NES3202 : Current Issues in Earth and Environmental Sciences
- Offered for Year: 2025/26
- Module Leader(s): Dr Mark Ireland
- Co-Module Leader: Professor Ian Head
- Lecturer: Dr Geoffrey Abbott, Dr Shannon Flynn
- Other Staff: Mr Ryan Woodward, Miss Caroline Crow
- Owning School: Natural and Environmental Sciences
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This research-led module equips students with critical thinking skills to analyze complex sustainability challenges facing our planet. By investigating current challenges and linking recent research in themes including decarbonization of energy systems, nature-based solutions, contaminant removal, and geomicrobiology, students will develop a deep understanding of the scientific basis for sustainable practices and their potential for addressing global
issues (SDGs).
• Decarbonisation of the energy sector (SDGs 7 & 13) – e.g. geothermal energy, underground energy storage
• Nature based solutions including greenhouse gas removal (SDG 13)- e.g. soil carbon capture, peatland
restoration
• Removal of environmental contaminants (SDGs 3, 6, 7, 12, 14, 15) – e.g. wastewater treatment in circular
economy
• Novel applications of geomicrobiology in environmental problem-solving (SDGs 6, 7, 12, 13) – microbial
processes in wastewater, microbial processes in subsurface energy storage
Outline Of Syllabus
Exploration of the legacy of anthropogenic change due to past resource use (e.g., industrial revolution, agricultural intensification).
Social, Cultural, Economic, & Policy Contexts: Examine how social values, cultural norms, economic systems, and policy frameworks shape our
understanding and responses to sustainability challenges.
Case Studies in Sustainability
Decarbonization of the Energy Sector (SDGs 7 & 13):
- Review current energy sources and their environmental impacts.
- The changing energy system and the role of renewable energy technologies and their potential for decarbonizing energy production.
Nature-Based Solutions (SDG 13):**
- Discuss the role of ecosystems in mitigating climate change.
- Examine nature-based solutions such as soil carbon capture and peatland restoration, exploring their effectiveness and limitations.
Removal of Environmental Contaminants (SDGs 3, 6, 7, 12, 14, 15):**
- Analyze the sources and impacts of environmental pollutants.
- Investigate advanced wastewater treatment technologies and their role in a circular economy approach to resource management.
Novel Applications of Geomicrobiology (SDGs 6, 7, 12, 13):**
- Introduce the field of geomicrobiology and its potential for addressing environmental challenges.
- Explore microbial processes in wastewater treatment and subsurface energy storage.
Synthesis & Evaluation**
- Investigate the costs, benefits, synergies, and trade-offs associated with different approaches to sustainability.
- Reflect on the role of interdisciplinary collaboration in finding solutions to complex sustainability challenges.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Presentation |
| Guided Independent Study | Assessment preparation and completion | 1 | 30:00 | 30:00 | Written report |
| Scheduled Learning And Teaching Activities | Lecture | 14 | 1:00 | 14:00 | N/A |
| Guided Independent Study | Directed research and reading | 9 | 3:00 | 27:00 | N/A |
| Guided Independent Study | Skills practice | 10 | 2:00 | 20:00 | Data analysis and visualisation |
| Scheduled Learning And Teaching Activities | Workshops | 10 | 2:00 | 20:00 | N/A |
| Structured Guided Learning | Structured non-synchronous discussion | 2 | 2:00 | 4:00 | Students will use discussion board to reflect on directed research and pre-submit questions as part of assessment preparation, |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 3 | 1:00 | 3:00 | N/A |
| Guided Independent Study | Student-led group activity | 1 | 7:00 | 7:00 | Formative assessment |
| Guided Independent Study | Independent study | 11 | 5:00 | 55:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures will:
1) Introduce the students to the format of the module and outline expectations, including assessment
requirements.
2) Introduce aspects of the underpinning theory behind anthropogenic change
3) Introduce mitigations and technologies for anthropogenic change
Workshops will provide students the opportunity to examine and critically evaluate key concepts in depth and allow them the opportunity to develop expertise in critically evaluating scientific literature /research and interpreting and presenting scientific information.
Independent study will:
1) Provide students the opportunity to undertake skills practice, specifically in data analysis and
visualisation
2) Provide students the opportunity to consolidate their learning by directed literature reading
3) Provide students time to prepare prior to workshops to become more independent and engaged in their learning
activity
Student-led group activity, and assessment preparation and completion will allow students to fully prepare for their summative coursework and presentation. They will have the opportunity to consolidate and build upon knowledge gained in the taught sessions.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 2 | M | 70 | Individual written review of chosen technology or mitigation (from a defined list) for anthropogenic change. Prepared in the style of a policy brief (e.g. report for the House of Commons Science and Technology Committee). Word limit 3,000 |
| Prof skill assessmnt | 1 | M | 30 | Students will prepare a 10 minute recorded presentation which provides a synopsis of an aspect of anthropogenic change related to unsustainable use of natural resources. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Case study | 1 | M | Students will use Canvas, in groups, to produce a synopsis of technology or mitigation for anthropogenic change (max. 500 words). |
Assessment Rationale And Relationship
The coursework assessment is designed to evaluate the skills, knowledge and understanding. The work assesses their ability to evaluate the credibility and reliability of scientific information and data. These data form the basis for critically evaluating information, from multiple sources. The report provides students with an opportunity to demonstrate their scientific understanding. The presentation aligns with the intended learning outcomes of students being able to explain potential solutions and mitigations for major anthropogenic change.
The single formative assessment provides an opportunity for students to get feedback on the summative report ahead of the final assessment.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NES3202's Timetable