Module GEOG3191: SEA-LEVEL CHANGE AND COASTAL EVOLUTION

Department: Geography

GEOG3191: SEA-LEVEL CHANGE AND COASTAL EVOLUTION

Prerequisites

• Any Level 1 or Level 2 GEOG module.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This third year elective module examines global, regional and local-scale changes in sea level from the last glacial maximum to the present, predictions for the future, how coasts have developed, how they operate and how they may develop in the future

Content

• Driving mechanisms
• Relative sea-level change
• Coastal processes
• Techniques of palaeocoastal reconstruction
• Palaeocoastal dynamics - shoreline evolution
• Rapid sea-level change - earthquakes and tsunamis
• Future sea-level change - current knowledge
• Coastal responses to sea-level change
• Project work

Learning Outcomes

• On successful completion of the module students are expected to be able to:
• Comprehend the spatial and temporal variability in contemporary coastal processes, knowing the linkages between wave, wind and tidal, terrestrial and marine sediment supply and coastal morphology
• Comprehend and evaluate the patterns and processes controlling long-term coastal evolution and relative sea-level change, including the methodology of data collection and analysis
• Describe and explain the causes and importance of rapid events in coastal change
• Comprehend the nature of stratigraphic variability in the field, and relate their lecture-based material and reading to real-world contexts
• Evaluate the evidence of historic sea-level change, and the significance of the past in moulding the present
• Assess the human / physical interface through emphasis on issues surrounding future climate and sea-level rise

• Identify and evaluate in the field and from the scientific literature the type of evidence that records coastal response to changes in sea level, sediment supply and energy
• Observe, analyse and interpret coastal landforms, sediments and processes
• Undertake original research in sea level change science

• Students are expected to define their own research problem, produce their own research findings, design and illustrate a poster displaying their work, defend this presentation orally, and write a scientific abstract of the work
• Present a critical synthesis of a particular project
• Work as a team in the development of a draft group poster presentation which links directly to the individual summative poster submission
• Review previous work, assess its quality

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

• This module uses a range of teaching, learning and assessment techniques
• Much of the course is lecture-based
• There is a field trip
• In the latter part of the module students complete a group research project at an advanced level.
• Students are provided with a set of 'live' research projects currently being researched by members of the lecturing staff from which they elect one project for analysis
• The field trip provides an opportunity for students to translate lecture based material and their reading into real word contexts
• The project work provides an opportunity for advanced level research
• The module employs formative and summative assessment and includes a poster presentation

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Group poster presentation to member of staff supervising each group project. Feedback from staff member on project design, content and initial analysis

■ 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