Module GEOG3511: THE QUATERNARY OF GLACIATED REGIONS

Department: Geography

GEOG3511: THE QUATERNARY OF GLACIATED REGIONS

Prerequisites

• Any Level 1 or level 2 module in Geography or other appropriate evidence

Corequisites

• NONE

Excluded Combination of Modules

• NONE

Aims

• To provide a comprehensive examination of Quaternary glacial and interglacial environments drawing on a range of case studies from both modern and ancient glaciated regions.
• To provide an advanced understanding of the causes and consequences of climatic changes on long and short timescales with specific reference to glaciated terrains during the Quaternary Period (last 2 million years).
• To provide theoretical and practical experience in the use of sedimentological and stratigraphic techniques in reconstructions of glacial and interglacial palaeoenvironments.

Content

• Quaternary glaciations: introduction, historical perspective, timescales and stratigraphic and correlation
• Ice core and ocean core records of Quaternary glaciations
• Causes of Quaternary climate change
• Reconstructing the Quaternary: morphostratigraphy, lithostratigraphy and biostratigraphy
• Methods of dating Quaternary glaciations
• Changing levels of land and sea: the impact of Quaternary glaciations
• Early Glaciations of the Pliocene/Pleistocene boundary
• The nature of the Quaternary record in Britain: a) overview ???b) Case study: the Quaternary of East Anglia and the Thames ???c) Case study: the Quaternary of Wales
• Sub-Milankovitch environmental changes in Britain since the last interglacial
• The glaciations of North America: a) the Laurentide Ice Sheet & western plains case study
• The glaciations of North America: b) the Arctic Ocean and islands & Canadian high arctic case study
• Case studies in Quaternary stratigraphy a) event stratigraphies: the Irish Sea Basin
• Case studies in Quaternary stratigraphy b) morphostratigraphy of the Loch Lomond Stadial
• Field class - weekend trip to Wales (Lleyn Peninsula) or East Anglia

Learning Outcomes

• On successful completion of the module students are expected to be able to:
• demonstrate a sound knowledge of the time-transgressive nature of ice sheet response to climate change using North American and British case studies in Quaternary stratigraphy
• critically assess the concept of sequence and event stratigraphies with reference to onshore/offshore correlations of glacial landsystems
• define the timescales of Quaternary climate changes and understand the implications of short versus long timescale oscillations in global temperatures
• provide a critically reasoned overview of the Quaternary history of Britain based upon applications of lithostratigraphic, biostratigraphic and geomorphological information

• reconstruct the palaeoenvironmental history of a site within a glaciated region based upon standard sedimentological and stratigraphic procedures
• critically analyse the applicabilities, timescales and problems associated with calculating absolute and relative ages for Quaternary events using the full spectrum of dating techniques available to the Quaternary scientist.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures will be used to impart basic facts and information necessary to fulfil the aims of this course. Concepts introduced in the lectures will be explored in more depth in the tutorials through critical evaluation and discussion of the literature. The fieldtrip will provide students with the individual and group working skills and the understanding to describe and interpret glacial sediments in the field using a range of techniques. Preparation of the field report will test the students??? ability to design and complete a research project. The examination is to test student understanding of basic facts and knowledge. The practical exercises will help students develop research skills and demonstrate mastery of both subject skills and key skills. Preparation of the field report will test the students??? ability to design and complete a research project.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Practical project report with written feedback

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University