Undergraduate Programme and Module Handbook 2025-2026
Module GEOL2251: Modelling Earth Processes
Department: Earth Sciences
GEOL2251: Modelling Earth Processes
| Type | Open | Level | 2 | Credits | 20 | Availability | Available in 2025/2026 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- A-level Mathematics at Grade B or above OR GEOL1061 Mathematical Methods in Geoscience OR a comparable maths module taught in another department, such as MATH1561 Single Mathematics A or MATH1071 Linear Algebra I
- AND GEOL1151 Introductory Data Science for Geoscientists OR a comparable introductory programming module taught in another department, such as MATH1587 Programming I; COMP1051 Computational Thinking; OR PHYS1101 Discovery Skills In Physics.
Corequisites
- None
Excluded Combination of Modules
- None.
Aims
- To understand the importance and application of numerical and inverse modelling in geoscience, as tools for investigating Earth processes and for predicting the behaviour of Earth systems.
Content
- Key concepts of numerical and inverse modelling.
- Physical and chemical processes relevant to geoscience, to include examples from: heat flow, chemical reactions, groundwater flow, and wave propagation.
Learning Outcomes
Subject-specific Knowledge:
- Components of numerical and inverse models:
- Principles behind modelling of a physical/chemical system;
- Mathematical descriptions of physical and chemical processes;
- How these components are incorporated into the software of a numerical or inverse model.
- Will be able to critically evaluate models in terms of fit to data, uncertainties, resolution, uniqueness, and model or inversion instability.
Subject-specific Skills:
- Will be able to use high-level programming software effectively.
- Will be able to plot and interpret model results in an organised and concise fashion.
Key Skills:
- Communicate modelling approach, results and uncertainties effectively in written, verbal and graphical forms.
- Evaluate the relationship between model predictions and 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, most of them starting with a short introductory lecture. 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.
- The students will be tested on their modeling skills with a mixture of short reports and in-class programming tests
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: Continuous Assessment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Practical | 30% | ||
| Practical | 40% | ||
| Practical | 30% | ||
Formative Assessment:
Additional formative assessment from homework assignments and regular discussions and reviews with peers and demonstrators during the 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