics for the Biological Sciences. Palgrave. Barnard, C. Gilbert, F & McGregor, P. (2007) Asking Questions in Biology (3rd Edition). Pearson/Benjamin Cummings Campbell, N.A., Reece. J.B. (2009) Biology (8th Edition), Pearson. Cutnell, J.D. & Johnson, K.W. (2009) Physics (8th Ed) Wiley Davidovits P. (2007) Physics in Biology and Medicine (3rd Ed) Academic Press Elliot, W.H. & Elliot, D.C. (2005) Biochemistry and Molecular Biology. Oxford University Press. Gould, J.L & Gould, G.F. (2002) Biostats Basics: A Student Handbook, W.H.Freeman Hademenos G. (1998) Schaum's Outline of Physics for Pre-med, Allied Health and Biology Students, Schaum. HOLMES, D., MOODY, P & DINE, D (2010) Research Methods for the Biosciences (2nd Ed.). Oxford, Oxford University Press. Jones, A., Reed, R. & Weyers, J. (2007) Practical Skills in Biology (4th Ed.), Pearson Jones, E. and Childers, R. (2001) Contemporary College Physics (3rd Ed) McGraw Hill Powell, S. (1996) Statistics for Science Projects, Hodder and Stoughton. Reed, R., Holmes, D., Weyers, J. & Jones, A., (2007) Practical Skills in Biomolecular sciences (3rd Ed.), Pearson Ruxton, G.D. & COLEGRAVE, N. (2010) Experimental Design for the Life Sciences (3rd Ed). Oxford University Press. Sadava, D., Heller, H.C., Orians, G.H., Purves, W.K., David M. Hillis, D.M. (2007) The Science of Biology (8th Ed.). Massachusetts, Sinauer Ass. Taylor J. R. (1997) Introduction to Error Analysis, University Science Books. Trefil, J. & Hazen, R.M. (2009) The Sciences, An Integrated Approach (6th Ed) Wiley Zinke-Allmang, M. (2009) Physics for the Life Sciences, Nelson



Module Title: Module Code: Level: Duration Teaching Hours: Credit rating: Academic responsibility: Pre- and Co-requisites:

Environmental and Organic Chemistry MSCMD2CHE HE Level 2 200 hours of student learning time 60 hours 20 credits E Bertolo-Pardo None

Module Aims: This module aims to provide students with an understanding of the fundamental concepts and practical applications of chemistry in an environmental and biological context. It intends to introduce the students to the chemistry underlying the aquatic, terrestrial and atmospheric environments. It aims to introduce students to the study of organic compounds and the links between molecular structure and properties, establishing connections with the behaviour of these compounds in biological systems. It also intends to introduce some of the different methods that can be used in the identification of chemical compounds, and to encourage a critical approach to these methods. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. demonstrate an understanding of the fundamentals of water, soil and atmospheric chemistry; 2. identify appropriate analytical methods to monitor the different aquatic, terrestrial or atmospheric environments; 3. discuss the validity of testing procedures and data derived from this analysis. 4. identify organic compounds' structures and names, and discuss the relation between molecular structure and chemical and physical properties of both organic and bio-organic compounds. 5. interpret spectroscopic information to determine molecular structures. Indicative Module Content: The module will address the fundamental concepts of soil, water and atmospheric chemistry and the chemical interactions of the three environments. The module will also cover the structure and nomenclature of organic and bio-organic compounds, with emphasis on linking structure and chemical and behaviour of compounds; wherever possible, examples used will be from biological systems. Sterochemistry will also be introduced and students will learn about isomerism (including conformational, geometrical and optical), with emphasis on its effect on the properties and behaviour of organic compounds. The students will acquire some basic understanding of bonding in organic compounds, including hybridisation of orbitals, delocalisation of electrons and resonance, etc. Students will acquire practical skills in synthetic methods. Students will also acquire basic practical skills in analytical methods (e.g. chromatography) and instrumentation (e.g. infrared spectroscopy). During this course, students will be encouraged to attempt critical evaluation of the synthetical and analytical procedures employed, and any data derived from this analysis.



Learning and Teaching Strategies: Practical investigations will form a substantial part of this course. Lectures, computer practicals, tutorials and student-centred learning exercises such as group project, student-lead seminars, poster or oral presentations etc. will be employed. Wherever possible reference will be made to scientific journals. Assessment: The module will be entirely assessed by Coursework. Each student will undertake practical work, both laboratory and computer based (learning outcomes 1 to 5), as well as a selection of various assignments, including calculation and problem-solving exercises (learning outcomes 1, 4 & 5), group project and student presentation (learning outcomes 1 & 2) (See 11.2) up to an equivalent of 5000 words. Illustrative Bibliography: Baird, C., Cann, M. (2005). Environmental Chemistry (3rd Ed.) W.H. Freeman. Brown, T., LeMay Jr, H., Bursten, B. (2006) Chemistry, the Central Science (10th Edition), Prentice Education International, New Jersey, USA. Bruice, P. (2006) Essential Organic Chemistry, Pearson Prentice Education International, USA. Harwood L., Claridge T. (2002) Introduction to Organic Spectroscopy, Oxford Chemistry Primer Series, Oxford University Press, UK. Mc Murray, J (2004) Organic Chemistry (6th Edition) International Student Edition, Thompson, Belmont, USA. Mc Murray, J (2004) ORGANIC CHEMISTRY DIRECT http://chemistry.brookscole.com/mcmurry6e (accessed 20 November 2005) Nelson, D., Cox, M. (2004), Lehninger principles of biochemistry (4th Ed.), WH Freeman. Smart L. (2002) Separation, Purification and Identification, Open University (Ed.), Royal Society of Chemistry Stoker, H.S. (2004) General, Organic and Biological Chemistry (3rd Edition) Houghton Mifflin, Boston, USA Vanloon G. W., Duffy S. J. (2005) Environmental Chemistry (2nd Edition), Oxford University Press Wade, J.R. (2005) Organic Chemistry (6th Edition), Prentice Hall, New Jersey, USA.

Module Title: Module Code: LeveL: Duration Teaching Hours: Credit rating: Academic responsibility: Pre- and Co-requisites:

Reproduction and Development MSCMD2RDE HE Level 2 200 hours of student learning time 60 hours 20 credits R. A. Boothe None

Module Aims: Reproduction and Development examines the endocrine control of reproductive behaviour and other aspects of reproduction, leading to an understanding of embryological growth and subsequent ontogeny of selected vertebrates and invertebrates.



Intended Learning Outcomes: By the end of this module students will be able to: 1. describe the fundamental steps of sexual reproduction, gametogenesis, mating and fertilisation in a range of animals; 2. evaluate artificial methods of enhancing the likelihood of fertilisation and preventing pregnancy; 3. compare embryonic development in a range of vertebrate and some invertebrate animals; 4. summarise in detail the ontogeny of human development. Indicative Module Content: This module unit begins with a review of the hormonal system and endocrine elements that participate in the control of reproductive behaviour. The next section explores the intricate relations between behaviour, physiology and anatomy, in reproduction, underlined by an evolutionary context. The final section focuses on the diverse phases of embryonic development, in a selection of animal groups. Learning and Teaching Strategies: Lectures, tutorials, a field-trip, and student-centred exercises will be employed. The development of appropriate laboratory skills will be encouraged whenever possible. Analysis of experimentally derived data will also be attempted as appropriate. A case study approach will be used to unify a number of themes (the field-trip will fit in with this context). Assessment: The module will be assessed entirely by continuous assessment up to an equivalent of 4000 words. Typically, each student will undertake a number of pieces of written work (collectively covering learning outcomes 1-4), presentation (learning outcome 2) and practical assessment (learning outcomes 1-3) (See 11.2). Illustrative Bibliography: Arias, A.M. & Stewart, A., (2002) Molecular Principles of Animal Development, Oxford University Press. Campbell, N.A. & Reece, J. B. (2005) Biology. 7thEdition. San Francisco. Pearson Education Inc. Heffner, L.J. (2001) Human Reproduction at a Glance, oxford. Blackwell Science. Gilbert, S.F. (2000). Developmental Biology, Sunderland, MA. U.S.A. Sinauer Associates Inc. Gilbert, S.F. & Raunio, A.R. (1997) Embryology: Constructing the Organism, MA. U.S.A. Sinauer Associates Inc. Gilbert, S.F., Tyler, A.L. & Zackin, E. J. (2005) Bioethics and the New Embryology: Constructing the Organism. Sunderland, MA. USA. Sinauer Associates Inc. Holt, V., Pickard, A.R., Rodger, J.C. & Wildt, D.E. (2003) Reproductive Science and Integrated Conservation. Cambridge. Cambridge University Press. Johnson, M.H. & Everitt, B.J. (2000). Essential Reproduction. Oxford: Blackwell Science. Wallen, K. & Schneider, J. E. (2000) Reproduction in context: Social and environmental influences on reproductive physiology and behaviour. Cambridge, MA. MIT Press.



Matsumura, G. & England, M. A. (1992) Embryology Colouring Book, Wolfe Pub. Purves, W. K., Orians, G. H., Heller, H. C. & Sadava, D. (2004) Life: the science of biology. 7th Edition. Sunderland, MA. U.S.A. Sinauer Associates Inc. Raven P. H. and Johnson, G. B. (2004) Biology. 7thEdition. New York. McGraw-Hill. Rikowski, A. & Grammer, K. (1999) Human Body Odour, Symmetry, and Attractiveness, Pro. Of the Royal Society London B, 266, pp.869-874 Slack, J.(2001) Essential Developmental Biology, Oxford. Blackwell Science. Schoenwolf, G.C. & Mathews, W.W., 2003. Atlas of Descriptive Embryology (6th edition). Upper Saddle River, New Jersey. Pearson Education Inc Wolpert, L., Beddington, R., Jessel, T., Lawrence, P., Meyerowitz, E. & Smith, J.(2002) Principles of Development, Oxford. Oxford University Press.

Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic responsibility: Pre- and Co-requisites

Anatomy and Physiology MSCMD2APH HE Level 2 200 hours of student learning time 60 hours 20 credits R. A. Boothe None

Module Aims: Anatomy and Physiology examines mammalian anatomy and physiology and compares these with that of a range of other animal groups, using communication and homeostatic processes as a unifying theme. Intended Learning Outcomes: By the end of this module students will be able to: 1. describe the basics of vertebrate and invertebrate anatomy and compare taxonomic types; 2. discuss in detail the components of homeostatic control systems and predict possible outcomes of imbalance in the system; 3. Contrast anatomical features and physiological systems of vertebrate with selected non- vertebrate animals; 4. explain the adaptation of selected animals to extreme environments. Indicative Module Content: This module unit begins with a comprehensive review of the anatomy and physiology of a range of animal groups and allows comparison with human physiology. The concept of homeostasis is a recurring theme throughout. The major physiological systems of key vertebrate and invertebrate groups will be dealt with, and special attention will be given to animals of extreme or specialist habitats. Learning and Teaching Strategies: Lectures, discussions, tutorials, practicals, computer simulations and student-centred exercises will be



employed. The development of appropriate laboratory skills will be encouraged whenever possible, especially in the correct use of dissecting equipment and procedures. Analysis of experimentally derived data will also be attempted as appropriate. Assessment: The module will be assessed by a final 2 hour examination (60% of the final mark) (learning outcomes 14). In addition the module will be assessed by continuous assessment up to an equivalent of 2000 words. Typically, each student will undertake a number of pieces of written work (collectively covering learning outcomes 1 - 4), and practical assessment (learning outcomes 1-4), presentation (learning outcome 4) (See 11.2). These will collectively account for 40% of the final module mark. Illustrative Bibliography: Prescribed text: Purves, W. K., Orians, G. H., Heller, H. C. & Sadava, D. (2004) Life: the science of biology. 7th Edition. Sunderland, MA. U.S.A. Sinauer Associates Inc. Recommended Reading: Campbell, N.A. & Reece, J. B. (2005) Biology. 7thEdition. San Francisco. Pearson Education Inc. Raven P. H. and Johnson, G. B. (2004) Biology. 7thEdition. New York. McGraw-Hill. Solomon, E. P., Berg, l. R. and Martin, D. W. (2002) Biology. 6th Edition. Pacific Grove, CA. Thomson learning Inc. Sherwood, L. (2004) Human Physiology - From Cells to Systems (with CD-ROM and InfoTrac). 5th Edition. London. Brooks/Cole. Tortora, G. J. and Grabowski, S. R. (2003) Principles of Anatomy and Physiology. 10th Edition. New York. Wiley & Sons Module Title: Animal Management and Behaviour Module Code: MSCMD2ACB Level: HE Level 2 Duration: 200 hours of student learning time Teaching Hours: 60 hours Credit rating: 20 credits Academic responsibility: R. A. Boothe Pre- and Co-requisites: None Module Aims: Animal Management and Behaviour allows students to examine animal care and management issues and to underpin these with an understanding of the needs of wild, free-living and captive and domestic animals. It also serves to give a broad understanding of the behaviours in animals in these situations. Special reference is given to those behaviours that have relevance to assessing animal welfare. Intended Learning Outcomes: By the end of this module students will be able to:



1. distinguish between learned and innate behaviours and understand the role of hormones in the complex interactions between genetically determined behaviour and learning; 2. explain the genetic component of innate behaviours and discuss the influence of natural selection on these behaviours; 3. review and critically evaluate arguments relating to the concept of choice and behavioural indicators of stress; 4. identify key components of successful management of free-living, captive and domestic animal populations and show detailed knowledge of physiological and behavioural demands of captive and domestic animals; 5. describe the nutritional requirements of a range of animal taxa; Indicative Module Content: This module aims to build upon the introduction to animal behaviour and physiological systems given in Organisms and Environments at level 1, and will differentiate between innate and learned behaviour, the evolution and adaptive significance of these. It will consider the concept of choice in animals and how animals in captivity and domesticity cope with restriction of choice. Behavioural measures of stress and the management issues associated with the major animal taxa in a range of settings: domestic livestock for food production and recreation; laboratory animals, wild animals in captive and free-living situations will be examined. Learning and Teaching Strategies: Lectures, tutorials and student-centred learning exercises will be employed. Field activities involving the development of ethograms will be carried out. The development of appropriate laboratory skills will be encouraged whenever possible. Analysis of experimentally derived data for example, time budget analysis, welfare audits, etc will be attempted as appropriate. Visits to a series of animal based enterprises will be made and a series of focussed activities investigating animal care and management will be carried out. A case study approach will be used to unify a number of themes. Assessment: The module will be assessed by a final 2 hour examination (50% of the final mark) (learning outcomes 15). In addition the module will be assessed by continuous assessment up to an equivalent of 2500 words. Typically, each student will undertake a number of pieces of written work (collectively covering learning outcomes 1 - 5), presentation (learning outcomes 3 - 5) and practical assessment (learning outcomes 3 - 5) (See 11.2). These will collectively account for 50% of the final module mark. Illustrative Bibliography: Recommended Reading Alcock, J. (2001). Animal Behaviour: An Evolutionary Approach. 7th Ed. Sunderland, MA. Sinauer Associates, Inc. Manning, A & Stamp Dawkins, M (1998) An Introduction to Animal Behaviour 5th Ed . Cambridge. Cambridge University Press. Other References Bodo,I and Lawrence Alderson, L (Editors) (1999) Genetic Conservation of Domestic Livestock .



