| Unit name | Evolution of the Surface Environment |
|---|---|
| Unit code | EASC20052 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Donoghue |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Successful completion of a Year 1 Earth Sciences programme. |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Earth Sciences |
| Faculty | Faculty of Science |
Why is this unit important?
Evolution of the Surface Environment provides learners with a broad scale understanding of the evolution of Earth’s surface environment over the last 4.6 billion years. We will draw upon evidence from sedimentology, geochemistry, palaeontology and comparative genomics to understand the non-uniformitarian nature of the rock record and the methods used for its interpretation. Earth surface processes in the Hadean and Archaean differ from those of the Proterozoic and, increasingly, the Phanerozoic. This occurs largely because of the impact of life on its environment, forever changing the nature of our planet and its stratigraphic record. You will be introduced to the physical principles of particulate flows, their products, and how these have co-evolved with life on Earth and, perhaps, other rocky planets.
How does this unit fit into your programme of study?
This unit is designed for students in the second year of the BSc/MSci Geology, Geophysics, Environmental Geoscience, and Palaeontology and Evolution degree programmes. It provides a review of the rock record of Earth and Mars and rationalises them in terms of biological and physical processes, and the co-evolution of those processes over time.
This unit builds on information and concepts covered in the Year 1 units Physics and Chemistry for Earth Scientists, Dynamic Earth, Earth’s Evolution, Skills for Earth Scientists and Our Habitable Planet. It draws together content from these units to provide an holistic understanding of the evolution of the surface environment of rocky aqueous planets. The knowledge and skills acquired through engagement with this unit feed forwards directly to Level 6 studies in all programmes, to project-based units in particular.
An overview of content
The unit will begin by reviewing Earth surface processes, the rock cycle and the nature of the rock record, revealing its non-uniformity which results from the increasing impact of life on the nature of the surface environment, setting up the structure for the unit. The unit will then consider major episodes in Earth history, at each turn learning the physical processes of particulate flow, their products, the attendant biota and their co-evolution. We will begin focussing on the Hadean and Archaean, for which we will use the rock record of Mars as a substitute, followed by the Great Oxidation Event, the Proterozoic-Phanerozoic transition, and terrestrializaton.
How will students be different as a result of this unit?
After successful completion of this unit you will have a better understanding of the uniformitarian physical processes that apply to physical flow on any aqueous rocky planet, the evolution of biodiversity and how physical and biological processes have interacted over Earth history to result in decidedly non-uniform surface environments and a non-uniform rock record. You will understand the data and be able to apply the methods used to deduce these conclusions. You will also achieve a better appreciation for the integrative nature of the Earth Sciences.
Learning Outcomes
After successful completion of this unit you will be able to:
Teaching will combine practicals and lectures. Practicals will consolidate lecture material and provide inquiry- and problem-based exercises, with some applied content. Guided background reading will also be provided.
Tasks which help you learn and prepare you for summative tasks (formative)
The practical and field classes build on content of the lectures, helping you develop and crystalize your knowledge in an informal session with access to the lecturers and demonstrators. Solutions and feedback will be provided within each practical class. Learners are encouraged to present their findings during classes when data collection forms part of the exercise.
Tasks which count towards your unit mark (summative)
When assessment does not go to plan
The University's Regulations and Code of Practice for Taught Programmes outline the requirements for progression on and completion of degree programmes. Students who miss an exam and self-certify their absence may complete a supplementary assessment for an uncapped mark as if taken for the first time. Resit and supplementary exams are habitually taken during the reassessment period later in the summer. As far as is practicable and appropriate, resit and supplementary assessments will be in the same form as the original assessment but will always test the same intended learning outcomes as the initial missed or failed assessment. In the case of group work, failure by a whole group would result in an appropriate group task being set and reassessed for all group members. If a single student fails a group assessment or is unable to participate for an evidenced reason, an individual reassessment will be set.
There are rigorous and fair procedures in place to support students who are ill or whose studies and assessments are affected by exceptional circumstances.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EASC20052).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
