Undergraduate Programme and Module Handbook 2007-2008 (archived)
Module GEOL3261: MODELLING EARTH PROCESSES
Department: Earth Sciences
GEOL3261: MODELLING EARTH PROCESSES
| Type | Open | Level | 3 | Credits | 20 | Availability | Available in 2007/08 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- Pass at Level 1 Mathematical Methods in Geosciences (GEOL1061) on pass at AS Level in Mathematics grade C or above, or the equivalent at Scottish Highers.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- To understand the importance and application of numerical modelling in geoscience, as a tool for investigating Earth processes and for predicting the behaviour of Earth systems.
Content
- Key concepts of numerical modelling.
- Physical and chemical processes relevant to geoscience, to include examples from: heat flow, chemical reactions, mantle convection, groundwater flow, mass balance, basin subsidence.
Learning Outcomes
Subject-specific Knowledge:
- Will understand the components of numerical models:
- principles behind modelling of a physical/chemical system;
- the mathematical descriptions of physical & chemical processes, and;
- how these components are incorporated into the software of a numerical model.
- Will be able to critically evaluate modelling uncertainties, e.g. the effects of changing parameters and boundary conditions (inputs) on the model predictions (outputs) and how to map these values to observations or measurements.
Subject-specific Skills:
- Will have acquired the intellectual and practical skills to conceptualise, formulate and then test Earth science concepts and hypotheses through appropriate numerical models.
- Will be able to operate MATLAB software effectively.
- Will be able to plot and interpret model results in an organised and concise fashion.
Key Skills:
- Communicate modelling approach and results effectively in written, verbal and graphical forms.
- Evaluate the performance of a numerical model and how the model predictions map to observations.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Problem-based learning built around 20 x 3 hour weekly slots. There will be 4 problems, each of 5 weeks duration. Students will work in pairs and change roles for each problem. Each problem will build upon knowledge from a previous exercise, address a fundamental issue in modelling Earth processes and contain a mixture of guidance and feedback, practical IT-based activities and short lectures on specific technical details. At the end of each problem, the students will present their findings in the form of a short paper and/or a verbal presentation to the whole group.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Practical | 20 | Weekly | 3 Hours | 60 | |
| Preparation and Reading | 140 | ||||
| Total | 200 |
Summative Assessment
| Component: Continual Assessment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Practical Assignment 1 | 25% | ||
| Practical Assignment 2 | 25% | ||
| Practical Assignment 2 | 25% | ||
| Practical Assignment 2 | 25% | ||
Formative Assessment:
Regular discussion and review sessions within the groups and then at the end of each problem between all the groups.
■ 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