Wallingford. CABI Publishing, CAB International. Drickamer, L. C., Vessey, S. H., Jakob, E. M. (2002) 5th Edition. Animal Behaviour. N. Y. McGraw Hill. Fraser, A F & Broom, D M (1997) Farm Animal Behaviour and Welfare. Wallingford. CABI Publishing, CAB International. Herren, R. V. (1999) The Science of Animal Agriculture 2nd Edn. Albany, New York. Delmar Publishers. Houde, A. E. (1997) Sex, Colour and Mate Choice in Guppies. Princeton University Press. Wiley. Martin, P. & Bateson, P. (1993) Measuring Behaviour: an introductory guide. 2nd Edition. Cambridge. Cambridge University Press. Olney, P. J. S., Mace, G.M. and Feistner A.T.C. (1994) Creative Conservation : Interactive Management of Wild and Captive Animals. Chapman & Hall. Poole, T. (1999) UFAW Handbook on the Care and Management of Laboratory Animals, 7th Edition. Volume 1 - Terrestrial vertebrates. Oxford. Blackwell Science. Purves, W. K., Orians, G. H., Heller, H. C. & Sadava, D. (2004) Life: the science of biology. 7th Edition. Sunderland, MA. U.S.A. Sinaur Associates Inc. Slater, P. J. B. (1999) Essentials of Animal Behaviour. Cambridge. Cambridge University Press. Wolfenson, S. (2003) Handbook of Laboratory Animal Management and Welfare. Oxford: Blackwell Science. Zayan, R. (2001) Social Space for Domestic Animals (Current Topics in Veterinary Medicine and Animal Science). Commission of the European Communities. Martinus Nijhoff.

Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- and Co-requisites:

Evolution MSCMD2EVN HE Level 3 200 hours of student learning time 60 hours 20 credits G. Dussart (Module Leader), K. Carlton None

Module Aims: In this second level course, an ecletic view of evolution is taken. The major tenet to be considered will be that fitness within conditions leads to death or survival. The module thus aims to consider the nature of evolution in biological, cosmological or technological contexts. The student will have to analyse some of the theories at the forefront of knowledge. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. 2. 3. 4.

argue cases for the different theories pertaining to the origin of matter and the universe. present evidence for and critically evaluate theories of solar system formation compare natural selection with other theories of organic evolution; critically evaluate evidence for evolution gained from experimental study.



Indicative Module Content: Students will consider the origin of the universe, the birth of stars and the formation of planets. They will progress towards how the chemical makeup of the Earth provided the building blocks of life and conclude with the origin of life and its evolution into today’s world. In considering biological evolution, Darwin's theory of evolution by natural selection will be focussed upon. Both the historical perspective and the provision of evidence in the neo-Darwinist era will be focussed upon. Models of evolution by natural selection, group selection, kin selection, optimal foraging theory and "selfish gene" will be evaluated and compared to other evolutionary models, such as genetic drift and molecular drive. Learning and Teaching Strategies: Lectures, tutorials and student-centred learning exercises will be employed. Practical investigations such as museum work and laboratory investigations will form a substantial part of this course. Wherever possible reference will be made to scientific journals. Assessment: The module will be assessed entirely by continuous assessment up to an equivalent of 5,000 words. Typically, each student will undertake a number of pieces of written work comprising the following series of assignments: seminar papers relevant to current state of theory (learning outcomes (1-4; graduate transferable skills 1, 2, 3, 4 & 6), problem-solving exercises (learning outcomes 1-4; graduate transferable skills 1-6); timed case studies involving the analysis of biological data (learning outcomes 1-4; graduate transferable skills 1-6) (See 11.2) up to an equivalent of 5000 words. Illustrative Bibliography: BOUGH, C and FRENK ,C (1999) How Are Galaxies Made? Physics World 12,5, pp 25-30. CAMERON, A (2001) Extrasolar Planets Physics World 14,1, pp25-32. DAWKINS (1998) Rivers Out of Eden Oxford University Press HAWKING, S (1988) A Brief History of Time Macmillan. MILNER, B (1995): Cosmology Cambridge University Press . CHIAROTTI, G and TOSSATTI, E (2000) Diamonds in the sky Physics World. 13,10,pp31-36. RIDLEY, M. (1996) Evolution Blackwell Science STERELNEY, K (2001) Dawkins vs Gould Icon Books SKELTON, P. (1994) Evolution Open University Press



Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- and Co-requisites

Earth as a Planetary System MSCMD2ESY HE Level 3 200 hours of student learning time 60 hours 20 credits G. Dussart (Module Leader), David Andrews None

Module Aims: This module aims to explore aspects of the atmosphere, land and water (if it exists) of planets in the solar system including earth. In relation to the latter, students will be introduced to the fundamental concepts of systems feedback control at an ecosystem and biosphere level and will develop skills associated with the analysis of physicochemical factors which are relevant to environmental sciences. Field interpretation of environmental systems will be an important aspect of the course. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. understand the key concepts of systems control at an ecological scale; 2. construct a model of the nature of a planet in terms of the land, water (or other liquids) and atmosphere. 3. explain the effects of energy flows within the material of the planet on the climate. 4. clearly comprehend the difference between, and controls on nutrient cycling and energy flow; 5. use principles of geomorphology to explain the formation of surface features 6. analyse catastrophic events such as earthquake, volcanic eruption, hurricane, tsunami and collision with heavenly bodies and predict outcomes of various scenarios. 7. express an opinion on the validity or otherwise of the Gaia concept; Indicative Module Content: This module will begin by investigating planetary structure and behaviour. It will start with the planet as part of a solar system and astronomical effects such as seasons and tides. The structure, gravity and orbit of different types of planets will be compared. The importance of energy within the planetary system will be studied. The nature of lakes oceans and rivers will be studied along with ocean currents and their effects on climate. The structure, composition and movement of the atmosphere will be an important feature of this course. The origin and formation of a variety of surface structures, with particular reference to Earth will be studied. In addition to processes which take place on a geological timescale, catastrophic events such as earthquake, volcanic eruption, hurricane, tsunami and collision with heavenly bodies will be considered as will evidence for the existence of life and conditions necessary for life on any planet. Altitude, latitude and precipitation will be considered as factors of biogeographic biomes. Other factors such as insolation, control of cycling by mineral availability and bacterial gating will be reviewed. Biological systems control in relation to inter-specific and intra-specific competition will be discussed. Finally, all of the mechanisms will be set in the context of a hypothesis of a non-sentient Gaia. Learning and Teaching Strategies:



Lectures, tutorials and student-centred learning exercises will be employed. Practical investigations will form a substantial part of this course. Wherever possible, reference will be made to scientific journals. Assessment: The module will be assessed by a final 2 hour examination (60% of the final mark) (learning outcomes 14). In addition each student will undertake the following assessed coursework assignments up to an equivalent of 2000 words (40% of the final mark). Typically, each student will undertake the following; production of a field log book (learning outcomes (2–7; graduate transferable skills 1, 2, 3, 4 & 6), evaluation of seminar papers relevant to current state of theory (learning outcomes (2–7; graduate transferable skills 1, 2, 3, 4 & 6) and problem-solving exercises (learning outcomes 1-7; graduate transferable skills 1-7) (See 11.2). Illustrative Bibliography: Anderson D. (2000) Bright future for seasonal forecasts, Physics World, 13,10, pp 43-48 Andrews D.G .(2000) An introduction to atmospheric physics CUP Beeby, A & Brennan, A-M (1997) First Ecology, Chapman & Hall Blunden, J. & Reddish, A. (1996) Energy, resources and environment, Hodder & Stoughton, London. Boeker E and Van Grondelle R (1999) Environmental physics (2nd Edition), Wiley Boeker E and Van Grondelle R (2001) Environmental Science: Physical Principles and Applications, Wiley Campbell G.S. and NORMAN J.M. An Introduction to Environmental Biophysics Springer-Verlag, New York Cameron A.C. (2001) Extrasolar planets Physics World 14,1, pp 25-31 Chang P and Battisti D (1998) The physics of El Niño, Physics World, 11,8 pp 41-47 Lovelock, J. (1991) The ages of Gaia Oxford University Press Lovelock, J. (1987) Gaia - a new look at life on earth. Oxford University Press Monteith JL and Unsworth M (1997) Principles of environmental physics, Arnold Press. O'neil, P (1998) Environmental Chemistry (3rd Edition), Blackie Academic & Professional Ricklefs, R. (1993) The economy of nature (3rd Edition), W.H.Freeman, New York Rose, M.R. & Mueller L.D. (2006) Evolution and ecology of the organism, Pearson Prentice Hall. Schneidermann J. (2003) The Earth around us, Westview Sole R. & Goodwin B. (2000) Signs of Life, Perseus Press Stockdale T.N. (1998) Global seasonal rainfall forecasts using a coupled atmosphere ocean model, Nature, 392, 370-373 Taylor F. W. (2005) Elementary Climate Physics Toghill, P. (2000) The geology of Britain. Airlife, Crowood Press, Wiltshire. Journals including: Environmental Pollution, Evolutionary Ecology, Freshwater Biology,



Trends in Ecology and Evolution, Earthwatch, International Wildlife, Journal of Environmental Planning and Management,

Life Sciences Level 6 Options Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- and Co-requisites

Plant Responses to the Environment

HE Level 6 200 hours of student learning time 60 hours 20 credits D. Ponsonby Pests Parasites and Pathogens, Environmental and Organic Chemistry

Module Aims: This module enables students to develop an holistic view and understanding of how plants survive within an often hostile environment. The module uses plant secondary chemistry as a unifying theme to investigate how plants communicate and cope with biotic and abiotic stresses. The genetics underpinning both symbiotic and pathogenic interactions are explored in detail. The course will cultivate an understanding of how these basic biological processes have been adapted and used by man to improve agricultural/horticultural practice and increase productivity. Intended Learning Outcomes: By the end of this module, successful students will be able to : 1 2 3 4 5

Identify the common symptoms of selected agriculturally important pests, diseases and abiotic stressors of plants. Demonstrate a conceptual understanding of the biochemical and genetic basis by which plants respond to abiotic and biotic stressors Demonstrate a knowledge of the biochemistry and genetics underpinning symbiotic relationships between plants and Rhizobium and mycorhizas. Demonstrate a conceptual understanding of how plant form, growth habit and colony structure alters in response to the environment. Demonstrate an understanding of the chemical nature by which plants communicate with each other and other organisms.

