Field Course: Tenerife
Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Prof David Jones
Overall aims and purpose
To observe some contemporary issues from environmental science, geography (human and physical) and conservation.
To visit and observe a range of field sites where diverse climate geology, soils, plant and animal communities can be examined.
To participate in group discussions about the issues raised during visits.
To develop a critical and analytical attitude to the natural and managed environment.
To develop skills in designing and executing a research project.
A one-week field course on the environmentally diverse islands of Tenerife and La Gomera. You will be taken to a variety of sites which demonstrate a range of rock, soil and vegetation types, landscapes, volcanology and a range of conservation and sustainability issues. Some of these will involve meeting and discussion with local experts. You will spend time towards the end of the week working as pairs or small teams on a project designed by you and evolved in discussion with the teaching staff.
Grade D- to D+ Basic knowledge of subject and ability to write descriptive reports.
Grade C- to B+ Sound knowledge of subject, ability to contribute constructively to debate, ability to write perceptive and well-argued reports.
Grade A- and above Sound knowledge of subject and ability to pull together various elements of the course material. Evidence of background reading. Lively, frequent and pertinent contributions to group discussions.
Know how to design and execute a small research project including (I) undertaking fieldwork in teams, (II) data analysis and statistics, (III) undertaking a literature search and assimilating information, (IV) writing a scientific report.
Demonstrate an understanding of the physical, biological and social processes that have shaped Tenerife and La Gomera at a range of temporal scales
Show a critical understanding of the environmental issues exemplified on Tenerife
This assignment constitutes a 3000 word essay which will be completed at the end of the week long Tenerife field course (week 6). You are to pick one essay from the list provided in the Course Handbook. The list of essay topics is quite comprehensive but if you have problems choosing, please see the module organiser in Week 6 or 7. The essay is designed to bring together and integrate the information you have learnt on the field course with respect to one environmental aspect concerning the (bio)geography, socioeconomic development, or environment of Tenerife and La Gomera. We will expect you to deliver a well-structured and presented essay. Essential elements include a good structure (including subheadings), the use of graphics to aid the reader (photographs, graphs), data summaries (e.g. summary tables), proper referencing, the use of secondary information to support arguments made in the text (especially from journals) and a good conclusions section. If you want you can also include a short (200 word max) abstract.
|COURSEWORK||Tenerife Project Report||
This assignment constitutes a 2000 word experimental project report which will be completed at the end of the week long Tenerife field course held in week 6. On the last day of the field course you will complete a one-day mini research project on a topic of your choice. This will be a group exercise in which you will be in a team with 2-4 of your colleagues. You are expected to complete the field tasks together as a team and to collate and statistically analyse the results together when back in Bangor. However, you are expected to create your own graphs and tables and to write your own report. We will expect you to deliver a well-structured and presented experimental report (imagine you are delivering it to the Environment Agency, for example). Essential elements include a good structure (including subheadings), the use of graphics to aid the reader (photographs, graphs), data summaries (e.g. summary tables), proper referencing, the use of secondary information to support arguments made in the text (especially from journals) and a strong conclusions section. Following standard practice, you should have the following sections in your write-up: Title Page, Abstract, Introduction, Materials and Methods, Results, Discussion, Conclusions, References. The Discussion section can include limitations of the study and also suggestions for further work.
Teaching and Learning Strategy
3*1 hour drop-in sessions. This provides students with the opportunity to get feedback on their experimental project results and ways in which to undertake statistical data analysis and presentation and the production of the final report.
Day-long field visits over a 1 week period visiting a diverse array of sites on the islands of Tenerife and La Gomera. The days run from 9-6 each day.
Work on the project reports and essay which is required to complete the module's assignments.
3*1 hour introductory lectures. This provides basic background on the soils, geology, water resources and socioeconomics of the Canary Islands. It also provides information on the logistics of the fieldcourses and provides an opportunity for students to ask questions about the fieldcourse.
- 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
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- 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
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- 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
- Develop and identify research question(s) and/or hypotheses as the basis for investigation.
- Conduct fieldwork and/or laboratory work competently with awareness of appropriate risk assessment and ethical considerations
- Recognize and apply appropriate theories and concepts from a range of disciplines.
- Consider issues from a range of interdisciplinary perspectives.
- Apply subject knowledge to the understanding and addressing of problems.
- Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
- Awareness of the concepts of spatial and temporal scale in understanding processes and relationships.
- Appreciation of the reciprocal nature of human-environmental relationships.
- Apply appropriate techniques for presenting spatial and/or temporal trends in data.
- Preparation of effective maps, diagrams and visualizations.
- Engagement with current developments in the biosciences and their application.
- Appreciation of the complexity and diversity of life processes through the study of organisms.
- Undertake field and/or laboratory studies of living systems.
- Undertake practical work to ensure competence in basic experimental skills.
- Understand the provisional nature of information and appreciate competing and alternative explanations.
- Collect and record data generated by a diverse range of methods.
- Demonstrate awareness of the importance of risk assessment and relevant legislation
- Demonstrate awareness of the importance of risk assessment and relevant legislation
Resource implications for students
Students are required to pay for their travel and accommodation on the trip.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/dxx-3305.html
Courses including this module
Optional in courses:
- C183: BSC Appl.Terrestrial & Marine Ec 4 year 4 (BSC/APTME)
- C180: BSc Appl. Terrestrial &Marine Ec year 3 (BSC/ATME)
- C184: BSc App Terrestrial & Marine Ecology with Intl Experience year 4 (BSC/ATMEIE)
- DDK5: BSC Conservation & Forest Ecosys. year 3 (BSC/CFE)
- DDL5: BSC Conservation and Forest Ecosys year 4 (BSC/CFE4)
- D503: BSc Conservation with Forestry with International Experience year 4 (BSC/CFIE)
- 5DKD: BSc Conservation with Forestry year 3 (BSC/CWF)
- 5DLD: BSc Conservation with Forestry (four year) year 4 (BSC/CWF4)
- D447: BSC Environmental Conservation year 3 (BSC/ECON)
- D448: BSC Environmental Conservation year 4 (BSC/ECON4)
- F854: BSC Environmental Management year 3 (BSC/EM)
- D451: BSc Environmental Conservation (International Experience) year 4 (BSC/ENIE)
- F900: BSC Environmental Science year 3 (BSC/ES)
- 8U71: BSc Environmental Science (with International Experience) year 4 (BSC/ESIE)
- D501: BSc Forestry (with sandwich placement) year 4 (BSC/F)
- D502: BSc Forestry with International Experience year 4 (BSC/FIE)
- D500: BSC Forestry year 3 (BSC/FOR)
- F803: BSc Geography with Environmental Forestry year 3 (BSC/GEF)
- F804: BSc Geography with Environmental Forestry year 4 (BSC/GEF4)
- F800: BSC Geography year 3 (BSC/GEOG)
- F802: BSc Geography (with International Experience) year 4 (BSC/GEOGIE)
- F850: Master of Environmental Science year 3 (M/ENVSCI)
- D450: MEnvSc Environmental Management year 3 (MENVSC/EM)
- D542: MEnvSci Environmental Management (with International Exper) year 4 (MENVSC/EMIE)
- F801: MGeog Geography year 3 (MGEOG/G)
- F805: MGeog Geography with International Experience year 4 (MGEOG/GIE)