Pollution and Environment
Run by School of Natural Sciences
10 Credits or 5 ECTS Credits
Organiser: Dr Lorrie Murphy
Overall aims and purpose
- To familiarise the students with the problems associated with inorganic pollutants and to instil knowledge on methods of quantification and remediation in that context.
- To get students working as part of a team inorder to select a inorganic pollution topic and agree tasks and outputs in the form a report and group presentation.
- The aim of the second part of this unit is to introduce to the students the principles of chemical sensors. Different types of chemical sensors are discussed and examples of some will be demonstrated.
- To introduce students to the ways in which organic molecules are introduced into the environment, how they then interact with it, and how they are subsequently modified and removed.
The course covers a range of topics on inorganic and organic pollutants with emphasis on sensing, measurements and amelioration strategies. The course is taught as a combination of course work and traditional lectures. The focus will be: identification of pollutants; measurement of their concentrations; techniques to deal with pollutants.
Course Team: Dr L Murphy (16 workshops - inorganic pollutants), Dr C Gwenin (8 lectures, sensors), Dr Hongyun Tai (8 lectures, organic pollutants).
RESOURCE IMPLICATIONS ESSENTIAL READING none RECOMMENDED READING 1. Environmental Chemistry, A global perspective by Gary W vanLoon and Stephen J Duffy (2010) 2. Environmental Chemistry, 9th Ed., S E Manahan, 2009 3. Principles of Chemical Sensors, J Janata 2nd Ed. 2009 4. Chemical Sensors, Robert W. Cattral (OUP Chemistry Primer) SPECIFIC RESOURCE IMPLICATIONS FOR STUDENTS None
Threshold (40%). Knowledge and understanding of the content covered in the course is basic; Problems of a routine nature are generally adequately solved; Standard laboratory experiments are usually carried out with reasonable success though significance and limitations of experimental data and/or observations may not be fully recognised; Transferable skills are at a basic level.
Good (~60%). Knowledge base covers all essential aspects of subject matter dealt with in the programme and shows good evidence of enquiry beyond this. Conceptual understanding is good. Problems of a familiar and unfamiliar nature are solved in a logical manner; solutions are generally correct and acceptable. Experimental work is carried out in a reliable and efficient manner, with a good appreciation of data analysis shown in write-ups. Performance in transferable skills is sound and shows no significant deficiencies.
Excellent (>70%). Knowledge base is extensive and extends well beyond the work covered in the programme. Conceptual understanding is outstanding. Problems of a familiar and unfamiliar nature are solved with efficiency and accuracy; problem-solving procedures are adjusted to the nature of the problem. Experimental work are exemplary and show a through analysis and appraisal of experimental results, with appropriate suggestions for improvement. Performance in transferable skills is generally very good.
Students should be able to:- to produce an brief report on a selected subtopic relating to an (mutual) inorganic pollutant.
Students should be able to present a synopsis of aspects their report in a verbal form (induvidual presentation) within a group presentation slot that covers: background chemistry; analysis; remediation of 'their' inorganic pollutant.
Students should be able to function as an integral part of a small (3 to 4 persons) team and reflect upon their own as well as others contributions.
Students should be able to explain the principles that control the operation of chemical sensors
Students should be able to assess the advantages and limitations of different sensors.
Students should be able to understand the effect of structure on chemical and biodegradation.
Students should have an awareness of commercially available sensors.
Studnets should be able to recognise the ways in which organic molecules interact with air, land and water.
Students should be able to recognise the typical functional groups present in exogenous organics and how these react in a variety of situations.
Students should be able to understand for particular examples the reasons for a toxic effect.
Teaching and Learning Strategy
This module has 19 h lecture slots devoted to inorganic pollutant topics which involve group interactions/workshops and student presentations.
This module has 16 h of formal lectures (8 h on chemical sensors, 8h on organic pollutants).
private study/literature searching/data retrieval, 65 hours.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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
- 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
- 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
Subject specific skills
- CC6 Skills inCommunicatingScientific material and arguments
- CC7 information technology and data-processingSkills, relating toChemical information and data.
- PS1 CommunicationSkills,Covering both written and oralCommunication with a variety of audiences
- PS2 Skills in the employment ofCommonConventions andStandards inScientific writing, dataPresentation, and referencing literature
- PS5 information location and retrievalSkills, in relation toPrimary andSecondary informationSources, and the ability to assess the quality of information accessed
- PS6 information technologySkills whichSupport the location, management,Processing, analysis andPresentation ofScientific information
- PS7 basic interpersonalSkills, relating to the ability to interact with otherPeople and to engage in teamworking
- PS8 time management and organisationalSkills, as evidenced by the ability toPlan and implement efficient and effective ways of working
- PS12 the ability toCommunicate and interact withProfessionals from otherSubjects
- PS15 the ability to thinkCritically in theContext of data analysis and experimental design
- PS16 the ability to work in multi-disciplinary and multi-skilled teams
- SK1 are fullyConversant with major aspects ofChemical terminology
- SK2 demonstrate aSystematic understanding of fundamentalPhysicochemicalPrinciples with the ability to apply that knowledge to theSolution of theoretical andPracticalProblems
- SK5 demonstrate an understanding of the qualitative and quantitative aspects ofChemical metrology and the importance of traceability
- SK6 develop an awareness of issues withinChemistry that overlap with other relatedSubjects
- SK7 develop knowledge and understanding of ethics,Societal responsibilities, environmental impact andSustainability, in theContext ofChemistry
- SK9 read and engage withScientific literature
- PS9 skills needed to undertake appropriate further training of a professional nature
Courses including this module
Compulsory in courses:
- F900: BSC Environmental Science year 3 (BSC/ES)
- 8U71: BSc Environmental Science (with International Experience) year 4 (BSC/ESIE)
- F850: Master of Environmental Science year 3 (M/ENVSCI)