Indicative Module Content: The module begins with a series of interactive lectures/practicals on the different types of plant pests and pathogens which builds on the different concepts studied in Pests Parasites and Pathogens. A detailed analysis of different pest and pathogen types and the economic damage and symptoms they produce on plants is undertaken. The genetic basis for the interaction of pests and pathogens with plants is then



explored. Detailed consideration of the concepts of basal defence, the gene-for-gene hypothesis, and secondary signalling resulting from pest and pathogen recognition is made. Special reference is made to agronomically important pests and diseases, and their impact on plant breeding and selection. The mechanical, biochemical and chemical nature of responses to these biotic challenges are investigated in lectures and practical classes, and compared with responses to abiotic stressors. The chemical basis of attractants, repellents, and the role many plant secondary metabolites play in pest development and survival strategies is investigated. A comparison is made between pathogenic and symbiotic interactions. The chemical nature of symbiont/host selectivity is investigated and the role of plant chemicals in regulating Rhizobium gene expression is discussed. The chemistry of nitrogen fixation (Rhizobium) and the process of phosphate uptake (mycorrhizas) are investigated. Learning and Teaching Strategies: Lectures, tutorials practicals and student-centred learning exercises will be employed. Analysis of experimentally derived data will also be attempted as appropriate. Wherever possible reference will be made to scientific journals. Assessment: The module will be assessed by a final 2-hour examination (learning outcomes 1-5) (60% of the final total mark). In addition, each student will typically undertake a number of pieces of written work which will collectively cover learning outcomes 1 – 5 and a presentation (learning outcomes 1-5) up to an equivalent of 2000 words. Illustrative Bibliography: Agrios G.N., (2005) Plant Pathology (5th Ed). Elsevier. Dent, D. (2000) Insect Pest Management (2nd ed.). CABI Publishing, Oxford. Dickinson CH and Lucas JA (1998) Plant pathology and plant pathogens (3rd Ed.). Wiley-Blackwell. Franklin, T.J. & Snow, G.A. (1998) Biochemistry of Antimicrobial Action (5th Edition), Chapman & Hall. Gullan, P. & Cranston, P. (2000) The Insects: an Outline of Entomology (2nd Ed). Harborne JB (1993) Introduction to ecological biochemistry (4th Ed). Academic Press Hill, D.S. (1996) The Economic Importance of Insect Pests. Chapman & Hall. Hull, R. (2009) Comparative Plant Virology (2nd Ed.) Academic Press. Jones FGW and Jones MG (1984) Pests of field crops. Edward Arnold. Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A. (2010) Plant Biology. Garland Science. Strange RN (2003) Introduction to plant pathology. WileyBlackwell. Taiz, L. & Zeiger, E. (2010) Plant Physiology (5th Edition). Sinaur Associates Inc. Walkey DGA (1990) Applied Plant Virology (2nd Ed.). Heinemann



Webster J (2007) Introduction to Fungi (3rd Ed.). Cambridge University Press

Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- & Co-requisites

Pests Parasites and Pathogens MSCMD3PPP HE Level 3 200 hours of student learning time 60 hours 20 credits D. Ponsonby (Module Leader) G. Dussart None

Module Aims: This module will encourage students to develop the knowledge necessary to enable them to make reasoned arguments on current issues in the field of pests, parasites and pathogens. It will develop a holistic view of the relationship between pests, parasites and pathogens, their target host species and their environments. It will also cultivate an understanding that human needs and activities can have a profound effect upon the prevalence and evolution of virulence in pests, parasites and pathogens. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. Demonstrate a conceptual knowledge of the principle taxonomic groups of pests, pathogens and parasites. 2. Understand and comment on the principles of pest/parasite/pathogen biology and economic importance. 3. Critically evaluate the complexity of interactions between pests/parasites/pathogens and their environments. 4. Demonstrate a critical understanding the main mechanisms of specificity and synchrony between pests/parasites/pathogens and their hosts. 5. Recognise and demonstrate an appreciation of the main mechanisms of host resistance to pests/parasite/pathogens. 6. Define, understand and critically evaluate the major control methods employed in the battle against pests, parasites and disease organisms and display a systematic understanding of how these impinge on the mechanisms and rates with which pests/parasites/pathogens develop (a) resistance to the control methods currently available and (b) virulent strains. Indicative Module Content: The module begins with interactive lectures/practicals which provide an overview of the origins and taxonomic groups of pests, parasites and pathogens, including their economic/public health importance. This is followed by a series of student-led seminars which provide a general view of the biological, bionomical and biochemical strategies and adaptations which ‘successful’ organisms in these groups have evolved. The module will then examine in depth the mechanisms of host detection, infection/colonisation and epidemiology for selected organisms from each group. It then moves to the evolution of, and mechanisms for, disease/pest resistance and immune responses in the host, followed by a review of the main methods of control. Finally, students will present current papers which examine the role of genetic



engineering, selective breeding and current research methods in the context of the rate of evolution of virulent strains and mechanisms for pesticide/fungicide/antibiotic resistance. Learning and Teaching Strategies: Lectures, tutorials, Practical investigations and student-centred learning exercises form a substantial part of this module. Wherever possible, reference will be made to scientific journals. Assessment: The module will be assessed by a final 2-hour examination (learning outcomes 1-6) (60% of the final total mark). In addition, each student will typically undertake written work (learning outcomes 1-6) and presentations (learning outcomes 1-6-) (See 11.2) up to an equivalent of 2000 words. Illustrative Bibliography: Agrios, G.N. (1997) Plant Pathology (4th Edition). Academic Press Inc., San Diego. Barnes, Calow & Olive (1993) The Invertebrates. Blackwell Science, Oxford. Bauman, R. (2004) Microbiology Pearson Benjamin Cummings, San Francisco, USA. Brock, T. D. Madigan, M. T. Martinko, J.M. & Parker, J. (2006) *3N Biology of Microorganisms (11th ed.). New Jersey, Prentice Hall. Brown, T.M. (1996) ACS Symposium Series 645: Molecular Genetics and Evolution of Pesticide Resistance. American Chemical Society, Washington DC. Buczacki, S. & Harris, K. (1981) Collins Guide to the Pests, Diseases and Disorders of Garden Plants. Collins, London. Cox, F.E.G. (1993) A Textbook of Modern Parasitology (2nd Ed.), Blackwell Science, Oxford Debach, P. & Rosen, D. (1991) Biological Control By Natural Enemies (2nd edition). CUP Denholm, I., Pickett, J.A. & Devonshire, A.L. (1999) Insecticide Resistance: From Mechanisms to Management. CABI publishing, Wallingford. Dent, D. (2000) Insect Pest Management (2nd ed.). CABI Publishing, Oxford. Franklin, T.J. & Snow, G.A. (1998) Biochemistry of Antimicrobial Action (5th Edition), Chapman & Hall. Gullan, P. & Cranston, P. (2000) The Insects: an Outline of Entomology (2nd Ed) Hill, D.S. (1996) The Economic Importance of Insect Pests. Chapman & Hall. Juniper, B.E.J. & Southwood, T.R.E. (1986) Insects and the Plant Surface, Edward Arnold, London. Kolata, G. (1999) Flu: The story of the Great Influenza Pandemic of 1918. New York, Macmillan. Learmouth, A. (1988) Disease Ecology. Oxford, Blackwell Scientific. Meers, P. D. Sedgwick, J & Worsley, M. (1995) The Microbiology And Epidemiology Of Infection For Health Science Students. London, Chapman & Hall. Mims, C., Dockrell, H.M., Goering, R.V., Roitt, I., Wakelin, D. & Zuckerman M. (2004) Medical Microbiology (3rd Edition). Edinburgh, Mosby. Playfair, J. & Bancroft G. (2004) Infection and Immunity. Oxford, Oxford University Press. Roberts, L. & Janovy, J. (2004) Foundations of Parasitology. Maidenhead UK, McGraw Hill,.




Introduction to Bioinformatics MSCMD3BFS HE Level 3 200 hours of student learning time 60 hours 20 credits D. Ponsonby (Module Leader) None

Module Aims: The module aims to develop systematic understanding of the role of computing in biological research, the fundamentals of molecular biology and to introduce the key concepts and techniques in Bioinformatics. The module develops a comprehensive understanding of the role and functions of biological databases and the data structures associated with modelling genomics, kinetics and physiological constructs. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. Demonstrate a knowledge of the key components of cell and molecular biology 2. Show a comprehensive appreciation of how computing can be used to enhance and support biological research 3. Demonstrate a critical understanding of the role and functions of biological databases 4. Demonstrate a systematic knowledge of the essential principles of DNA sequencing, and gene expression analysis. 5. Display an understanding of the role of modelling and simulation in biology 6. Undertake effective searches for biological information on the web Indicative Module Content: One definition of Bioinformatics is: “The application of computational techniques to the management and analysis of biological information”. (Attwood & Parry-Smith, 1999, page 200) The module examines all aspects of the gathering of biological data, and introduces the application and approaches to analysis of such data. Particular reference is made to the manipulation and analysis of DNA sequence data and three dimensional protein structural data. Topics include: • • •

Biology in the Computer Age : including computer data/capture/control, computer modelling, information handling, the web and its role in research. Molecular Biology: including protein and nucleic acid structure, DNA translation/transcription, gene expression Genomics: DNA extraction, processing and sequencing, Sequence analysis.



• • • • •

Proteomics: protein extraction, processing and sequencing. Metabolomics: metabolic pathways, Databases Modelling kinetics and physiology Online Databases

Learning and Teaching Strategies: The module will be taught using interactive lectures, laboratories, workshops, case studies, seminars and tutorials. Where appropriate, visiting experts will provide ‘master classes’ which will be either lectures or interactive workshops and laboratory practicals. Assessment: The module will be assessed entirely by coursework, typically including written work (learning outcomes 1-6), presentation (learning outcomes 2-6) and practical assessment (learning outcomes 1-6) up to an equivalent of 5000 words (See 11.2). Illustrative Bibliography: Attwood, T.K. & Parry-Smith, D.J. (1999) Introduction to Bioinformatics. Harlow, Prentice Hall. Carroll, S.B., Grenier, J.K. & Weatherbee, S.D. (2001) From DNA to Diversity: Molecular Gentics and the Evolution of Animal Design. Oxford, Blackwell Science. Causton, H., Brazma, E. & Quackenbush, J. (2003) Microarray Gene Expression Data Analysis, Blackwell Publishing, Oxford. Elliot, W.H. & Elliot, D.C. (2005) Biochemistry and Molecular Biology. Oxford, Oxford University Press Gibas, C. & Jambeck, P. (2001) Developing Bioinformatics Computer Skills, O’Reilly. Griffiths, A.J., Gelbart W.M., Lewontin, R.C. & Miller, J. (2002) Modern Genetic Analysis, Basingstoke, Palgrave. Krawetz, S.A. & Womble, D. (2002) Introduction to Bioinformatics: A Theoretical and Practical Approach. Oxford, Humana Press. Leibler, D.C. (2002) Introduction to Proteomics, Oxford, Humana Press. Lesk, A.M. (2004) Introduction to Protein Science. Oxford, Oxford University Press. Lesk, A.M. (2005) Introduction to Bioinformatics (2nd Edition). Oxford, Oxford University Press. Lewin, B. (2004) Genes VIII. Oxford, Oxford University Press. Looney, S.W. (2002) Biostatistical Methods. Oxford, Humana Press. Nelson, D. & Cox, M. (2000) Lehninger Principles of Biochemistry (3rd Edition). New York, Worth. Primrose, S.B. & Twyman, R. (2002) Principles of Genome Analysis and Genomics. Oxford, Blackwell Publishing.



Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- & Co-requisites

Animal Health and Welfare MSCMD3AHW HE Level 3 200 hours of student learning time 60 hours 20 credits C. Martin (Module Director) None

Module Aims: This module aims to develop students’ knowledge of the causes of ill-health in animals and relate this to effective prophylaxis and treatment. Also covered by the module are the importance of animals in society and the scientific background to animal welfare issues, including pain perception, the ability of animals to cope with their environments and the physiological and behavioural aspects of welfare. It further develops an objective and questioning approach to the evaluation of welfare issues. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. identify the main causes of ill-health in animals and describe the role of the immune system in animal health; 2. critically review and evaluate current practices in disease prevention and treatment; 3. evaluate the role of animals in economic, prey, sporting, companion and servant roles and describe the scientific basis of pain perception, environmental stress and behavioural phenomena of animals in these situations; 4. demonstrate familiarity with key pieces of national and international legislation covering animal welfare and use them to debate to the role of animals in society; 5. debate the concept of animal welfare and compare it with that of animal health. Indicative Module Content: The module will introduce students to the major causes of ill-health in animals, including an overview of common diseases in a selection of animal groups. Diseases which pose zoonotic or anthroponotic threats and those which are notifiable will be emphasised in this section of the module. Student-led seminars of case studies will provide an in-depth study of the biological, ecological and biochemical problems associated with a selection of the more important diseases. This module will then examine the role of the immune system in fighting diseases and the effects of stress upon it. The scientific basis of pain perception, environmental stress and behavioural phenomena of animals in these situations will also be examined. Predisposition and mechanisms of host infection will be investigated in the context of good husbandry practices, followed by a review of the main methods of prophylaxis and therapy. The module will then move on to examine the scientific basis of animal health and welfare issues. The type and effectiveness of current legislation covering animal health and welfare will then be examined in the light of the scientific evidence, using a student-led, case study approach.



Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating:

Pollution MSCMD3PTN HE Level 3 200 hours of student learning time 60 hours 20 credits

Academic responsibility: E. Bertolo-Pardo Pre- & Co-requisites None Module Aims: With the growth in technology, in population and in rates of consumption of natural resources, pollution has had increasingly severe impacts on the environment in what appears to be a positive feedback process. In this module, the second year modules describing the Earth's environment are extended, with a scientific examination of the factors which cause and influence pollution. Since pollution extends from local to global dimensions, the module aims to introduce students to the range of mechanisms which cause air, land and water pollution and to discuss and evaluate the ways in which these can be controlled. The module aims to encourage students to adopt a critical approach to pollution prevention issues, and increase their awareness of the need to integrate scientific knowledge, economic interests and policy in order to achieve a more sustainable society. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. critically discuss the complexity of surrounding pollution issues, and the need for an interdisciplinary approach to their solutions; 2. explain the physical, chemical and biological processes involved in the generation and subsequent transformations of pollutants; 3. evaluate the different types of damage which pollution can cause and recognise the need for integrating scientific and social controls on pollution prevention/minimisation, in order to achieve sustainability; 4. evaluate the variety of techniques available for studying and controlling pollution. Indicative Module Content: The module is composed of two closely related parts: environmental impacts and pollution management. Environmental impacts covers a wide range of pollutants in the atmospheric, terrestrial, and aquatic environment, and it builds upon the knowledge acquired in the level 2 Chemistry module . This part will focus on methods of analysing and assessing the impacts of pollutants and the state of the polluted environment. Tools used in pollution analysis and monitoring will be discussed in detail. This part will have a strong practical component, and will include laboratory and computer practicals. Pollution management seeks to provide the students with an understanding of the policy and social issues regarding management and prevention of pollution (e.g. waste management, water management, environmental management systems, etc.). Some of the key environmental paradigms which define the different approaches to pollution prevention will be analysed (from frontier economics to industrial ecology). The aim is to encourage a critical approach to pollution prevention, and to highlight the need to



