Module GEOG3701: MOUNTAIN HAZARDS

Department: Geography

GEOG3701: MOUNTAIN HAZARDS

Prerequisites

• GEOG2611 MOUNTAIN LANDSCAPES AND ONE OR MORE OF EITHER GEOG2462 SCIENTIFIC RESEARCH IN GEOGRAPHY, OR GEOG2531 GLACIERS AND GLACIATION, OR GEOG2601 RECONSTRUCTING ENVIRONMENTAL CHANGE

Corequisites

• None

Excluded Combination of Modules

• GEOG3691 FIELD RESEARCH IN GLACIAL ENVIRONMENTS: ICELAND CASE STUDY, GEOG3491 ENVIRONMENTAL PROCESSES & CHANGE, GEOG3501 URBAN CHANGE IN EUROPE, GEOG3731 DYNAMIC MOUNTAIN ENVIRONMENTS, GEOG3581 TERRITORY AND GEOPOLITICS, GEOGNEW01 GEOGRAPHIES OF ENERGY TRANSITION

Aims

• The aim of this module is to provide advanced level theoretical and practical training in the understanding of hazards in dynamic mountain environments. Students will engage in the collection and interpretation of field data as part of enquiry in the study of mountain hazard mechanisms, assessment and mitigation. As a Level 3 module, it is intended to build upon basic grounding in relevant substantive material from Years 1 and 2, but to expand and apply this knowledge through direct experience of and undertaking investigation in a mountain environment. The locations chosen closely reflect the research interests of the relevant teaching staff in Geography.

Content

• This module is a field-based examination of hazards in mountain regions, with a particular focus around mechanisms, mitigation and management. The aim is to provide students with an overview of the range of issues that face mountain environments and the manner with which management decisions are made. We aim to give direct experience of undertaking research in such environments, as well as training in a range of relevant field research skills.
• The module starts with context lectures and preparation immediately after Level 2 in Term 3, made necessary due to the timing of the field class in September.
• Students will go on residential fieldwork for approximately two weeks, where they will learn about hazards in mountain environments and implement the preparatory work undertaken in June. An inspirational field location will be selected which combines active mountain processes and management challenges. Indicative field course locations include: Canadian Rockies, West Coast USA, Taiwan, or the Himalayas, to be finalized prior to pre-registration
• Example topics that may be covered include: Slope processes; Landslide classification; Mass movement impacts (global and local); Tectonics and mountain building; Stress-strain behaviour of rocks; The role of precipitation and seismicity; Rock weathering; Rock avalanches (runout mechanisms, valley blocking); Rockfall and mass wasting; Slope channel connectivity; Sediment cascades; Glacial debutressing; Biogeochemical cycles; Dating techniques; Remote sensing; Slope monitoring, warning systems and community awareness; Engineering geomorphology; Hazard mapping; Slope design and mitigation; Hydro-power and sediment management
• Students will benefit from direct interaction with local government, industry and academics, who study and manage the dynamic landscape
• Students will form groups and undertake research projects that combine theory, hypotheses, data collection, analysis and interpretation around the themes of the module, developed around their collective interests from prior to and during the fieldtrip. During the field class students will generate a dataset that they will use back in Durham during Level 3, with support on data handling and interpretation during computer and laboratory based classes. This will lead towards a final report and a group presentation at the conclusion of the module

Learning Outcomes

• On successful completion of this module students will be able to:
• Develop skills in the transfer of results of theoretical models to laboratory tests to understanding of field observations
• Gain a basic understanding of the current state of the art in understanding mountain hazards
• Consider the role of landslides in the wider evolution of the landscape
• Comprehend the role of material properties in controlling landslide mechanisms and behaviour
• Describe and explain approaches to landslide hazard mitigation
• Apply knowledge to problem solving based upon a series of real-world case studies focused upon mass movement problems
• Undertake field-based research-led appraisals of landslide mechanism, hazard and mitigation strategies

• On successful completion of the module students will be able to:
• Relate general principles of landslide mechanisms to specific situations including case studies of landslide problems
• Plan, design, execute and report geographical research both individually and as part of a team
• Analyse the complex interactions between geology, geomorphology and the social environment
• Undertake effective laboratory and field work (with due regard for safety and risk assessment)
• Apply a range of numerical and analytic skills to understand mass movement processes
• Evaluate the relative need & contribution for physical and social science in mitigating mass movement risk
• Undertake field-based research-led appraisals of landslide mechanism, hazard and mitigation strategies

• On successful completion of the module students will be able to:
• Perform interpretations explained in lectures/practicals and extract patterns from environmental data collected in the field
• Present logical written and oral arguments
• Critical analysis and interpretation of data and text
• Solving problems and making reasoned decisions
• Ability to work effectively within a group.

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

• Briefing lectures and small group discussions before the field class will help students to formulate the field-based project that they will undertake. Field lectures will be used to impart basic facts and information necessary to fulfill the aims of this course
• Project design will require them to demonstrate that they can take complex literature, synthesis it and use it to formulate a realistic project; all potential field course locations have a wealth of published literature, which will facilitate direct appraisal of literature via discussion in the field
• The field course will be used to allow the students to learn key skills, and to use these to acquire the data that they need to complete their group project and individual report. In the field, students will be trained in good practice (to include: field note taking, advanced measurement techniques, field mapping) which will be assessed in the submitted field notebook. They will also be given training in relevant mountain hazards and the decision making process in the management of such landscapes, which will provide a central focus of the individual report
• The collected data will be analysed in timetabled computer and laboratory sessions. This will allow the students to acquire an understanding of the application advanced data analysis, with guided support, and also in how to link empirical material to hypotheses, theory and research questions. This will be assessed in the individual report as well as the group presentation.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment will be provided in the following ways: On the initial project outline prepared in June; During the field course on student field notebooks and presentations; Contact time with staff during post-fieldtrip practicals.

■ 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