Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Graham Bird
Overall aims and purpose
Climate change is the environmental issue of our time. Society is understandably concerned with how climate is changing now and what the future holds. To fully understand the issue of climate change, this module looks at topic from three viewpoints: 1) how has climate has changed in past and how do we determine this? 2) How is climate predicted to change in future and how we model this? And 3) what impacts those future changes may have on society. The module aims to place the contemporary climate change debate in a longer-term scientific context and explore debates around the causes and consequences of historic and contemporary climate change. Particular focus will be placed on the interactions between people and the environment at a range of geographical and temporal scales.
- Major concepts: climate and environmental change and 'global warming'.
- Temporal and spatial patterns of historical climate change. Hot House and Ice House climates, glacial/interglacial cycles, Quaternary climate change (Last Glacial Maximum, Younger Dryas Hypsithermal, Medieval Warm Period, Little Ice Age).
- Drivers of climate change at a range of temporal scales.
- Use of environmental proxies. The course will cover the use of a range of environmental proxies for reconstructing past climate at a range of temporal and spatial scales. This will include the use of dendrochronological records, palaeo-atmospheric chemistry (ice-cores), speleotherms, varved sedimentary deposits, documentary records, primary climate observations.
- The contemporary climate change debate. Depiction in the popular media, causes, magnitude. Evidence presented in the peer-reviewed, scientific literature.
- Future predictions of climate change. IPCC, GCMs.
- Socio-economic impacts of climate change and the mitigation and adaption to climate change. Focus on both attempts to address potential causes (e.g. COP conferences) and impacts.
Grades D- to D+: Basic knowledge of the concept of climate change, but lacking a clear multidisciplinary approach to the issues. Presentation of limited examples to illustrate the spatial and temporal variability in climate change and the evidence that highlights this, the predictions for future trends in climate and the suggested socio-environmental implications. Structured, mostly accurate and relevant description. Limited quantification and basic level of critical evaluation expected.
Grades A- to A**: Clear understanding, wide and thorough knowledge of the concept of climate change. Evidence of substantial reading, and knowledge of recent developments in the understanding of historical and future climate change at a range of spatial and temporal scales. Clear awareness of multidisciplinary issues with greater social, cultural and economic emphasis. Detailed quantification and explanation of derivations. Critical evaluation with well reasoned opinion. Elegant and flowing presentation, with flair for subject.
Grades B- to B+: Clear understanding and thorough knowledge of the concept of climate change, with evidence of reading and knowledge of recent developments in the subject . Multidisciplinary issues emphasised, and thoroughly described with a clear appreciation of concepts of spatial and temporal scales. Balanced review of natural and anthropogenic processes. Thorough quantification and critical evaluation of case studies. High standard of presentation.
C- to C+
Grades C- to C+: Adequate knowledge of the concept of climate change with a basic multidisciplinary approach to the issues. Presentation of appropriate examples to illustrate the spatial and temporal variability in climate change and the evidence that highlights this, the predictions for future trends in climate and the suggested socio-environmental implications. Structured, accurate and relevant description. Some quantification and basic level of critical evaluation expected.
Outline major patterns of past global and regional climate change at a range of temporal scales.
Describe the major regional and global trends in predicted future climate.
Present an evidenced argument in relation to a key topic associated with climate change.
Outline the impacts of predicted climate change and the proposed approaches to mitigation or adaptation.
|GROUP PRESENTATION||Group Presentation||10|
Teaching and Learning Strategy
Private and guided self-study
10*2 hour lectures
|Practical classes and workshops||
1*2 hour computer practical
1*3 hour presentation session
1*3 hour debate session
Preparing for group debate exercise (hours) and for the group presentation assessment (20 hours)
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Consider issues from a range of interdisciplinary perspectives.
- Engagement with current subject developments and their application.
- Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
- Demonstrate the independence and skills required for continuing professional development
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/dxx-2006.html
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- L700: BA Geography year 2 (BA/GEOG)
- L701: BA Geography (with International Experience) year 2 (BA/GEOGIE)
- F803: BSc Geography with Environmental Forestry year 2 (BSC/GEF)
- F804: BSc Geography with Environmental Forestry year 2 (BSC/GEF4)
- F800: BSC Geography year 2 (BSC/GEOG)
- F806: BSc Geography (4 yr with placement) year 2 (BSC/GEOG4)
- F802: BSc Geography (with International Experience) year 2 (BSC/GEOGIE)
- C319: BSc Zoology with Climate Change Studies year 2 (BSC/ZCC)
- C327: BSc Zoology with Climate Change Studies w International Exp year 2 (BSC/ZCCIE)
- F801: MGeog Geography year 2 (MGEOG/G)
- F805: MGeog Geography with International Experience year 2 (MGEOG/GIE)
- C321: MZool Zoology with Climate Change year 2 (MZOOL/ZCC)
Optional in courses:
- D447: BSC Environmental Conservation year 2 (BSC/ECON)
- D448: BSC Environmental Conservation year 2 (BSC/ECON4)
- D451: BSc Environmental Conservation (International Experience) year 2 (BSC/ENIE)
- F900: BSC Environmental Science year 2 (BSC/ES)
- F901: BSc Environmental Science (4 yr with placement) year 2 (BSC/ES4)
- F90F: BSc Environmental Science year 2 (BSC/ESF)
- 8U71: BSc Environmental Science (with International Experience) year 2 (BSC/ESIE)
- F710: BSC Marine Environmental Studies year 2 (BSC/MES)
- F713: BSc Marine Environmental Stud with International Experience year 2 (BSC/MESIE)
- F79P: BSc Marine Environmental Studies year 2 (BSC/MESP)
- F840: BSc Physical Geography and Oceanography year 2 (BSC/PGO)
- F850: Master of Environmental Science year 2 (M/ENVSCI)
- F851: MEnvSci Environmental Science with International Experience year 2 (MENVSC/ESIE)