integrate scientists, policy makers and members of the public in order to achieve a more sustainable society. Students will assess the strengths and weaknesses of key environmental legislation, as well as of different pollution prevention tools (e.g. Life-cycle Analysis, Ecological foot-printing). Learning and Teaching Strategies: A variety of teaching methods will be used throughout the module . Lectures, discussions in seminars and tutorials, and student-centred learning exercises will provide the basic necessary academic material. These will be supported by laboratory and computer work, with staff available for consultation. Wherever possible reference will be made to scientific journals. Assessment: The module will be assessed by a final 2-hour examination (learning outcomes 1-4) (60% of the final total mark). In addition, each student will undertake Coursework associated with this module (involving group and/or individual work) comprising a selection of essays (learning outcomes 1 & 2), laboratory reports (learning outcomes 2 & 4), calculation and problem-solving exercises (learning outcomes 2, 3 & 4), student presentation (learning outcomes 3 & 4) (See 11.2) up to an equivalent of 2,000 words (40% of the final total mark). Illustrative Bibliography: Alloway, B. J., Ayres, D. C. (1997) Chemical Principles of Environmental Pollution, 2nd Ed, Blackie Academic & Professional, UK. Ashman M. R., Puri G. (2002) Essential Soil Science, Blackwell Science, UK. Baird, C. (2005). Environmental Chemistry (3rd Ed.) W.H. Freeman, NY. Chambers N., Simmons C. Wackernagel M. (2000) Sharing Nature's Interest: Ecological Footprints as an Indicator for Sustainability, Earthscan, London Dalal-Clayton B., Bass S. (2002) Sustainable development strategies: a resource book, compiled for the Organisation for Economic Cooperation and Development and the United Nations Development Programmme, Earthscan. Ehrenfeld, J. (1994) Industrial ecology: a strategic framework for product policy, 2nd Int. Conference & Workshop on product oriented policy. Jacobson, M. (2002) Atmospheric pollution history, science and regulation, Cambridge University Press. Reeve R. N. (1994) Environmental Analysis, Analytical chemistry by open learning series, John Wiley and Sons, Chichester (UK) Ruxton G. D., Colegrave N. (2003) Experimental design for the Life Sciences, Oxford University Press. Sheldon C., Yoxon M. (2002) Installing environmental management systems: a step-by-step guide, Earthscan, London. Skoog, D., West, D., Holler, J., S. Crouch (2004) Fundamentals of Analytical Chemistry (8th Edition) Saunders College, Philadelphia Vanloon G. W., Duffy S. J. (2005) Environmental Chemistry (2nd Edition) Oxford University Press, UK.



Illustrative bibliography (web pages): Department of Environment, Food & Rural Affairs: http://www.defra.gov.uk/environment (accessed 28th November 2005) Environment Agency http://www.environment-agency.gov.uk (accessed 28th November 2005) European Commission (EU): http://europa.eu.int/comm/environment/index_en.htm (accessed 28th November 2005) EU EMAS website: http://europa.eu.int/comm/environment/emas/index_en.htm (accessed 28th November 2005) United Nations Environment Programme: http://www.uneptie.org (accessed 28th November 2005) U.S. Environmental Protection Agency: http://www.epa.gov (accessed 28th November 2005) Sustainable Development Commission: http://www.sd-commission.gov.uk (accessed 28th November 2005) Sustainable Development Unit: http://www.sustainable-development.gov.uk (accessed 28th November 2005)

Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre-and Co-requisites

Radiobiology MSCMD3RAD HE Level 3 200 hours of student learning time 60 hours 20 credits D Andrews (Module Director) None

Module Aims: Through the study of the fundamental science of ionising radiations, the module aims to bring together many aspects of physics, chemistry and biology, especially in the context of the damage done by ionising radiations to biological information processing systems. Intended Learning Outcomes: By the end of the module, students should be able to: 1. 2. 3. 4.

demonstrate knowledge, both theoretical and practical, of the nature, properties and origins of ionising radiations; discuss some of the applications of ionising radiations; discuss ionising radiation as a double-edged sword in the application of scientific knowledge to human problems; be able to design and execute an experiment to test hypotheses on the effects of ionising radiations.



Indicative Module Content: Initially students will be introduced to physical aspects of ionising radiations. This includes the nature and the properties of radiation, plus details of the decay mechanisms and the absorption and attenuation of the radiation. The history of the discovery and development of the theories of x-rays and radioactivity will be used to show how the present understanding of the processes was reached. Also, the law of radioactive decay and the statistics of the methods of detecting ionising radiation will also be presented. Some of the applications of radioactivity will be covered. For example, the physical processes involved in nuclear power will be presented, and the problems involved with nuclear power and nuclear waste disposal will be discussed. Other areas of applications will include medical uses, industrial applications and radioactive dating. Environmental radiation will also be discussed. The progression of the biological component of the course will the Platzman1 scheme and will open with a consideration of the importance of the radiolysis of water. The implications of this for humans will be considered in relation to the concept genetically significant dose. Target theory will be applied to single and multiple hits and the modifying effects of repair, sensitisation and mixed target size will be considered. Following this, the effect of radiation on macromolecules will be considered. These considerations will be extended to implications for cell organelles such as membranes, mitochondria, lysosomes, and chromosomes. The effect of radiation on the cell cycle will be discussed and students will be expected to consider the implications of Muller’s classic experiment on Drosophila in detail. At each stage, previous knowledge will be consolidated to reveal predictable impacts of ionising radiation on organ systems and on whole organisms. 1

Platzman, R., Physical and Chemical Aspects of Basic Mechanisms in Radiobiology, Natl. Res. Council Publ. 305, 34(1953). Learning and Teaching Strategies:

Lectures, tutorials, practical investigations and student-centred learning exercises form a substantial part of this module. Wherever possible, reference will be made to scientific journals. Assessment: The module will be assessed by a final 2-hour examination (learning outcomes 1-4) (60% of the final total mark). In addition, each student will undertake written work associated with this module (involving group and/or individual work) comprising a selection of an essay (learning outcomes 1-4), a seminar presentation (learning outcomes 1- 4) and Paper Presentation (learning outcomes 1, 2) (See 11.2) up to an equivalent of 2000 words. Illustrative Bibliography: Altman K. & Lett J. (1992) Advances in Radiation Biology, Academic Press Harms, A.A., Kingdon, D. R., Schoepf, K. F. & Miley G. H. (2000) Principles of Fusion Energy World Scientific Publishing Knoll, G. (2001) Radiation, Detection and Measurement, Wiley, USA Ehmann, W.D. & Vance D.E. (1993) Radiochemistry and Nuclear Methods of Analysis, Wiley, USA



Grupen, C. (1996) Particle Detectors, CUP. Hewitt, G.F. (2000) Introduction to Nuclear Power 2nd Edition, Taylor & Francis, USA. Lowenthal, G. (2005) Practical Applications of Radioactivity and Nuclear Radiation new Edition s, CUP, UK Mann, W. B. (1999) Radioactivity Measurement, Butterworth-Heinemann Murray, R. L. (2000) Nuclear Energy: An Introduction to the Concepts, Systems and Applications of Nuclear Processes, Butterworth-Heinemann Sutcliffe, J (2001) Natural Background Radiation, Imperial College Press Turner, J. E. (2007) Atoms, radiation, and radiation protection 3rd Revised Edition, Wiley. Since ionising radiation science is an integrated subject, there are relatively few directly relevant publications and students will be expected to show initiative in finding material in the literature. Students will be guided to appropriate sites on the Internet and will be given access to edited dialogues from webbased discussion groups.

Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- & co-requisites:

Ecology and Conservation MSCMD3ECN HE Level 3 200 hours of student learning time 60 hours 20 credits D. Ponsonby, C. Martin None

Module Aims: This module will encourage students to develop the knowledge necessary to enable them to make reasoned arguments on current issues in the field of ecology and conservation. It will develop an ability to think critically about the relationships between individuals, populations and communities and to extrapolate this understanding to the factors and contexts of conservation. It will also cultivate an awareness of the ways in which humans are affecting organisms and ecosystems and also the ways in which remedial actions can be taken to mitigate this damage. Care will be taken to emphasise the positive aspects of ecology and conservation, while maintaining awareness of the problems. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. demonstrate understanding of the significance of ecosystems concepts for ecological study; 2. compare the contribution of theories of population ecology and community ecology to conservation; 3. critically assess the importance niche theory in relation to resource conservation;



4. critically contextualise the economics, ethics and legislation in relation to aspects of conservation such as trade in animals, hunting and ecotourism. Indicative Module Content: Students will consider the principles which underlie ecosystem theory. The ecosystem will be considered as a processor of materials, energy and information and the relevance of the ecosystem concept to conservation management will be examined. The role of the niche in relation to ecological adaptation will be considered, and will lead into studies of the roles of population and community ecology in conservation. All the forgoing concepts will then be integrated in a consideration of applied ecology, particularly relating to species conservation, pollution remediation and social contexts. Learning and Teaching Strategies: Lectures, tutorials and student-centred learning exercises will be employed. Practical investigations such as field-work and laboratory investigations will form a substantial part of this module. Wherever possible, reference will be made to scientific journals. Assessment: The module will be assessed entirely by continuous assessment (written work, group work and practical assessment), up to an equivalent of 5,000 words (learning outcomes 1-4), typically an essay, a case study and a presentation (See 11.2).

Illustrative Bibliography: Frankham R. A Primer of Conservation Genetics. Cambridge, Cambridge University Press. Jarvis, P.J. (2000) Ecological Principles and Environmental Issues. New York, Prentice Hall. Jefferies, M.J. (2005) Biodiversity and Conservation. London, Routledge. Lande, R., Engen, S. & Saether, E. B. (2003) Stochastic Population Dynamics in Ecology and Conservation : An Introduction. Oxford, Oxford University Press. New, T.R. (2005) Invertebrate Conservation and Agricultural Ecosystems. Cambridge, Cambridge University Press. Odum, E. (1971) Fundamentals of ecology

Saunders

Rose, M. & Mueller, L.D. (2006) Evolution and Ecology of the Organism. New Jersey, Pearson. Skelton P. (ed) (1996)

Evolution Addison Wesley

Smith, R.L. & Smith, T.M. (2005) Elements of Ecology (6th Edition). Menlo Park, CA. Benjamin Cummings. Stearns, S.C. & Hoekstra, R.F. (2005) Evolution: An Introduction (2nd Ed.). Oxford. Oxford University Press. Journals: British Ecological Society journals Trends in Ecology and Evolution



Trends in Plant Science

Module Title: Module Code: Level: Duration: Teaching Hours: Credit rating: Academic Responsibility: Pre- & Co-requisites:

Individual Study MSCMD3DSS HE Level 3 200 hours of student learning time 60 hours 20 credits D. Ponsonby (Module Leader) None

Module Aims: The module aims to provide students with a degree of autonomy in their learning by giving them an opportunity to pursue in some depth, a study of a topic of their own choice. In doing so, they should gain practice at organising their thinking in a scientific context and increase confidence in their ability to deal with scientific problems and issues. In particular, it aims to foster and cultivate a questioning approach to science and scientific method. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. 2. 3. 4. 5.

undertake a study using appropriate methods of investigation, analysis and presentation of data.; collect and analyse a range of data sources relating to their enquiry; keep accurate and rigorous records of their research; manage their own learning time; analyse, communicate and critically evaluate their findings.

Indicative Module Content: Students will undertake an extended study in an area of their choice under the supervision of a member of the Science staff. The area for research may be proposed by the student or based on suggestions made by tutors, but in either case, there will be discussion between student and tutor of the nature, scope and suitability of the proposed project before it receives approval. At the start of the module, students attend a workshop which will include a briefing as to timetable of events; risk assessment procedures; procedures for booking materials, equipment and lab space from support staff; assessment procedures; formal training in the use of on-line bibliographies and journals and procedures for organizing tutorials with supervisors. There will also be advice relating to experimental design, statistical analyses and data presentation. Whilst considerable variety in the nature of projects is anticipated, it is expected that they will include a strong practical element and the use of primary data. They will not normally be purely library based. Learning and Teaching Strategies: Teaching strategies for this module will be entirely student-centred and will begin with negotiations by students with potential supervisors in order to establish the feasibility of their chosen topic as an Individual Study. Once a study topic has been identified, supervisors will arrange regular individual



tutorials (the timing of which will depend upon the nature of the project). It will be the responsibility of the student to negotiate additional tutorial support if required but generally, they will be expected to show a large degree of autonomy in their research activities. Assessment: This module will be assessed entirely by coursework including an assessment of the student’s ability to organise and execute their research. Assessment will typically be based upon written work, practical assessment and presentation to a maximum of 5,000 words or equivalent (learning outcomes 1-5) (See 11.2). Illustrative Bibliography: Ashcroft, S. & Pereira, C. (2003) Practical Statistics for the Biological Sciences. Basingstoke, Palgrave. Homes, D., Moody, P. & Dime, D. (2006) Research Methods in the Biosciences. Oxford, Oxford University Press. Knisely K. (2002) A Student Handbook For Writing In Biology. Sinaur Associates, Massachusetts. Miller, J.N. & Miller, J.C. (2005) Statistics and Chemometrics for Analytical Chemistry (5th Edition). Harlow, Pearson Educational. Quinn, G.P. & Keough, M.J. (2002) Experimental Design and Data Analysis for Biologists. Cambridge. Cambridge University Press. Ruxton, D. & Colegreave, N. (2006) Experimental Design for the Life Sciences (2nd Edition). Oxford, Oxford University Press. Van Emden, J. (2001) Effective Communication for Science and Technology. Basingstoke, Palgrave.


Plant Responses to the Environment MSCMD3PLR HE Level 6 200 hours of student learning time 60 hours 20 credits D. Ponsonby None

Module Aims: This module enables students to develop an holistic view and understanding of how plants survive within an often hostile environment. The module uses plant secondary chemistry as a unifying theme to investigate how plants communicate and cope with biotic and abiotic stresses. The genetics underpinning both symbiotic and pathogenic interactions are explored in detail. The course will cultivate an understanding of how these basic biological processes have been adapted and used by man to improve agricultural/horticultural practice and increase productivity.



Intended Learning Outcomes: By the end of this module, successful students will be able to : 6 7 8 9 10

Identify the common symptoms of selected agriculturally important pests, diseases and abiotic stressors of plants. Demonstrate a conceptual understanding of the biochemical and genetic basis by which plants respond to abiotic and biotic stressors Demonstrate a knowledge of the biochemistry and genetics underpinning symbiotic relationships between plants and Rhizobium and mycorhizas. Demonstrate a conceptual understanding of how plant form, growth habit and colony structure alters in response to the environment. Demonstrate an understanding of the chemical nature by which plants communicate with each other and other organisms.

Indicative Module Content: The module begins with a series of interactive lectures/practicals on the different types of plant pests and pathogens which builds on the different concepts studied in Pests Parasites and Pathogens. A detailed analysis of different pest and pathogen types and the economic damage and symptoms they produce on plants is undertaken. The genetic basis for the interaction of pests and pathogens with plants is then explored. Detailed consideration of the concepts of basal defence, the gene-for-gene hypothesis, and secondary signalling resulting from pest and pathogen recognition is made. Special reference is made to agronomically important pests and diseases, and their impact on plant breeding and selection. The mechanical, biochemical and chemical nature of responses to these biotic challenges are investigated in lectures and practical classes, and compared with responses to abiotic stressors. The chemical basis of attractants, repellents, and the role many plant secondary metabolites play in pest development and survival strategies is investigated. A comparison is made between pathogenic and symbiotic interactions. The chemical nature of symbiont/host selectivity is investigated and the role of plant chemicals in regulating Rhizobium gene expression is discussed. The chemistry of nitrogen fixation (Rhizobium) and the process of phosphate uptake (mycorrhizas) are investigated. Learning and Teaching Strategies: Lectures, tutorials practicals and student-centred learning exercises will be employed. Analysis of experimentally derived data will also be attempted as appropriate. Wherever possible reference will be made to scientific journals. Assessment: The module will be assessed by a final 2-hour examination (learning outcomes 1-5) (60% of the final total mark). In addition, each student will typically undertake a number of pieces of written work which will collectively cover learning outcomes 1 – 5 and a presentation (learning outcomes 1-5) up to an equivalent of 2000 words. Illustrative Bibliography:

Agrios G.N., (2005) Plant Pathology (5th Ed). Elsevier.



Dent, D. (2000) Insect Pest Management (2nd ed.). CABI Publishing, Oxford. Dickinson CH and Lucas JA (1998) Plant pathology and plant pathogens (3rd Ed.). Wiley-Blackwell. Franklin, T.J. & Snow, G.A. (1998) Biochemistry of Antimicrobial Action (5th Edition), Chapman & Hall. Gullan, P. & Cranston, P. (2000) The Insects: an Outline of Entomology (2nd Ed). Harborne JB (1993) Introduction to ecological biochemistry (4th Ed). Academic Press Hill, D.S. (1996) The Economic Importance of Insect Pests. Chapman & Hall. Hull, R. (2009) Comparative Plant Virology (2nd Ed.) Academic Press. Jones FGW and Jones MG (1984) Pests of field crops. Edward Arnold. Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A. (2010) Plant Biology. Garland Science. Strange RN (2003) Introduction to plant pathology. WileyBlackwell. Taiz, L. & Zeiger, E. (2010) Plant Physiology (5th Edition). Sinaur Associates Inc. Walkey DGA (1990) Applied Plant Virology (2nd Ed.). Heinemann Webster J (2007) Introduction to Fungi (3rd Ed.). Cambridge University Press

Module Title:

Biological Imaging and Photography

Module Code: MSCMD3BMP Level: HE Level 6 Duration: 200 hours of student learning time Teaching Hours: 60 hours Credit rating: 20 credits Academic Responsibility: K Carlton and D Andrews Pre- & Co-requisites: Students applying to this module are reasonably expected to provide their own dedicated digital camera. Module Aims: This module aims to enable the students to use a range modern photographic and other image capture and processing techniques as a tool for studying of biological organisms. Results and techniques can be critically evaluated in a contextual setting. Intended Learning Outcomes: At the end of this module, successful students should be able to: 1. Select situations in which a photographic record of a wildlife and other biological settings is feasible and purposeful in a scientific research context; 2. Demonstrate an ability to match an appropriate imaging techniques to specified situations; 3. Produce high quality images in accordance with outcome and critically evaluate them.



4. Demonstrate a clear knowledge and understanding of the scientific principles underpinning various imaging technologies. Indicative Module Content: In the context of this module, biological organisms include both plant and animal species in the laboratory and their natural setting. It ranges in scale from the microscopic (e.g. amoeba) to the large animal/plant (e.g. elephant/tree) and all sizes in between up to the ecosystem/regional level and all sizes in between (e.g. insects, habitats). This necessitates the use of a wide range of techniques such as microscopy and telephotography. For slow processes, time lapse photography maybe useful. Images obtained will also be processed using appropriate software. The emphasis is on producing images which are useful in a biological research situation. Image production is vital to modern commerce and industry, and the development of the necessary skills offers the integration of science, technology and the commercial application. During this module we aim to provide students with an intensive and applied skills base to compete in a modern industrial setting. Learning and Teaching Strategies: Lectures, tutorials, practical investigations and student-centred learning exercises form a substantial part of this module. Wherever possible, reference will be made to scientific journals. Assessment: The module will be assessed entirely by continuous assessment (written work, group work and practical assessment), up to an equivalent of 5,000 words (learning outcomes 1-4), typically a portfolio of images, a case study and a presentation . Illustrative Bibliography: Cutler T. L. and Swann D. E. (1999) “Using Remote Photography in Wildlife Ecology: A Review” Wildlife Society Bulletin, Vol. 27, No. 3, pp. 571-581 Folsom, W.B. (2009) Butterfly Photographer's Handbook: A Comprehensive Reference for Nature Photographers Amherst Media Inc. Gerlach, J., Gerlach, B. (2007) Digital Nature Photography, The Art and the Science Focal Press Glasbey, C. A., Horgan, G. W. (1995) Image Analysis for the Biological Sciences Wiley Häder, D-P “Computer-assisted image analysis in biological sciences “ Proceedings: Plant Sciences, Vol 98, pp 227-249 Morris, V.J., Kirby, A.R., Gunning, A.P.(2009) Atomic Force Microscopy For Biologists (2nd Ed.) London: Imperial College Press Ray, S (1999) Scientific Photography and Applied Imaging Focal Press Zharikov, Y., Skilleter, G.A., Loneragan, N.R., Taranto, T. and Cameron, B.E. (2005) “Mapping and characterising subtropical estuarine landscapes using aerial photography and GIS for potential application in wildlife conservation and management” Biological Conservation, Vol. 125, pp 87-100 http://www.bbcwildlifemagazine.com/masterclasses.asp http://www.welshwildlife.com/



Geography Module descriptors Level 5 Module Title: Module Code: Level: Credit rating: Duration: Teaching Hours: Academic responsibility:

Biogeography MGEMD2BGE HE 2 20 credits 200 hours of student learning time 50 hours Prof P. Vujakovic

Module Aims: This module aims to develop student's understanding of biogeography - the study of the distribution of organisms and soils in space and time, and the environmental factors, including anthropogenic, that determine or limit these distributions. The module aims to introduce students to the world's major biomes and to more detailed study of habitats and micro-habitats by drawing on a range of areas within the geographic and life sciences such as geology, climatology, palaeontology, plant and animal systematics, evolution and ecology. Biogeographical processes are also important to other fields of geography; for example food production systems, sustainable livelihoods, etc., and the module aims to introduce students to human impacts on biogeographic systems and to study the means by which these systems can be managed in a sustainable manner. Intended Learning Outcomes: By the end of the module students should be able to: 1) 2) 3) 4) 5)

demonstrate a sound understanding of the main processes of biogeographic change and some of the methods and techniques available for assessing these changes; demonstrate an appreciation of the diversity of ecosystems at a range of scales, from the world major biomes to micro-habitat studies; demonstrate an appreciation of the range of human impacts on the biosphere; demonstrate an understanding of some of the management processes that are applied to biological systems in order to ensure their future sustainability; effectively communicate information, arguments and analysis with structured written or oral arguments, using vocabulary appropriate for Level 2.

Indicative Module Content: The module will be divided into three main sections: A. Basic concepts in biogeography. This section introduces students to geoecosystems, by focusing on the biosphere in relation to interactions with other key environmental systems (the geosphere, pedosphere and atmosphere and hyrological systems). The interdependence of ecosystems will be examined and the students will be introduced to the world's major biomes. B. This section will explore a number of ecosystems/habitats in more detail, and will be used to introduce the students to some key investigative techniques in biogeography (e.g. use of remote



C.

sensing and GIS, field techniques). Key concepts such as habitat and species biodiversity and community ecology will be introduced in this section. Society and the biosphere: This section will concentrate on human interventions in the biosphere. This will look at both long term historic change and at key contemporary issues (e.g. deforestation, ocean fisheries). The section will assess the importance of negative human impacts on the biosphere and will explore some management options designed to ensure sustainable development.

Learning and Teaching Strategies: Lectures will supply the academic material necessary to satisfy the Learning Outcomes. These will be supported with seminars using research articles to ensure that the concepts, principles, assumptions and theories involved are understood. Lectures will also provide the necessary academic, intellectual and discipline-specific skills (observational, numerical and graphical) that are required in the field and to complete assessed work. Graduate transferable skills will be developed in lectures, seminars and tutorials. Students are especially involved in a number of oral presentations. These will occur as formative events throughout the year, and culminate in one oral presentation from each student which will be assessed. Some of the seminar is carried out in groups which will encourage the successful organisation of team work, including improved communication channels. Weekly background reading is a pre-requisite to success in this module and reading schedules will be given to students in their module booklet. Assessment: Examination 60% (two hour) (to assess Learning Outcomes 1-5) Coursework 40%. The following assessment schedule is illustrative. The coursework has two components: a) Written assignment (20% - 1,000 word equivalent). Using a range of data resources, students will make an assessment of how species distributions for a selected group of organisms and relate these to various environmental parameters (e.g. climate, nutrient availability, etc.). To assess Learning Outcomes 1, 2, and 5. b) Presentation (20% - 1,000 word equivalent). The presentation will explore an issue concerned with human impact on the biological environment; this may involve historical change or a contemporary management issue depending on the students' interests and pathway within the geography programme. To assess Learning Outcomes 1, 2, 3, 4, 5. Illustrative Bibliography: BRADBURY, I.K. (1998) The Biosphere (2nd Edition), Wiley BROWN, J.H. & LOMOLINO, M.V. (1998) Biogeography, Sinauer Associates. CHARLES, A.T. (2001) Sustainable Fishery Systems, Blackwell Science. COKER, P. & GANDERTON, P.S. (2005) Ecological Biogeography, Prentice Hall. COX, C.B. & MOORE, P. (2000) Biogeography: An Ecological and Evolutionary Approach, Blackwell. ELLIS, R. (2003) The Empty Ocean, Island Press. GERRARD, J. (2000) Fundamentals of Soils, Routledge.



HUGGETT, R.J. (2004) Fundamentals of Biogeography (2nd Edition), Routledge. * McDONALD, G. (2002) Biogeography: Introduction to Space, Time and Life, Wiley. * MORGAN, R.P.C. (2005) Soil Erosion and Conservation, Blackwell. SCHAETZL, R.J. & ANDERSON, S. (2005) Soils: Their Genesis, Geography and Geomorphology, Cambridge University Press. TIVY, J. (1993) BioGeography: A Study of Plants in the Ecosphere, Longmans. VINCENT, P. (1990) The Biogeography of the British Isles: An Introduction, Routledge. WHITE, R.E. (2006) Principles and Practice of Soil Science: the Soil as a Natural Resource, Blackwell. * Recommended Texts Students will also be referred to relevant journals as appropriate.

Module Title: Module Code: Level: Credit rating: Duration: Teaching Hours: Academic responsibility:

Environment and Development MGEMD2EAD HE 2 20 credits 200 hours of student learning time 50 hours Dr. J. Maxted

Module Aims: This module aims to develop understanding of the environmental problems facing the countries of the developing world and to encourage critical evaluation of various approaches to solving these problems and of managing environmental resources on a sustainable basis. The module aims to present these issues within the context of the historical legacy of colonialism and its environmental impacts, and the contemporary world economic and (geo)political system. It aims to introduce and evaluate theories of development and how these affect the understanding of the exploitation of environmental resources of developing areas. It aims to examine the evolution of varying forms of 'environmentalism', as these relate to developing areas. Environmentalist philosophies, as these underpin action, can be broadly divided into 'technocentrist' and 'ecocentrist' – this broad division is utilized in the module which aims to evaluate the nature and success of specific approaches to dealing with environmental problems. The module also explores a range of management approaches and techniques to evaluate their appropriateness for sustainable development. Intended Learning Outcomes: By the end of this module students should be able to: 1) demonstrate an understanding of the historical and contemporary processes affecting environmental transformation, land use and resource exploitation in developing countries as these occur at scales ranging from the local to the global; 2) demonstrate an understanding and knowledge of key development theories and concepts in environmentalism and sustainability;



3) demonstrate an understanding of specific environmental management approaches, techniques and tools, and their appropriateness for use in developing regions; 4) demonstrate an ability to effectively communicate ideas and concepts in written and oral form. 5) demonstrate ability to work as part of a team to apply knowledge and understanding of key concepts and environmental practices to the solution of a specific environmental problem; 6) demonstrate an understanding of the ethical and moral issues involved in environmental decision making; knowledge and understanding of the links between natural conditions and human activities and of the different ways of creating environments according to different cultural values, ethnic heritage, religious beliefs, socio-economic standings, political systems, and technical development. Indicative Module Content: The module is divided into two sections. In section One, 'Locating the developing world' - key concepts involved in understanding the developing world and its environments within its wider global and historical setting are introduced. These include the historical geography of colonialism; including the environmental legacies of colonialism. This will be followed by consideration of the contemporary situation and alternative ideologies and theories of development, environmentalism and sustainability, with specific reference to the importance of understanding environmental issues within a world systems framework and in the context of globalisation and contemporary geopolitics. Section Two is concerned with a range of issues relevant to the sustainable development and management of environmental resources in the developing world. These include the practical conservation and management of environmental resources and socio-political and cultural issues such as gender, participation and “listening to the poor”. This section of the module draws upon a wide variety of case studies through which these issues are analyzed. Specific technologies and approaches (e.g. Environmental impact Assessment (EIA), use of remote sensing and GIS, rehabilitating and supporting traditional land use practices) are explored within the case studies as appropriate. Learning and Teaching Strategies: Lectures, supported by seminars and workshops. Lectures will provide the academic material necessary to satisfy Learning Outcomes 1-3,6. These will be supported with seminars and workshops using scholarly material, videos and research articles to ensure that the key concepts and issues are understood. Students will work in small teams to give a presentation on an issue relevant to the modules themes. This will be a student-centred learning opportunity where students will be expected to take responsibility for their own leaning and develop a reasoned argument based on critical analysis of the appropriate literature and research (Learning Outcomes 4-5). Seminars will be used to provide limited guidance on the requirements of coursework exercises as well as informing the broader themes of the module. Assessment: Examination 60% (2 hours) (to assess Learning Outcomes 1-4). Coursework 40%. The following assessment schedule is illustrative. Two pieces of coursework will be assessed: a) written assignment (20% - 1000 words) (to assess Learning Outcomes 1-4, 6 and 7)



b) presentation (20% - 1000 words equivalent) (to assess Learning Outcomes 5-7) Illustrative Bibliography: ALLEN, T. & THOMAS, A. (2000) Poverty and Development: Into the 21st Century, Oxford University Press BARROW, C.J. (1995) Developing the environment: problems and management, Longman. CUDSWORTH, E. (2003) Environment and Society, Routledge. DESAI, V. & POTTER, R.B. (Eds) (2002) The Companion to Development Studies, Arnold. DICKENSON, J. et al. (1996) A Geography of the Third World, Routledge. ELIOT, J.A. (1999) An Introduction to Sustainable Development (2nd ed.) Routledge GROOMBRIDGE, B. & JENKINS, M. (2002) World Atlas of Biodiversity, UNEP/WCMC. HODDER, R. (2000) Development Geography, Routledge. HUCKLE, J. & MARTIN, A. (2001) Environments in a Changing World, Prentice Hall. JOHNSTON, R.J. et al. (Eds) (2002) Geographies of Global Change, (2nd edition) Blackwell. O'RIORDAN, T. et al. (2000) Environmental Science for Environmental Management (2nd Edition) Prentice Hall. ROBINSON, G. (2004) Geographies of Agriculture: Globalisation, Restructuring and Sustainability, Prentice Hall SAIKO, T. (2001) Environmental Crises: geographical case studies in post-socialist Eurasia, Prentice Hall. SEITZ, J.L. (2002) Global Issues: an introduction (2nd Edition) Blackwell. SIMPSON, E.S. (1994) The Developing World (2nd Edition) Longman. Students will also be referred to relevant journals as appropriate.


Geomorphology MGEMD2GEM HE 2 20 credits 200 hours of student learning time 50 hours Dr. C. Young

Module Aims: The module aims to develop students' understanding of the well-established principles of process geomorphology. Understanding such principles is a prerequisite for any environmental management. The module aims to examine the processes that operate within a selection of geomorphological systems and show the relationship between process and landform at a range of scales within a modern conceptual framework. This module also aims to provide the opportunity for students to develop a range of intellectual, discipline specific, and graduate skills that will be used in the field and laboratory to provide data that will



be used for critical analysis, problem solving and interpretation an environment and to produce a reasoned scientific argument structured as a research paper. Intended Learning Outcomes: By the end of the module students should be able to: 1) demonstrate a sound understanding of the physical concepts and well-established principles involved in a range of earth surface systems and show the relationships between process and landform at a range of scales; 2) show how environmental processes are dynamic and can cause change over long and short time scales; 3) demonstrate a knowledge of how theories within geomorphology have developed over time; 4) undertake effective fieldwork to observe, collect, analyse and interpret environmental data using an appropriate methodological strategy and appropriate techniques (sampling, numerical, graphical) to solve a problem and produce a final report; 5) effectively communicate information, arguments and analysis with structured and coherent written arguments using vocabulary appropriate for Level 2. Indicative Module Content: Following an introduction which looks at the history and changing nature of geomorphology, this level 2 module focuses on developing an understanding of how geomorphological processes shape the physical landscape in a range of environments dominated by the action of water, wind and/or ice. By introducing students to geomorphological systems operating in different environments, consideration will be given to the spatial variation of land-forming processes, in terms both of climatic range and systems of erosion and deposition. The development of the concepts and theories currently used to explain the dynamics of, for example, the coastal, aeolian and glacial systems will form the focus of the module. For each system studied, the relationship between the processes of erosion and deposition and resultant landforms will be considered. Integrated with the theoretical work, appropriate field, laboratory and analytical techniques will be examined to enable students to undertake a scientific field exercise. The fieldwork will develop students' skills in observation, data collection and require them to work together. The analysis and interpretation will involve individual problem solving, numerical and graphical data analysis, and provide the opportunity for students to apply I.T. skills developed at Level 1. All Graduate Skills will be developed.

Learning and Teaching Strategies: Lectures, supported by seminars, tutorials and fieldwork. Lectures will supply the academic material necessary to satisfy Learning Outcomes 1-3. These will be supported with seminars using research articles to ensure that the concepts, principles, assumptions and theories involved are understood. Lectures will also provide the necessary academic, intellectual and discipline-specific skills (observational, numerical and graphical) that are required in the field and laboratory to complete the fieldwork (Learning Outcome 4). Graduate Skills will be developed in lectures, seminars and tutorials.



Practical work involving some teamwork in the field will be used to collect environmental data which will be analysed and interpreted by the student using an appropriate methodological strategy and techniques provided (Learning Outcome 4). Individual tutorials will be used to give students the opportunity to discuss the evidence and interpretation being proposed and to support the production of a final report (Learning Outcome 5). Students will be expected to identify a problem or research question and develop an approach to solving or answering this through hypothesis testing, research design, data collection, analysis and interpretation. Assessment: Examination 60% (2 hour) (to assess Learning Outcomes 1-3, 5) Coursework 40%. The following assessment schedule is illustrative. Two pieces of coursework will be assessed: a) A field-based report (25% - 1250 word equivalent) (to assess Learning Outcomes 1, 2, 4, 5) The fieldwork report will assess the students ability to plan, design and execute a piece of field enquiry, including the production of a final report. It will involve problem solving, numerical and graphical data analysis, and provide the opportunity for students to apply the I.T. skills developed at Level 1. It will require students to undertake effective fieldwork to observe, collect, analyse and interpret environmental data using an appropriate methodological strategy and appropriate techniques (sampling, numerical, graphical) to solve a problem. b) Timed essay (15% - 750 word equivalent) (to assess Learning Outcomes 1-3, 5) Illustrative Bibliography BENN, D.I. & EVANS, D.A. (1998) Glaciers and Glaciation, Edward Arnold BENNETT, M.R. & GLASSER, N.F. (1996) Glacial Geology: Ice Sheets and Landforms, Wiley * BURT, T. (Ed)(2006) Geomorphological Techniques (3rd Edition), Routledge COOKE, R.U., WARREN, A. & GOUDIE, A.S. (1993) Desert Geomorphology, UCL press EVANS, D. (2005) Glacial Landscapes, Hodder Arnold HAMBREY, M. & ALEAN, J. (2004) Glaciers (2nd Edition), Cambridge University Press KNIGHT, P.G. (1999) Glaciers, Stanley Thornes KOMAR, P. (1998) Beach Processes and Sedimentation (2nd Edition), Prentice Hall LANCASTER, N. (1995) Geomorphology of Desert Dunes, Routledge * LIVINGSTONE, I. & WARREN, A. (1996) Aeolian Geomorphology: An Introduction, Longman MASSELINK, G. & HUGHES, M.G. (2003) Introduction to Coastal Processes and Geomorphology, Arnold * MENZIES, J. (Ed) (2002) Modern and Past Glacial Environments: A revised student edition, Butterworth Heinemann SIEGERT, M.J. (2001) Ice Sheets and Late Quaternary Environmental Change, Wiley. THOMAS, D.S.G. (ed.)(1997) Arid Zone Geomorphology: Process, Form and Change in Drylands (2nd Edition), Wiley WOODROFFE, C.D. (2002) Coasts: form, process and evolution, Cambridge University Press * Recommended Texts Students will also be referred to relevant journals as appropriate.



Module Title: Module Code: Level: Credit rating: Duration: Teaching Hours: Academic responsibility: Pre-requisite:

Introduction to GIS MGEMD2GSY HE 5 20 credits 200 hours of student learning time 50 hours Dr. A. Kent For Advanced GIS and Remote Sensing (MGEMD3AGR)

Module Aims: This module aims to introduce students to the practical and theoretical aspects of geographical information systems (GIS). GIS has been utilised for over quarter of a century, however, there is still a rapid growth in the applications of GIS to a wide range of business, public and academic fields. The module aims to introduce students to the fundamentals of cartographic design, as well as cartographic visualisation as a key output of GIS. To appreciate the potential and scope of GIS, an exploration of the core aspects (principles) of the subject will be made, concluding with a variety of relevant case studies. Given the desirability of acquiring a large degree of practical software skills, in a number of complex and varied programmes, a substantial aim of the module is to provide 'hands-on' use of GIS, using industry standard hardware and software. The module aims to provide students with the opportunity to develop key skills in written communication, numeracy, computation, information technology, and information handling, as well as a range of interpersonal skills. The module also aims to provide the foundation work for the level 6 module in Advanced GIS and Remote Sensing. Intended Learning Outcomes: By the end of the module students should be able to: 1) demonstrate a sound understanding of the range of principles that form the basis of good cartographic design; 2) demonstrate the ability to apply cartographic skills to generate maps as part of output from a GIS; 3) demonstrate a sound understanding of the theoretical underpinnings of GIS, including its advantages and disadvantages; 4) demonstrate an understanding of the wide range of data sources that may form the inputs to GIS; 5) demonstrate the practical computing skills and procedures that are necessary in order to input data to a GIS, to analyse it and to obtain meaningful output; Indicative Module Content: Initially, the module will provide some background to both cartographic design and techniques, and examine how the real world can best be 'modelled', in order to achieve a basis for transforming the world into a series of digital models via the mapping process. Topics here include geodesy, map projections, coordinate systems, geo-referencing, map scale and ways of symbolising the world's terrestrial surfaces. Some further introductory topics will include the evolution and history of GIS, its practical uses and the main fields in which it is presently being used. The module then moves to a study of the basic factors associated with the operations of the system. This includes a knowledge of the hardware and software components of a GIS, plus ways of configuring these; the sources of primary and secondary data as inputs to a GIS; the structure of data for a GIS (raster and vector), plus data topology, database systems and data management; and the practical functioning of a GIS including the input and storage of data, the analyses of data and the varieties of GIS output.



Because this module has a strong practical element students will be introduced to GIS via the use of appropriate commercial software. A range of practical work will be completed, most of which is designed to run in parallel with the theoretical content. Practical work will also review a range of GIS case studies and data sources. All of the work covered in this module can be either undertaken as a stand alone module, with the student gaining a thorough background in a wide range of aspects related to GIS, or the module can be conceived as the necessary background to taking the Level 6 'Advanced GIS and Remote Sensing' module. Learning and Teaching Strategies: The module will be delivered via lectures and practical sessions, including use of Internet resources. This will be reinforced via directed reading. Lectures are necessary to deliver the range of information necessary not only to learn about GIS and cartography, but also to gain a firm understanding of the principals that underlie the many subject fields that work in tandem with GIS, e.g. database management, remote sensing, hardware and its linkages, visualisation, etc. Given the desirability of acquiring a large range of practical software skills in a number of complex and varied programmes, a substantial element of the module will be devoted to the 'hands-on' use of GIS. During practical sessions there will be class-wide tutorial support to allow students to work through practical exercises at their own speed, or to undertake project work. All the exercise output material will contribute towards a portfolio of work. Assessment: Examination 40% (2 hour) (to assess Learning Outcomes 1, 3 and 4) Coursework 60% (3000 word equivalent) (to assess Learning Outcomes 1-5). The following assessment schedule is illustrative. Coursework: A portfolio of work resulting from the completion of various practical exercises that will include examples of the mapping output and GIS analysis plus a written commentary and analysis on each exercise. This portfolio will address Learning Outcomes 1 to 5. The portfolio will be submitted at various points during the module to ensure students received both formative and summative feedback and assessment on specific groups of exercises. Illustrative Bibliography: BERNHARDSEN, T. (1999) Geographic Information Systems, Viak IT, Arendal. BURROUGH, P.A. & McDONNELL, R.A. (1998) Principles of Geographic Information Systems. OUP. CHAINEY, S. (2005) GIS and Crime Mapping, Wiley. CLARKE, KC. (2003) Getting Started With Geographic Information Systems, Prentice Hall.* DORLING, D. & FAIRBURN, D. (1997) Mapping: Ways of Representing the World, Longman. FORESMAN, T.W. (1998) The History of Geographical Information Systems: Perspectives from the Pioneers, Prentice-Hall. GIBSON, P. & POWER, C. (2000) Introductory Remote Sensing Principles and Concepts, Routledge. GREEN, D. & BOSSOMAIER, T.R.J. (2002) Online GIS and Spatial Metadata. Taylor & Francis. HEYWOOD, I., CORNELIUS, S. & CARVER, S. (1997) Introduction to Geographical Information Systems, Longman JOAO, E.M. (1998) Causes and Consequences of Map Generalisation, Taylor & Francis. KENNEDY, M. (1996) Global Positioning Systems and GIS, Ann Arbour Press. KONECNY, G. (2003) Geoinformation: Remote Sensing, Photogrammetry and Geographic Information Systems, Taylor & Francis.



KRAAK, M.J. & ORMELING, F. (1996) Cartography: Visualisation of Spatial Data, Longman LO, C.P. & YEUNG, A.K.W. (2002) Concepts and Techniques of Geographic Information Systems. Prentice Hall. * LONGLEY, P.A., GOODCHILD, M.F., MAGUIRE, D.J. & RHIND, D.W. (2005) Geographic Information: Systems and Science (2nd Edition), Wiley. PLEWE, B. (1997) Database Issues in GIS, Onword Press. ROBINSON, A.H., MORRISON, J.L., MUEHRCKE, P.C., KIMERLING, A.J. & GUPTILL, S.C. (1995) Elements of Cartography, Wiley. SCHUURMAN, N. (2004) GIS: A Short Introduction, Blackwell. VERBYLA, D.A. (2002) Practical GIS Analysis, Taylor & Francis. * Recommended Texts Students will also be referred to relevant journals as appropriate.


Understanding Past Climatic Change MGEMD2UPC HE 2 20 credits 200 hours of student learning time 50 hours Dr. C. Young

Module Aims: The module aims to examine the nature and scale of climatic change by examining the methods used to identify and assess change and the range of concepts and theories proposed to explain the varying changes identified. In addition, the module will critically examine the problems that scientists still have to address in examining climate change. Specifically the module aims to: (i) develop students' appreciation of the geological context for understanding present-day environmental problems and develop their awareness of the interaction between oceanic, atmospheric and cryospheric systems in explaining change; (ii) develop students' understanding of the mechanisms and theories used to explain past climatic change; (iii) introduce students to the types of evidence and methods used by scientists to reconstruct past climates and environments; (iv) provide a grasp of the basic principles and concepts behind the main techniques available to date these events and examine the problems in their interpretation. The continued challenging and re-interpretation of ideas throughout the module addresses the issues of analysis and interpretation. The module also aims to provide the opportunity for students to take responsibility for their own learning and to develop a range of intellectual, discipline-specific, and key skills. It aims to develop student's ability to work autonomously and with others and to communicate the results of their work both in written form and verbally. Intended Learning Outcomes: By the end of the module students should be able to:



1) 2)

3) 4) 5)

demonstrate a sound understanding of the concepts used to explain the nature, scale and of mechanisms climatic change; evaluate a range of techniques available to obtain evidence of climatic change. Students should show an awareness of some of the conceptual difficulties involved in judging and interpreting such evidence; demonstrate a grasp of the basic principals of the main techniques available to date these events; work in small teams to effectively communicate the results of study verbally; effectively communicate information, arguments and analysis with structured and coherent written arguments, using vocabulary appropriate for Level 2

Indicative Module Content: Since climatic change is a major concern to the world today, understanding past climates could provide managers with vital information. To this end, the module starts by considering the nature of environmental and timescale of climatic change during the geological past, but focusing primarily on the recent geological past (the Quaternary period, approximately the last 2.6 million years). It will then examine the nature and scale of change since the end of the last Ice Age. This will be followed by an assessment of concepts and theories that have been developed to explain natural and anthropogenic induced climatic change. Since consideration of environmental change is fundamental to the module there will be an analysis of the physical, biological and chemical evidence available for reconstructing past climatic and environment change (e.g. evidence of past environmental changes obtained from deep marine records; from polar icecore records; the glacial/periglacial record; reconstructions based on interpretation of fossil remains of flora and fauna; sea-level changes - causes, rates and magnitude). This will be complemented by a consideration of the dating methods used to reconstruct rates of past environmental changes. An appreciation of the merits and limitations of these techniques will be provided. The module will conclude with an examination of the evidence available for changes in climate since the last glacial maximum, including an analysis of the possible significance of anthropogenic forcing with respect to present-day and future climatic change. Learning and Teaching Strategies: Lectures, supported by seminars, tutorials and fieldwork. Students will also be asked to work in small groups to give oral presentations. Lectures will supply the academic material necessary to satisfy Learning Outcomes 1-3. These will be supported with seminars using research articles to ensure that the concepts, principles, assumptions and theories involved are understood. As part of the module students will be asked to work in small teams to give an oral presentation. This will be a student-centred learning opportunity where students will be expected to take responsibility for their own leaning and develop a reasoned argument based on critical analysis of the appropriate literature and research. Short, un-assessed presentations in seminars prior to the assessed presentation will provide the necessary support for these sessions (Learning Outcome 4). Tutorials support for the presentations will also be available.



Assessment: Examination 60% (two hour) (to assess Learning Outcomes 1-3, 5). Coursework 40%. The following assessment schedule is illustrative. Two pieces of coursework will be assessed: a) a timed essay (20% - 1000 word equivalent) (to assess Learning Outcomes 1-3, 5). b) one small group oral presentation (20% - 1000 word equivalent) (to assess Learning Outcome 4, although depending on the topic chosen Learning Outcomes 1, 2, or 3 will also be assessed). Illustrative Bibliography: BELL, M. & WALKER, M.J.C. (2005) Late Quaternary Environmental Change. Physical and Human Perspectives, Prentice Hall. BRADLEY, R.S. (1999) Paleoclimatology: Reconstructing Climates of the Quaternary (2nd Edition), Harcourt Academic Press. BRADLEY, R.S. & JONES, P.D. (eds.)(1995) Climate since A.D. 1500, Routledge. BRYANT, E. (1997) Climate Process and Change, Cambridge University Press. * BURROUGHS, W.J. (2001) Climate Change: A Multidisciplinary Approach, Cambridge University Press. DRAKE, F. (2000) Global Warming: The Science of Climate Change, Arnold. HARDY, J. (2003) Climate Change: Causes, Effects and Solutions, Wiley. LOWE, J.J. & WALKER, M.J.C. (1997) Reconstructing Quaternary Environments (2nd Edition), Longman. * MACKAY, A., BATTERBEE, R., BIRKS, J. & OLDFIELD, F. (2003) Global Change in the Holocene, Hodder & Stoughton Educational. MANNION, A.M. (1999) Natural Environmental Change, Routledge. * O'HARE, G., SWEENEY, J. & WILBY, R. (2005) Weather, Climate and Climate Change: Human Perspectives, Prentice Hall. ROBERTS, N. (1998) The Holocene, Blackwell. RUDDIMAN, W.F. (2001) Earth's Climate: Past and Future, Freeman. * SIEGERT, M.J. (2001) Ice Sheets and Late Quaternary Environmental Change, Wiley. WALKER, M.J.C. (2005) Quaternary Dating Methods. Wiley. WILLIAMS, M.A.J., DUNKERELEY, D., De DECKKER, P., KERSHAW, P. & CHAPPELL, J. (1998) Quaternary Environments (2nd Edition), Edward Arnold. WILSON, R.C.L., DRURY, S.A. & CHAPAMAN, J.L. (2000) The Great Ice Age: Climate Change and Life, Routledge. * Recommended Texts Students will also be referred to relevant journals as appropriate.



Learning and Teaching Strategies: A mixture of visits, lectures, laboratory practicals, literature search and student-led seminars will be used to improve debating skills and encourage independent learning and a questioning approach to current scientific knowledge. A case study approach will be used to unify a number of themes which will impart key theoretical knowledge to students, involve them as active participants in the learning process and encourage self-evaluation and reflection. Group presentations and discussions will provide opportunities for students to work both collectively and independently whilst encouraging an open interchange of ideas, experiences and opinions. Assessment: The module will be assessed entirely by continuous assessment (written work, presentation and practical assessment), up to an equivalent of 5000 words (learning outcomes 1-5) (See 11.2). Illustrative Bibliography: Appleby, M. C. et al. (1997) Animal welfare. CAB International Boden, E. (Ed.) (2005) Black’s veterinary dictionary. 21st Ed. Barnes & Noble Brock, T. D. et al. (1999) Biology of microorganisms. 9th Ed. Prentice Hall Fraser, A F et al. (1996) Farm animal behaviour and welfare. 3rd Ed. CAB International Gluck, J. P. (2000) Applied ethics in animal research: philosophy, regulation, and laboratory applications. Purdue University Press Grayson, L. (2000) Animals in research: for and against. The British Library Learmouth, A. (1988) Disease ecology. Blackwell Scientific Mepham, B. (2005) Bioethics: An Introduction for the Biosciences. Oxford, Oxford University Press. Petrinovich, L. (2001) Darwinian dominion: animal welfare and human interests. The MIT Press Playfair, J. & Bancroft, G. (2004) Infection and Immunity. Oxford. Oxford University Press. Radford, M. (2001) Animal welfare law in Britain : regulation and responsibility. Oxford, Oxford University Press. Roitt, I. M. (2001) Essential immunology. 10th Ed. Blackwell Scientific Smith, J. A. et al. (1991) Lives in the balance: the ethics of using animals in biomedical research. Oxford University Press Tortora, G. J. et al. (2003) Microbiology: an introduction. 8th Ed. Benjamin Cummings UFAW (2001) Conscious cognition and animal welfare: animal welfare vol 10 supplement. UFAW Webster, J. (2005) Animal welfare: limping towards Eden. Oxford, Blackwell Publishing Journals: Bulletin of the World Health Organisation Nature Science Science Progress Scientific American



Trends in Ecology and Evolution

Geography Level 6 Module descriptors Module Title: Module Code: Level: Credit rating: Duration: Teaching Hours: Academic responsibility:

The Countryside: Conservation and Recreation Management MGEMD3CRM HE 3 20 credits 200 hours of student learning time 50 hours Prof. P. Vujakovic

Module Aims: This module aims to develop the student's understanding of the dynamic field of countryside conservation and recreation management, within the context of historical and contemporary processes of countryside change. The module aims to investigate relevant countryside and rural planning policies and associated management issues, as well as provide an introduction to specific conservation and recreation management approaches and techniques. A major theme is the study of land as a multiple resource, with emphasis on conflicting interests and uses. The module concentrates on the United Kingdom, but draws on material from Europe and elsewhere as appropriate. The past, present and future of countryside conservation is inherently linked to changing patterns of land use and to the economic, social and political processes and pressures which contribute to change. The module aims to explore the main themes through a number of clearly defined sections. The first is broadly concerned with historical and contemporary processes of countryside change, with a focus on key landscapes and habitats. The second deals with changing attitudes to land resources, the growth of the conservation movement and environmental ethics, and the planning and policy environment as it affects conservation, amenity and recreation management in the countryside. The final section investigates more specific aspects of management for conservation and recreation. The module aims to provide opportunities for students to develop the following skills: communication (verbal and written); working with others; improving own learning and performance; problem solving (involving field work) and ability to synthesise information. Intended Learning Outcomes: By the end of the module students should be able to: 1) demonstrate a coherent and detailed understanding of the dynamics of countryside change and land use competition and conflicts, and be able to evaluate the relative importance of specific social, economic and political processes in terms of their impact on changes to the countryside: 2) evaluate the influence of key actors and institutions in land use, recreation and conservation issues: 3) demonstrate a detailed understanding of the evolution of recreation and conservation policies within the UK (including the wider European and international policy environment where relevant), and systematically and critically evaluate the outcome of specific countryside policy initiatives and management approaches: 4) work effectively as a member of a team to apply knowledge and field skills to carry out a problem solving exercise:



5) effectively communicate ideas and critical thinking in written form. Indicative Module Content: The module will introduce students to the nature of the British countryside and processes of change. The importance of human perception of the environment, and the values and meanings attributed to the countryside, will be explored (e.g. growth of the conservation movement). Historical and contemporary processes affecting land use, landscapes and habitats, and the conservation and recreation value of the countryside will form the focus of the first section. Various forms of conflicting countryside land uses will also be examined in lectures and via seminar discussions (e.g. recreation, agriculture, military use, extractive industries, forestry). The second section will begin by focusing on the institutional framework involved in countryside conservation and recreation management. The historical development of a conservation movement and the planning system will be reviewed. This will form the basis for understanding the evolution of land use planning and management within the UK, together with relevant European and international policies, regimes or agreements. The pressure on countryside will be reviewed in the context of the relevant planning policies. The influence of key actors and institutions (government, voluntary organisations, land owners, the public, the media) will be assessed through case studies and, where circumstances permit, by local field visits. The final section of the module will examine the implementation of policies and management approaches and techniques. The changing nature of countryside protection and management schemes will be assessed (e.g. National Parks, Country Parks, Heritage Coasts, Agri-environmental policies, Community Forests, Sites of Special Scientific Interest (SSSI), Biodiversity Action Plans). This block will also deal with specific issues in management of recreation and conservation sites, biodiversity management, and with spatial aspects of countryside change and conservation, e.g. strategies for dealing with habitat fragmentation. Learning and Teaching Strategies: The module will involve a series of lectures, supporting seminars and workshops/practicals (including local field visits, where possible). Group work and discussion will form an important element of the seminars and workshops. Lectures will provide the academic material and framework necessary to satisfy learning outcomes 1-3. The lectures will be supported by seminars and seminar-workshops (based around readings or short videos) to ensure that key concepts and ideas are understood. The student learning experience will be enhanced, where possible, by field visits which will provide students with the opportunity to gain first hand experience of some of the environments studied in the course. Students will work in teams on a field based problem solving exercise. The exercise will provide an opportunity to explore a key practical issue in countryside recreation and/or conservation management. The exercise will be presented as a written report. Students will also be given an opportunity to present their findings (not assessed) during the seminar programme to ensure that all students benefit from the individual team's experiences. Assessment: Examination 60% (2 hours) (to assess Learning Outcomes 1-3, 5),



Coursework 40%. The following assessment schedule is illustrative. Two items of coursework will be assessed: a) Presentation (20% - 1000 word equivalent per student) (to assess Learning Outcomes 1-2,5); this will involve the critical review of a specific land use issue or conflict. b) Project (20% - 1000 words maximum per student) (to assess Learning Outcomes 1,4-5); this will examine an applied management issue related to the students interests (e.g. nature conservation, tourism management, access issues). Illustrative Bibliography: BROADHURST, R. (2001) Managing Environments for Leisure and Recreation, Routledge CURRY, N. & OWENS, S. (1996) Changing rural policy in Britain, CCP EVANS, D. (1996) A history of nature conservation in Britain (2nd Edition), Routledge GILG, A. (1996) Countryside planning (2nd ed.), Routledge GILG, A. (2004) Town and Country Planning in the UK, Sage HARVEY, G. (1997) The killing of the countryside, Jonathan Cape ILBERY, B. (1998) The geography of rural change, Longman* MARREN, P. (1999) Britain's Rare Flowers, T&AD Poyser. PENNINGTON, M. (1996) Conservation and the countryside: by Quango or market? IEA PIGRAM, J. & JENKINS, J. (1999) Outdoor Recreation Management, Routledge* PRICE, E. (2003) Lowland Grassland and Heathland Habitats, Routledge ROBERTS, G. (1999) Woodlands of Kent, Geerings ROBERTS, L. & HALL, D. (2001) Rural Tourism and Recreation: Principles to Practice, CABI ROBINSON, G. (2004) Geographies of Agriculture, Prentice Hall. WATKINS, C. (Ed.) (1996) Rights of way: policy, culture and management, Cassell. WALFORD, N. et al. (1999) Reshaping the Countryside, CABI Press WOODS, M. (2004) Rural Geography, Sage * Recommended Texts Students will also be referred to relevant journals and electronic resources as appropriate.



Regions of Risk: Human and Environmental Security MGEMD33HES HE 3 20 credits 200 hours of student learning time 50 hours Dr. J. Maxted


Module Aims: This module aims to introduce students to the spatial and social dimensions of vulnerability to hazards by examining the connections between the risks people face and the reasons for their vulnerability. In recent years, the redistribution of risk has created conditions for natural and technological disasters to become more widespread, more difficult to manage, and more discriminatory in their effects. This module aims to critically examine why geophysical or biological events are often implicated in some way as the trigger event or the main link in a chain of causes in disasters yet there are social, economic and political factors that cause people's vulnerability and influence how hazards affect people in differing ways and with differing intensity. Intended Learning Outcomes: By the end of this module students should be able to: 1) demonstrate a critical and systematic knowledge and understanding of the key concepts, themes and models within the field of hazards, human vulnerability and disaster such as risk, vulnerability and resilience; 2) demonstrate the ability to critically assess the role of social and economic determinants of vulnerability to disaster such as gender, age, occupation and ethnicity; 3) demonstrate knowledge and understanding of the bio-physical, cultural and political ecological environments of hazard; 4) demonstrate knowledge and understanding of the role of institutions in disaster management; and capacity building in institutional development (international, transnational, governmental and civil societal); 5) work to effectively communicate the results of a study verbally, demonstrating skills in using quantitative and symbolic data in the form of maps, text, photographs, graphs, tables, and diagrams. Indicative Module Content: This module provides an introduction to a critical component of the people-environment relationship, namely the variability of vulnerability to natural hazards over geographical areas and socio-economic groups. The first section of the course reviews the major concepts, themes and debates in the within the field of hazards, human vulnerability and disaster. These include the nature of risk, vulnerability, capacity and resilience, hazards and disasters. Two models are introduced as tools for studying how disasters occur, when and how they affect vulnerable people. Two analytical models are provided as tools for understanding vulnerability. One links remote and distant 'root causes' to 'unsafe conditions' in a 'progression of vulnerability'. The other uses the concepts of 'access' and 'livelihood' to understand why some households are more vulnerable than others. The second part of the module will apply these concepts to an examination of a number of different hazard types such as famine, biological hazards, floods, coastal storms and earthquakes in differing world geographic regions. The module concludes by examining the implications of a better understanding of the variability of risk and vulnerability to natural hazards for measures to alleviate this vulnerability. Learning and Teaching strategies: This module will utilise lectures, seminars, demonstrations, scenario modelling and coursework to accomplish the module objectives. Lectures will play a major role in satisfying leaning outcomes 1-3 by



introducing students to the key concepts, models and issues in the study of natural hazards, and people's vulnerability in the first section of the module and in presenting and analysing the case studies in the second. The lecture programme will be supported by seminars and workshops that are specifically organised to encourage and promote discussion and debate. The seminars will provide a forum for students to work in small teams, to develop a scholarly autonomy and to develop their communications skills, both oral and visual. Coursework assignments are an integral element in the learning and teaching strategies that underpin the module. They have a central role in developing writing and analytic skills, and in the synthesis and critical evaluation of materials and their marshalling in the construction of reasoned arguments. Assessment: Examination 60% (2 hours) (to assess Learning Outcomes 1-4) Coursework 40%. The following assessment schedule is illustrative. The coursework will consist of: a) Written assignment (20% - 1000 words) (to assess Learning Outcomes 1-4) b) Presentation (20% - 1000 words equivalent) e.g. an investigation of a natural hazard or disaster utilising the models developed in the course (to assess Learning Outcomes 1-5) Illustrative Bibliography: ALLEN, T. & THOMAS, A. (2000) Poverty and Development: Into the 21st Century, Oxford University Press. ANDERSON, M.B. (2000) 'Vulnerability to Disaster and Sustainable Development: A General Framework for Assessing Vulnerability'. In PIELKE, R. Jr. &. PIELKE, R. Sr. (Eds) Storms Vol. 1. Routledge. BANKOFF, G. (2004) Mapping Vulnerability: Disasters, Development, and People, Earthscan. BURTON, I. & KATES, R.W. (1964) 'The Perception of Natural Hazards in Resource Management'. Natural Resources Journal 3, pp412-441. HAMPSON, F.O. et al. (2002) Madness in the Multitude: Human Security and World Disorder, Oxford University Press. HEWITT, K. (1997) Regions of Risk: Geographical Introduction to Disasters, Themes in Resource Management Series: Longman. HOFFMAN, S. & SMITH, A.O. (Ed.) (1999) The Angry Earth: Disaster in Anthropological Perspective, Routledge. PEACOCK, W.G., & RAGSDALE, A.K. (1997) 'Social Systems, Ecological Networks and Disasters.' In PEACOCK, W.G., MORROW, B. H. & GLADWIN, J. (Eds) Hurricane Andrew: Ethnicity, Gender and the Sociology of Disasters. Routledge. PELLING, M. (2003) The Vulnerability of Cities: Natural Disaster and Social Resilience, Earthscan. Report of the Expert Group Meeting (2001) Environmental Management and the Mitigation of Natural Disasters: a Gender Perspective Ankara, Turkey, 6 - 9 November 2001 STALLINGS, R. (Ed.) (2003) Methods of Disaster Research, International Research Committee on Disasters: Xlibris Corporation. TUFTE, E. (2001) The Visual Display of Quantitative Information, Graphics Press. VALE, L.J. & CAMPANELLA, T.J. (Eds) (2005) The Resilient City: How Modern Cities Recover from Disaster, Oxford University Press. WHITE, G.F. (1961) 'The Choice of Use in Resource Management'. Natural Resource Journal 1, pp23-40.



WISNER, B. et al. (2003) At Risk: Natural hazards, people's vulnerability and disasters (2nd Edition), Routledge. Students will also be referred to relevant journals as appropriate.


Applied Physical Geography: Climate and Society MGEMD3APG HE 3 20 credits 200 hours of student learning time 50 hours Dr. C. Young

Module Aims: The module aims to examine how society uses the climatic environment and investigate how climatic change during the latter part of the Holocene has affected society. The module aims to develop the students' understanding of the reciprocal relationship between the physical and human environments by examining how human activity uses, alters and is altered by climatic processes. Since scientists believe that increasing use of the atmospheric system is likely to increase future climatic change, and that this may increasingly threaten human societies, the module aims to examine the possible environmental impacts and critically evaluate issues associated with managing the environment. The specific aims of the module are: (i) to consider the ways society uses the climatic environment as a resource; (ii) to consider the nature of recent climatic change; (iii) to consider the validity of the concept of 'global warming', and (iv) examine the consequences of climate change on society at a range of scales. The module is designed to develop the applied themes introduced at Level 1, and apply some of the knowledge gained in the process-orientated modules at Level 2. As a whole, the module is designed to progress from the Level 2 modules by emphasising synthesis and holistic principles. The module aims to provide the opportunity for students to develop the following Graduate transferable skills : Communication (verbal and written); Working with Others; Improving Own Learning and Performance; Problem Solving; assessing the merits of contrasting theories, explanations and policies; synthesising information. Intended Learning Outcomes: By the end of the module students should be able to: 1) 2) 3) 4) 5)

evaluate the ways society uses the climatic environment as a resource; demonstrate a critical and systematic understanding of the nature of recent climate change and an understanding of the human, biotic and environmental impacts of such; demonstrate an awareness of the complexity of interdisciplinary and holistic environmental management; work in small teams to critically synthesize and apply knowledge and understanding from research articles and other sources; work in small teams to effectively communicate the results of study verbally;



6)

effectively communicate complex information, arguments and analysis with structured and coherent written arguments, using vocabulary appropriate for Level 3.

Indicative Module Content: The module will start by critically examining climate change of the recent past and the impacts that this change had on society and the environment. It will review the mechanisms that have been used to explain such change. It will examine the ways that society uses the atmospheric system as a resource and the consequences and impacts that this use has, or may have, on both the atmosphere and on society. It will evaluate the contention that increasing use of the atmospheric system is likely to increase future climatic change (global warming), and that this may increasingly threaten human societies. To understand such threats and impacts, feedbacks between a range of atmospheric and environmental processes will need to be 'applied' to the human environment at a range of scales, both spatial and temporal. The main issues in the contemporary climate change debate will be reviewed, such as possible environmental impacts and the complexity of setting and implementing policies to manage change. Learning and Teaching Strategies: Lectures, supported by seminars and tutorials. Lectures will supply the academic material necessary to satisfy Learning Outcomes 1-4. These will be supported with seminars using scholarly reviews and research articles to ensure that the concepts, principles, assumptions and theories involved are understood. Students will work in small teams to effectively communicate the results of study verbally. This will be a student-centred learning opportunity where students will be expected to take responsibility for their own leaning and develop a reasoned argument based on critical analysis of the appropriate literature and research. Short, un-assessed presentations in seminars prior to the assessed presentation will provide the necessary support for these sessions (Learning Outcomes 1-5). Students will also be asked to work in small teams to devise a small problem-solving project and critically apply the knowledge and understanding gained throughout the module to show how a holistic approach is necessary to understand human-environment interaction (Learning Outcomes 1-4, 6). This will develop problem solving skills and ability to work together. It will also require the use of scholarly reviews and research articles. Seminars and tutorials will be used to provide limited guidance on the requirements of this exercise, although students will be expected to use their initiative and take personal responsibility for the development of the project. Assessment: Examination 50% (two hour) (to assess Learning Outcomes 1-3, 6) Coursework 50%. The following assessment schedule is illustrative. Three pieces of coursework will be assessed: a)

b)

Literature evaluation (10% - 500 word equivalent) (to assess Learning Outcomes 1-3, 6). Within the seminars of the module, each student will critically review a range of research papers relevant to the module, evaluating their aims, content and conclusions. One of these will be selected for assessment. An evaluative science-based project (20% - 1000 word equivalent per student) (to assess Learning Outcomes 1- 4, 6). The project will assess the students' ability to work in small teams to critically



c)

synthesize and apply knowledge and understanding gained throughout the module from scholarly reviews, research articles and other sources to show how a holistic approach is necessary to understand human-environment interaction. A small group oral presentation (20% - 1000 word equivalent) (to assess Learning Outcomes 1-5). The presentation will assess the students' ability to work in small teams to effectively communicate verbally their understanding of mechanisms of how environmental processes are modified by human actions and evaluate a range of management techniques available to solve the consequent problems.

Illustrative Bibliography: BELL, M. & WALKER, M.J.C. (2005) Late Quaternary Environmental Change. Physical and Human Perspectives, Prentice Hall BRADLEY, R.S. & JONES (2001) Climate Change: A Multidisciplinary Approach, Cambridge University Press. BURROUGHS, W.J. (2003) Climate into the 21st Century, Cambridge University Press DRAKE, F. (2000) Global Warming: The Science of Climate Change, Arnold FAGAN, B. (2000) The Little Ice Age: How Climate Made History 1300-1850, Basic Books HARDY, J. (2003) Climate Change: Causes, Effects and Solutions, Wiley HARVEY, L.D.D. (2000) Climate and Global Environmental Change, Prentice Hall HOUGHTON, J. (2004) Global Warming: The Complete Briefing, Cambridge University Press KININMOUTH, W. (2004) Climate Change: a Natural Hazard, Cambridge University Press METCALF, S. & DERWENT, D. (2005) Atmospheric Pollution and Environmental Change, Arnold O'HARE, G., SWEENEY, J. & WILBY, R. (2005) Weather, Climate and Climate Change: Human Perspectives, Prentice Hall * OLDFIELD, F. (2005) Environmental Change: Key Issues and Alternative Approaches, Cambridge University Press THOMPSON, D. & PERRY, A. (1997) Applied Climatology: Principles and Practice, Routledge * * Recommended Texts Students will also be referred to relevant journals as appropriate.
